New Beginnings
Creating and Establishing an Adult Literacy Program

Literacy and Adult Basic Education
Instructional Strategies and Curriculum Development

For many of the students, enrolling in an adult basic education (ABE) class requires great sacrifice and is their last chance to turn things around and go a different direction in life. The joy on the faces of your students, who are making progress toward their goals, will overshadow any problems you may encounter. When your students, who are so accustomed to failure, experience success in your classroom, they will have a renewed sense of self worth and a brighter outlook on the world as they move forward to greater opportunities. For these reasons and many others, the teacher or tutor in the ABE classroom has a tremendous responsibility and challenge to make every minute of every class count as the students strive to improve in their roles as parents, workers, citizens, and lifelong learners.

This component is designed to help the adult education teacher or tutor create a classroom and curriculum that will support students in achieving their goals. Specifically, the information has been assembled to achieve four objectives:

1. Describe a literacy/ABE class.

2. Provide simple but effective teaching strategies.

3. Suggest an assortment of basic, inexpensive materials for curriculum development.

4. Recommend reliable sources for obtaining additional, in-depth information.

The ideas and guidelines suggested here are general and will not pertain to every situation. A program's needs vary depending on the scope of the program and on the population served. However, this easy-to-follow, practical advice for teachers and tutors should be useful in planning and establishing an ABE class.

Description of a Literacy/ABE Class

A literacy/ABE class is designed to serve those individuals who are interested in improving their basic reading, writing, and math skills. The functioning level of students in the classroom may range from beginning literacy to fairly advanced, yet not quite at the adult secondary level. Some of the students may have just completed work in an English as a Second Language (ESL) program, which they attended in order to become fluent enough to function in a class conducted in English. Many ABE students continue their education after completing an ABE curriculum. Students may take a class designed to help them pass the GED test and then, for example, they may enroll at a community college.

Students working on the ABE level come from diverse backgrounds and have such a staggering range of abilities that it is impossible to describe the typical ABE student. It is not unusual to find a 17-year old in class with a 70-year old.

There is also a vast difference in the level of motivation of the students. Some are highly motivated with a burning desire to improve their skills in all areas. At the other extreme, there are individuals who are required to attend an ABE class in order to receive certain benefits or because they have legal issues to satisfy. These students may be uncooperative during the first few class meetings because they view the teacher as just someone else trying to control their lives. As soon as the reluctant learners realize what an opportunity they have in adult education, they frequently become the best students and highest achievers in the room. One common denominator, however, for the majority of the students in a literacy/ ABE level class is that they have been unsuccessful in the traditional public school environment.

Strategies, Hints, and Tips
Getting Started

1. First impression. The first meeting of a class is an especially important time to establish a classroom climate that supports learning and makes the students feel good about themselves. Since the students may be ill at ease, the teacher should be friendly, courteous, enthusiastic, patient, understanding, and have a sense of humor.

2. First day of class. Usually there are enrollment forms and assessments that must be completed during the first class, but be sure to plan a short, meaningful, and interesting activity that can be done in addition to the required paperwork. This will help make a good impression on the students. Before anyone leaves class on the first day, be optimistic and talk enthusiastically about plans for the next class so everyone will be sure to return.

3. Purpose. Find out why your students are attending class and what they hope to achieve. This can be done in one-on-one informal conversations if the class is small. If not, one way to get to know your students is to have them complete a series of open-ended statements that reflect their interests, preferences, and concerns. Such a list of appropriate statements could include the following:

• I wish I knew more about...
• The thing I do best is...
• When I have extra time, I like to...
• I wish I knew how to...
• I think I learn best when...

Be careful not to ask any questions that could be embarrassing such as "How do you make a living?" or "Where does your husband work?"

1. Classroom environment. Students learn better in a non-threatening, relaxed situation, but that is not to say that it can be a carnival-like atmosphere. It is easier to create an effective learning environment if you begin the first time that you meet with your students. Even though the students are adults, good behavior is not guaranteed. Set some guidelines. The students can help determine what should be allowed and what should not be allowed.

Orientation

1. Goal setting. This is a priority. Help your students set short- and long-term goals and decide what steps will be taken toward those goals. It is important for the students to put their goals in writing, to establish a timeline, to identify obstacles they are apt to encounter, and to figure out how they will overcome those difficulties. The goals should be modified from time-to-time in order to keep them up-to-date.

2. Learning styles. Discuss learning styles, and help each student identify his or her own preferred style. Emphasize that one is not better than another; each style is just different. Be sure to use a variety of instructional styles in order to meet different needs.

3. Study skills. It is worth spending time teaching your students good study skills. Many students want to learn but waste precious time because they do not know how.

4. Time management and organizational skills. Teach your students the importance of time management, and emphasize good organizational skills. Help them get organized by encouraging them to keep their work in a three-ringed binder or something similar. This is an excellent opportunity to help them start a portfolio where they will keep selected samples of their best work.

Enhancing Motivation

1. Attention. Be sure to connect with each student every class. A smile along with eye contact can convey the message, "You are important and worth my attention."

2. Journaling. Encourage students to keep a journal of "What I Learned Today." Summarizing reinforces learning.

3. Personal assets. Recognize the fact that students have special talents, such as playing a musical instrument, or valuable knowledge, such as being an auto mechanic. Build on those assets.

4. Age-appropriate material. It is degrading to adults to use materials designed for children.

5. Body language. If students seem tired or have trouble concentrating, it may be time for a break. Frequent short breaks may be better than one long one.

6. Follow-up. When a student stops attending class, be sure to call or send a post card, expressing concern for their welfare and inviting them back.

7. Ownership. Education must be highly individualized. Give your students choices. Present a list of suitable topics, and let the students select what skills to work on first. Ask your students for their ideas; include their input in the planning process.

8. Level. Students must be working on the right level of material. If it is too easy, the student will become bored. If it is too difficult, the student may become frustrated. The students should feel successful but somewhat challenged.

9. Comprehension. If a certain skill, such as a math concept, must be understood before moving to the next level, find out for sure that it has been learned. "Any questions?" is not an adequate way to determine if an important concept has been understood.

Make Your Class Special

1. Guest speakers. Outside speakers can have a profound impact on the students. Do not underestimate the value of "been there" and "done that" motivational messages coming from former students of adult education who overcame almost unbelievable obstacles in order to be successful in the real world.

2. Class projects. Plan something very interesting to do at the beginning and at the end of each class to encourage students to arrive early and to stay until class is over. An absolutely marvelous way to always have some exciting activity available is to suggest a student-generated project. The first few minutes and the last few minutes of every class can be "project time." Most students quickly become truly engaged in the project especially if they can decide as a group what they would like to do. Sample projects could be a scrapbook or a school newsletter. Reading, writing, social studies, and math skills can be integrated into almost any worthwhile project. Project-based learning has proven to be one of the most effective methods of reaching the reluctant learners. In order to find out more about facilitating project-based activities, order the free Project-Based Learning Hot Topic Packet, which is listed in the suggestions for curriculum development section of this component.

3. Variety. When introducing a new skill, use a "hook" to put the students in a learning mode. A fantastic attention-grabbing technique is to use one of the 2- or 3-minute segments from TV411 videos available on loan from the Texas Center for Adult Literacy and Learning (TCALL) at 1-800-441-7323. Many students thoroughly appreciate and enjoy the professionally developed TV411 series according to comments on their periodic class evaluations. The TV411 series addresses many diverse subjects on the ABE level and does not in any way resemble the ordinary educational video. Check them out for yourself. You will be amazed.

4. Environmental print. Education should not be confined to the classroom. Encourage your students to bring readily available environmental print such as sample job applications, driver's license handbooks, restaurant menus, road maps, or even junk mail. Creative teachers can develop lessons on the spot that will enable students to make a vivid connection between school and the real world as they endeavor to become better parents, consumers, citizens, and workers. For example, a rent-to-buy advertisement for appliances could be developed into a math lesson by calculating whether it is better to buy or to rent-to-buy a washing machine. Also, free newspapers are sometimes furnished to schools just by asking.

5. Equipped for the Future. Hang an Equipped for the Future (EFF) Skills Wheel Poster on the wall. (Posters are available free from TCALL at 1-800-441-7323.) Refer to the poster often so students can see where their learning activities fit into the overall plan of what adults need to know and be able to do in the 21st Century.

6. Pleasure reading. A wonderful assortment of appropriate reading material can be assembled for just a few dollars from used book sales. The friends of the library organizations in most cities hold an annual sale of books that have been donated. Many are in almost new condition. If you identify yourself as a teacher in a program with very limited funds, an impressive supply of books may be donated to your class.

Wrapping Up

1. Achievements. Recognize attendance and achievements with computer-generated certificates.

2. Testimony. Ask a student who is about to exit your program to write a personal letter of encouragement giving thoughtful hints and suggestions to some unknown student who will be enrolling in class in the future. If the right approach is taken, this can be a very meaningful experience to the student writing the letter as well as to the one receiving it.

3. Assessment. Students often have a fear of tests. Sometimes calling a test by a different name helps the student not feel so uncomfortable. It can be called an "assessment to find out what should be reviewed." Scores on tests often do not indicate what the student really knows. After gaining a little self-confidence, it is not unusual for a student in an ABE class to function on a much higher level and begin taking the GED exams.

4. Evaluation. After a major project is completed or a milestone reached, evaluate what was learned. One favorite evaluation activity is to take the EFF Skills Wheel Poster off the wall and spread it out on a table. The students stand in a circle around the table and take turns describing progress made or something learned in the different categories on the chart. Each student steps forward and places a small token on the chart to indicate where the skill is located on the wheel to represent the progress described. The occasion seems even more special if a photograph can be made of the group with a copy for each participant.

Professional Development and Responsibilities

1. Support network. The teacher is usually not expected to be a counselor, but it is nice to have information available on where students can go for help with their personal problems. Keep a list of telephone numbers and contacts where students may find assistance or employment.

2. Confidential material. Never carry confidential student information out of the classroom unless there is a valid reason for disclosing information to someone who has a legal right to know.

3. Documentation. Become familiar with the various assessments and accountability systems required by your program. Neglecting to complete every document requested can be serious because the funding for your program probably depends on your fulfilling your responsibility in these areas.

4. Mentoring. Seek out a mentor, not just anyone, but someone who is optimistic, forward-looking, stays up-to-date with new trends in adult education, and is genuinely interested in the students. Keep a reflective journal for yourself about what works an

5. TCALL. Texas Center for the Advancement of Literacy & Learning (TCALL), a special project of the Texas Education Agency, has a remarkable library of professional development materials available on loan or for free to educators of adults in Texas. Call 1-800-441-7323 to request a catalogue.

Getting off to a good start requires careful attention. Expect great diversity in all areas. "Jump start" your class on the first day by planning an interesting, meaningful activity in addition to the required paperwork. Always treat the students with dignity and respect. Maintaining order shows the students that you take their education seriously.

In your efforts to develop curriculum, be sure to keep in mind the absolutely marvelous materials available to you, especially those dealing with project-based learning. Be sure to try some of the vast assortment of 2- and 3-minute segments of the TV411 videos to enhance your presentations and make your class special and memorable to the students. If your program is under funded, take advantage of the wealth of information for professional development and curriculum needs available at no charge from TCALL. If your budget allows, keep in mind there are attractive ABE materials, often called Pre-GED, produced by several major publishers.

Curriculum and Curriculum Development Suggestions

Here are some of the best curriculum development tools available to adult basic educators. Most of them are available free to Texas educators from the Texas Clearinghouse of Adult Literacy and Learning (TCALL). Return postage is paid by TCALL for items on loan. You can contact TCALL via the Internet at http://www-tcall.tamu.edu/ or call 1-800-441-7323.

The Adult Education Curriculum Project. (1994). Adult education curriculum guide. San Antonio, TX: The Adult Education Curriculum Project, Region 20 Education Service Center. Included in this guide are lesson plans divided into three levels plus an orientation for teachers. Copies of this 506-page manual are available from TCALL free to Texas educators and $20 for out-of-state educators.

National Institute for Literacy. (2000). EFF skills wheel poster. Washington, DC: National Institute for Literacy. These 22" x 36" full-color posters show the 16 Equipped for the Future skills/standards for adult teaching and learning, along with their relation to the four categories of skills in the EFF framework. This is a "must have" item to place on the wall. Free copies are available from TCALL for Texas educators.

Frey, P. (1999). LITSTART: Strategies for adult literacy and ESL tutors Okemos, MI: Michigan Literacy, Inc. This book, which is used by Project VITAL in training tutors, provides guidance and strategies to teach lessons focusing on personal goals and learning styles. It is available on loan from TCALL.

Baird, B. (1997). Project FORWARD curriculum. Austin, TX: Texas Education Agency, Division of Adult and Community Education. This curriculum was designed to help families become more self-sufficient by increasing their reading, writing, thinking, speaking, listening and life-coping skills. There are 80 lessons in the following subject areas: Personal Discovery; Family and Childcare; Culture; Career; Communication; Money Matters; School and Education; and Health and Nutrition. Numerous adult basic education programs currently use this curriculum. It is available free from TCALL via email attachments or on CD-ROM.

Adult Literacy Media Alliance. (1998). TV411. [On videotape.]. New York: Education Development Center. TV411 is made up of a series of 20 videos designed for adults at the pre-GED level who are in need of improving their reading, writing, and math skills. They may be used independently or may be accompanied by workbooks and an interactive Web site: www.tv411.org . The magazine format of the 30-minute videos combines situation comedy, documentary, sports entertainment, and talk show, with a rigorous instructional focus based on real-life skills enhancement. Find more information on the skills addressed in each episode in the TCALL catalogue online. The videos are available for loan in Texas from TCALL. A limited number of workbooks are available on request (one per borrower).

All of the suggestions listed above are free to educators in Texas. In addition, the publishers who specialize in adult education have marvelous, attractive materials targeting students on the ABE level. Some of the publishers will supply one desk copy of a book for review at no charge. Visit their web sites to obtain detailed information about selections available and current prices or request a catalogue of ABE or Pre-GED materials. Contact information for some of the major publishers is as follows:

Steck-Vaughn at http://www.steck-vaughn.com or 1-800-531-5015

Cambridge at http://www.pearsonlearning.com/cambridgeadulted/index.html or 1-800-321-3106

McGraw-Hill Contemporary at http://www.contemporary.com or 1-800-621-1918

References

Adult Education Professional Development & Curriculum Consortium. (1995). The adult basic education teacher's toolkit. San Marcos, TX: AEPDC Consortium, Texas Education Agency, Division of Adult and Continuing Education. This toolkit is especially valuable for teachers who have just entered the field of adult basic education for use in developing curriculum for adults with very limited literacy skills. This entire manual is available online at http://www-tcall.tamu.edu. Printed copies are available free to Texas educators from TCALL.

Dirkx, J. M. & Prenger, S. M. (1997). A guide for planning and implementing instruction for adults: A theme based approach. San Francisco: Jossey-Bass Publishers. The authors walk the adult education instructor through the process of developing theme-based lessons built around "the needs and previous knowledge of their students." This book is available for loan from TCALL.

Stein, S. (2000). Equipped for the future content standards: What adults need to know and be able to do in the 21st Century. Washington, DC: National Institute for Literacy. This fascinating 156-page book describes the EFF standards and how they can be used to improve teaching, learning, and accountability. It is available online at http://www.nifl.gov/lincs/collections/eff/eff_publications.html. Printed copies are available free from TCALL to Texas educators.

Texas Adult Literacy Clearinghouse (2000). Project-based learning hot topic packet. College Station, TX: Texas Center for Adult Literacy and Learning (TCALL). This free packet includes print and Web-based resources for teachers who wish to incorporate project-based learning in their classroom. Practical tips and examples of projects are included, as well as a listing of additional loan resources from the Clearinghouse that pertain to project-based learning.

Wlodkowski, R. (1985). Enhancing adult motivation to learn. San Francisco: Jossey-Bass. Wlodkowski gives numerous practical, motivational strategies and shows how these strategies and techniques meet adult needs, develop self-confidence in learning ability, increase emotional commitment and responsiveness, and encourage group cohesion. This book is available for loan from TCALL.

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