EVALUATION SUMMARY

The Details

1. Participants in the Summer Institute may receive two graduate credits through MSU-Extended Studies. The cost for these two credits is $150 to be paid by cash or check on the first day of the institute.
2. Stipends of $125 will be available to the first 25 MAACE members registered. You will be contacted regarding stipend status prior to the institute.
3. Class will meet in Reid Hall on Monday, June 9, at 8:30 a.m.
4. On-campus housing is available for institute participants at North Hedges Dorm. The costs are $21 for single rooms and $17/person for double rooms. ADVANCED RESERVATIONS ARE REQUIRED. Call 994-3690 and tell them you are with the ABE Institute. Check in time is 1 p.m. and check out is 11 a.m.

See below for more specific breakdown on activities:

 Learning Strategies for Teaching Television Generation Learners

& Lions and Tigers and Bears, Oh My!

Michele Deck, June 9-10

Michele Deck is a recognized national expert in creative and effective ways to teach television generation learners. She is a nurse educator, professional speaker, national training consultant and author of several books on the topic.

Learning Strategies for Teaching Television Generation Learners

Today’s learners are consumers of television and the media. They aren’t afraid to “channel surf” in training, missing critical content and skill development, just as they do with television. Their learning styles are changing, and we need to adapt to that trend to survive and thrive as educators. In this session you will examine 15 essential characteristics of television generation learners; analyze ways to physically involve your audience for higher content retention; compare numerous ways to motivate adults to learn; and utilize a model to plan effective teaching for television generation learners.

Lions, Tigers and Bears, Oh My!

Ideas, strategies and methods to deal with difficult learners without them knowing it!

Have you ever taught a class of unhappy learners? A class that was so challenging that you found yourself clicking your heels together and repeating, “I just want to go home, I just want to go home.” Has a learner ever drained you throughout a class, demanding high attention throughout? If so, this session will share practical, simple and easy to implement secrets you can use to alter the situation in you next class.

Teaching Social Studies

Dr. Jim Hauwiller, MSU-Bozeman, June 11

Dr. Hauwiller, Professor Emeritus in the Department of Education at MSU, will present a day-long course on teaching social studies to adult learners. The day will be built around cooperative learning activities intended to help the teachers of these adults to reflect upon the nature of social studies and how to instill in their students a commitment to gaining and maintaining social awareness. Activities will be organized around the range of social studies areas that are generally listed in the guides for GED, ESL and other adult learning programs. These will include US history, world history, civic education, economics, geography and thinking skills. The methods will demonstrate ways to achieve comprehension, application, analysis and evaluation of what is learned. Participants will leave the day’s activities with insight and appreciation for the necessity to have learners reflect upon what they are learning rather than just absorb what can be learned. Both participants, and hopefully, their learners will gain a sense of themselves as the most critical factor. To the extent that this agenda can be accomplished they will become stronger agents of their own lifelong learning.

Teaching the Low-Level Reader

Dr. Rhea Ashmore, UM-Missoula, June 12

Dr. Ashmore, professor of literacy studies, from UM School of Education will present Thursday’s session: “Literacy Can Be Taught: Strategies for the Adult Learner.” In the morning she will cover the foundations of literacy: the reading process, essential reading program components, reading domains, and the literacy lesson template. The second half of the day will include literacy strategies for the four reading domains: word recognition, oral and written language, comprehension and study skills.