Montana LINCS Update
2/23/09
Greetings from Montana LINCS
 
 

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Go to the Email Archives in the upper left-hand corner on the home page at

http://www.nwlincs.org/mtlincs/

 

 

1.  MTLINCS Research Item #9:  A Whole New Mind?

Left brain - right brain.  Remember those concepts?  Nothing new, right?  Maybe it's just like Multiple Intelligences.  However, do you ever think about those concepts any more?  If not, you may want to pick up Daniel H. Pink's book, A Whole New Mind:  Why Right-Brainers Will Rule the Future.  He shares some interesting observations and proposals.      

"Our broader culture tends to prize L-Directed Thinking more highly than its counterpart ... But this is changing - and it will dramatically reshape our lives.  Left-brain-style thinking used to be the driver and the right-brain-style thinking the passenger.  Now, R-Directed Thinking is suddenly grabbing the wheel, stepping on the gas, and determining where we're going and how we'll get there.  L-Directed aptitudes -- the sorts of things measured by the SAT and deployed by CPAs -- are still necessary.  But they're no longer sufficient.  Instead, the R-Directed aptitudes so often disdained and dismissed -- artistry, empathy, taking the long view, pursuing the transcendent -- will increasingly determine who soars and who stumbles.  It's a dizzying - but ultimately inspiring -- change."

Pink, Daniel H.  A Whole New Mind.  New York:  Penguin Group Inc., 2005, p.27.

From the Information Age, we have gone to the Conceptual Age.  "... today, facts are ubiquitous, nearly free, and available at the speed of light ... When facts become so widely available and instantly accessible, each one becomes less valuable.  What begins to matter more is the ability to place these facts in context and to deliver them with emotional impact.  And that is the essence of the aptitude of Story -- context enriched by emotion."   Pink, p. 103

We are keeping data (Information Age); however, our students' stories are vital in our quest to help them achieve success.  We are constantly being bombarded by the terms -- Rigor, Relevance, and Relationships.   Do Montana ABLE programs provide rigor?  Do the programs provide relevance?  And what about relationships?  Do programs pay attention to their students' stories?  Gut feeling - yes!  Skills are being taught; goals are being met; bonds are being forged.  What do you think?

Questions:

    • Are you seeing anything different in how you provide services?  Or is what Pink saying not true during this most recent economic downturn? 
    • Do students' stories impact the way you teach?  If so, what stories have made the greatest impact?   

2.  Summaries of Directors' Meetings and Shop Talks

Summaries of these events will continue to be posted at http://www.nwlincs.org/mtlincs/opi/opiabledm.htm so that you may review information presented and discussed.

3.  Summary of Distance Learning Conference Call

Summaries of the DL conference calls will be posted at http://www.nwlincs.org/mtlincs/opi/DL/dlresources.htm .

4.  Math Crosswalk Information about GED and COMPASS

Recently, on NIFL's Assessment Discussion List, information was shared about adult ed math.  Click here http://www.nwlincs.org/mtlincs/opi/RI/math_test_crosswalk.doc  to see a document produced by  group of ABE math teachers from Washington State who looked at the content of  CASAS Life Skills and Employability, the GED and both the COMPASS and ASSET Numeracy/Pre-Algebra tests.

5.  ESL Website for New Citizenship Test

Click here at http://www.uscitizenpod.com/ to check out this podcast website for the new citizenship test.

6.  Uses of Technology in the Instruction of Adult English Language Learners

The brief discusses three ways of using technology with adults learning English -- onsite, blended, and online -- and briefly describes examples of some specific technologies and programs for adults learning English.  The brief concludes by identifying issues to consider when using technology and by offering suggestions for further research.  Although specific programs are mentioned, they are provided solely as examples; their inclusion in the brief is not intended as a product endorsement.  

Why use technology in instruction of adult English language learners?  Data show that in the 2005-2006 program year, adult English language learners received an average of 72 hours of classroom instruction, less than 2 hours per week.  Integrating technology in instruction for adult English language learners may offer the flexibility to extend learning beyond that available in a formal program and thus increase opportunities for language and literacy learning.  It may also offer access to new opportunities for interaction among students and between teachers and students. 

You can download the brief at http://www.cal.org/caelanetwork/pd_resources/usestechnology.html .

7.  Resources from Massachusetts

Click here at http://www.sabes.org/resources/publications/fieldnotes/index.htm to check out the numerous resources Massachusetts has posted.  The fall issue of Field Notes devotes itself to Transitions.

8.  Online Courses

Two new sections of the online course “Research-based Strategies and Models for Adult Transitions to Postsecondary Education” are now open for registration. In this course you will read and discuss the research on the changing workforce and examine the reasons why adult learners need to go beyond the GED to advance their earning potential.  Plus you will examine program models that support adult transitions to postsecondary education.

For more information about the course, or to register, visit www.professionalstudiesae.org.

Scroll down to "College Transitions" and click on the course title. Course dates are March 19-May 13, 2009 or April 2-May 27, 2009.

To ensure a seat, register early. Registrations will be accepted on a first come basis. For more information about the course and the policies. Please read the Course Overview at www.professionalstudiesae.org .

 If you have any questions about registering for these courses please contact Leah Peterson at lpeterson@worlded.org.

Kaye Beall, Project Director

World Education

9.  Research about Transitions

"Pathways to Boosting the Earnings of Low-Income Students by Increasing
Their Educational Attainment"
 
For many low-income students, the ability to break the chains of
poverty is hindered by information deficits.  This report from the
Hudson Institute reveals that while higher levels of postsecondary
degrees correspond with higher earnings, certificates from two-year
colleges also lead to well-paying careers, especially among
low-performing students.
http://www.hudson.org/files/publications/Gates%2001-07.pdf    


"Strategies to Empower Low-Income and Minority Students in Gaining
Admission to and Paying for College"

For some students, the route to college is blurred because of
information and affordability issues. This paper from Education
Commission of the States http://www.ecs.org recommends policy to narrow
these access barriers, including simplifying college admissions and
financial aid processes and creating programs to offer personalized
guidance.
http://www.ecs.org/clearinghouse/79/03/7903.pdf     

"Referral, Enrollment, and Completion in Developmental Education
Sequences in Community Colleges"

Using data from 57 Achieving the Dream schools, a study from the
Community College Research Center at Columbia University
http://ccrc.tc.columbia.edu suggests that community college students who
require the most remedial work-three or more courses-also are the most
likely to drop out. Males, Blacks, part-timers and vocational students
are the least likely to progress through their full remedial sequences.
http://ccrc.tc.columbia.edu/Publication.asp?UID=659     

"The Adult Learner and the Applied Baccalaureate: Emerging Lessons for
State and Local Implementation"

The changing face of the nation's economy means jobs that once
required a high school diploma now demand a baccalaureate-level
education. This paper from the Office of Community College Research and
Leadership http://occrl.ed.uiuc.edu/ shows how the applied baccalaureate
degree is a viable option to address workforce development and education
attainment issues of adult learners and other underserved populations.
http://occrl.ed.uiuc.edu/Projects/lumina/AppBaccBrief.pdf   

"Building Tomorrow's Workforce: Promoting the Education & Advancement of
Hispanic Immigrant Workers in America"

During the next decade, one out of every four new workers in the
United States will be an immigrant from Latin America.1 While some of
these newcomers speak English well and enter the United States with
strong academic credentials and skills, most do not. Over 50% of
Hispanic immigrants have less than a high school education, and like
other low-skilled working adults, they face a host of barriers if they
want to earn the credentials they need to compete in today's labor
market. In spite of overwhelming odds, some of these immigrants are
finding their way to college. From food processing to aviation,
employers are turning to these newly skilled people to meet their needs
for skilled workers. These immigrants are preparing for and entering
post-secondary programs and earning credentials that provide them with
the skills required to get and keep good jobs, and many are doing so
with the assistance of new and innovative partnerships among employers,
community colleges, and community organizations. These partnerships are
the subject of this study.
http://www.edexcelencia.org/pdf/publications/tomorrows_workforce/tomorrows_workforce-report.pdf

P.S.  Remember -- if you are having trouble with the links in this email, go to the Email Archives at the top of the MTLINCS homepage at http://www.nwlincs.org/mtlincs/index.htm   .  Also if you no longer wish to receive this mailing, please let me know!  Thanks!

Norene Peterson
Adult Education Center
415 N. 30th
Billings, MT 59101

norenehp@bresnan.net