Montana LINCS Update

4/12/10

Greetings from Montana LINCS

Problems with the links in the email?

Go to the Email Archives in the upper left-hand corner on the home page at http://www.nwlincs.org/mtlincs/index.htm

 

1.   Distance Learning Research #11:  Adapting Technology to Content

 

Click here to check out the DL Research #11 posting.

Question: 

What adaptations have you made for Distance Learning?  Are there any supplemental materials that you recommend other programs try?  

Any thoughts? 

·       Email:  Click here to email MTLINCS.  OR

·       Blog:  Click here to post on the DL Blog.

 

2.   Calendar for GED and Data Quality 2010 Information!

 

Click here  http://www.nwlincs.org/mtlincs/Calendar.htm to see what’s happening in Montana!   

 

3.   ESL Discussion:  The Literacy Development of ESL Beginners

 

Hello, Assessment List Participants,

 

I’m pleased to invite you to participate in a discussion to be held next week on the adult English language acquisition (ELA) discussion list on the topic of “The Literacy Development of ESL Beginners: Observations and Analyses from the NCSALL ESL Laboratory Classrooms.”

 

To subscribe to ELA list and join the discussion:

 

If you are not a member of the ELA list, but would like to join the list for this discussion, here's the link to join the discussion list: http://www.nifl.gov/mailman/listinfo/englishlanguage

 

Miriam Burt

Moderator, discussion list for adult English language acquisition

 

4.   Mathematics:  New Information on LINCS

 

Beyond the Daily Application: Making Numeracy Teaching Meaningful to Adult Learners at http://www.nifl.gov/lincs/resourcecollections/abstracts/basicskills/RC_skills_abs37

 

Beyond the Daily Application: Making Numeracy Teaching Meaningful to Adult Learners is a new addition to the Mathematics and Numeracy collection.  This article describes a research project in three colleges in England that explored adult learners' relations with numeracy in both formal and informal contexts. The specific aims of the project and valuable insights from the LINCS reviewers can be found in the abstract of the article.  The document itself provides practitioners with practical ideas to help make the teaching of numeracy effective. It also highlights the characteristics of struggling students, what students' preferences are for good math instruction, and what characteristics students want in their math teachers.

 

5.   Reading Resource:  Reading Comprehension Strategies for Adult Literacy Outcomes

 

An addition to the research on reading in the Basic Skills Collection is Reading Comprehension Strategies for Adult Literacy Outcomes at http://www.nifl.gov/lincs/resourcecollections/abstracts/basicskills/RC_skills_abs39 written by Mike Hock and Daryl Mellard.  The purpose of the research was to determine (a) the reading comprehension skills that are most important to adults’ success, based on three commonly accepted measures, and (b) intervention strategies, previously researched and found to be effective with adolescents, that may be helpful for instructors to use with struggling adult readers.

 

6.   Reading and Vocabulary:  Discussion on Word Study

 

Interested in reading more about the importance of vocabulary?  Check out the discussion that was just held on NIFL’s ReadWrite group at http://www.nifl.gov/pipermail/readwrite/2010/date.html .

 

Example:  The authors of Word Study have organized their approach based on features of words connected to phonics/decoding/word attack/spelling. As they say, "spelling and writing are production tasks that are also windows into students' reading. Students' knowledge of how words are spelled draws on the same knowledge base they use when reading words. . .There is a strong relationship between what [secondary/adult] students can spell and what they can read."  So Word Study has a number of packaged teacher-friendly materials. At higher levels they focus on affixes and roots. For example, one lesson may compare hypo- hyper- and hypno- through a word sort (each word on one paper). Then students discover what each prefix means and what the words mean.

 

        hypodermis           hyperactive      hypnotic

        hypochondria        hypercritical      hypnosis

        hypoglycemic        hyperventilate   hypnotist

        hypothermal          hypersensitive   hypnotism

 

Guiding Principles of Word Study

1.    Look for what the students use but confuse.

2.    A step backward is often a step forward.

3.    Use words that they can read.

4.    Compare words with and without a feature.

5.    Sort by sound and sight.

6.    Begin with the obvious contrasts first.

7.    Don’t hide exceptions.

8.    Avoid rules.

9.    Work for automaticity.

10. Return to meaningful texts often. 

  

7.   Transitions:  Support for Prior Learning  

Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes - by Rebecca Klein-Collins

The Council for Adult and Experiential Learning (CAEL) has completed a research study on the academic outcomes of students who earn credit for prior learning. With support from Lumina Foundation for Education, CAEL collected data on 62,475 students at 48 higher education institutions that offer prior learning assessment (PLA). The report presents our findings on the comparison of PLA students with non-PLA students in terms of earned degrees, persistence, and time to degree. Such a large-scale look at PLA credit earning and academic outcomes has never before been done.

The study’s central finding is that students who are awarded PLA credits are much more likely to graduate than students without PLA credits.  At the 48 institutions included in the study, 56 percent of the students who earned PLA credit went on to earn an associate or bachelor's degree in a seven year timeframe, compared to a 21 percent seven-year graduation rate for students who did not receive any PLA credit.  The study does not control for demographic, academic, and other factors, so it’s hard to make sense of this central finding, yet nonetheless, the finding allows me to say to my students, “If you are awarded PLA credits, you’re much more likely to graduate than other students not awarded PLA credit.”  Pretty powerful and motivating, right?      

Eric Neutuch

Coordinator, Strategic College Initiatives

Manhattan Educational Opportunity Center

163 West 125th Street, 15th Floor  |  New York, NY 10027

Click here:  http://www.cael.org/pla.htm

8.   Workforce Discussion:  Transitioning Adults to Post-secondary Opportunities and Work

 

Assessment Discussion List Members,

 

I am pleased to announce that the Workforce Competitiveness Discussion List will have an onlist discussion next week, April 12-16, as an extension of our focus on transitions to work.  Our guest will be Chris Warland from the National Transitional Jobs Network (NTJN). (see http://www.heartlandalliance.org/ntjn/about-the-network.html) Chris was one of our speakers at the COABE/ProLiteracy PreConference on Transitioning Adults to Post-secondary Opportunities and Work. If you are interested in this topic, please join us by joining the list at http://www.nifl.gov/mailman/listinfo/workplace.

Donna Brian

Moderator, LINCS Workforce Competitiveness Discussion List

 

 

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/ .  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