Montana LINCS Update
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.
What adaptations have you made for Distance Learning? Are there any supplemental materials that you recommend other programs try?
· 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
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
6. Reading and Vocabulary: Discussion on 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?
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
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.
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!
Adult Education Center
415 N. 30th
Billings, MT 59101