Montana LINCS Update
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/index.htm
Montana ABLE Information
1. About Us and Contact Us
Need to know who to contact at the Montana OPI level regarding Montana ABLE? Click on MTLINCS About Us.
Need to contact MTLINCS or look at MTLINCS Statistics? Click on Contact Us.
Click on About Us which is located at the top left-hand column under State News and Events on the MTLINCS homepage at http://www.nwlincs.org/mtlincs/index.htm. You will find Montana OPI contact information.
Click on Contact Us which is located at the top left-hand column under State News and Events on the MTLINCS homepage at http://www.nwlincs.org/mtlincs/index.htm. You will find MTLINCS contact information along with current and past statistics of MTLINCS usage.
Can’t find what you are looking for? Send a message to MTLINCS at firstname.lastname@example.org .
2. Montana ABLE Learning to Achieve Online Assignment
Just a reminder to complete the L2A online module assignment - deadline is 1/18/11.
Click here to access Online Module Directions posted on the L2A Resource page.
3. Mountain Plains Adult Education Association (MPAEA) Conference 2012 in Helena: Implementing Career Pathways in Adult Education
A great opportunity to participate in a regional training is headed you way in just three months!!! The annual MPAEA conference will be held in Helena on April 11 – 14 at the Red Lion Colonial Inn. Not only will you be able to network with your state colleagues but also with regional and national representatives.
Dr. Brenda Dann-Messier, Assistant Secretary for Vocational and Adult Education at OVAE, will be the Keynote Speaker. As is stated on the MPAEA website, Dann-Messier is the first assistant secretary for the Office of Vocational and Adult Education (OVAE) who is also an adult educator, Dann-Messier leads the Department's efforts in adult education and career and technical education, as well as efforts supporting community colleges and correctional education. She oversees the administration of 11 grant programs in these areas, totaling approximately $1.9 billion annually.
Click here https://www.mpaea.org/?page=conference to access the MPAEA Conference website.
Conference Registration Bonuses:
According to Margaret Bowels, Montana Director of Adult Education, several Montana state trainings will be held in conjunction with MPAEA. This will enable Montana ABLE staff to participate in many things at one location: TABE Training, Bridge Program Training, Directors’ Meeting, BEST+ Training, and a Montana ESL mini-conference!!! Talk to your program director today!!!
As MPAEA Past President Donna Bakke states, because this conference is a collaborative effort between MPAEA and the Montana Office of Public Instruction, Adult Basic and Literacy Education Program, Montana educators will be able to register for the conference as MPAEA members.
Conference Presentation: Presenting at MPAEA 2012 is a great way for you to share information with participants. Click here https://www.mpaea.org/?page=form to submit a proposal! Deadline is January 31!
Taken from LINCS ELA Discussion List
Click here http://lincs.ed.gov/lincs/discussions/englishlanguage/11transitioning_summary to access a summary of the discussion from last spring.
Taken from LINCS Math/Numeracy Discussion List
Click here http://www.youtube.com/watch?v=HS5jM6isZMc to access Integer Eyes. It is one of several videos on youtube from Willard Middle School. This teacher has students moving around a *lot* -- and seems to have used the "chips" manipulatives to demonstrate that "turning into zero -- canceling out" concept.
What I really like about this is that he takes it beyond the concrete "canceling, " and they call it the "additive inverse" by name. Another video of solving equations by using gel paint on a T-shirt has them explaining "isolating the variable." I think that this process of specifically and repeatedly cementing the connections between the "concrete experience" (granted, zero-eyes isn't all that concrete) and the abstraction and the language is a vastly underrated element of instruction that sticks.
Academic Development Specialist
Taken from LINCS Professional Development Discussion List
Click here http://lincs.ed.gov/pipermail/professionaldevelopment/2012/date.html to check out the discussion on adult books. Several resources have been cited.
7. Reading: Vocabulary - Direct and Rich Instruction
Taken from LINCS Reading and Writing Discussion List
Click here http://www.learner.org/workshops/teachreading35/pdf/vocab_Instruction.pdf to check out a resource from the LINCS Basic Skills Resource Collections about Vocabulary instruction.
Examples of issues
- If we want vocabulary instruction to help comprehension, we need to include a breadth of information about the newly presented words, and have students actively use the words.
- We can think of vocabulary as having three levels: the basic words (such as "brother"), words that are found in many different topic areas (such as "scrutinize"), and those words that are more domain specific (such as "peninsula").
- The authors provide suggestions of how to decide which words to teach.
- The authors provide examples of how and when to teach vocabulary.
8. Workforce: Career Pathways for a Productive and Self-Reliant Workforce - A To-Do List for Adult Educators
Taken from LINCS Workforce Discussion List
Click here http://wiki.literacytent.org/images/2/29/ABEL_Journal_Nov_11_Career_Pathways_.pdf to access the “Viewpoint” article written by Paul Jurmo for the Fall 2011 issue of the Adult Basic Education and Literacy Journal.
According to Jurmo, the article makes the following points:
1. Funders and policy makers are promoting the development of "career pathway" systems which help lower-skilled adults develop skills, knowledge, credentials, career plans, and support systems to move into and advance in rewarding employment.
2. This shift has the potential of helping both adult learners and the adult basic education field.
3. For adult educators to take advantage of this opportunity, they should build on lessons learned in the considerable prior related work in work-related basic education and other fields. In particular adult educators should:
a. Recognize that adult learners typically are very motivated to improve their economic situations. Well-designed work-related adult basic education can help learners attain, retain, perform, and advance in meaningful jobs.
b. Avoid defining "work-related basic skills" too narrowly. Instead, adult educators should recognize that work-related basic education can help learners to:
-- develop particular basic skills needed for technical tasks and communication tasks performed for desired jobs,
-- develop career plans,
-- understand and protect their rights,
-- manage their salaries and benefits,
-- prepare for technical exams and occupational training,
-- stay healthy and safe on the job,
-- run their own businesses.
This more comprehensive "empowered worker" perspective can not only help workers on the job but in their roles outside the workplace. Our economy and communities need thinking, confident, organized problem solvers.
c. Understand that career pathway systems require collaboration among a number of stakeholders. Adult educators need to develop the ability to organize and sustain such collaborations and should build on collaborative models previous developed in the work-related basic education field.
d. Understand that effective work-related basic education requires curricula which:
-- are customized to focus on the particular work-related skills that learners need (See 3.b. above.) and
-- use effective instructional practices.
Adult educators should learn from and adapt curricula which have already been developed.
e. Be willing to try new ways of doing adult education. This could involve collaborating with other stakeholders with whom the adult educators have not previously worked and using new instructional and assessment tools.
f. Emphasize quality of service to adult learners and be willing to walk away from partnerships which don't support quality service.
g. Recognize that adult educators need to provide strong -- well-informed, patient, committed, innovative -- leadership to create effective work-related learning systems.
Taken from LINCS Workforce Discussion List
Click here http://www.commcorp.org/resources/detail.cfm?ID=899 to access the Measuring Business Impact: A Workforce Development Practitioner's Guide
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