Montana LINCS Update

12/12/11

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

 

 

Montana ABLE Information

 

1.  MTLINCS What’s New and Calendar

Need to know if you have missed anything important?  Need to know what events are scheduled for Montana ABLE?  Check out What’s New and the Calendar.

What’s New

Click on What’s New 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. Discover new items posted. 

Calendar

Click on Calendar 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. Check out dates of trainings, conference calls, and conferences. 

Can’t find what you are looking for?  Send a message to MTLINCS at mtlincs@gmail.com .

2.  Montana ABLE Surveys – Last Call:  Deadline 12/16/11

 

Montana ABLE Bridge Program Survey

 

Suzette Fox and Michelle Gasek are creating a Montana ABLE Bridge Program and request your help.  Your input will guide their work as they research curriculum resources and explore partnership opportunities for the state of Montana. 

 

Click here http://www.nwlincs.org/mtlincs/opi/CP/Montana_ABE_Bridge_Program_Survey.doc  to access the Montana ABLE Bridge Program Survey.  You may also click on Career Pathways Updates to get current information about the Montana ABLE Bridge Program. 

 

Montana ABLE MABLE Data Survey

 

Montana ABLE is in the process of creating a MABLE Calendar and Best Practices with MABLE Data Manual. These products will be more usable with your contributions. Please take a few moments of your time to complete this brief survey.

 

Click here http://www.surveymonkey.com/s/6MVPDVF to participate in the MABLE Survey

 

3.  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.

 

4.  Montana Learning to Achieve Trainers Conference Call:  December 13 at 3:00 p.m.

Contact Carol Flynn for more information

National Information

5.  Snippets from the Study Circle Discussion:  Improving Adult Literacy Instruction

 

Taken from LINCS Professional Development Discussion List

Snippets

 

Persistence

Per the text below, I would grant that students may be more likely to *persist* if they attribute failure to something external/uncontrollable/unstable, but that's not the same as succeeding.   If we can figure out the actual reason for the "failure," that might be even more useful, 'cause then we can address the reason (or not), even if it actually is "I'm too stupid" if we've also read our Dweck and have developed a healthy "I can change my abilities" mindset.  Or, we might be able to make a reasonable decision about the value of persisting.   

<snipped post>
This brings us to attribution theory * a theory about the beliefs we form to explain our successes and failures. According to the theory *a learner who is experiencing failure or difficulty comprehending a text, for example, will be more likely to persist if he or she attributes the difficulty to something external (e.g., a boring text), something uncontrollable (e.g., being ill), or something unstable (e.g., feeling depressed that day).  A learner who experiences success at a task will be more likely to persist if progress is attributed to something internal (e.g., personal enjoyment of reading), controllable (e.g., practice, spending a lot of time working on the text), and stable (e.g.,
a belief in one*s ability as a reader). (p. 5-9)

Susan Jones, Academic Development Specialist, Center for Academic Success, Parkland College, Champaign, IL 

 

Control and Autonomy

When students (children and adolescents) believe that they have some control over their learning, they are more likely to take on challenges and to persist with difficult tasks, compared with students who perceive that they have little control . . . . (p. 5-17)

Andy Nash, Guest Facilitator

 

Our program tries to keep control, or structure as I like to call it, on what the participants are doing daily.  When they enter a class for the first time they are given a module, syllabus like format, showing what assignments they have to complete; not only on a daily basis but for the entire grading period … So, for our program, structure is felt to be needed.  We do deviate now and then on peripheral items, but for the most part we stay the course …

 

The autonomy is mainly seen in letting the participants work at their own pace ...

 

Roger Downey, Columbia Adult Education

 

To participate, subscribe: http://lincs.ed.gov/mailman/listinfo/professionaldevelopment

(Or to invite others to join the conversation, send them the subscription link above.)

 

To Prepare:

 

Obtain a free pre-publication copy of the report, Improving Adult Literacy Instruction: Options for Practice and Research, and begin reading either or both chapters now:

 

a)      Visit the National Academies Press publication webpage (http://www.nap.edu/catalog.php?record_id=13242) .

 

b)     Click on “Download Free PDF”

 

c)     It will prompt you to log in or to continue as a guest. Proceed as you wish by following the prompts.

 

Jackie Taylor

Professional Development List Facilitator |Jackie@jataylor.net

6.  ESL:   ELL-U – Professional Development Network

 

Taken from LINCS Professional Development Discussion List

ELL-U, an online professional development network for teachers of adult ELLs funded by the U.S. Department of Education, has added new features and learning activities. This week ELL-U launched topic specific clubs to join, new online study circles to register for, and a new online course on teaching emergent readers.

 

ELL-U’s first club, Teaching Vocabulary, has launched, allowing users to engage in discussions and activities on vocabulary instruction. Club activities include sharing and requesting teaching ideas, participating in virtual field trips and book groups, and completing a learning plan to deepen your knowledge on the topic. For more information visit the Clubs page in the Campus Life section (under Student Union).

 

ELL-U’s newest online course, Teaching Adult ELLs Who Are Emergent Readers (OC02), is open for registration. Users may register by visiting the Online Courses page in the Academics section.

 

In January, ELL-U will offer two new study circles, Teaching Vocabulary: Research-based Vocabulary Instruction (SC10) and Second Language Acquisition in Action (SC11). To register visit the Study Circles page in the Academics section to register.

 

For more information on our new features, please contact us at info@ell-u.org or visit www.ell-u.org to register for free! 

 

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