Montana LINCS Update

12/5/11

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 Email Archives

Missed a MTLINCS email?  Trouble viewing it?  Don’t forget that all of the emails are posted on MTLINCS!

Email Archives

Click on the Email Archives located at the top left-hand column on the MTLINCS homepage at http://www.nwlincs.org/mtlincs/index.htm. Emails are listed by date with topics. 

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

2.  Montana ABLE Surveys:  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 Send (snailmail or email) a copy of your certificate of completion to Carol Flynn.

Click here to access Online Module Directions posted on the L2A Resource page.

 

4.  Montana Standards in Action TATT Coming Your Way

Click here on the Calendar to find out when the TATT team will be near you.  Two of Montana's successful math instructors, Kathie Daviau and Kathy Jackson, are traveling the state to bring you tips and tricks for math instruction.  Don't miss this terrific professional development opportunity!

National Information

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

 

Taken from LINCS Professional Development Discussion List

Snippets

 

MTLINCS took the following snippets from the discussion based on the most recent information that has been presented to Montana ABLE staff via Learning to Achieve and Standards in Action.

 

Modeling

I agree that modeling is very important for the learners.  This gives them an example of how to learn and what is good thinking practice.  Recognizing in other students good practices, critical thinking, and problems solving skills is very important as well.  They can learn so much from their peers, not just the teachers.  So promoting a learning community works as a good modeling system. 

I believe that some ways to promote self-regulated learning and metacognition would include helping the student identify how they learn best.  One way is to find the learning style.  Another is to help students discover that it is okay to think outloud or to question their own thinking by asking the teacher questions.  In my classroom, many students begin a question with "this may be a silly question or I was just thinking".  We can encourage metacognition at this point by recognizing their question and giving this thinking validation …

Math is a great area to encourage self-regulated learning.  I often suggest several strategies to learning a new math skill.  For example, saying to the students "this is how I would solve this problem, but you might draw a picture, make a chart, or use an equation to solve it."  Then I ask for examples of different ways of thinking.  This allows the students to see that others might think just as they do or in a new way …

Just today in my adult education GED class, one student who had never experienced much success with learning math was able to answer most of the questions on our math quiz.  She was so pleased and had a deep feeling of accomplishment.   This is a result of review, review, review.  Yes it is boring to me.  I sometimes think when I am planning for the class "I don't think we need to do this again, but just in case, I plan for a review.  I am very happy with a multi-level group -some students answer quickly, some know the skill, but are unsure, and some are learning for the first time.  In our reading for this discussion, I was reminded of scaffold teaching and its huge impact. 

Lisa Mullins, Adult Education Teacher, Rogersville, Tennessee

Verbalization

The more that we help students to verbalize their thinking, the more that helps them to retain the skill—as well as allowing for a tactful way of monitoring for misconceptions and the need for correction …

Some questions educators could help students to ask as they APPROACH a new skill:

--What’s my prior knowledge about this subject/skill/issue? How can I use it to help me now?

--Do I know what I need to know (basic information)?

--Did I understand what I just heard, saw, or read?

--What should I do first? What’s my first step?

--Why am I reading this selection/story/chapter/word problem—what is my purpose?

--How much time do I have to complete this activity or task?

Questions to ask DURING learning:

--How am I doing? What’s my comfort level?

--Am I on the right track or should I move in a different direction?

--What information is important to remember? To write down? To highlight or make a note about in the margin?

--What do I need to do if I don’t understand?

--What question do I need to ask the teacher or my study buddy right now?

Questions to ask AFTER learning:

--How well did I do? How do I feel about this learning session?

--Did my thinking approach/strategy work as well or produce as much as I expected or wanted?

--What could I have done differently if I still feel confused?

--If the session went well, how can I apply the same line of thinking to other problems or class work?

--Do I need to go back through the task to fill in blanks in my understanding or speak to my teacher?

--If I’m still unsure or confused, should I speak up right now or call/e-mail my teacher later?

Stephanie Moran, Guest Facilitator

 

Discussion continues this week on Chapter 5: Motivation, Engagement, and Persistence (pgs. 5-1 to 5-33)

December 5-9, 2011

Guest Facilitator: Andrea Nash, Professional Development Specialist, World Education, Massachusetts

 

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.  Assessment:  It’s Not About the Cut Score – Redesigning Placement Assessment Policy to Improve Student Success

 

Taken from LINCS Resources

Click here to access Cut Score.

This publication highlights the effect that assessment policies have on student placement rates in community colleges and details state placement assessment policy patterns for developmental education at enrollment, the usage of an approved placement exam (namely, COMPASS, ACCUPLACER, and ASSET), and the usage a standardized cut score or range for placement purposes.

7.  Learning Disabilities:  Writing Next – Effective Strategies to Improve Writing of Adolescents in Middle and High Schools

 

Taken from LINCS Resources

Click here to access Writing Next.

This report identifies 11 elements of current writing instruction found to be effective for helping adolescent students learn to write well and to use writing as a tool for learning. These elements may be equally effective for helping adults with learning disabilities improve their writing.

8.  Transitions:  How non-Academic Supports Work – Four Mechanisms for Improving Student Outcomes 

 

Taken from LINCS Workforce Discussion List

Click here to access Non-Academic Supports.

This research brief provides a review of literature and research focused on non-academic supports and success factors for post-secondary students. A synthesis of the literature describes several key themes that emerged in providing support mechanisms to improve student persistence and outcome.

9.  Transitions/Workplace Discussion:  Courses to Employment - Community College-Nonprofit Partnership Approaches to Serving Low-Income Adults 

 

Taken from LINCS Workforce Discussion List

I am most pleased and excited to announce that the Workforce Competitiveness List has a discussion scheduled next week titled Courses to Employment: Community College-Nonprofit Partnership Approaches to Serving Low-Income Adults with staff from the Aspen Institute Workforce Strategies Initiative (AspenWSI) as our guests!  Please invite colleagues who would be interested in this discussion to join our list by going to http://lincs.ed.gov/mailman/listinfo/workforce

 

From 2008 through 2011, the AspenWSI conducted Courses to Employment, a demonstration project designed to explore the role that community college-nonprofit partnerships can play in providing the unique supports and services low-income adults need to succeed in a college program, and eventually attach to and succeed in the labor market. Courses to Employment investigated six partnerships, studying the challenges adult learners face in community college, strategies and services different partnerships employ to address these challenges, roles and responsibilities of partners, program funding and costs, role of industry partners, and student outcomes. 

 

Donna Brian, Moderator

10.  Workplace Resource:  Webinar on December 7 at 3:00pm Eastern (2:00pm/Central, 1:00pm/Mountain, 12:00pm/Pacific)- New Strategies to Increase Credential Rates in Workforce Programs

 

Taken from LINCS Workplace Discussion List

Click here to register https://www.workforce3one.org/view/5001130749311694434/info

The Office of Workforce Investment will showcase exciting new strategies to increase credential rates in this webinar, featuring the Council for Adult and Experiential Learning (CAEL). This Webinar is designed to build on the Secretary of Labor’s goal to increase credential attainment and the Employment and Training Administration’s (ETA) Career Pathways project. It will provide the Regional Offices, State and local workforce investment boards, One-Stop Career Center staff, and adult education and workforce training partners with strategies and proven examples of how to integrate prior learning assessments and credential attainment into workforce programs for adults. States and local areas that have successfully used prior learning assessments and have created innovative credential attainment initiatives will be highlighted.

 

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