Montana LINCS Update
Greetings from Montana LINCS
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1. Montana Data Quality 2011
Save the date!
September 21 & 22!
Montana Data Quality 2011
MABLE + SIA = A Perfect Match
Come and find out why!
2. Montana GED Conference 2011
3. Montana Career Pathways Meeting: ATTN – Montana ABLE Directors
“Ideally, career pathways are not a separate program, but a framework for weaving together adult education, training, and college programs that are currently separated into silos and connecting those services to employers’ workforce needs.”
Funding Career Pathways and Career Pathway Bridges: A Federal Policy Toolkit for States, CLASP
Where: Gateway Center 1710 National Ave, Helena, MT
When: August, 16th 2011
Time: 9am until 5pm
Free Registration: (August 10th deadline)
4. Professional Development Discussion: Using Video in Teaching and Staff Development – Snippets from Part I
Taken from LINCS Professional Development Discussion List
… One of the things I felt when I was teaching was a sense of isolation. It was good and bad. I liked being able to manage my classroom without much oversight, and to be able to respond to student needs as they arose, but on the other hand I had little idea what other teachers were doing, and also whether what I was doing was as effective as it could be.
It's hard to find time and funding for teachers to observe each other, and video is the next best thing. It's a peak into someone else's classroom. When learning about a new teaching strategy or technique, there is no substitute for actually seeing it in action. That really gives you the model of what you are aiming for, or even some things to avoid.
Also, video allows a group of teachers to observe a strategy and discuss together. In California we have some professional development modules that use video to demonstrate teaching strategies step by step. I was trained on these (a long time ago!) and I still remember how effective that was.
In another way, video can introduce a new idea in a vivid way. On the OTAN Video Gallery (sign-in required, but registration is quick) we have quite a few videos that are quick snippets of teachers using a particular technology for a particular purpose. Our idea is to provide access to ideas and examples that can be used for individual or group professional development.
Marian Thacher, OTAN
Using Video in Teaching and Staff Development, Part I:
Using Videos for Instructor PD
… I can't resist posting this link to my current favorite TED video, about the future of the book. I show this to teachers who are thinking about how the act of reading is changing in this century. It fits into our discussion of video for PD as an example of how a video can demonstrate something you might never see or know otherwise, that can really change the way you think. (And it's not on YouTube!) http://www.ted.com/talks/mike_matas.html
… More recently, we have been using the New American Horizons (www.newamericanhorizons.org) videos I have had the privilege of working on over the past two years. These are freely accessible online for PD providers, teacher educators and classroom teachers. They can even be streamed into online courses. While the focus is on Adult ESL instruction, GED and even secondary teachers have found them helpful. When working with any videos, I see it as an opportunity to observe how learners react to various practices, i.e. what is the impact of various teaching practices on learner outcomes (not a how-to on teaching). For example, I have teachers script the questions a teacher asks and the learners’ answers, then analyze which types of questions generate the most critical thinking on the part of learners.
The Common Craft
videos are so simple and effective. They range from 1.5 minutes to 4 minutes. I
think anything over 5 would be too long. I look for videos around 3 minutes
because I read somewhere that people prefer the shorter videos.
These videos can also be found at http://www1.teachertube.com/ for anyone who can't use Youtube at http://www.youtube.com/results?search_query=common+craft+videos&aq=1&oq=common+craft .
eLearning Resource Consultant
Click here http://lincs.ed.gov/pipermail/professionaldevelopment/2011/date.html to read current posts.
5. Professional Development Discussion: Using Video in Teaching and Staff Development – Part II
Taken from LINCS Tech/DL Discussion List
Part II: Using Video with Adult Learners
Date: August 15-19, 2011
To participate, subscribe (free): Technology and Distance Learning Discussion List at http://lincs.ed.gov/mailman/listinfo/Technology/
Description: Join us to learn how video is being used with adult learners. While this technology has been around for some time, we will explore how the increase in access to the creation, editing, and sharing of videos through cell phone technology and social media sites like YouTube, as well as relatively inexpensive video cameras like the Flip, is making it easier and more fun to include video in instruction. We will also discuss how the use of premade video content is being used in classrooms and at a distance. Tools, techniques, and content discussed will be shared on ALE Wiki as an ongoing resource.
· Susan Gaer, Professor of ESL, Santa Ana College School of Continuing Education
· David Hellman, We Are New York
· Rebecca Leece, We Are New York
· Alex Quinn, Project Director, Education Development Center (EDC)
· Diana Satin, distance-learning instructor and an educational consultant
Nell Eckersley, Technology and Distance Learning List Moderator, Literacy Information and Communication System
o Awesome Stories video clips http://www.awesomestories.com/videos
o We are New York http://www.nyc.gov/html/weareny/html/home/home.shtml
o TV 411 http://www.tv411.org
o TeacherTube http://www1.teachertube.com/
o VoiceThread http://voicethread.com/
o Instructions on how to download YouTube videos
o 47 Alternatives to Using YouTube in the Classroom
o How to use VoiceThread
o Creating Video in Classrooms
6. Learning Disabilities
Taken from LINCS Learning Disabilities List
NCLD Releases 2011
"State of Learning Disabilities" Publication
The National Center for Learning Disabilities (NCLD) released its biennial
State of Learning Disabilities: Facts, Trends and Indicators.
The publication provides the authoritative national and state-by-state snapshot
of learning disabilities (LD) in the United States, and their impact on the
ability of students and adults to achieve educational success and employment.
State of Learning Disabilities
also clarifies what a learning disability is and explains the common
misperceptions associated with LD.
The report documents significant advancements for students with learning disabilities as well as continued challenges facing older students, college students and adults with LD.
· The number of school-age children with learning disabilities has declined by 14% during the last decade.
· 2.5 million public school students have learning disabilities and are eligible to receive special education – representing 42% of the 5.9 million students with disabilities, down from a high of over 50% a decade ago.
· Learning disabilities do not include conditions such as Attention-Deficit/Hyperactivity Disorder, intellectual disabilities, autism, deafness and blindness, yet such conditions are often confused with LD.
· More students with LD are graduating with a regular high school diploma (64%) than only a decade ago (52%) and fewer students with learning disabilities are dropping out of school (22%) than in 1999 (40%).
· Students with LD attend postsecondary education at lower rates than their non-disabled peers. Only 10% of students with learning disabilities enrolled in a 4-year college within 2 years of leaving high school.
View more highlights or download the report at http://www.ncld.org/stateofld .
7. Numeracy - Adult Numeracy: A Reader
Taken from LINCS Numeracy Discussion List
CAAL has just released the first of two papers slated for publication on Adult Numeracy education. ADULT NUMERACY: A READER (122 pp.) is available as OT10 at the CAAL website, http://www.caalusa.org/Adult.pdf . It contains four papers from CAAL's January 2011 invitational Roundtable on Adult Numeracy.
Included are (1) Adult Numeracy Demand & Provision (27 pp.) by research scholar Lynda Ginsburg of Rutgers University; (2) Policy to Improve Math Teaching & Learning in Adult Basic Education: A Perspective from Massachusetts (9 pp.) by Bob Bickerton, Senior Associate Commissioner, Massachusetts Department of Education; (3) Basic Skills in the United Kingdom: How It Has Evolved Over the Past Decade (12 pp.) by Sue Southwood, Programme Director, Literacy, Language and Numeracy, National Institute of Adult and Continuing Education (NIACE) in London; and (4) More Than Rules: College Transition Math Teaching for GED Graduates at the City University of New York (66 pp.) by Steve Hinds, Mathematics Staff Developer, Adult Literacy/GED Program and College Transition Initiative, CUNY. (Note: CAAL's own report on its adult numeracy project will be available by September.)
Anyone who would like to get CAAL news on developments in the field and on CAAL's activities is encouraged to sign up for CAAL's E-News (easily done from within any issue of the E-News (at http://www.caalusa.org/enews.html ).
8. Workforce: Career Pathways
Taken from LINCS Workforce Discussion List
I would like to share a new resource just posted to the workforce education section of the LINCS Workforce Competitiveness Collection. Integrating Adult Basic and Occupational Training: A Review of Research and Practice by Lisa Soricone will be of interest to those working with low-skilled, low-income or limited English speaking adults. The abstract and what the experts say can be found at: http://lincs.ed.gov/lincs/resourcecollections/abstracts/workforce/RC_work_abs118 .
Institute for the Study of Adult Literacy
University Park, PA 16802
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Adult Education Center
415 N. 30th
Billings, MT 59101