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
May your blessings be bountiful!
Thank you for being a part of Montana Adult Basic and Literacy Education!
1. Montana ABLE ShopTalk: November 20 @ 11 a.m.
2. Research Snippet: Adult College Completion Toolkit, U.S. Department of Education OVAE
The Adult College Completion Toolkit focuses on three areas: access, quality, and completion.
Access would be defined as the following: academic preparation, financial resources, and other support students need to enroll in postsecondary education programs.
With jobs increasingly requiring higher levels of education, why dont more adult learners enroll in postsecondary education and training? Research indicates that they face several obstacles to enrolling and succeeding in these programs. Adult learners often lack academic preparation (e.g., math, reading, and writing) and college readiness (e.g., time management and study strategies) skills, financial resources, and knowledge about financial aid and other available support (Matus-Grossman and Gooden 2002; Reder 2007). Further, the curriculum and assessments used by adult education programs often do not align well with college-level expectations, with the result that many adult learners must enroll in developmental education classes before they begin postsecondary course work (Jenkins 2008; Mazzeo et al. 2006). Participation in developmental education has been found to slow, and, in many cases, stop students momentum toward their postsecondary education goals (Bailey, Jeong, and Cho 2009).
Adult College Completion Toolkit, p.15 at http://www2.ed.gov/about/offices/list/ovae/resource/adult-college-completion-tool-kit.pdf
3. Career Pathways: Developing Effective Bridge Programs Webcast Now Archived
Taken from LINCS Community: Career Pathways
Click here http://www.youtube.com/watch?v=XxZh3VLdtLY&list=PL7bOXslQfvuq0yWi6LGEgpqENLwv7U0Lh&feature=plcp to access the archived webcast.
For everyone who missed the Adult Career Pathways Training and Support Center Webcast on Developing Effective Bridge Programs, the six-part webcast is now archived.
After watching the webcast, you may continue the discussion in the ACP Community where the expert panelists will be answering questions from the field: http://www.acp-sc.org/community/acp-forums/topic/webcast-continue-the-discussion-3
MTLINCS Snippet from webcast:
Thomas DuBois stated in reference to contextualized learning:
I think this is really an essential element of any effective bridge program in the reason that it gets to the motivation of the student to really get people involved in engaged in learning because you are connecting learning to earning
Donald McCoy stated in reference to creating partnerships:
bridge program in this context that bridge program managers have to be engaged in reading the tea leaves participating in business alliance meetings you only get that when they trust you - when program managers can talk the same lingo that a business leader is talking. Let's talk about the return on investment
4. Disabilities: Website with Resources
Taken from LINCS Community: Disabilities in Adult Education
Discussion on the Disabilities in Adult Education centered around providing support for students with learning difficulties.
Because adult students must self-disclose in order to receive accommodations, it is often helpful to have accommodation information available during registration and before testing. (Click here to see sample, How You Can Learn Better.) The information can be as simple as listing testing and instructional accommodations and stating if you need these, see the counselor. Since the accommodations are usually things all students really want, they read the information. That will allow students who actually need the accommodations to see the information in a non-threatening format and complete the accommodation process with the counselor. Even if a formal process does not take place during testing or none exists, you can provide instruction in ways that assist your students.
The following resources were given:
· Accommodations and Modifications for Students with Disabilities in Career Education and Adult General Education at http://www.fldoe.org/ese/pdf/311201_acmod-voc.pdf
· Accommodating Adults with Disabilities in Adult Education Programs at http://das.kucrl.org/projects/accommodating-adults-with-disabilities-in-adult-education-programs
· Maryland Accommodations Manual at http://www.marylandpublicschools.org/NR/rdonlyres/840EFBB6-CD7D-404E-8A77-E978F6D508AA/32878/2012_MD_Accommodations_Manual_.pdf
· Accommodations and Instructional Strategies That Can Help Students at http://education.vermont.gov/new/pdfdoc/pgm_ess/educ_accommodations_strategies.pdf
5. GED Fast Track: Accelerating the Adult Education Process
Taken from LINCS Community: Technology and Learning
Click here http://deskillshare.blogspot.com/2012/11/how-to-accelerate-learning.html to access some interesting recommendations for accelerating learning by Jason Guard, GED and Distance Education Specialist.
If there is one thing that prevents people from taking on a new skill, training for a trade, or going back to school, it's TIME. Who's got the patience much less the space in their schedule to dedicate to scholastic endeavors? In adult ed, the approaching 2014 GED test is creating an imperative: ACCELERATE LEARNING NOW.
The recommendations include the following:
· Identify higher level learners: People who've got the aptitude and the attitude to take action tend to yield higher success rates
· Shift gears quickly: Be ready to try different tools to serve different learning styles, abilities and preferences
· Deliver condensed/targeted materials:
· Computer-adaptive programs: One way that you shift gears is to assess, diagnose, and refer to appropriate materials
· Study between classes: Blended or hybrid learning keeps the momentum going between classes
· Light a FIRE under them: without self-determination accelerated learning can result in increased dependency
· Combine concepts: We need to find ways to layer our content with multiple concepts so that the learner won't just get one lesson, they'll get several, in a single teaching exercise
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!