Montana LINCS Update
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
Have you had a chance to take a look at the Montana ABLE information on OPI’s GEMS Data Warehouse site? Do you know how to get there?
1. Click http://www.opi.mt.gov/.
2. Then look in the left-hand column and click on GEMS – Data Warehouse.
3. Point to the I am interested in tab and click on Program & Course Offerings.
4. Then click on Adult Basic and Education.
a. Adult and Basic Education Students Served
b. Adult and Basic Education Educational Gains
c. Adult and Basic Education Educational Goals
Take a look at the state information and sort to look at your program information.
Click here http://www.bozemandailychronicle.com/news/education/article_31da3bfa-d3ec-11e2-8cbe-001a4bcf887a.html to read the article, Bozeman’s GED graduation ceremony – for many, a dream come true.
The ACP-SC Webcast Series Presents: Adult Career Pathways in Correctional Education and Re-entry Programs
July 1 2:15 PM - 3:15 PM EDT
Join John Linton from the U.S. Department of Education, Office of Vocational and Adult Education (OVAE) and expert panelists in The Adult Career Pathways Training and Support Center (ACP-SC) Webcast Series Presents: Adult Career Pathways in Correctional Education and Re-entry Programs as they share their perspectives and recommendations on developing and implementing Adult Career Pathways programs in correctional education and re-entry settings. The webcast will be filmed live at the Correctional Education Association Conference and simultaneously broadcast to the field.
July 1, 2013 at 2:15 PM – 3:15 PM EDT
Funded by the U.S. Department of Education, Office of Vocational and Adult Education, ACP-SC Presents Webcasts allow both the virtual and face-to-face audience the opportunity to interact and engage with leading experts on key topics for designing and implementing quality Adult Career Pathways programs.
Reflective Practice as PD
Matthew Noble’s comments on the need for teacher-centered professional development that is evolutionary rather than revolutionary (my terms) fit well with the concept of reflective practice as described by Thomas Farrell, Brock University, Ontario, Canada, in the LINCS-reviewed resource "Reflective Practice in the Professional Development of Teachers of Adult English Language Learners." Farrell, T. S. C. (2008). http://www.cal.org/caelanetwork/resources/reflectivepractice.html, reviewed at http://lincs.ed.gov/professional-development/resource-collections/profile-221 Farrell talks about using action research, journaling, and teacher development groups. Other suggestions for teachers’ professional development can be found in the brief "Professional Development for Experienced Teachers Working with Adult English Language Learners." (Rodriquez & McKay, 2010; downloadable at http://www.cal.org/caelanetwork/pdfs/ExpTeachersFinalWeb.pdf reviewed at http://lincs.ed.gov/professional-development/resource-collections/profile-220). I particularly like the distinction made in this brief between experienced and expert teacher, and the suggestions made for how to guide an experienced teacher to become more expert. As it says in the review: “Professional development initiatives are often planned with newer teachers in mind, but this brief raises considerations for teachers who have been in the classroom over five years and deals with the questions of how to keep them enthusiastic about their work and in a professional growth mode.” One more quick note – although both of these resources are written specifically for those working with adults learning English, there is clearly carryover for teachers across the entire ABE field, as is also stated in the review.
Miriam Burt, Center for Applied Linguistics
Learner centered instruction
The main thing that helped me get away from being teacher centered was when I finally accepted the truth that the students were my boss. The teacher with a crown = students with a frown. Give the crown to the students because they are the true rulers in the classroom setting.
Sell the Why first to the teachers. The What and the How can come later. Talk about the context with the teachers before talking about the content of learner centered.
There are many good strategies that can be used in the classroom that will shift the focus to being about the learner. But we teachers have to be careful because it is one thing to have a lot of fun doing an activity but another to learn something from it. The experience of true learning in an English language classroom, in my opinion, usually is a lot of fun, but students need to be able to say, "I sure learned how to do XYZ, which was something I really can use!"
Snippets from the discussion so far
Monday, June 24 (2:00-3:00 PM ET): Webinar Introduction of the KYAE Common Core Standards and explore the KYAE Common Core Standards Professional Development Materials
Link to the webinar presentation: http://kyae.ky.gov/NR/rdonlyres/DAB2DFD3-B931-4950-9F38-8CF3A9E491A8/0/LINCSWebinar.pptx
The LINCS Community hosted a guest discussion and webinar yesterday showcasing the Kentucky Common Core Standards Professional Development Materials. Gayle Box with Kentucky Adult Education delivered the webinar. Here is a summary of the main points:
· A description of the history of the Kentucky work with standards, participation in Standards-in-Action and the three-year Professional Development model
· The pages on the Kentucky Adult Education website dedicated to standards
· Resources were highlighted that included the PBS Learning Media, materials from years 1 and 2, PowerPoints, Facilitator Guides and Handouts
· A look at the Kentucky Adult Education College and Career Readiness Standards for Adult Education and Unpacking /Aligning charts using the newly released standards
· The plan for sustaining the initiative in Kentucky
Questions 1 and 2: The SIA Process and ESL Instruction
· The SIA process can be used to examine the CASAS or TESOL content standards. Since standards-based instruction should begin with the first lesson, examination of the standards should begin there, too. There is no need or benefit to waiting until a student has reached the ABE level.
· One of the added benefits of SIA is instructors must reach a consensus when examining each standard and throughout the SIA process. They must agree on what skills the standard includes. What are the concepts? At what cognitive level does the student need to navigate? Does the current curricula and instruction provide sufficient rigor? Determining these aspects brings about a rich discussion between instructors as they consider and even argue the merits of the standards, determine lead and supporting standards, evaluate lessons and analyze assignments.
· It’s a powerful opportunity to revisit instruction.
· I believe the SIA process expects for us to critically examine the curricula we use, determine any weaknesses and correct them, and then design or adopt the best curricula we can that will equip our students for the future. The expectation is for us to strive for excellence.
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