Montana LINCS Update

2/17/14

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 Information

1.    HiSET Blast

Resources:  New!

 

Check out the newly shared resources on the HiSET Resource page at http://www.nwlincs.org/mtlincs/opi/HiSET/hiset_resources.htm

 

Remember:  The resources below are teacher-designed resources that may be changed as teachers learn more by experience with HiSET and more vendor HiSET materials become available.

 

·       Persuasive Writing Topics

·       Practice Test Answer Key for Practice Test #1 (free)

·       Practice Test Answer Sheet

·       Readiness Table

·       Scoring Guides for Reading/Writing Tests

 

Have you created any resources that you are willing to share?  Please email them to MTLINCS.

 

HiSET Brand Information

Go to the HiSET Resource page to access the HiSET Brand Guide.

 

Montana Requirements

 

Questions about Montana requirements for the HiSET?  Click here http://hiset.ets.org/requirements/mt for more information. 

2.    MT ABLE Shoptalk

Click here http://www.nwlincs.org/mtlincs/opi/shoptalk2-11-14.pdf to access ShopTalk Summary and topics. 

·       HiSET Updates

·       MABLE

·       ANI Institute Update

·       Technology Community of Practice (COP)

·       Distance Learning-Missouri Learns

·       Montana Adult Education Standards

·       April Directors’ Meeting Topics

·       May Professional Development Week

 

3.  Montana Technology Community of Practice (COP)                    

 

The Montana Technology COP participants began exploring Read Theory at http://readtheory.org/

 

Participants are beginning to have some students use Read Theory and seeing the potential of it.  Here are some of their thoughts so far:

 

Comment #1:

I can see the value of this site, especially for older students who are not really into computer use. The ease of access should appeal to them. Also, the ability of the program to monitor an increase in reading ability is a great tool, once the challenge is there the student will naturally push themselves …

 

Comment #2:

I completed the teacher account on readtheory.org and am exicted at the thought of inspiring my students.  I like the assessment process knowing my students are at such different levels … I can truly imagine the program motivating my students to improve their skills.  I also like the fact that this program can help build a student's confidence using the computer. 

 

Click here http://www.nwlincs.org/mtlincs/opi/COP/montana_cop.htm and click on the weekly posts.

 

4.  MTLINCS Research 2013-2014:  Improving Adult Literacy Instruction – Options for Practice and Research

 

Review Research Postings!

 

Click here http://www.nwlincs.org/mtlincs/opi/research/able_research_2012-2013literacy.htm to access 2013-2014 research postings from Improving Adult Literacy Instruction.  Click here to email questions or comments.

 

Coming next:  Research Conclusions and Recommendations

 

National Information

5.  ESL and Health Literacy Picture Stories

Taken from LINCS Adult English Language Learners

 

Click here http://www.cal.org/caela/esl_resources/Health/healthindex.html to access Picture Stories for Adult ESL Health Literacy.

The picture stories are:

·        Designed to help ESOL instructors address topics that affect the health and well-being of their students.

·        Useful for beginner and low-literacy students. Newcomers to the United States and adults with lower literacy tend to have the least awareness of and access to health care services, thereby running the risk of more serious and chronic health outcomes. Words are kept to a minimum in the stories to give just enough information to convey an idea without becoming too distracting for students with very low literacy.

·        Designed to be safe, impersonal prompts to allow students to discuss difficult topics, ask questions, and obtain information. As the stories are about cartoon characters, the students should not feel pressure to disclose their own experiences on the topic if they don't want to.

·        Adaptable for use at different levels.

6.  Financial Aid Webinar Posted

Taken from LINCS Postsecondary Completion

Wanting more information about financial aid?   Click here http://www.youtube.com/watch?v=3eaMA7Mi1_M&feature=youtu.be to view Financial Aid Trends and Regulatory Updates.

7.  Financial Literacy:  Your Money Personality

Taken from LINCS Financial Literacy

 

What is your money personality? This QUIZ http://idaresources.acf.hhs.gov/page?pageid=a047000000Ar7gb from the Dept. of Health and Human Services website is a good conversation-starter in a one-on-one setting but especially in a classroom. 

8.  LINCS Community Unavailable February 28 to March 2 due to Updates

Taken from LINCS College and Career Standards

 

Click here http://qualityinstruction.org/FAQRetrieve.aspx?ID=45559  for more information about Learning Targets.

9.  Learning Target

Taken from LINCS College and Career Standards

 

Click here http://qualityinstruction.org/FAQRetrieve.aspx?ID=45559  for more information about Learning Targets.

 

I believe that instructors should not be the only person in class who knows the intention of the lesson.  Learning targets are necessary for all students at every grade level and age.  Every lesson needs learning targets that are referred to throughout the lesson.   At the very end of the lesson, learning targets provide a wonderful opportunity for students to reflect and self-assess on their own learning.

Meryl Becker-Prezocki, SME 

10.  Time to Reskill:  PIACC Webinar Rescheduled - March 13

Taken from Notices

 

NOTE: new date! The original February date was postponed due to weather. Please use this link to register for the rescheduled webinar.

 

Join the U.S. Department of Education, American Institutes for Research, and adult education advocates for a webinar on March 13, from 1:00pm-3:00pm ET. With the recent release of the Organization for Economic Cooperation and Development (OECD)’s Program for International Assessment of Adult Competencies, (PIAAC) demonstrating the direct relationship between skills and economic security, health, and educational advancement, there is even more urgency to address the needs of low-skilled learners and equip the teaching workforce to help such students achieve their academic and economic goals.

 

The Office of Vocational and Adult Education (OVAE) launched a national engagement effort on November 20 (see archived announcement) to explore ways to increase our national capacity to improve the foundation skills of adults in the United States. OVAE is particularly interested in engaging with adult educators to solicit their input into a forthcoming national action plan.

 

This webinar will be an opportunity to receive a briefing on the PIAAC data, the OECD’s special report on America’s low-skilled population, Time for the U.S. to Reskill?, and engage in a focused discussion about the issues facing adult education.

 

To prepare for the webinar, see the Consultation Paper, which provides background on the skills issue and the framework for the national action plan. The discussion will continue online in various groups within the LINCS Community of Practice. Bookmark the registration link for February 13, 1:00pm ET and stay tuned to LINCS for updates.

 

11.  Teaching Strategies Discussion:  Easing the Pathway for All Adult Learners to Develop Competence in the Classroom and Beyond

 

Taken from LINCS Disabilities in Adult Education

 

Click here https://community.lincs.ed.gov/discussion/teaching-strategies-easing-pathway-adult-learners-disabilites-develop-compeptence-classro to access some excellent informational postings

Snippet #1:

There are 4 Instructional Strategies that have proven to enhance learning for all students.

·        Structuring the environment: Clarity of the visual field; We process most information though our eyes. Therefore if we want to focus students' attention on the subject matter at hand we need to clear away all extraneous objects in their visual pathway e.g. move objects not associated with the content of learning out of the line of the student’s vision. I do know that teachers believe a visually exciting classroom is stimulating and they are correct...but sometimes too stimulating! Focus decorations etc on the content of learning. It orients the student to the subject matter and reinforces the intent of the lesson.

·        Pre and Post Process the lesson: Always begin class by telling the student what will be covered that session. It reduces anxiety and promotes attention when they know what to expect.

·        Use "Plain Language": When giving instruction use the most simple language that is a common denominator for the students. Of course we want to increase sophistication of vocabulary overtime. But when identifying how you want work completed or the process you want students to take in their learning, simpler is better!

·        Chunk Content and Instruction: There is a reason that the world divides information in to sets of threes ! We cognitively process best that way. So when presenting new content, only three pieces of information at one time. When giving directions, only three steps at a time. You will be amazed at how that helps student compliance and memory!

Snippet #2:

What are some of the reasons people may be slow processors or inefficient thinkers?

·        Some disabilities by their very nature have symptoms which interfere with any or all of the three pathways of learning .For example , if you have ever been very anxious or depressed ,even if only situationally, you know that your  ability to absorb, remember and use what is said to you is impaired. In addition issues of substance overuse can cause tissue based difficulties processing.  And the pain and or discomfort of a physical disability may cause distraction from learning.

·        Primary language issues may make it difficult to think rapidly in English. It only makes sense that when new information is presented  in an unfamiliar language the student will need extra time to process.

·        Lack of Opportunity: Here we are referring to teaching methods that did not take into account the student's learning style thus depriving him/her of the opportunity to learn.

·        Trauma: Current research tells us that enduring trauma, mental and physical, can cause actual tissue change in the brain. We know of this change from reports we receive in talking with some of our returning veterans and some of our ESL/ELL students who escaped atrocities in their countries when they speak of changes they see in themselves.

·        Poverty: Living in poverty carries with it experiences that can influence efficient thinking. These may include chronic lack of nutrition, lack of opportunity for consistent school attendance, constant and overwhelming concern around getting needs met [it is hard to learn when you have nowhere to live]. Recently there has been interest in the concept that living in constant fear e.g. neighborhood where death by gun fire is a constant issue, can cause cognitive inefficiency.

 

12.  Technology:  Digital Learning Day

 

Taken from LINCS Technology and Learning

 

Celebrate Digital Learning Day on February 5, 2014 by pledging to acquire new knowledge about current technology tools used to advance education!

In January, LINCS announced the launch of the free, self-paced online course: Integrating Technology in the Adult Education Classroom, available now on the LINCS Learning Portal. As a follow-up to this professional development opportunity, LINCS is partnering with the Literacy Assistance Center in New York City (LACNYC) to bring you a series of 30-minute webinars on how to use technology tools in education. These webinars will be held every Thursday in February, starting on February 13, from 3:00-3:30 PM ET.

Space for these webinars is very limited. Register via the links below for one or more webinars today! If you are unable to attend or if the webinar(s) closes before you are able to sign up, you will be able to access the archived webinars at a later date on the LACNYC website.

A month-long discussion connected to the Digital Learning Day: Four-Part Technology Tools Webinar Series will also occur in the Technology and Learning Group.

For more information about Digital Learning Day, visit: http://www.digitallearningday.org/.

 

All webinars will be archived!

  

Title: Social Media Webinar Series: QR Codes

Facilitator: Nell Eckersley

Audience: ESOL, ABE & HSE instructors; program managers

This 30-minute webinar explains QR codes: what they are and how to create them. We will explore lesson ideas including how to use QR codes to make reading a multimodal experience and using QR codes to access content via mobile devices both inside and outside the classroom.

Date: February 20, 2014

Time: 3 – 3:30 PM ET

Register: http://dig14202.eventbrite.com

 

Title: Social Media Webinar Series: Pinterest

Facilitator: Nell Eckersley

Audience: ESOL, ABE & HSE instructors; program managers

A 30-minute webinar on Pinterest, the fast-growing social network site that focuses on images. Learn how to use this tool as a visual bookmarking system that you can use for your own professional development as well as a collaborative learning space with students and colleagues.

Date: February 27, 2014

Time: 3 – 3:30 PM ET

Register: http://dig14203.eventbrite.com

 

Title: Social Media Webinar Series: Advanced Twitter

Facilitator: Nell Eckersley

Audience: ESOL, ABE & HSE instructors; program managers

This 30-minute webinar takes us to the next level of Twitter use. We will look at how to participate in Twitter chats and attend conferences virtually by following hashtags using TweetChat, how to turn your Tweets into an online magazine using PaperLi, and how to manage your various social media accounts using a single platform.

Date: March 6, 2014

Time: 3 – 3:30 PM ET

Register: http://dig14204.eventbrite.com/

 

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