modeling 21 st century work and college readiness skills in your program and classroom effective...

Modeling 21st Century Work and College Readiness Skills in Your

Program and Classroom

Effective Transitions in Adult Education ConferenceWarwick, RI

Friday, November 14, 2014

Presenter:

Martha Oesch, Oesch Consulting

Learning Objectives

Describe what 21st Century Skills are and how they relate to the classroom and the workplace.

Identify means for teaching and modeling these through instructional strategies and classroom management techniques.

Identify and explain at least one active learning strategy.

Evaluate your current instructional strategies and classroom management techniques for their effectiveness in teaching 21st Century readiness skills.

Agenda

Welcome and introductions Setting the context Identifying transferable skills Using learner centered instruction Active learning strategies Classroom management techniques Reflection activity Wrap-up and evaluation

Student Quote

“Today in the class you said something important for me because I do it yesterday in my work. You’ll said is a good idea take notes when somebody explain something to you. And that’s what I did yesterday when my boss explained to me how to use the cash register. I telled her when I don’t understand I’m confused to explain me again and I repeat to her what I understand to know if it’s right or wrong. I asked her if sometimes can I see my notes to check if I’m doing it right. Her answer was yes because the notes can help you a lot in you work.

Logbook excerpt by a vocational ESOL student, San Diego Community College

Social Forces

Economic shifts

Education policy

Accountability requirements

Learner needs

Who are the Stakeholders?

Students/Clients

Community

Employer

Policy makers

Funders

Work & College Readiness Competencies

Secretaries Commission on Achieving Necessary Skills (SCANS) - 1990

Equipped for the Future (EFF) - 1994 Skills for the 21st Century - 2002 National Reporting System for Adult

Education (NRS) - 2012 Common Core - 2014

What is the goal for instructors & advisors?

To view students the way that employers and post-secondary education instructors increasingly view successful workers and students as:

Active Creative Self-directed problem solvers Able to work effectively on their own and

with others

How does SCANS inform academic/skills instruction & advising?

Encourage active learning Design of instructional tasks and problems Simulate workplace situations and

expectations Teach competencies within existing

curricula Make explicit the activities that teach job

readiness skills

Activity – Identifying Transferable Skills

In dyads or triads:

1. Read the workplace scenario (1-6) assigned to your section.

2. Review the list of “SCANS Skills”.

3. in your dyad or triad, decide what are the top 5-6 skills most needed to perform well in this workplace scenario.

Activity - Instructional Strategies

In your small groups discuss:

1. What are the job readiness skills your students practice and learn by participating in this type of instructional activity?

Identify the top 5-6 SCANS competencies embedded in the instructional strategy assigned to your section (Use the SCANS list on the light pink sheet.)

Activity - Team Evaluation

In your small group, discuss and complete a Team Evaluation Chart based on your performance identifying SCANS competencies embedded in instructional strategies.

Students need to:

Have the skills they and other stakeholders are seeking

Know they have the skills

Show they have the skills

Students need opportunities to:

Reflect on their learning

Demonstrate their ability to apply what they

have learned

Evaluate their own progress

Why are routines important?

Establishing rules and routines

enables students/clients to be systematic

as they learn to operate within social, professional, and technological systems.

What is the purpose of classroom and program systems?

1. Set expectations for --– Personal organization– Preparedness– Responsibility

2. Provide opportunities for students to document they are meeting those expectations.

Classroom and program systems cont.

3. Help all students adjust to US workplace

expectations.

4. Give teachers more time and energy to focus on facilitating learning.

Activity – Classroom Jobs

In a small group, choose one of the Classroom Job titles and brainstorm a list of tasks that could be performed by the person with that job.

Team Leader  Assistant Team Leader  Attendance Clerk  Recorder/Secretary  Evaluator  Resource Manager  Grammar Monitor  Time Keeper

Template for Reflection & Action

Take a few minutes to complete this form, reflecting on what you want to take away from the workshop.

Thank you!

For further assistance or questions please contact:

Martha Oesch, Oesch Consulting

moesch4@comcast.net