Building Work Skills: Plan from the End & Integrate from the Start!

Presenters:Lia Conklin: ELL Instructor/Team Leader, EL Civics Grant

Coordinator & Designer, Ronald Hubbs Center, St. Paul, MN (lia.conklin@spps.org)

Elizabeth Andress: ELL & ServSafe Instructor, EL Civics Grant Team Leader & Designer, Ronald Hubbs Center, St. Paul, MN (elizabeth.andress@spps.org)

EL Civics Grant materials available at: www.hubbs.spps.org/elcivics

Session ObjectivesSession Objective 1:Identify work skills and language skills required in a reallife or work scenario.

Session Objective 3:Find available culminating activities and support materialson-line.

Session Objective 4:Outline a unit plan with a culminating activity, section activities and work skills.

Session Objective 2:Create a unit culminating activity in which learners use targeted work & language skills.

Session Objective 5:Evaluate yourperformance on workshop objectives using a variety of evaluation methods.

Session Objective 6:Participate in an authentic example of a product-based unit (i.e. this presentation).

Session Learning GoalsName: _______________________ Date: _____________________

Circle the picture that shows how you feel about each leaning goal. = Hard, = So-so, = Easy

Learning Goals Before Unit After Unit

1. Identify work skills and linguistic functions required in a real life or work scenario.

2. Create a unit culminating activity in which learners use the targeted work and language skills.

3. Find available culminating activities and support materials on-line.

4. Outline a unit plan with a culminating activity, section activities and transferable work skills.

5. Evaluate your performance on workshop objectives using a variety of evaluation methods.

6. Participate in an authentic example of a product-based unit (i.e. this session).

Unit Planning: Small Group Grid Unit Topic

Real-life Scenario

Work Skills Language Skills

Culminating Activity

Health

Community

Food

Housing

Civic Responsibility

Consumerism

Self EvaluationInstructions: Read each question. Circle your answer.

Name: Date:

1. Can I identify real life scenarios? Yes Somewhat No

2. Can I identify work skills needed for real life scenarios?

Yes Somewhat No

3. Can I identify language skills needed for real life scenarios?

Yes Somewhat No

4. Can I create a culminating activity that targets real life work & language skills ?

Yes Somewhat No

5. Can I work with a team? Yes Somewhat No

6. Can I evaluate my learning? Yes Somewhat No

Product-Based Unit Plan: Health Example

Work skills:Read a schedule.Schedule appts.Match RX #s to labels.Give health recommendations.

Activity Product:Fill in a weekly

schedule to find one’s

availability.

Culminating Activity

Making/taking appoints.Visiting the Dr./ receiving patients.Asking/answering health QsFollowing/giving prescriptions

Section Product:Simulate

making a Dr’s appointment.

Section Product:Simulate visiting

a doctor &receiving patients.

Activity Product:Identify

parts of the body to

show what “hurts”.

Activity Product:Practice

explaining symptoms w/

“I have”.

Activity Product:

Categorize health

problems into “911” or Dr’s.

appt.:

Activity Product:Practice

“Making an appointment”

dialogue.

Activity Product:

Read a doctor’s schedule for Dr’s availability.

Activity Product:Fill out a medical

history form.

Activity Product:Practice

“Visiting the Dr.” dialogue.

Product-Based Unit Plan Description Choose an authentic Culminating Activity that

promotes work skills (Unit Product). Outline benchmarks that integrate a variety of skill

types and are achievable w/in the Unit Product. Segment Unit Product into authentic instructional

“chunks” (Section Product) that scaffold to Unit Product.

Break down Sections into activities w/ products (Activity Product) that scaffold to Section Product.

Product-Based Unit Plan: DescriptionActivity Product: 2. Provide authentic practice.

Culminating ActivitySection Product:

1. Scaffolds to Unit product

2. Provides authentic practice.

Section Product:

Activity Product:

Activity Product:

Activity Product:

1.Scaffold to Section product

Activity Product:

Activity Product:

Activity Product:

Activity Product:

Integrate Benchmarks

• Language & Strategies• Work Skills• Technology & numeracy• Social Interaction• Independent Learning

Product-Based Unit Plan Template:

Work Skills:

Activity Product:

Culminating Activity

Section Product:

Section Product:

Activity Product:

Activity Product:

Activity Product:

Activity Product:

Activity Product:

Activity Product:

Activity Product:

Peer EvaluationInstructions: Read each question. Circle your answer.

Peer’s Name: Date:

1. Can he/she identify a culminating activity?

Yes Somewhat No

2. Can he/she identify work & language skills to be demonstrated in the culminating activity?

Yes Somewhat No

3. Can he/she identify section products? Yes Somewhat No

4. Can he/she identify activity products? Yes Somewhat No

Team EvaluationInstructions: Read each question. Circle your answer.

Your Name: Date:

1. Did everyone participate? Yes Somewhat No

2. Did you participate? Yes Somewhat No

3. Did you learn how to create a unit plan using the product-based method?

Yes Somewhat No

4. Did your team do a good job? Yes Somewhat No

5. Did you do a good job? Yes Somewhat No