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ContextualizedInstructionintheIntegratedEnglishLiteracyandCivicsEducationClassroom
ACEProfessionalDevelopmentIELCEProjectPY1718
TrainingofTrainersFacilitatedbyJaymeAdelson-Goldstein
ACE2017
OURGOALSupportESOLinstructor’splanninganddeliveryofcontextualizedtask-basedandproject-basedinstructioninIntegratedEnglishLiteracyandCivicsEducation(IELCE)classes.
THISSESSION’SOBJECTIVES
Bytheendofourtimetogethertoday,youshouldbeableto:• IncreasetheroleoflearneragencyandautonomyincontextualizedIELCEclasses• ConnectIELCEandContextualizedInstructionforworkandcareerpathwaystoAdult
EducationStandards• Plananddelivercontextualizedtask-basedandproject-basedinstructionintheIELCE
class.
YOURGOALSANDBARRIERS
1) Highlighttheobjectivethatismostmeaningfulforyoutoday.
2) Asyouworkthroughouttheday,itcanbehelpfultopictureoneormorelearners.Whichlearner(s)willyoupicture?
3) Identifyoneormorebarriersthatyouanticipatefacingtoday:
Physicalissues: Stressdueto… Anaversionto…
¨ hunger ¨ familyissues ̈ “thenexthotthing”¨ exhaustion ¨ workissues ̈ teamwork¨ physicalpain/illness ¨ politicalissues ̈ longworkshops¨ other: ¨ other: ̈ other:
3) Checkoneormoreworkaroundsyouwillusetoaddressthebarrier(s)above.
¨ snack¨ drinkwater¨ havecaffeine¨ drinkherbaltea¨ takepainrelievers
¨ walkduringbreaks¨ doa1-minute
meditation¨ breathedeeply¨ usean“away
message”onemailorphone
¨ connectwithacolleague¨ askclarificationquestions¨ askforevidence¨ temporarilysuspend
disbelief¨ other:
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.1
Does the task…. Evidence 1. havemultiplesteps?
2. haveaproductthatcanbeassessed?
3. expandordeepenlearners’knowledgeofcareers,workplaces,jobskillsorothertopicsrelatedtoemployment?
4. includerolesandresponsibilitiesforteammembersorpartners?
5. haveatleastonestepthataskslearnerstothinkstrategically?
6. requirelearnerstoexpresstheircriticalthinking?
7. encourageplanning,organizingandotherself-managementskills?
8. provideopportunitiesforlearnerstoacquiredomain-specificvocabulary?
9. includeopportunitiesfordiscourseatanacademicorprofessionallevel?
10.
asklearnerstoconstructmeaningwhileengagedinlistening,readingorviewingappropriatelycomplexmaterial.
11. provideanopportunityforlearnerstoapplymathskills?
12. requirelearnerstodosomeresearch?
13. includetimeforlearnerstoreviewandrefinetheirwork?
14. requirelearnerstoreportontheirresults?
15. provideopportunitiesforfeedback?
Task2Locatingelementsofcontextualization,languagedevelopmentandrigorinlearningtasks
TASKANALYSIS• Readthroughtheelements1-15,below.• Checkofftheelementsthatwerepartofthetaskyoujustdid.• Brieflynotetheevidenceforatleastthreeoftheelementsyouidentifiedinthetask.
LightheartedLearning
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.2
STEP-BY-STEPPREPARATION:CORNERSTOCATEGORIZING
STEP1:Setacontextualizedtaskobjective.(E.g.,Learnerswillbeabletoidentifyavarietyofcareeroptions(jobs)indifferentoccupationalclustersthroughsharedknowledgeandresearchandcategorizethejobsinavarietyofwaysinordertoconsiderwhichjobsmightinterestthem.)
STEP2:Identifythe21stcenturyskillsandstandardsthatarepartofthetask.• buildknowledge(exchangewithpeers,research)• navigatecomplextext(onlineresearch)• employacademiclanguageandciteevidence(categorizingrationale)• demonstratecriticalthinking(categorizingdiscussion)Focus:ELPS2-Participateinlevelappropriateoralandwrittenexchangesofinformation/ideas/analysesinvarioussocialandacademiccontexts,respondingtopeerandaudiencecommentsandquestions.Additional:ELPS6,7,8,9,10withlanguageframesandsupport
STEP3:Identifyhowlearnerswillbeassessedontheirachievementoftheobjectiveandcreate/adapttherubricorwritetheassessmentquestionsorprompts.¨ Oralreportwithrubric¨ Observationoftaskworkwithrubricorcommentcards¨ Quantifiableassessmenttoolthatidentifieslearners’abilityto:
¨ Recallandapplynewvocabulary¨ Identifytheprocesstheyfollowed
¨ Writeabouttask(w/support)¨ other
STEP4:Determineandcreatecornerssigns(E.g.healthcare/hospitality&tourism/manufacturing/logisticsanddistributionetc.)STEP5:Writeupinstructionsforprojection,ontearsheet,orwhiteboard.(Learnerscanalso
haveinstructionsonahandout).Considerthetimelimitsyouwillsetateachstage.1. Chooseacornerthatinterestsyou.2. Introduceyourselftothemembersofyourcornerteam.3. Brainstormalistof________________4. Research3-5additional_________foryourlist.5. Categorizeyourlist.Giveyourrationaleforyourcategoriesandthe_____youplaceineachcategory.
6. Usethelanguageframetocreateareportforyourclass.
STEP6:Createthelanguageframeslearnerswillneedandpostthemaroundtheroomorwritethemonthewhiteboard.Orhighlighttheframeslearnerswillusefromthelisttheyhaveintheirnotebooks.(E.g.Isuggestweput_____in_____because…;Idisagree.____belongsin_____because…)
STEP7:Planthereportout¨ gallerywalk(1learnerstaysbehindtopresent)¨ onestray(ambassador)–1studentgoesfromgrouptogrouppresenting¨ recordpresentationsonphoneanduploadtoGoogleDrive¨ wholeclass,one-at-a-timepresentations
¨ other
Ligh
thea
rted
Lear
ning
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.3
CONTEXTUALIZINGTHETEAMTASK
A. Userolesandassignedjobs.
• Forteamsof3,usethefirst3roles,andhavetheSupervisordoqualitycontrol,andtheManagerdotheconsultant’sjob,too.
• Forteamsof4,usethefirst4roles,andhavethesupervisortakeontheassistantmanager’sjob.
• Otherpossiblerolesinclude:ITsupport,Consultant,Researcher,Intern
B. Useananalyticrubrictosetupthetaskcriteriasothatlearnerscansetgoals.SAMPLERUBRIC
ROLE JOB(S)
AdministrativeAssistant Recordsnotesfortheteam.Collectsinformationfromteammates.Distributesmaterialsforthetask.
Supervisor Readstaskinstructionsaloudandcheckstheteam’scomprehension.Leadsoralreportontaskresults.
Manager Managesteammembers’participation.Keepstrackoftimeandtaskprogression.
QualityControl Reviewstaskresultstocheckforaccuracy.Mayusereferencematerialsordoresearchforteam.
GraphicDesignerLeadsthevisualandgraphicworkfortheteam,e.g.drawschartsandgraphs,locatesordrawsillustrations.
EXCEEDSCRITERIA MEETSCRITERIA NOTYET
SOFTSKILL:Participation(EmployabilitySkills)
Eachpersonintheteamcommentsatleasttwice.
Allteammemberscomment.
Someteammembersdonotcomment.
CONTENT:Definition(Standard/CompetencyCorrespondence)
Thedefinitionimprovesontheonlineorglossarydefinition.
Thedefinitionmakessense,andmayormaynotmatchtheonlineorglossarydefinition.
Thedefinitionisinaccurateormakesnosense.
DISCOURSE:ExpressAgreementorDisagreement(academicskills)
Teammembersuseacademic/professionallanguageexclusively.Iseeyourpoint./True,because___collocateswith___./Irespectfullydisagree.
Teammembersmostlycombineacademiclanguagetoagreeordisagreewitheverydaylanguageduringthecollaboration.
Teammembersdonotexpressagreementordisagreement.
Lighthearted Learning
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.4
CONTEXTUALIZINGTHETEAMTASK(Continued)C.Createordictateaprojectortaskchecklistforlearnerstousetokeeptrackofthestepsinataskorproject.
SAMPLEMULTI-STEPTASKCHECKLIST
PAIREDREADING:TextA:AutomationandWork(NEWSELA)TextB:DriverlessPizzaDelivery(NEWSELA)
STEPS LeadRole/TeamMember
Starttime
Completeby P
1.Formapair.
2.Selectatextwithyourpartner:textAortextB.
3.Previewthequestionsonyourtextwithyourpartner.
4.Readyourtextsilently.
5.Marktheanswerstothequestionsinthetext.
6.Compareanswerswithyourpartner.Showtheevidenceforyouranswers.
7.Practicetellingeachotherthemostimportantinformationfromthetext.
8.Usethelanguageframeontheboardtohelpyousummarizeyourtext.
9.Findapairthatreadadifferenttextandformateamof4.
10.Teacheachotheraboutyourtexts.
11.Askquestionstocheckyourteammates’comprehension.
12.Together,usealltheinformationyoulearnedtomakeapro-conchartaboutautomation.
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.5
CONTEXTUALIZINGTHETEAMTASK(Continued)SampleProjectChecklist
Createaposterandpresentationon______________________________________
Tasks LeadRole/TeamMember
StartDate
DueDate P
1.RESEARCH
•Read______
•View____video(s)
•Interview___expert(s)
2.PLANPOSTER*
•Select_____factsforposter.(Listsources)
•Selectormake___illustration(s).(Listsources)
•Selectormake___chart(s).(Listsources)
•Drafttheposterdesign.
3.CREATEPOSTER*
•Editmaterialsforposter.
•Assembletheposter.
4.PLANTHEORALREPORT*
•Decideonthemainpointsforthereport.
•Assignteammemberstoeachpoint.
•Writenotesforeachpointoncards.
5.REHEARSETHEORALREPORT.
•Practiceusingthenotecardswithoutreadingthecards.
•Rehearseeachpartofthereport.•Observeandcoacheachotheronbodylanguage,volume,andclarity.
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.6
TEAM MANAGEMENT TOOLS - APPENDIX DTO
TH
E TE
ACH
ER: C
ompl
ete
the
tem
plat
e w
ith th
e na
me,
goa
l and
mat
eria
ls fo
r the
task
. The
n fil
l in
the
step
s of t
he
task
and
iden
tify
the
team
mem
ber r
ole
that
will
take
the
lead
on
each
step
. (Se
e pa
ge 4
for a
n ex
ampl
e.)
TEMPLATE
TEAM TASK CHECKLIST for ____________________
THE GOAL: MATERIALS:
TASK STEPS LEAD TEAM MEMBER(S)
Completed ✔
PHOTOCOPIABLE • OPD CCR SKILLS BUILDER HANDBOOK • ©2016 OXFORD UNIVERSITY PRESS, J.ADELSON-GOLDSTEIN
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.7
OPD CCR SKILLS BUILDER • APPENDIX E
When you want to encourage someone, you can…
Do this: Say this:
Smile at the person. Nod your head slowly at them and smile. Lean in a little and move your head towards the person. Pat the person on the arm or hand.*
You can do it. You’re almost there.
You’re getting it. You are very close!
Now you’ve got it!
[YESSSS!]
When you want to praise someone, you can…
Do this: Say this:
Applaud / Clap.
Pat the person on the back.*
Give a “thumbs up." *
Great work! (job!) That was great! (wonderful! amazing!) You did that perfectly! [Bravo! Brava!] [Awesome] [You rock!]
When you want to give someone a helpful suggestion, you can… Do this: Say this:
Make eye contact. Raise your hand about 6” above the desk, with the index finger up.
Can I make a suggestion?
Why don’t you ….?
You can change to .
What do you think about…?
What if you…?
Don’t forget to .
Note: "DO" Items marked with an asterisk should be taught with cross-cultural sensitivity. For example, refrain from asking learners whose cultures do not encourage touching to practice "patting on the back." "SAY" items in brackets, for example [Huh?] are examples of colloquial, slang, or casual register, rather than professional or formal register.
INTERPERSONAL SKILLS: ENCOURAGE, PRAISE, GIVE SUGGESTIONS
PH
OTO
CO
PIA
BLE
OXF
OR
D U
NIV
ERSI
TY P
RE
SS
, JAY
ME
ADEL
SON
-GO
LDST
EIN
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.8
ConnectingIELCEandContextualizationIEL/CEInWIOA,IEL/CEisdefinedas“educationalservicesprovidedtoEnglishlanguagelearnerswhoareadults,includingprofessionalswithdegreesandcredentialintheirnativecountries,thatenablessuchadultstoachievecompetencyintheEnglishlanguageandacquirethebasicandmoreadvancedskillsneededtofunctioneffectivelyasparents,workersandcitizensintheUnitedStates.SuchservicesshallincludeinstructioninliteracyandEnglishlanguageacquisitionandinstructionontherightsandresponsibilitiesofcitizensandcivicparticipationandmayincludeworkforcetraining.ContextualizationInHeideWrigley’sissuebriefonPreparingEnglishLearnersforWorkandCareerPathways(2016,p.4),contextualizationforEnglishlanguageacquisitionisdefinedas“aprocessofprovidinglanguageandliteracyservicescontextualizedtotheskilldemandsofworkorcareerandtechnicaltraining.Instructionisofferedinasupportiveenvironmentandusesauthenticmaterialsgatheredfromworkplaceandtechnicaltraining.”
Task31.Re-readthedefinitionsaboveforIELCEandcontextualization.Workwithyourteamtoputbothdefinitionsinyourownwords.
2.Onaseparatesheetofpaper,comeupwith5ormoreinstructionalactivities
thatconnecttothedefinedpurposeofIEL/CEANDthedefinitionofcontextualizationforworkandcareerpathways.Supportyourclaimwithevidencefromthedefinitionsand/orwhatwe’veidentifiedas21stcenturyskillsrequiredforworkandcareertraining.
3.Reachconsensusonthetwoinstructionalactivities(fromyourlist)thatarethemostclearlyconnectedtoIEL/CEandcontextualizationforworkandcareerpathways.
4.Usetheframebelowtoplanyourteam’sreportonyourwork.Itwas_______forourteamtocollaborateonhowtorestatethedefinitions.Weselected_____________________and_________________asexamples
ofinstructionalactivitiesthatconnecttothedefinitionofIEL/CEandcontextualization.
• •Indoingthistask,welearned…
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.9
ConnectingIELCEandContextualizationandRIgor•Lookatyourtoptwoactivities.WhichofthefollowingELPStandardsarepartofthoseactivities?Discusswithapartner.ELLscan…1. constructmeaningfromoralpresentationsandliteraryandinformational
textthroughlevel-appropriatelistening,reading,andviewing.2. participateinlevel-appropriateoralandwrittenexchangesofinformation,
ideas,andanalyses,invarioussocialandacademiccontexts,respondingtopeer,audience,orreadercommentsandquestions.
3. speakandwriteaboutlevel-appropriatecomplexliteraryandinformational
textsandtopics.4. constructlevel-appropriateoralandwrittenclaimsandsupportthemwith
reasoningandevidence.5. conductresearchandevaluateandcommunicatefindingstoanswer
questionsorsolveproblems.6. analyzeandcritiquetheargumentsofothersorallyandinwriting.7. adaptlanguagechoicestopurpose,task,andaudiencewhenspeakingand
writing8. determinethemeaningofwordsandphrasesinoralpresentationsand
literaryandinformationaltext.9. createclearandcoherentlevel-appropriatespeechandtext.10. demonstratecommandoftheconventionsofstandardEnglishto
communicateinlevel-appropriatespeechandwriting.
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.10
STEP-BY-STEPPREPARATION:JIGSAW
STEP1:Setacontextualizedtaskobjective.(E.g.,Learnerswillbeabletoidentifymainideasandkeydetailsintextabout____________andteachwhattheyknowtotheirclassmatesusingguidingquestionsandtheirpriorknowledge.
STEP2:Identifythe21stcenturyskillsandstandardsthatarepartofthetask.•buildknowledge(exchangewithpeers,research)•navigatecomplextext(textforjigsaw)•employacademiclanguageandciteevidence(teaching)•demonstratecriticalthinking(inferencequestions)Focus:ELPS1-Constructmeaningfrom[…]informationaltextthroughlevelappropriatelistening[and]reading[…]Additional:ELPS3,4,7,8,9,10withlanguageframesandsupport
STEP3:Identifyhowlearnerswillbeassessedontheirachievementoftheobjectiveandcreate/adapttherubricorwritetheassessmentquestionsorprompts.¨ Oralreportwithrubric¨ Observationoftaskworkwithrubricorcommentcards¨ Quantifiableassessmenttoolthatidentifieslearners’abilityto:
¨ Recallandapplycontentfromalltext¨ Summarizethetext
¨ Writeaboutthetext(w/support)¨ other
STEP4:Locatetext(ConsiderNEWSELA,OccupationalOutlookHandbookarticles,Recentarticles(Forbes,CNN,Lifehack,etc.)
STEP5:WriteupinstructionsfortheJigsawtoprojectorputontearsheetsorwhiteboard.(Learnerscanalsohaveinstructionsonahandout).Considerthetimelimitsyouwillsetateachstage. 1.Inyourhometeamselectatext.Inateamof4,everyoneshouldhaveadifferenttext.
*Notethatforpartnersjigsaw,partnersreadthesametext. 2.Leaveyourhometeam.Locateaclassmatewiththesametextand“pairup.” 3.Previewyourtext’squestionstogether. 4.Readyourtextindependentlyandlocatetheanswerstothequestionsinyourtext. 5.Compareanswerswithyourpartner.Usethequestionstohelpyoupracticeteaching. 6.Thankyourpartnerandgobacktoyourhometeam. 7.Taketurnsteachingyourhometeamaboutyourtext. 8.Takeaquizordoataskthatshowsyouknowtheinformationfromallthetexts.
STEP6:Createthelanguageframeslearnerswillneedandpostthemaroundtheroomorwritethemonthewhiteboard.Orhighlighttheframeslearnerswillusefromthelisttheyhaveintheirnotebooks.(E.g.Mysectionofthearticlefocusedon/dealtwith/described…Theauthorsuggested…
STEP7:Planaquizorwhole-teamtasktoconfirmlearners’teachingwassuccessful¨ quiz¨ posterwithideasfromentiretext.
¨ teamscreatequestionstoquizeachother¨ other
Lighthe
artedLearning
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.11
Although general program models may look similar for all adult basic education students, the instructional opportunities offered to ELLs preparing for work and training must be quite different both in design and execution. New immigrants and refugees may be unfamiliar with the culture of the U.S. workplace or the culture of training. They may have little experience in learning technical skills in a classroom setting and might need information, support, and guidance in making career choices and selecting appropriate training opportunities. The following list outlines some of the key skills that a contextualized ELA program might address, along with strategies for strengthening these skills.
• Speaking and Listening Skills: Unlike native speakers, ELLsmay not be familiar with the social and technical languageused in modern workplaces and training. There is a greatneed for functional language associated with asking forinformation, making requests, providing explanations,discussing problems, or making amends when things gowrong.
» Bright Ideas: A needs assessment to identify thelanguage demands of certain job sectors can serve as aframework for instruction. Role plays and simulations(e.g., turning the class into a make-believe computerrepair shop for a day) offer opportunities for practice.Asking students to pay attention to the language theyhear around them at work, in stores, or at social serviceagencies builds language curiosity and languageawareness, both of which are important for ongoinglearning beyond the classroom.
• Academic Listening Comprehension Skills: The skillsneeded to understand and respond to lectures areparticularly important in training, whether they are part ofworkplace training or part of an occupational skills courseoffered in a career and technical program. ELLs at all levelsneed experience listening to academic presentations. Theymust gain proficiency in both global listening—to get themain point of an explanation—and listening for importantdetails that need to be remembered. Because thetechnology used in both work and training is rapidlyevolving, the skills necessary for each increasingly include theuse of software-based training modules that require“problem solving in technology-rich environments” This canbe a challenge for many ELLs who have not participated indistance learning.
» Bright Ideas: Hearing a mini-lecture on a topic relatedto careers (e.g., The 10 Skills Employers Want) givesstudents practice in listening fora main idea and identifying examples. It also supportsnote-taking skills. (For more information on teachingacademic skills, see the online training module Meetingthe Language Needs of Today’s Adult English LanguageLearner, available from the LINCS ESL Pro landing page.)This module includes examples of online how-to videosthat give students a chance to practice both note-takingand listening skills.)
• Written Communication: The writing that ELLs must doat work and in training courses is quite different from thepersonal narratives that are common in many ESLprograms, particularly at the beginning levels.ELLs preparing for careers are expected to becomeproficient in document and informational literacy(Parrish & Johnson, 2010). Expectations for work-relatedwritten communication now go far beyond simplyfilling out print forms or jotting down informationin a note. Workers and trainees increasingly need toaccess information contained in company and trainingwebsites and are expected to use e-mail on a regularbasis. Increasingly, they must request time off, checkschedules, clock in and out, and report problems online.Communication regularly flows via e-mail, and in mosttraining courses, students are expected to downloadreadings and upload completed assignments.
» Bright Ideas: Integrating a computer literacycomponent into ELA classes and offering hands-on practice in electronic communication will helpstudents be competent and confident in using newtools. Learning about social media and the etiquettethat governs its use can forestall potential problemsas students transition to college. Students can also beasked to generate and answer questions viae-mail, use Twitter to give their opinions on an issue,create a LinkedIn page that highlights their jobexperience and skills, or use a spreadsheet to analyzeanswers to an interview they conduct as a class.
• Technical Language and Vocabulary. The language
used in job skills training tends to be quite different
Adapted from the Issue Brief: LINCS ESL PRO Preparing English Learners for Work and Career Pathways by Heide Wrigley. 2016
Contextualized Instruction: Addressing Learner Needs
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.12
from the everyday language that ELLs hear and read in conventional ELA classes. Vocabulary may be a challenge as well. ELLs who want to succeed in training will need to acquire thousands of new words to understand lectures and textbooks, participate in discussions, and pass exams. The terminology used in technical classes may represent the academic language of a profession or industry, but it often includes subtechnical vocabulary, terminology that native speakers tend to know but that may be unfamiliar to ELLs (e.g., cardiac arrest, blueprint, reboot, or spreadsheet).
» Bright Ideas: Using image-rich materials written forboth lay people and specialists can afford exposureto new forms of discourse. Selecting a few sentencesof dense, jargon-free text and deconstructingthem with a class can offer experience in findingthe meaning behind the words (e.g., in tighteninga Phillips head screw, care must be taken not tostrip it). Magazines on health, popular mechanics,and automobiles can help make learning relevantto students’ interests while introducing newvocabulary to be studied. Asking students to bringtheir favorite tools to class, discuss their use (andmisuse), and research their history engages studentswhile building background knowledge as well asnew vocabulary. Building on what students knowand what they are interested in takes advantage ofthe background knowledge that ELLs possess and islikely to deepen learning.
• The Culture of Work and Training: Immigrants andrefugees who are still learning English and have beenin the United States for only a relatively short timemay need a great deal of guidance on how to navigatethe U.S. workplace or how to succeed in a trainingcourse at an academic institution (Wrigley, Richter,Martinson, Kubo, & Strawn, 2003). Cultural knowledgemay include the skills associated with high-performanceworkplaces and career and technical training, suchas problem solving, decision making, and working inteams. ELLs may likewise be unfamiliar with the languageused in social interactions, such as communicatingwith supervisors or instructors and collaborating withfellow workers and students. ELLs may also need toknow about workers’ rights and learn more aboutsocial and legal issues related to sexual harassment anddiscrimination.
» Bright Ideas: Scenarios depicting “sticky situations”at work or in training can offer a jumping-off pointfor discussion on “how things work” in the UnitedStates. Asking students how they might respondto a critical incident and discussing options andconsequences as a group provides languagepractice and offers opportunities for cross-culturalcomparisons. (Scenario example: One of theexpensive tools you had to buy for the class ismissing. You think one of your co-workers/fellowstudents took it, but you are not sure. What doyou do? What do you say?) Employers and traininginstructors often have many examples that they canshare.
• LINCS Career Pathways Collection: This collection includes resources, adult career pathways newsletters and webcastshttp://lincs.ed.gov/collections?keys=&field_rcis_topic_areas_value%5B0%5D=Career%20Pathways
• Office of Career, Technical, and Adult Education. This page provides an overview of the changes in the 2014Workforce Innovation and Opportunity Act. http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/wioa-reauthorization.html
• Integrated Basic Education and Skills Training (I-BEST). This site includes videos, an explanation of the model,research that supports the model, and planning resources. (Washington’s I-BEST is a nationally recognized careerpathways model.)http://www.sbctc.ctc.edu/college/e_integratedbasiceducationandskillstraining.aspx
RECOMMENDED WEBSITES
Adapted from the Issue Brief: LINCS ESL PRO Preparing English Learners for Work and Career Pathways by Heide Wrigley. 2016
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.13
Task IdeasExamples: 1. Gathering and organizing data: One-‐question surveyo Each learner has a single survey question and asks a given number of people for their
response. The learner then tallies the results (possibly combines tallies with others whoasked the same question) and plans how to report the results of the survey. (Typically thereport includes academic language. “According to a survey of 15 multilingual adults, theOTC medication in 10 out of 15 homes is....”
2. Building Knowledge & Synthesizing: Paired Readingo Learners in pairs read one of two different, complementary texts on the same high-‐
interest theme. Each has either a different point of view, aspect of the theme and/orgenre. E.g. – a paired reading on body art could have one text be a blog opposed to bodyart, and the complementary text could be an interview with a tattoo artist. (Note thatpairs can be like-‐ability or cross-‐ability depending on the texts chosen.) Pairs use guidingquestions to find the most important or interesting information in their texts. Thepartners prepare to share what they learned with another pair who read thecomplementary text.
o Once each pair tells the other what they found out, the 2 pairs work together on a teamtask that synthesizes what they read and the team’s prior knowledge. (For example withthe texts on tattooing mentioned above, the team task could be creating a Venn Diagramon each text’s point of view and seeing where they overlap.
3. Clarifying: Peer Dictationo Learners take turns dictating information to their partner. The learner who is dictating
has to speak clearly and clarify for the partner taking down the information. Once bothlearners have the sentences, questions, or even drawings that have been transmitted bytheir partners, they do a joint task that makes use of the material they wrote down. Forexample, constructing a conversation based on the statements, interviewing each otherbased on the questions they generated, etc.
4. Analyzing & Evaluating: Sorting or Listing into Gallery Walko Learners work in teams to complete a graphic organizer (t-‐chart, PMI chart, word web, or
KWL chart) and then review other teams’ charts, identifying elements that they includedon their charts (✔), are confused by (?) , or wish they’d written (✰). When teams returnto their own charts, they review the class’ comments and then clarify anything that wasmarked with a (?).
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.14
TASK6ANALYZINGANIEL/CELESSON•Lookatatextbooklessonoryourownlessonplan•CheckYESorNOEVIDENCEinresponsetothequestions.•BrieflyciteevidencetosupportYESresponses.•Considerhowyoucouldenhancethelessontofillanygaps.
CRITERIA EVIDENCEOFSTRENGTHS GAPWORKAROUND1.Doesthelessonfocuson
anauthenticandrelevanttraining,workplace,postsecondarycontent,orcivicengagementtopicthatmatcheslearners’needsandgoals?£Yes£NoEvidence
2.Doesthelessonobjective/outcomesethighexpectationsforthelearnersandcorrespondtoAdultEducationstandards?£Yes£NoEvidence
3.Aretherescaffoldsfordifferentiationinplaceorcouldtheybeeasilyapplied?£Yes£NoEvidence
4.Isthereaformativeassessmenttohelpdeterminewhetherlearnershavemasteredthelessoncontentand/orachievedthelessonobjective?£Yes£NoEvidence
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.15
TOPIC: Project-Based Learning Questions/Main Ideas Focus of PjBL (PjBL vs. Problem Based Learning) Learner engagement Examples:
NOTES
Summary:
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.16
SAMPLEPROJECTSCENARIOS
#1:COMMUNITYSERVICESCOLORINGBOOK RELATEDSTANDARDSInoneproject,parentsinafamilyliteracyprogramandtheirelementaryschoolchildrencreatedacoloringandactivitybookofcommunityinformationforfamilieslivingintheirneighborhoodinArlington,Virginia.Alloftheparentsandchildrentookpartinbrainstormingsessions.Theyselectedinformation,text,andgraphicstopicsforeachpageofthebookandcontributedtothecreationofthepages.Parentsintheintermediatelevelclassmanagedtheproductionofthebookandresearchedthetopicsselected(e.g.,immunization,school).Theadultliteracyclasslocatedaddressesandphonenumbersoflocalagenciesthatprovideneededservicesandillustratedashoppingguideoflocalstorestheyliked.Theyalsodesignedapageofemergencytelephonenumbers.Thechildrenworkedondrawingsandactivitypagesforchildren.Whenthebookwascompleted,thefamiliespresentedittotheprincipalofthelocalelementaryschool.Someofthefamiliesparticipatedina"MeettheAuthors"dayatthelocallibrary.
Parentsandchildrenalikekepttheirworkinportfoliosandcompletedassessmentquestionnaires.Theysharedtheirevaluationswitheachotherandexplainedwhytheyevaluatedthemselvesthewaytheydid.Theteachersevaluatedtheparentsonlanguageskills,teamparticipation,andsuccessfulcompletionoftasks.
#2LIFELESSONSLearnersinanadvancedintensiveESLclassworkedinpairstopresentathirty-minutelessontootherclassesintheprogram.Theyworkedcollaborativelytodeterminetheneedsoftheiraudience,interviewteachers,choosetopics,conductresearch,preparelessons,practice,offerevaluationstootherteamsduringtherehearsalphase,presenttheirlessons,andevaluatetheeffort.Topicsrangedfromwaystogetridofcockroachestohowthelocalgovernmentworks.
Beforethelessonplanningbegan,learnersidentifiedlessonobjectivesandevaluationcriteria.Theysharedideasonwhatmakesapresentationsuccessful,consideringbothlanguageandpresentationskills.Theevaluationcriteriausedforfeedbackonrehearsalsaswellasforfinalevaluationsincludethefollowing:• Introducesselfandthetopicclearly,respectfully,andcompletely.
Includesinteractiveactivitiesinthelesson.Speaksinawaythatiseasytounderstand.Isresponsivetotheaudience.Showsevidenceofpreparationandpractice.
• Showsknowledgeofthetopic.Inaddition,theteachersandlearnersintheclassesreceivingthepresentationswroteevaluationsofthelessons.Thepresentersalsowroteanevaluationessayreflectingontheirownworkandthevalueoftheprojectitself.
Lighthearted Learning ACE 2017 “Contextualized Instruction in the IEL/CE Classroom” p.17
#3THEMEETANDGREETPROJECT RELATEDSTANDARDS
CONTEXTUALIZED?HOW?
1. Inteams,studentsdistinguishbetweengreetingsandgesturesandtalkaboutculturalnorms,promptedbyquestionsonahandout:• Imagineyouaregreetingsomeoneinyourcountry:
1. Whatphrasesdoyouuse?2. Arethesephrasesdifferentfromorsimilartothephrasesyou
useinEnglishinthissituation?3. Whatgesturesdoyouuse?
• Imagineyouaremeetingsomeoneforthefirsttimeinyourcountry:4. Whatphrasesdoyouuse?5. Arethesephrasesdifferentfromorsimilartothephrasesyou
useinEnglishinthissituation?6. Whatgesturesdoyouuse?
NOTE:Promptlearnerstouseclarifyingquestionsduringthediscussion:Canyourepeatthat?Howdoyouspellthat?Saythatagain,please?
2. Haveteamscreateaposterwithexamplesofgreetingsandgesturesfromdifferentcountries.Rubricsetsuppostercriteria:includebothtextandimagestodisplaygreetingandmeetingphrasesandgestures;collaborateonthedesignandplanningthepresentation.NOTE:learnerscanusewhattheydiscoveredfromtheirdiscussionortheycandoresearchusingtheirphonesorotherdevicestolearnaboutothercountries’greetingandmeetinglanguageandbehavior.3. Assignroles,providelanguageframesasneeded,andsettimelimits.4. Teamspresenttheirposterstotheclass.5. Learnersself-evaluatebasedonrubric,classmatesusem/ccomment
cardstoevaluatethequalityoftheposterandthepresentation.#4CRIMEPREVENTION11. Learnerswatchavideoofapursesnatching.Teamstalkaboutwhatthe
womandidanddidn’tdowell.2. Usingalearners’dictionary,wordlistandGoogleDrivenewwordchart,
identifycrimevocabulary.3. Webbrowsingjigsaw:teamslookupcrimepreventiontipsondifferent
sitesandreportbacktowholegroup.4. Readanarticleoncrimeandcrimeprevention.Respondtotext-
dependentcomprehensionquestions.5. Focusonformusingimperativepracticeononlinesitesorapps.6. Writetips/adviceforcrimepreventionusingimperatives7. Roleplaygivingadvice(orusingimperatives)onhowtopreventcrimes.8. Planandpresentareportonwaystopreventaspecifictypeofcrime.
(Eachteampicksonetypeorcategoryofcrimeandpreparesapresentationfortheclass.)
1ThisexampleisfromUsingEnglish,aproblem-basedcurriculumfromSt.PaulPublicSchools#5-THEGARDENTOURInthis16-hourproject,learnersmakevideosaboutacommunitygardenonthegroundsoftheirschoolthattheydesigned,planted,tended,andarenowharvesting.Theirfinalproductisa2–3minutevideothatprovidesatourofthegardenandanexplanationofhowtocookonevegetable.
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Task8:ImaginingProject-BasedLearningDiscussion
• Readthesampleprojectsonpages• Selectoneprojectthatyoucouldimaginedoingwithyourlearnersoninyourprogram.• Engageinaguideddiscussionusingtheprompt.
DiscussionParticipants: Roles(optional)
Focus:Whatarethebenefitsandchallengesofusingproject#___?TeamQuestions
TeamIdeas
TeamSummary:Ourteamhada_________discussion.Weselected[project].___ofusagreedthatthisprojecthad____benefits:___ofusthoughtthattherewere___challenges.Forexample,….______mentionedthat….And_______pointedoutthat….Wehavethefollowingquestions….
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PROJECTPLANNINGOVERVIEW-DOESTHEPROJECT… YES NOTYET
FOCUSONSIGNIFICANTCONTENTAtitscore,theprojectisfocusedonadultEnglishlearners'acquiringimportantknowledgeandskills,identifiedinCCRandELPstandards,thatmovethemtowardtheiremployment,postsecondaryeducation,self-advocacy,civicengagementand/orparentinggoals.
DEVELOP21stCENTURYSKILLSLearnersareengagedintasksthatrequirecriticalthinking/problemsolving,collaboration,andcommunicationandtheseelementsareassessed.
ENGAGELEARNERSININ-DEPTHINQUIRYLearnersareengagedinarigorous,extendedprocessofaskingquestions,usingresources,anddevelopinganswers.
ORGANIZETASKSAROUNDADRIVINGQUESTIONProjectworkisfocusedbyanopen-endedquestionthatlearnersexploreorthatcapturesthetasktheyarecompleting.
ESTABLISHANEEDTOKNOWLearnersseetheneedtogainknowledge,understandconcepts,andapplyskills inordertoanswertheDrivingQuestionandcreateprojectproducts,beginningwithanEntryEventthatgeneratesinterestandcuriosity.
ENCOURAGEVOICEANDCHOICELearnersareallowedtomakesomechoicesabouttheproductstobecreated,howtheywork,andhowtheyusetheirtime,guidedbytheteacheranddependingonProject-Basedlearningexperience.
INCORPORATEREVISIONANDREFLECTIONTheprojectincludesprocessesforstudentstousefeedbacktoconsideradditionsandchangesthatleadtohigh-qualityproducts,andthinkaboutwhatandhowtheyarelearning.(E.g."CriticalFriends"events.)
INCLUDEAPUBLICAUDIENCELearnerspresenttheirworktootherpeople,beyondtheirclassmatesandteacher.
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Tech Teaching Tools, Digital Skills & Digital Literacy
REFLECTo Which tech tools did we use today? What tasks did we do with them?o Which were tools (or tasks) adults might encounter at work? in their
daily lives?o What digital literacy skills, if any--did we work with?
TEAMMANAGEMENTWheelDecidewww.wheeldecide.com
Dicerollhttps://www.random.org/dice/
Coinfliphttp://justflipacoin.com/
Timers:www.online-stopwatch.com/countdown-timer/
Smartphonetimers(stop watch, alarms)GATHERINGINFORMATION
SurveyMonkey(freeforupto10questions)www.surveymonkey.com
GoogleForms(free)docs.google.com/forms
Plickers(freeappandanswercardsforupto63learners)https://plickers.com/cards
REPORTBACKORDISPLAYINGINFORMATION
Socrativewww.socrative.comSmartphonephotosandtexting
Tagxedo(free)http://www.tagxedo.com/
Today's Meet https://todaysmeet.com/
COLLABORATIONGoogleDrive–documents,spreadsheets,slidesTrello–organizingcards
PRESENTATION Zoom(screenshareandrecordingareveryeasy)Skype(screenshareandrecordingpossible)
PLANNINGDoodle(doodle.com)GoogleCalendar(calender/google.com)
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PROJECTDESCRIPTIONSANDRESOURCES
ATLAS(ABETeaching&LearningAdvancementSystem)Zamacona,M.Carson,N.andJones,J.(n.d.)Project-BasedLearning2016Language&LiteracyInstitutehttp://atlasabe.org/resources/project-based-learning/pbl-workshop-archive
ATLAS(ABETeaching&LearningAdvancementSystem).(2013).TransitionsIntegrationFramework.http://www.atlasabe.org/professional/transitions
Duke,N.K.(2014).Insideinformation:Developingpowerfulreadersandwritersofinformationaltextthroughproject-basedinstruction.NewYork,NY:Scholastic.
FinnMiller,S.(2010,July).PromotinglearnerengagementwhenworkingwithadultEnglishlanguagelearners(CAELABrief).Washington,DC:CenterforAppliedLinguistics.http://www.cal.org/caelanetwork/pdfs/LearnerEngagement.pdf
Mathews-Aydinli,J.(2006,September).SupportingadultEnglishlanguagelearners’transitionstopostsecondaryeducation(CAELABrief).Washington,DC:CenterforAppliedLinguistics.http://www.cal.org/caela/esl_resources/briefs/Supporting_Adult_Ell.pdf
Parrish,B.(2015).Meetingthelanguageneedsoftoday’sadultEnglishlanguagelearner:IssueBrief.LINCSESLPro.https://lincs.ed.gov/programs/eslpro
Parrish,B.,&Johnson,K.(2010).Promotinglearnertransitionstopostsecondaryeducationandwork:Developingacademicreadinessskillsfromthebeginning(CAELANetworkBrief).Washington,DC:CenterforAppliedLinguistics.http://www.cal.org/caelanetwork/resources/transitions.html
Schaetzel,K.,&Young,S.(2007,March).UsingadultESLcontentstandards.(CAELABrief).Washington,DC:CenterforAppliedLinguistics.http://www.cal.org/caela/esl_resources/briefs/usingcontstandards.html
U.S.DepartmentofEducation,OfficeofVocationalandAdultEducation.(2013).Collegeandcareerreadinessstandardsforadulteducation.Washington,DC:Authorhttp://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf
Young,S.,&Smith,C.(2006,September).UnderstandingadultESLcontentstandards.(CAELABrief).Washington,DC:CenterforAppliedLinguistics.http://www.cal.org/caela/esl_resources/briefs/contentstandards.html
Zwiers,J.,O’Hara,S.,&Pritchard,R.(2013).EightessentialshiftsforteachingnewstandardstoacademicEnglishlearners.Stanford,CA:AcademicLanguageDevelopmentNetwork.http://aldnetwork.org/news/eight-essential-shifts-teaching-new-standards-academic-english-learners
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