PreService or EarlyInService Institute

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Pre-Service or Early-In-Service Institute

• ALECC Module 1

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An ancient Chinese proverb

• Give a man a fish and he eats for a day. Teach
  him to fish and he eats for a lifetime.

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Welcome .

• to your first fishing lesson!

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Todays Agenda

• Insert Time Registration Coffee
• Insert Time Workshop Start-Up
• Insert Time Mid-Morning Break
• Insert Time Working Lunch
• Insert Time Afternoon Start-Up
• Insert Time Mid-Afternoon Break
• Insert Time Workshop End Time

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The Ten Ks of the Professional Adult Educator

• 1. Knowledge of self as a learner
• 2. Knowledge of how adults learn
• 3. Knowledge of adult learning theories
• 4. Knowledge of Literacy Numeracy
• 5. Knowledge of Language Communication

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The Ten Ks of the Professional Adult Educator

• 6. Knowledge of standards content, performance,
  program
• 7. Knowledge of science-based research
  evidence-based practice
• 8. Knowledge of diversity
• 9. Knowledge of standardized assessment
• 10. Knowledge of NYSEDs P-16 Action Plan

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The Six Themes for Today

• 1. Knowing Yourself - Knowing Your Students
• 2. The Reflective Teacher
• 3. The History of Adult Literacy Education in the
  USA
• 4. Adult Learning Theories
• 5. Standards Frameworks
• 6. Science-Based Research Evidence-Based Design

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Todays Activities

• 1. Getting To Know You Ice-Breaker
• 2. Introducing the Ten-Ks
• 3. Developing Individual Learning Profiles
• 4. Becoming a Reflective Teacher
• 5. Learning The History of Adult Education in the
  USA
• 6. Defining Literacy
• 7. Introducing Learning Theories
• 8. Understanding Standards
• 9. Choosing Your Own Philosophy of Adult
  Education
• 10. Using Science-Based Research Evidence-Based
  Practice

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Knowing Yourself as a Learner

• Kolbs Learning Styles Inventory (LSI)
• The Keirsey Temperament Sorter/Myers-Briggs Type
  Indicator (MBTI)
• Howard Gardners Multiple Intelligences (MI)
  Sorter
• Barbe-Milone Perceptual Modality (PM) Checklist
• See Pre-Workshop Handouts

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METACOGNITION

• THINKING ABOUT THINKING
• LEARNING TO LEARN

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REFLECTION

• THE REFLECTIVE
• TEACHERS JOURNAL
• BEGIN TO KEEP ONE!

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THE REFLECTIVE TEACHER

• REFLECTION
• BELIEFS
• ASSUMPTIONS
• VALUES
• METAPHORS

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The importance of reflecting upon

• what you do
• as a professional adult educator

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The importance of reflecting upon

• what you value
• as a professional adult educator

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The importance of reflecting upon

• what you assume
• as a professional adult educator

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The importance of reflecting upon

• how you frame it
• as a professional adult educator

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The importance of reflecting upon

• what you believe
• as a professional adult educator

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Our theories reflect.

• Our belief systems
• Our values
• Our metaphors for language, learning teaching
• Our implicit understanding about the nature of
  language teaching

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So

• analyzing and reflecting upon what we believe
  is an important step in developing a solid
  philosophy of adult education

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The BIG Question is

• Are our beliefs and values, and thus our
  instructional approaches and methods, grounded
  in science-based research and evidence-based
  practice?

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And .

• Are our instructional methods and practices
  appropriate for the group of learners we are
  teaching?

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The National Center for the Study of Adult
Literacy Learning says

• Meaningful professional development must go far
  beyond learning to use a new piece of software or
  a new trick for increasing student participation.
  It must involve educators as whole persons
  their values, beliefs, and assumptions about
  teaching and their ways of seeing the world. -
  NCSALL

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Conventional wisdom says

• A profession that does not know where it has been
  is unlikely to know where it is going.
• Our History
• do you know it?

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The Evolution of Adult Education

• The federal government has been involved in adult
  education for well over 200 years providing funds
  to establish, encourage and expand programs to
  assist adults in overcoming educational
  deficiencies.

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Other Efforts

• There was organized adult education at the state
  level as early as the 18th century
• States sponsored evening schools for adults,
  part-time education, and citizenship
  Americanization classes for the foreign born
• Factory-run and union-run schools and the
  Chautauqua experience were forerunners of the
  adult education movement

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In the 1960s.

• Poverty and adult literacy became major national
  concerns during the Kennedy Administration
• LBJs War on Poverty increased the role of the
  federal government in adult education
• The passage of the Economic Opportunity Act,
  Title IIB of Public Law 88-452 created the first
  Adult Basic Education program as a state grant
  (1964)
• 1966 National Advisory council to Adult
  Education established

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1981-1991

• The first discretionary program to support ESL
  programs was added to the Adult Education Act in
  1981 (Reagan)
• In 1991, G.H.W. Bush incorporated the National
  Literacy Act into the Adult Education Act which
  established the National Institute for Literacy
  and authorized state literacy resource centers as
  well as literacy programs for incarcerated
  individuals

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The Workforce Investment Act of 1998

• In 1998, the Adult Education Act was repealed and
  replaced with the Workforce Investment Act (WIA)
• Title II of this Act is the Adult Education and
  Family Literacy Act
• WIA Title II lets states asses their needs and
  prioritize their services
• In return states have to set performance
  standards, document their performance in a
  data-driven reporting system (NRS) and show
  continuous program improvement.

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WIA Title II requires .

• That we get better every year in helping adults
  to
• Improve their basic skills
• Earn a high school diploma or GED
• Learn English
• Obtain or retain a job
• Enter post-secondary education or job training

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Federal Goals Objectives

• Continuous Program Improvement

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LITERACY

• How do you define it?
• How do others define it?

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What Makes Adults Different?

• What does Malcolm Knowles say?

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A Tale of Two Taxonomies of Learning Objectives

• Taxonomy Classification
• The Bloom Taxonomy (1956)
• The Anderson Krathwohl Taxonomy (2001)

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The Three Domains

• Cognitive Domain Knowledge Structures
• Affective Domain Perception of Value Issues
• Psycho-Motor Domain Skill Acquisition

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A Tale of Two Taxonomies of Learning Bloom (1956)
6. Evaluation
5. Synthesis 4. Analysis
3. Application 2. Comprehension
1. Knowledge
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A Tale of Two Taxonomies of Learning Anderson
Krathwohl (2001)
6. Creating
5. Evaluating 4. Analyzing
3. Applying 2. Understanding
1. Remembering
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Standards Frameworks

• SCANS (Secretarys Commission on Achieving
  Necessary Skills) ?
• EFF (Equipped For the Future) ?
• CASAS (Comprehensive Adult Student assessment
  System) ?
• NRS (National Reporting System) ?

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Francoise Giroud says

• Off the rack solutions, like bargain basement
  dresses, never fit anyone.

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Important Concepts

• Standards
• Accountability
• Standardized Assessment
• Performance Outcomes

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Types of Standards

• 1. CONTENT STANDARDS
• 2. PERFORMANCE STANDARDS
• 3. PROGRAM STANDARDS

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Content Standards

• Drive the system are the learners goals
• State what learners should know and be able to
  do within a specific content area
• Determine what is taught in adult education
  programs
• CAN-DO Statements
• Used to plan instructional lesson plans

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Performance Standards

• Are benchmarks that the state, the funder or the
  program has set
• Learners are expected to perform at certain
  levels
• Describes the set of skills that learners need to
  develop and achieve

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Program Standards or Indicators of Program
Quality (IPQs)

• Are measurement benchmarks specific to a program
• Reflect learner needs and goals across programs
  within a state
• Provides a structured approach for state adult
  education agencies and local programs

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Which is closest to your view?

• 1. Research is useless it should have a direct
  impact on practice but it doesnt
• 2. Research can be useful it should have a
  direct impact on practice and it does.
• 3. Research is useful it shouldnt necessarily
  have a direct impact on practice rather it
  should expand my understanding of teaching.

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The Scientific Method

• 1. Identify or name the problem or question to be
  studied
• 2. Form an educated guess (an hypothesis) of the
  cause of the problem and make predictions based
  upon the hypothesis
• 3. Test your hypothesis by doing an experiment or
  study (with proper controls)
• 4. Check, analyze and interpret your results
• 5. Report your results to the scientific
  community (which usually results in identifying a
  new problem or question)

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Or simply put.

• OBSERVE
• HYPOTHESIZE
• EXPERIMENT

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Make sure you ask yourself .

• Is your teaching evidence-based now?
• How could you make it evidence-based?
• What stops you from reading research in your
  field?
• Have you ever thought of doing action research in
  your classroom?
• What questions would you like to research about
  your adult learners?

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Post Workshop Handouts

• Readings
• Reflection Activities

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For more information on ALECC, contact

• Marilyn J. Rymniak
• Project Leader- ALECC
• Literacy Assistance Center
• 32 Broadway, 10th Floor
• New York, NY 10004
• 212-803-3322
• marilynr_at_lacnyc.org