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Contextualizing Adult Education Classes: Integrating Academic and Career Preparation

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Contextualizing Adult Education Classes: Integrating Academic and Career Preparation Pre-College Academic Programming Department www.lagcc.cuny.edu/pcap/for_educators/ – PowerPoint PPT presentation

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Title: Contextualizing Adult Education Classes: Integrating Academic and Career Preparation


1
Contextualizing Adult Education Classes
Integrating Academic and Career Preparation
  • Pre-College Academic Programming Department
  • www.lagcc.cuny.edu/pcap/for_educators/
  • Amy Dalsimer
  • adalsimer_at_lagcc.cuny.edu
  • Wynne Ferdinand
  • wferdinand_at_lagcc.cuny.edu

2
  • The Pre-College Academic Programming mission is
    to increase adult students success in
    pre-college, post-secondary training, and college
    degree programs.
  •  Contextualizing Adult Education Classes
  • Integrating Academic and Career Preparation
  • GED Bridge to College and Careers Programs

3
Redesign Goals GED Bridge Project
  • Create an effective springboard to
    postsecondary education
  • Improve alignment to students aspirations and
    post secondary career sector pathways
  • Increase access to GED and postsecondary
    preparation for a broader spectrum of literacy
    proficiency levels

4
Literacy Proficiency Levels
Source GED Testing Service Fact Sheet ,
American Council on Education, 2010
5
(No Transcript)
6
What is the GED Bridge Model?
  • A sector-focused approach to GED instruction that
    uses authentic materials from one career area to
    build basic skills.

7
Key Components of the GED Bridge Programs
  • Contextualized career-focused instruction
  • Integrated career counseling and transition
    services
  • Strong links to degree programs and campus
    resources

8
What is Contextualized Curriculum?
  • Sector-focused Intensive Academic Preparation
  • Alignment and Focus on Transferable Skills
  • Interdisciplinary Instruction Using Authentic
    Material
  • Student Centered Pedagogy

9
Teaching Strategies
  • Developmental Lessons
  • Student Based Inquiry/Discovery
  • Differentiated Instruction
  • Collaborative Learning
  • Student Reflection
  • Portfolio and Formative Assessments

10
(No Transcript)
11
GED Bridge Program Design
  • Managed enrollment
  • Intensive intake and admissions process
  • 7th Grade Reading Level and Above (TABE)
  • 14 week cycle with a year-long model
  • 110 hours of instruction per semester 9 class
    hours per week
  • Part time program for students
  • 19 and over

12
GED Bridge Outcomes
70 of eligible students earn the GED
diploma 65 of GED earners transition to
postsecondary training and education
programs 500 students served since 2007
13
(No Transcript)
14
Free Writing Activity
Spend the next 3 minutes recording your own
definition for ethics If you have time Record
some ideas about how you use ethics at work.
15
Reading Response
  • When you finish reading, respond to these
    questions.
  • 1)What is the conflict you observe in this
    scenario? Describe it in as much detail as
    possible, using your own words.
  • 2) Who is involved in the conflict and what are
    some of their concerns?
  • As the owner of the business, what are some steps
    you could take to prevent this conflict from
    occurring again?

16
Group Decision Making Activity
1)What is the best possible decision you could
make to respond to this issue? 2)What are
the impacts of the decision you chose to make?
Who would be affected, and how?
Who is affected? How is the person affected? Quality of Impact (Positive or Negative)
Business Owner Receives payment for outstanding debt positive



17
Reflect as an educator
  • What did you do in this activity? What steps did
    you follow?
  • What academic skills did you use/practice?
  • What professional skills did you practice?

18
Business Ethics Activity Language Arts Competencies
Practice Close Reading Strategies Make inferences and predictions Identify, understand, and present points of view Make connections between text and personal experience Articulate understanding of text and discuss it with peers Answer questions using specific examples Compare a text to real life experience Paraphrase and/or summarize information Interpret, analyze and write critically about texts Compare and Contrast ideas Develop and express an argument or point of view
19
Business Ethics Activity Workplace Business Sector Competencies
Exhibit individual responsibility and integrity Use factual evidence to make and support judgments Work cooperatively Communicate clearly and effectively, orally and in writing Participate meaningfully in collaborations Use factual evidence to make and support judgments Apply knowledge to real world situations Demonstrate problem solving skills Take point of view of stakeholders Recognize and use business specific vocabulary
20
Activity Extensions
  • Decision Making Model Design
  • Summation Individual Writing Response
  • Textbook Reading Business Ethics and Social
    Responsibility Doing Well by Doing Good, BUSN
  • Ongoing Analyses of Case Studies of Business
    Practices

21
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22
Next Steps
  • What ideas and concerns do you have about
    implementing contextualized basic skills
    instruction at your own institution,
  • As an administrator?
  • As an educator?
  • As a program coordinator?

23
Pre-College Academic Programming
Department LaGuardia Community College,
CUNY
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