Contextualized Instruction in the Integrated English ... · Contextualized Instruction in the Integrated English Literacy and Civics Education Classroom ACE Professional Development

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


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

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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


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.


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.


TEAM MANAGEMENT TOOLS - APPENDIX DTO

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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


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

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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…


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.


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


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


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


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 (?).


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


TOPIC: Project-Based Learning Questions/Main Ideas Focus of PjBL (PjBL vs. Problem Based Learning) Learner engagement Examples:

NOTES

Summary:


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.


#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.


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….


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.


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)


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


Contextualized Instruction in the Integrated English ... · Contextualized Instruction in the Integrated English Literacy and Civics Education Classroom ACE Professional Development

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