Presentation on theme: "PREPARING TEACHERS TO SEE THE WORLD THROUGH TRANSITIONS-COLORED GLASSES COABE 2014 Lia Conklin Olson, Astrid Liden, & Patsy Vinogradov."— Presentation transcript:
PREPARING TEACHERS TO SEE THE WORLD THROUGH TRANSITIONS-COLORED GLASSES COABE 2014 Lia Conklin Olson, Astrid Liden, & Patsy Vinogradov
ACES ACES Academic, Career, & Employability Skills To ensure that ABE programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels.
Agenda & Objectives Brief History of ACES TIF = Transitions Integration Framework ACES Professional Learning Community (PLC) model & planning process Content of ACES PLCs Training our PLC Facilitators Your context
Agenda & Objectives The participants will be able to: Access the ACES TIF and ACES PLC materials. Articulate the purpose of ACES, the TIF, and the ACES PLCs. Articulate the primary organization and content of the TIF. Identify the steps in the ACES process. Identify the ways the ACES leadership team cultivated new teacher leaders statewide for PLC facilitation around transitions skills at every level of instruction. Identify the potential strengths and challenges of this PD model. Consider possible applications of this PD delivery model in their contexts.
Brief history of ACES Phase 1: Goal: To identify critical transitions skills Product: Transitions Integration Framework Phase 2: Goal: To provide PD to instructors to integrate transitions skills Product: Train-the-trainer PLCs
Development of the TIF 2011-12: ACES Advisory Group of MN transitions leaders from ABE, college, and workforce drafts TIF TIF piloted through PD project focused on transitions integration 2012-13: ACES Project Team analyzes PD pilot data and redrafts TIF Stakeholders & subject matter experts provide feedback TIF revised & sample activities added Summer 2013: TIF finalized & shared at statewide ABE conference 7
TIF: Transitions Integration Framework Complete TIF contains: Categories & definitions Skills & sub skills Sample activities ranging from simple to complex Sample technology ideas to practice skills Ideas to contextualize for community, school, or work Transitions Integration Framework Outlines the skills needed for successful transitions. Serves as a guide for integrating transition skills into instruction. 18 ACES PLC, ATLAS, March 2014
Effective Communication (EC): Effective communication is a two-way process between individuals of diverse backgrounds and experience in which information is conveyed and received in ways that are mutually understood as intended. This can include speaking, writing, and all forms of nonverbal communication. Examples of activities in this category could include adjusting communication to suit various audiences, questioning to clarify meaning and to enhance understanding, or articulating differences and appreciating how differences can affect communication. Teaching the skills in this category will help the learner give and receive information in a purposeful, appropriate, and collaborative manner. Skill 1: SWBAT…Engage positively and actively with individuals in both one-on-one and team settings to accomplish goals Sub Skills:a.Seek and offer clarification (clarifying questions, paraphrasing, restating)appropriately in spoken and written communications b.Repair communication breakdowns respectfully and effectively c.Acknowledge and affirm others (regardless of culture, religion, gender, age, sexual orientation) and their contributions d.Express expectations and acknowledge an understanding or acceptance of the expectations of others e.Participate, make contributions, and encourage the contributions of others in order to accomplish the shared goal of a team f.Employ effective strategies for resolving conflict EC: Skill 1-Sub Skill a: Seek and offer clarification (clarifying questions, paraphrasing, restating) appropriately in spoken and written communications Complexity Sample Activities Role play basic scenarios* using rote phrases, posted in the classroom to request clarification (e.g., Excuse me? Can you repeat that?) and provide basic clarification as requested (e.g., I said… I meant…). Role play scenarios* utilizing a variety of phrases, created by students and posted in the classroom, to request and offer clarification as requested. Discuss situations* in which asking for clarification is crucial. Discuss possible consequences that may result for not getting clarification. Write two contrasting scenarios; one with consequences for not requesting clarification, the other with better results after requesting clarification. Technology Activities: Record phrases to request clarification (e.g., Excuse me? Can you repeat that?) using technology (e.g., iPad, vocaroo.com, audacity). Listen to the phrases and evaluate accuracy and pronunciation (needs work, so-so, good). Record scenarios to request and offer clarification using technology (e.g., iPad, vocaroo.com, audacity). Listen to the scenarios and evaluate accuracy and pronunciation (needs improvement, so-so, good, excellent). Use email or online inquiry form to request clarification or to respond to requests for clarification regarding contextualized topics.* Contexts Community * Grocery store, bank* Grocery store, library, bus stop* Banking information, billing issues School *Classroom * Questions regarding homework Work *Workplace * Paycheck error, clarifying instructions 19 ACES PLC, ATLAS, March 2014
TIF organization & content With a partner, look at the TIF Components handout Look at the TIF grid on the back side Each letter corresponds to a different TIF component On the front side, match the letter of each TIF component to its description
Professional Learning Communities The puzzle – how do we reach everyone in the state in a meaningful way? PLCs, train-the-trainer model Supported by regional transitions funding The right team! (Project lead, 8 Trainers, and executive leadership) PLC materials developed in fall 2013 PLCs for future PLC facilitators ran in January-February, with PLC Facilitator Training on March 7, 2014 PLCs around the state running now
Purpose: Zooming out, Zooming in In this professional learning community (PLC), practitioners zoom out to view and better understand their roles as adult educators and to more clearly see the trajectory of their learners. We also zoom in to individual classrooms and lesson plans to focus on how transitions skills and the ACES process are enacted and might be enhanced in our daily work.
Purpose of the PLC This PLC provides the time and space where this clarifying and shifting of perspectives can take place. Here, we hone the skills and articulate the stance needed to respond to the complex interplay of long- term learner goals, our roles and responsibilities as adult educators, and the instruction that moves students forward effectively.
But how do you change a teacher? Learning cannot be designed: it can only be designed for – that is, facilitated or frustrated. (Wenger, 1998)
ACES PLC Content Pre-PLC self-evaluation The ideal ACES practitioner The 8 TIF categories The skills and sub-skills of EC, CT, & SM categories Students' transitions skills & needs "TIF a lesson": Use the ACES process Outside Task: TIF a lesson PLC Meeting ONE Learner observation of transitions skills & needs "TIF-ed" lesson sharing "Evidence of student learning" "TIF-ing the Classroom": Routines, Norms, and Learning Task Formats Outside Task: "TIF the Classroom" Outside Task: TIF another lesson PLC Meeting TWO TIF-ed lesson sharing TIF-ing the classroom sharing The complete TIF exploration Our ACES journey "What's Next" as an ACES practitioner Outside Task: Post-PLC self-evaluation PLC Meeting THREE
The ACES Process 1. Assess instruction/materials/curriculum to identify where TIF skills are addressed 2. Complement to intentionally integrate TIF skills 3. Evaluate outcomes after delivering lesson/using materials/trying the activity 4. Study and reflect What else do students need? What else do I need?
ACES Process in Action Watch the video clip of an ABE numeracy lesson: Link: http://mlots.org/Elana/numbersflash/numbers.htmlhttp://mlots.org/Elana/numbersflash/numbers.html Together, we will identify the components of the lesson such as introduction, group work, independent work, etc. Form a working group around one of the TIF categories (EC, CT, or SM). Assess: Identify which TIF skills from your category were integrated (or not). Complement: Discuss ways you could enhance the lesson and identify the TIF skills from your category that would be added.
TIF Your Classroom! What are some ways that TIF skills can be integrated into an instructional setting regardless of lesson content? 31
Cultivating new teacher leaders ACES Facilitation Day – March 2014 50 Facilitators from 10 regions of Minnesota came together for a full day of training around PLC facilitation.
Cultivating new teacher leaders ACES Facilitation Day Topics included: ACES background Elements of effective PD ACES PLC materials Discussion: What makes a strong facilitator? Reflection on strengths, areas of growth, and strategies for success as a facilitator Strategies for addressing PLC challenges Differentiating the PLCs Ongoing support & resources
Responses for PLC Facilitation Day The binder of materials is well organized and will make it easier to deliver content to my PLC. Also the ATLAS/ACES website is a great resource! It was really well-thought out, organized and helpful and all parts were engaging and effective, but the interactive external mingle and the creative exercise were especially memorable.
Responses for PLC Facilitation Day Having all the documents and notes organized to implement. Sharing the 13 issues/problems and hearing others feedback for answers. I think the whole training was helpful. My favorite part was the mixer. It gave me some good ideas to think about when giving these PLCs. Getting time to discuss how the PLCS might work at our various sites.
www.atlasabe.org : Transitions Resources Under Professional Development, ACES
Whats next? Evaluation of ACES PLCs 2014-15 ACES plans: -PLC with 3 more categories -Hybrid PLC model -ACES 101 webinar for newcomers -Expanding online resources -Training for volunteers, managers
Questions to consider What has your state/context done to further a transitions lens in ABE? How might the TIF and ACES process be valuable in your context? How could this PD model be beneficial in your context?