ACES PLC II Participant Workbook - ATLAS ABE · DFP Sample Activities: ACES PLC II Meeting ONE ACES PLC, ATLAS, January 2015 Page 13 DFP Sample Activities Search Turn to the Developing

ACES PLC II Participant Workbook

ACES PLC, ATLAS, January 2015 Page 1

ACES PLC II Participant Workbook

Contents: ACES PLC II Participant Workbook


Table of Contents

PLC Pre-Tasks

PLC Pre-Task #1: Learner Goals …………………………………………………………………. 4

PLC Pre-Task #2: Sample Instructional Planning Tools (IPTs) …………………….. 5

PLC Pre-Task #3: Prepare for Developing a Future Pathway (DFP) Lesson …. 9

PLC Meeting ONE

PLC II Meeting ONE: Agenda …………………………………….……………………………….. 11

PLC Purpose & PLC II Goal ………………………………………………………………………….. 12

DFP Sample Activities: The Complete TIF …………………………………………………… 13

TIF-ing a Lesson Grid ……………………………………………………………………….………... 14

Pre & Post ACES DFP Lesson Plan ……………………………………………………….……… 15

The One-Room Schoolhouse: Notes & Reflection ………………………………………. 16

Outside Tasks #1 - 3 …………………………………………..……………………….…………….. 16

TIF-ed Lesson: Try It Out! (Outside Task #1)

Instructional Planning Tool Evaluation (Outside Task #2)

Prepare for Learning Strategies (LS) Lesson (Outside Task #3)

PLC Meeting TWO

PLC II Meeting TWO: Agenda …………………………………………………………………….. 18

LS Sample Activities: The Complete TIF ………………………………..……………………. 19

TIF-ing a Lesson Grid ……………………………………………………………………….……..…. 20

Pre & Post ACES LS Lesson Plan ………………………………………………………….….…. 21

TIF Methods ……………………………………………………………………………………………… 22

Outside Tasks #4 - 6 …………………………………………..……………………….…………….. 25

TIF-ed Lesson: Try it Out 2! (Outside Task #4)

TIF Method Implementation (Outside Task #5)

Prepare for Navigating Systems (NS) Lesson (Outside Task #6)

PLC Meeting THREE

PLC II Meeting THREE: Agenda ……………………………………..………………………..…. 27

NS Sample Activities: The Complete TIF ………………………………..…………………… 28

TIF-ing a Lesson Grid ………………………………………………………………………….……… 29

Pre & Post ACES NS Lesson Plan ………………………………………………………….……. 30

Sharing TIF Methods …………………………………………………………………………….……. 32

Pre-Tasks ACES PLC II Participant Workbook


PLC II Pre-Task Handouts

PLC II Pre-Tasks

PLC Pre-Task #1: Learner Goals …………………………………………………………………. 4

PLC Pre-Task #2: Sample Instructional Planning Tools (IPTs) …………………….. 5

PLC Pre-Task #3: Prepare for Developing a Future Pathway (DFP) Lesson …. 9

Learner Goals (Pre-Task #1): ACES PLC II


Pre-Task #1: Learner Goals

Directions: Talk to one or two students about their long-term goals. Fill out the Learner Goals chart below with their names, long-term goals, and steps they need to accomplish to get there. Write additional notes below as desired.

Student Name Long-Term Goal Steps to Reach Goal

Additional Notes:

Sample IPTs (Pre-Task #2): ACES PLC II


ACES Lesson Plan Template

General Objectives:

TIF Objectives:

Warm-up:

Introduction:

Guided Practice:

Independent Practice:

Extension:

Assessment:



ACES Weekly Lesson Plan Template

Monday

Date: _________ Tuesday

Date: _________ Wednesday

Date: _________ Thursday

Date: _________ Friday

Date: _________

General Objectives

TIF Skills

Review

Warm-up/ Pre-Assessment

Introduction

Guided Practice

Independent Practice

Assessment



Transitions Skills Checklist [Learner Plan Companion]

Check off the skills you already have. Talk to your advisor about the skills you need to work on.

Effective Communication

Work well with others to accomplish goals

Communicate in ways that get positive results in many different situations

Use current technologies to communicate in different situations Advisor Notes: __________________________________________________________________

__________________________________________________________________

Learning Strategies

Use reading (and listening) strategies to improve comprehension

Use study strategies to help comprehension and recall

Use strategies to work around or clarify confusing information or tasks

Explain what helps you learn best Advisor Notes: __________________________________________________________________

__________________________________________________________________

Critical Thinking

Explain how things are related to one another

Solve problems

Use information to draw conclusions and make decisions

Recognize different perspectives and biases Advisor Notes: __________________________________________________________________

__________________________________________________________________

Self-Management

Set goals and work towards achieving them

Organize your information and materials to help your learning

Manage your time well to help you meet your learning goals Advisor Notes: __________________________________________________________________

__________________________________________________________________

Developing a Future Pathway

Consider my skills, strengths, and interests in making decisions about my future pathway

Find opportunities that fit my skills, strengths, and interests

Complete each step needed to enter my pathway Advisor Notes: __________________________________________________________________

__________________________________________________________________

Navigating Systems

Get the information and help you need to be successful in a job, college, or organization

Know and follow the rules and policies of a workplace, school, or organization

Know the chain of command and use it correctly in a workplace, school or organization Advisor Notes: __________________________________________________________________

__________________________________________________________________



Transition Skills Learning Targets [Learning Plan Companion]

I can… Not at all Sometimes Always Ef

fect

ive

C

om

mu

nic

atio

n

Work well with others to accomplish goals

Communicate in ways that get positive results in many different situations

Use current technologies to communicate in different situations

Lear

nin

g St

rate

gies

Use reading (and listening) strategies to improve comprehension

Use study strategies to help comprehension and recall

Use strategies to work around or clarify confusing information or tasks

Explain what helps you learn best

Cri

tica

l Th

inki

ng

Explain how things are related to one another

Solve problems Use information to draw conclusions and make decisions

Recognize different perspectives and biases

Self

-M

anag

em

en

t Set goals and work towards achieving them

Organize your information and materials to help your learning

Manage your time well to help you meet your learning goals

De

velo

pin

g a

Futu

re P

ath

way

Consider my skills, strengths, and interests in making decisions about my future pathway

Find opportunities that fit my skills, strengths, and interests

Complete each step needed to enter my pathway

Nav

igat

ing

Syst

em

s

Get the information and help you need to be successful in a job

Know and follow the rules and policies of a workplace

Know the chain of command and use it correctly in a workplace

DFP Lesson Prep (Pre-Task #3): ACES PLC II


Pre-Task #3: Preparing for a DFP Lesson

Instructions: Preview/review Developing a Future Pathway (DFP) category (below). Choose

lesson materials into which you can integrate DFP skills AND that you plan to use within 2

weeks following PLC meeting ONE. Bring these materials to Meeting ONE to work on during our

collaborative work time.

Developing a Future Pathway (DFP): Developing a future pathway builds the aptitude to more fully understand one's own skills, interests and talents and how these are transferable to a successful career or success in one's family or larger community. Activities include using a variety of data and research methods to identify and choose a potential pathway, goal setting, and learning about the culture of being a professional in the United States. Teaching the skills in this category will help learners to be more self-actualized and purposeful in the choices that they make about their future.

Skill 1: SWBAT…

Evaluate personal skills, strengths, values, and beliefs to inform decisions about one’s future pathway

Sub Skills:

a. Recognize and use vocabulary related to skills, values and beliefs

b. Identify personal interests

c. Reflect on successes and challenges to identify skills and aptitudes

d. Recognize how one’s values and beliefs impact choices regarding a future pathway

Skill 2: SWBAT…

Explore available options in order to identify one’s future pathway

Sub Skills:

a. Link personal skills and interests to various careers or community opportunities

b. Explore the job market and current employment trends

c. Conduct research on community resources, education, and training options

Skill 3: SWBAT…

Effectively complete the steps needed to enter into a selected pathway

Sub Skills:

a. Research and outline the process needed to enter into a volunteer opportunity, educational program, or career

b. Gather and organize requisite information and documents needed for a particular step in the process (e.g. ., work history, awards and certificates, financial information)

c. Implement appropriate strategies to complete each step (networking, job shadowing, conducting informational interviews)

Contents: ACES PLC II Meeting ONE


PLC II Meeting ONE

Handouts PLC Meeting ONE

PLC II Meeting ONE: Agenda …………………………………….……………………………….. 11

PLC Purpose & PLC II Goal ………………………………………………………………………….. 12

DFP Sample Activities: The Complete TIF …………………………………………………… 13

TIF-ing a Lesson Grid ……………………………………………………………………….………... 14

Pre & Post ACES DFP Lesson Plan ……………………………………………………….……… 15

The One-Room Schoolhouse: Notes & Reflection ………………………………………. 16

Outside Tasks #1 - 3 …………………………………………..……………………….…………….. 16

TIF-ed Lesson: Try It Out! (Outside Task #1)

Instructional Planning Tool Evaluation (Outside Task #2)


Agenda: ACES PLC II Meeting ONE


PLC II Meeting ONE Agenda Pre-Tasks Due:

Pre-Task #1: Learner Goals

Pre-Task #2: Choose an Instructional Planning Tool (IPT)

Pre-Task #3: Prepare for Developing a Future Pathway (DFP) Lesson

Meeting Objectives: 1. Set ACES goals. 2. Name the eight areas of the TIF and the components of the ACES process. 3. Consider your ABE students’ skills and needs within the Developing a Future

Pathways (DFP) category of the TIF 4. Identify the skills and their corresponding sub skills within the DFP category. 5. Explore DFP sample activities and consider their use with your learners in your

context 6. Choose an instructional planning tool (IPT) to use for your ACES planning. 7. Use the ACES process to assess and complement lessons with a focus on DFP

skills and sub skills 8. Consider how to integrate the TIF into a

one-room schoolhouse setting. 9. TIF a lesson or instructional materials and

Provide feedback to PLC partners. Agenda: 10 min: Welcome & Introductions 5 min: PLC Scope & Expectations 10 min: Goal Setting & Reflection 5 min: TIF Category Review 15 min: Learner Goals: Pre-Task #1 15 min: DFP Sample Activities 15 min: Instructional Planning Tools (IPTs) 15 min: Break! 30 min: The ACES Process: the Classroom 15 min: The ACES Process: 1-room schoolhouse 10 min: What’s the right fit for your context? 25 min: TIF a Lesson: Work Time! 5 min: Outside Tasks (#1-3) Preview 5 min: Wrap-up & Next Steps

Look Ahead: PLC Meeting TWO:

Share Outside Task #1 Revisit Pre-Task #1 with Learning

Strategies (LS) lens Explore LS sample activities in the

complete TIF Explore 2 contexts for integrating LS:

classroom & low-level ELL Explore TIF Methods Share Outside Task #2 TIF a lesson with a partner

Look Ahead: PLC Meeting THREE:

Share Outside Task #4 Share Outside Task #5 Revisit Pre-Task #1 with Navigating

Systems (NS) lens Explore NS sample activities in the

complete TIF Explore 2 contexts for integrating NS:

classroom & corrections Explore TIF Methods TIF a lesson with a partner Discuss goal progress & what’s next

PLC Goal: ACES PLC II Meeting ONE


PLC Purpose

At the close of the ACES PLC, participants will be able to…

1. Set and work towards achievement of ACES goals

2. Embark on the reflection and professional self-work that leads to carrying this

commitment into the daily work of adult education.

3. Deliver effective instruction using the ACES process that integrates key transitions

skills from three categories of the Transition Integration Framework (TIF):

Assess current teaching materials, lesson plans, and routines to determine their

inclusion of transitions skills.

Complement teaching materials, lesson plans, and routines by intentionally

integrating transitions skills.

Evaluate materials, lesson plans, routines, and learner progress.

Study and reflect on their own roles as an adult educators and how transitions

skills can be further integrated into instruction.

4. Identify and utilize instructional planning tools and strategies that promote

intentional integration of TIF skills in effective ways for your learners in your context.

5. Implement a variety of methods that provide transitions practice outside of lesson

content, such as routines, norms, learning-task formats, technology, and language

targets.

6. Develop and nurture collaborative relationships to enhance our work as adult

education practitioners.

Goals for PLC II:

What do you want to make happen this time around? Write your goal(s) below:

1. ________________________________________________________________

2. ________________________________________________________________

ACES Goal:

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.

DFP Sample Activities: ACES PLC II Meeting ONE


DFP Sample Activities Search

Turn to the Developing a Future Pathway (DFP) Category in the complete TIF (pp. 56-61). Read the sample activities that are provided. Choose at least two sample activities you could try with your students. Make sure at least one of them is a technology example.

Fill out the grid below with your choices and tweaks. Share with a small group:

How might you use this with your students?

How could this activity work in your context?

TIF Category: Developing a Future Pathway

TIF Skill/Sub Skill Level Activity Description How will you tweak it?

*Technology:

Challenge: Choose a sub skill that does not have a sample activity provided. Create your own sample activity for that sub skill. How can it be adapted for 3 levels of complexity?

Skill: __________________________________________________________________ Sub Skill: _______________________________________________________________

Level of Complexity

Sample Activity

Technology Activity

TIF-ing a Lesson: ACES PLC II Meeting ONE


TIF-ing a Lesson

1. The first column outlines standard lesson components. 2. Assess the original “Pre-ACES” lesson to identify which DFP skills are addressed in each applicable lesson component.

Write the skills in the “Assess” column. 3. Complement the lesson by adding elements to the lesson that integrate additional DFP skills.

Watch the video lesson. Write these skills in the “Complement” column. Link: https://www.youtube.com/watch?v=ZVXETVjmvB4

4. Evaluate the outcomes of the lesson after instruction using student evidence.

What evidence of student learning did you see in the video? Note this in the “Evaluate” column. 5. Study and reflect about what else the students need as well as what the instructor needs.

What more do the teacher and students need? Note in the “Study & Reflect” column.

Lesson/Materials Components

Assess (Category, skill, sub skill)

Complement (Category, skill, sub skill)

Evaluate (Student evidence)

Study & Reflect

Warm-up: Video time: 0:00-5:00

Introduction: Video time: 5:00-8:03

Guided Practice: Video time: 8:03-17:38

Independent Practice: Video time: 17:38-19:39

Extension: Not featured-see lesson plan

https://www.youtube.com/watch?v=ZVXETVjmvB4

Pre & Post ACES Side-by-Side: ACES PLC II Meeting ONE


TIF-ing a Lesson: Pre & Post A-C-E-S Side-by-Side

Pre A-C-E-S Post A-C-E-S

Warm-up:

Teacher leads students in a brainstorming activity to think of ways to look for and learn about jobs.

Teacher introduces the concept of an informational interview as a way to learn more about a job.

Warm-up:

Teacher leads students in a brainstorming activity to think of ways to look for and learn about jobs.

Teacher introduces the concept of an informational interview as a way to learn more about a job.

Introduction:

Students (Ss) brainstorm different types of jobs in small groups. They try to list as many as they can within 5-10 minutes.

The groups share out their ideas while the teacher writes them on the board.

Teacher explains that one way to learn more about a job is by doing research. Today Ss will have the opportunity to research a particular job which is of interest to them.

Introduction:

Teacher distributes half sheets of paper that give basic information about a job.

Students (Ss) work in pairs or small groups to complete a K-W-L Chart about the job they were given.

Ss work together to make the ‘K’ section of their charts as complete as possible

Guided Practice:

Ss choose one of the jobs that has been listed. It can be a job they are interested in learning more about.

Teacher helps Ss write 7-10 questions that they have about the job they have chosen. These questions will serve to guide the students in their research.

Guided Practice:

Ss use the ‘W’ section of their chart to create 7-10 questions about the job.

Teacher helps Ss create the questions as needed.

Working in small groups, Ss choose their best questions to write on a large sheet of poster paper.

Ss share out their questions.


Ss research their given job by reading an article or watching a video: www.citytowninfo.com/career-stories

Ss take notes and try to answer the questions they have written.


Ss research their given job by reading an article or watching a video: www.citytowninfo.com/career-stories

Ss take notes and try to answer the questions they have written.

Ss complete the 4-Square graphic organizer with information about the job.

Extension: NA

Extension:

Help Ss to write a letter or e-mail to someone who works in the job that they researched. Ss ask 3-5 questions requesting more information about the job.

Ss prepare short presentations for the class in which they give 3-5 pieces of information that they learned from reaching out to someone in a given job.

Assessment:

Read student questions and answers checking for accuracy and correct grammar, punctuation, spelling, etc.

Assessment:

Ss conduct mock informational interviews with classmates.

Evaluate the mock interviews using a simple rubric.

http://www.citytowninfo.com/career-stories

http://www.citytowninfo.com/career-stories

My Context & Outside Tasks: ACES PLC II Meeting ONE


What’s the Right Fit for My Context?

After watching the One-Room Schoolhouse video https://www.youtube.com/watch?v=KDsQLS4V6yU , consider both the classroom and the one-room schoolhouse contexts. In small groups, discuss these questions. Jot down your notes below.

1. Which process would work best in your setting? (Classroom or 1-room schoolhouse?)

2. Why did you choose that option?

3. How would you tweak either process to better fit your setting and learners?

4. Is there a way to combine the two processes to get the best of both worlds?

Outside Tasks

Outside Task #1: TIF-ed Lesson: Try it Out!

1. “TIF” a lesson or materials of your choice, focusing on Developing a Future Pathway (DFP).

2. Use the instructional planning tool (IPT) of your choice.

3. Use the ACES process to guide your intentional integration of DFP skills: a. Assess the lesson to identify which DFP skills are addressed. b. Complement the lesson by adding additional DFP skills from your category. c. Evaluate the outcomes of the lesson by gathering ‘student evidence’. d. Study and reflect about what else your students need as well as what you

need.

4. Discuss your experience, reflections, and evaluation of this activity at our next PLC meeting.

Outside Task #2: Evaluate and tweak as needed your IPT. Share at Meeting TWO.

Outside Task #3: Preview/review Learning Strategies (LS) category (TIF @ a Glance pp. 3-4). Choose lesson materials into which you can integrate LS skills AND that you plan to use within 2 weeks following PLC meeting TWO. Bring these materials to Meeting TWO to work on during our collaborative work time.

https://www.youtube.com/watch?v=KDsQLS4V6yU

Contents: ACES PLC II Meeting TWO


PLC I Meeting TWO

Handouts PLC Meeting TWO

PLC II Meeting TWO: Agenda …………………………………………………………………….. 18

LS Sample Activities: The Complete TIF ………………………………..……………………. 19

TIF-ing a Lesson Grid ……………………………………………………………………….……..…. 20

Pre & Post ACES LS Lesson Plan ………………………………………………………….….…. 21

TIF Methods ……………………………………………………………………………………………… 22

Outside Tasks #4 - 6 …………………………………………..……………………….…………….. 25




Agenda: ACES PLC II Meeting TWO


PLC Meeting Two Agenda

Outside Tasks Due:

TIF-ed Lesson: Try it Out! (Outside Task #1)

Instructional Planning Tool (IPT) Evaluation (Outside Task #2)


Meeting Objectives:

1. Consider your ABE students’ skills and needs within the Learning Strategies (LS) category of the TIF

2. Identify the skills and their corresponding sub skills within the LS category. 3. Explore LS sample activities and consider their use with your learners in your context 4. Use the ACES process to assess and complement lessons with a focus on LS skills and

sub skills 5. Consider how to integrate the TIF into a low-level ELL setting. 6. Determine ways to integrate LS skills using TIF Methods. 7. Evaluate your instructional planning tool (IPT). 8. TIF a lesson or instructional materials and provide feedback to PLC partners.

Agenda:

5 min: Welcome & Re-introductions

10 min: ACES Highlights

15 min: Share Outside Task #1: TIF-ed Lesson: Try It Out!

15 min: Revisit Pre-Task #1: Student Goals (LS)

15 min: LS Sample Activities 15 min: Break! 30 min: The ACES Process: the Classroom 20 min: The ACES Process: Low-Level ELL 20 min: TIF Methods (LS)

5 min: Instructional Planning Tool Evaluation

20 min: TIF a Lesson: Work Time! 5 min: Outside Tasks (#4-6) Preview 5 min: Wrap-up & Next Steps

Look Ahead: PLC Meeting THREE:

Share Outside Task #4 Share Outside Task #5 Revisit Pre-Task #1 with Navigating

Systems (NS) lens Explore NS sample activities in the

complete TIF Explore 2 contexts for integrating NS:

classroom & Corrections Explore TIF Methods TIF a lesson with a partner Discuss goal progress & what’s next

LS Sample Activities: ACES PLC II Meeting TWO


LS Sample Activities Search

Turn to the Learning Strategies (LS) Category in the complete TIF (pp. 14-21). Read the sample activities that are provided. Choose at least two sample activities you could try with your students. Make sure at least one of them is a technology example.




TIF Category: Learning Strategies


*Technology:


Skill: __________________________________________________________________ Sub Skill: _______________________________________________________________

Level of Complexity

Sample Activity

Technology Activity

TIF-ing a Lesson: ACES PLC II Meeting TWO


TIF-ing a Lesson

1. The first column outlines standard lesson components. 2. Assess the original “Pre-ACES” lesson to identify which LS skills are addressed in each applicable lesson component.

Write the skills in the “Assess” column. 3. Complement the lesson by adding elements to the lesson that integrate additional LS skills.

Watch the video lesson. Write these skills in the “Complement” column. https://www.youtube.com/watch?v=7AcZ2ZD_HGY&feature=em-uploademail








Study & Reflect

Warm-up:

0:20

Introduction:

2:54

Guided Practice:

11:28


21:13

Extension:

Not featured in video

https://www.youtube.com/watch?v=7AcZ2ZD_HGY&feature=em-uploademail

Pre & Post ACES Side-by-Side: ACES PLC II Meeting TWO




Warm-up: NA

Warm-up:

Introduce self.

Ask Ss introduction questions.

Either use the grid (or go paperless) for mingle asking/answering questions.

Introduction:

Ask students simple WH?s about the image.

Elicit student responses to the images/title from the text.

Write prediction statements on the board.

Introduction:

Explicitly introduce WH?s and their meanings.

Match questions with the pictures as a group.

Individual volunteers draw matching lines between the concepts.

Guided Practice:

Read the story to the Ss, pausing to address predictions as needed.

Look together at the predictions made pre-reading.

Determine whether the predictions are T/F.

Read the story again and ask simple WH?s to assess their general understanding of the story.

Hand out the story and allow students to follow along while listening to the story.

Repeat the simple WH?s to address challenges.

Have students read three times: read to self (silently and aloud) and with a partner.

Read through the WH? comprehension questions, having students follow along.

Guided Practice:

Ask students simple WH?s about the image from the story – write answers on board.

Elicit student responses to the images/title from the text on what the story is about.

Write responses as prediction statements on the board.

Read the story aloud to the Ss, pausing to address predictions as needed.

Look together at the predictions made pre-reading and determine whether the predictions are T/F using “Yes” and “No”, check if answers to WH?s were accurate.

Hand out the story and allow students to follow along while listening to the story.

Have students read three times: read to self (silently and aloud) and with a partner.

Ask Ss simple WH? comprehension questions.


Ss read the story independently again and answer the WH? comprehension questions.

Have Ss check answers with other Ss.

Re-read and explain the story as necessary.

Check the answers as a class.


Have groups sort images from story into “Who”, “What are they doing”, “When”, “Where” and “How long”.

Once images are categorized, help Ss line up the images so they match the story. Ex. Packager, put things in boxes, in the factory, from 1996 to 2000 – line them up First, Next, Then

Once in order use the graphic organizer to write key vocabulary from the story.

Ss read the story independently again.

Using the grid they can practice asking/answering WH?s about the story in partners.

As a wrap up, Ss orally answer WH? questions from the teacher.

Extension: NA

Extension:

Have each student write a summary statement about a different, but related image by filling in a graphic organizer with the person, action, place and time.

Students ask/answer questions about their images.

Assessment:

Check through the comprehension questions to see how many they answered correctly.

Assessment:

Check through the graphic organizer to ensure words are sorted correctly.

Check through the graphic organizer to ensure concepts match up.

Orally ask individuals about the story.

TIF Methods: ACES PLC II Meeting TWO


TIF Methods

TIF Methods

This TIF-ing the Classroom model presents the classroom environment as a mirror of the target environment, i.e. the environment into which your students plan to transition such as post-secondary education and training, the workplace, or increased participation in one’s community or family. Inside the box, is the lesson content with integrated TIF skills. Outside the box, within the circle of the classroom environment, are the methods we can use to integrate TIF skills regardless of lesson content.

Routines: a sequence of actions regularly followed; a routine process

Norms: standards of acceptable behavior; expectations within a specified context

Learning Task Formats: routine structures for activities and tasks that provide practice of lesson content

Language: vocabulary and language structures that are necessary to effectively address a specified TIF skill

Technology: technology use that mirrors what is necessary in the “target” environment.

These methods can be labeled in more than one way. For example, setting up the expectation for students to email completed assignments is both technology and a norm. Expecting students to speak courteously in class is a norm but when you highlight the necessary language structures to do this effectively (e.g. Could/can/may I…), it is also a language method. The important thing to note is that all of these methods provide a way to reinforce TIF skills consistently and authentically regardless of lesson content.

TIF Methods: ACES PLC II Meeting TWO


Norms vs. Routines

Definitions:

Routines: a sequence of actions regularly followed

Norms: standards of acceptable behavior; expectations within a specified context

Norms and routines are not mutually exclusive. In fact, routines can be norms. Routines

become norms when they become expectations in our instructional setting. For example,

signing in/out and logging one’s assessment/assignment scores are routines. However,

once they become an expectation in the classroom, they become a norm.

For our work with ACES, we will recognize this cross domain but focus on routines as

processes that are repeated in our classes and not be concerned with the fact they may

also be norms. Norms, then, will primarily focus on behaviors and expectations that we

set for our learners in our classes, rather than repetitive processes. Here is a list of norms

and examples for each.

Personal responsibility: homework turned in on time, making up missed work Accountability: signing in/out, getting missed work/notes, writing down

assignments Evaluation: evaluating the quality of work and participation of self and others Teamwork: expectation set to work collaboratively to accomplish certain tasks Tasks, duties: participation in tasks/duties as learning experiences Levels of formality: using more formal speech and behaviors with the instructor and

in the classroom in general Informal interaction: speech and behaviors appropriate to use with peers (not

outside friends)

Sharing TIF Methods: ACES PLC II Meeting TWO


Sharing TIF Methods: LS 1. What TIF Methods do you use to integrate LS skills into your instructional setting? 2. What TIF Methods do you think you could use? 3. Write a brief description of your own and your partners’ examples below. 4. Assess each TIF method for the LS skills & sub skills it already contains. 5. Can you enhance this TIF Method with more LS skills? Write these tweaks in the “Complement” column.

TIF Method Description

Assess: What LS skills & sub

skills does it contain?

Complement: What LS skills & sub skills can you add?

Example 1:

Example 2:

Example 3:

Example 4:

Outside Tasks: ACES PLC II Meeting TWO


Outside Tasks

Outside Task #4: TIF-ed Lesson: Try it Out 2!

1. “TIF” a lesson or materials of your choice, focusing on Learning Strategies (LS).

2. Use the instructional planning tool (IPT) of your choice.

3. Use the ACES process to guide your intentional integration of LS skills: a. Assess the lesson to identify which LS skills are addressed. b. Complement the lesson by adding additional LS skills from your category. c. Evaluate the outcomes of the lesson by gathering ‘student evidence’. d. Study and reflect about what else your students need as well as what you

need.

4. Discuss your experience, reflections, and evaluation of this activity at our next PLC meeting.

Outside Task #5: Implement a TIF method that integrates LS and

share at Meeting THREE. Be sure to be specific and intentional

about which LS skills and sub skills you address.


Assess for LS

Complement w/ LS

Evaluate Study & Reflect

Outside Task #6: Preview/review Navigating Systems (NS) category (TIF @ a Glance p. 12). Choose lesson materials into which you can integrate NS skills AND that you plan to use following PLC meeting THREE. Bring these materials to Meeting THREE to work on during our collaborative work time.

Contents: ACES PLC II Meeting THREE


PLC II Meeting THREE

Handouts

PLC Meeting THREE

PLC II Meeting THREE: Agenda ……………………………………..………………………..…. 27

NS Sample Activities: The Complete TIF ………………………………..…………………… 28

TIF-ing a Lesson Grid ………………………………………………………………………….……… 29

Pre & Post ACES NS Lesson Plan ………………………………………………………….……. 30

Sharing TIF Methods …………………………………………………………………………….……. 32

Agenda: ACES PLC II Meeting THREE


PLC II Meeting THREE Agenda

Outside Tasks Due:




Meeting Objectives:

1. Consider your ABE students’ skills and needs within the Navigating Systems (NS) category of the TIF.

2. Identify the skills and their corresponding sub skills within the NS category. 3. Explore NS sample activities and consider their use with your learners in your context 4. Use the ACES process to assess and complement lessons with a focus on NS skills and

sub skills 5. Consider how to integrate the TIF into a corrections setting. 6. Determine ways to integrate NS skills using TIF Methods. 7. TIF a lesson or instructional materials and provide feedback to PLC partners. 8. Evaluate your progress as an ACES practitioner. 9. Share how you will continue your work as an ACES practitioner.

Agenda:

10 min: Welcome & ACES Goal Checkpoint

15 min: Share Outside Task #4: TIF-ed Lesson: Try It Out 2!

15 min: Share Outside Task #5: TIF Method Implementation

15 min: Revisit Pre-Task #1: Student Goals (NS)

15 min: NS Sample Activities 15 min: Break! 30 min: The ACES Process: the Classroom 20 min: The ACES Process: Corrections 10 min: TIF Methods (NS)

20 min: TIF a Lesson: Work Time! 7 min: ACES Journey Discussion: Goal Progress & What’s Next 3 min: Explore the relationship between ACES and CCRS

5 min: Wrap-up

NS Sample Activities: ACES PLC II Meeting THREE


NS Sample Activities Search

Turn to the Navigating Systems (NS) Category in the complete TIF (pp. 62-67). Read the sample activities that are provided. Choose at least two sample activities you could try with your students. Make sure at least one of them is a technology example.




TIF Category: Navigating Systems


*Technology:


Skill: __________________________________________________________________ Sub Skill: _______________________________________________________________

Level of Complexity

Sample Activity

Technology Activity

TIF-ing a Lesson: ACES PLC II Meeting THREE


TIF-ing a Lesson

1. The first column outlines standard lesson components. 2. Assess the original “Pre-ACES” lesson to identify which NS skills are addressed in each applicable lesson component.

Write the skills in the “Assess” column. 3. Complement the lesson by adding elements to the lesson that integrate additional NS skills.

Watch the video lesson. Write these skills in the “Complement” column. https://www.youtube.com/watch?v=V9t1z23_Y40&feature=em-uploademail








Study & Reflect

Warm-up:

[0:00-7:10]

Introduction:

[7:10-9:04]

Guided Practice:

[9:04-13:12]


[13:12-16:30]

Extension:

[16:30-17:46]

https://www.youtube.com/watch?v=V9t1z23_Y40&feature=em-uploademail

Pre & Post ACES Side-by-Side: ACES PLC II Meeting THREE




Pre-Lesson Work:

Ss worked on learning goal(s) while in ABE Orientation class. Ss notified their teacher(s) of their goal(s) with a written essay on their

goals. Ss created a MyGED account in ABE Orientation or in the computer lab with

classmates. Ss took an official GED Ready! RLA practice test while in class. They shared

their scores with the local program in order for the teacher(s) to view diagnostic reports.

Ss discussed the practice test in class the day following the practice test. Warm-up: NA

Warm-up:

Brainstorm with Ss on learning styles and methods of learning. Try to elicit examples of each learning style and what it could look like in a classroom setting. (Visual = seeing and reading – Auditory = listening and speaking – Kinesthetic/Tactile = touching and doing)

Introduction:

Explain the basic concept of a learning styles inventory to Ss. (To find out how one learns best – there are 3 primary learning styles Visual, Auditory, Kinesthetic/Tactile.)

Brainstorm with Ss examples of each learning style and what it could look like in a classroom setting. (Visual = seeing and reading – Auditory = listening and speaking – Kinesthetic/Tactile = touching and doing)

Explain to Ss that they are going to have an opportunity to take a learning style inventory online (or in a paper format if a computer is not available) to help them determine how they may best learn.

Introduction:

Explain to Ss that they are going to have an opportunity to take a learning style inventory online (or in a paper format if a computer is not available) to help them determine how they may best learn.

Model with Ss how to use the online learning style inventory by going to the URL and reading the questions aloud and choosing the answer that represents you. (You can do this with an overhead projector or have a copy of the questions in a paper format for Ss to preview prior to doing the online inventory.)

Remind Ss they should think about the statement carefully before choosing an answer.

Model how to submit answers and review the corresponding learning style inventory.

Ss then perform their own learning style inventory and record results.

Guided Practice:

Model with Ss how to use the online learning style inventory by going to the URL and reading the questions aloud and choosing the answer that represents you. (You can do this with an overhead projector or have a copy of the questions in a paper format for Ss to preview prior to doing the online inventory.)

Remind Ss they should think about the statement carefully before choosing their answer.

Model how to submit answers and review the corresponding learning style inventory.

Guided Practice:

Explain to Ss that they will do a jigsaw reading on learning style inventories and strategies for each learning style. There are 3 sections with information on the three learning styles. Ss will learn the information to become content experts and then present to the class.

Put Ss into 3 groups based on their learning style Group A = auditory learners, Group B = visual learners, Group C = tactile/kinesthetic learners (Note: if the class is large, you may need to have 2 groups for each learning style)

Distribute the various parts of the handout to the groups. They will follow the directions on the top of each page.

Pre & Post ACES Side-by-Side: ACES PLC II Meeting THREE


Ss present their sections to the class while other Ss take notes on each style presented on a separate notes page

Check for comprehension orally to review of the main points covered in each presentation


Ss will perform an online learning style inventory.

Help Ss complete the learning style inventory and note or print results as needed.

The online learning style inventory (http://www.personal.psu.edu/bxb11/LSI/LSI.htm) consists of 24 questions and should take about 10 – 15 minutes.


Ss will review material pertaining to their own learning style and develop a plan that includes strategies that support their preferred method of learning.

Ss will fill out information in Educational Plan and Testing Log document.

Extension: NA

Extension:

Ss will use the Education Plan and Testing Log with teacher during conferences.

After a few weeks of learning plan implementation, Ss will reflect on the plan and make adjustments as needed.

Assessment:

Ss complete online learning style inventory and note results.

Check through the results Ss generated and make sure they are noted and understood.

Assessment:

Ss complete the chart with information gathered from their learning style inventory.

Examine the charts Ss generated after completion and again during conferencing.

Teacher uses diagnostics from TABE and GED Practice Tests to inform instruction.

Sharing TIF Methods: ACES PLC II Meeting THREE


Sharing TIF Methods: NS 1. What TIF Methods do you use to integrate NS skills into your instructional setting? 2. What TIF Methods do you think you could use? 3. Write a brief description of your own and your partners’ examples below. 4. Assess each TIF method for the NS skills & sub skills it already contains. 5. Can you enhance this TIF Method with more LS skills? Write these tweaks in the

“Complement” column.


Assess: What NS skills & sub skills does it

contain?

Complement: What NS skills & sub skills can you

add?

Example 1:

Example 2:

Example 3:

Example 4:

Documents

ACES PLC II Participant Workbook - ATLAS ABE · DFP Sample Activities: ACES PLC II Meeting ONE ACES PLC, ATLAS, January 2015 Page 13 DFP Sample Activities Search Turn to the Developing