L E S S O N 1

1 9 9 9 I D E A B O O K

KSA-1

Students conclude each class day by thinking and expressing (orally

and in writing) how they have practiced the KSAs (knowledge, skills

and attitudes) needed in the workplace.

ObjectivesStudents evaluate their day’s experi-ences to identify the knowledge, skills,and attitudes they utilized or failed toutilize. Over time, students becomemore aware of the KSAs in their dailyexperiences and apply progressivelymore of them as a part of their class-room experience.

Work-Based Skills• KSAs: All. This activity reviews all of

the KSAs as students express theirperception of the day’s activities. Stu-dents also evaluate how particularactivities related to the workplace(such as a job interview, role-play, orvideo) have helped them prepare forwork.

• SCANS: Acquires and evaluatesinformation; Interprets and commu-nicates information.

• EFF: Reflect and evaluate; Conveyideas in writing.

BackgroundBefore using these written evaluationsheets, the student’s role was passivesince the teacher was the one makingthe linkage between happenings inclass to work situations. With the stu-dents doing the sheets, they becomeactive in the process and must makethe connection themselves betweenwhat they do in class situations andwhat they do (or will do) at work.

How to PrepareThe practitioner should prepare andhave on hand each day KSA assess-ment sheets listing the essentialworkforce knowledge, skills and atti-tudes with a space for the student’scomments after each KSA. At the topof the sheet along with the space forthe student’s name and the date is thequestion, “What have I done today tohelp me prepare for the work place?”Each student needs a workplace file tokeep these and other materials. If thesheets utilize both sides, they can beused for two days to save storage space.

Active Learning Methods UsedStudents must analyze their actionsand activities of the day in light of theKSAs and write down their conclu-sions. Discussion is held after theycomplete their sheets.

What to Do During the Activity1. The teacher distributes the KSA

sheets twenty to thirty minutesbefore the class ends (giving moretime if needed). An explanation willneed to be given if new students donot know about KSAs.

2. Students quietly think about theclass day (or possibly experiences athome before class) and write waysthey have prepared for the work-place. The KSA may have been usedat break time as well as during a

KSA Awareness Evaluation Judy ShufordWilliamson County ABE

▼Type

This activity is done at the

end of class daily, so the

happenings are fresh in the

students’ minds.

Learners

This activity is suitable for all

learners and is especially

productive for students

preparing for the workplace.

Time Frame

The activity itself takes about

20-30 minutes at the end of

each day depending on how

much discussion is desired.

Room Set-up

The activity is done at the

students’ desks or table.

Materials

KSA assessment sheets

(example attached).

Learner Handouts

KSA assessment sheets

(sample is attached).

L E S S O N 1

1 9 9 9 I D E A B O O K

KSA-2

structured activity. Students are encouraged towrite on each KSA and to include any other hap-penings in the comment section (such as tellingabout a speaker or a field trip).

3. The teacher encourages the sharing of the stu-dents’ thoughts which allows students to learn fromeach others’ experiences and helps some studentsknow how to do the activity the next time.

4. The sheets are filed in the students’ workplace fileswhich also contain other written activities that rein-force workforce development.

Pre/Post AssessmentKSAs have been discussed in various ways in advance.As each day goes by, the discussion and written workindicate whether students are becoming more awareof their improvement in their knowledge, skills, andattitudes.

Evaluation by LearnersThe discussion allows the students to evaluate theactivity. Each day’s evaluation helps the learners tobecome more aware of their use of KSAs.

Reinforcement/GeneralizationsAs the students see how improving their knowledge,skills and attitudes affects class and future work situa-tions, it is likely they will be able to apply their skills topersonal situations as well (such as getting along withothers). The KSAs addressed in this activity are rein-forced in many different ways through various classactivities.

CommentThis written assessment tool is very helpful in docu-menting students’ awareness of and improvement inwork skills. It is effective for students to look at allfacets of the class day to determine what KSAs wereimproved or not improved rather than for the teacherto do it. It is also less time-consuming than teacherdocumentation. Students generally enjoy doing thisactivity. It does take some initial teacher interventionfor the students to be specific, rather than general, intheir answers. It works well for one particular studentto volunteer to be in charge of the activity whichincludes reminding students to do the activity eachday and distributing/collecting the sheets.

L E S S O N 2

1 9 9 9 I D E A B O O K

KSA-3

Goal Setting the KSA Way Shanna AndersonJackson County ABE

Students choose a KSA to describe before the class in their own

terms, discuss their personal use of various KSAs with others in

groups, and set short and long-term goals based on and

incorporating the KSAs.

ObjectivesStudents will become more aware ofknowledge, skills, and attitudes neededin the workplace and everyday and setgoals to incorporate these ideas intotheir lives both now and in the future.

Work-Based Skills• KSAs: All.• SCANS: Self-management—assesses

self accurately, sets personal goals;Thinking skills (makes decisions);Listening; Speaking.

• EFF: Develop and express sense ofself; Create and pursue a vision andgoals; Listen actively; Speak so otherscan understand; Reflect and evalu-ate.

BackgroundThe KSAs have been discussed in classdaily. Goal has been defined.

How to PrepareCreate a wall of KSAs. Also, give eachstudent a handout of KSAs desired byTennessee employers.

Active Learning Methods UsedDiscussion, speaking before the group,writing.

What to Do During the Activity1. Discuss the KSA survey and how the

KSAs are important in the work-place and in everyday life. Havestudents break into teams.

2. Have each student go to KSA wall,choose a KSA and say somethingabout what it means to him or her.

3. After each student has chosen anddefined a KSA, have students breakinto groups of 2 or 3 and discusstheir strongest and weakest KSAs:the KSAs they are using daily andthe ones they need to be usingmore.

4. Have students return to their indi-vidual stations and initiate adiscussion on “What is a goal?” and“Why do we set goals?”

5. Instruct students to write short-termgoals (today, tomorrow, this week,this month) and long-term goals(this year, 5 years, 10 years) incorpo-rating at least 1 KSA into each goal.

Pre/Post AssessmentStudents will write a follow-up reporton each short-term goal. It willinclude: “Was the goal met?” “Am Imore comfortable with the KSA in mygoal? Why/why not?” “If not, how canI learn to better use this KSA?”

Evaluation by LearnersStudents will have the opportunity todiscuss their progress in the postassessment. They will be able to evalu-ate the helpfulness of project.

▼Type

A stand-alone activity that

can be repeated periodically.

Learners

Suitable for all learners.

Time Frame

Students will need time to

review KSAs and break into

groups for discussion. The

actual goal setting can be

done in one class period,

and time will be required

over the next few weeks,

periodically for follow-up.

Room Set-up

Students will join in groups

of 2 or 3 and then return to

individual stations.

Materials

Wall of KSAs, handout KSAs.

Learner Handouts

KSA sheet.

L E S S O N 2

1 9 9 9 I D E A B O O K

KSA-4

Reinforcement/GeneralizationsThis will better enable students to see that KSAs areimportant to a quality life, and when implemented ineveryday life will easily follow over into the workplace.Reinforcement will be in the form of reaching thegoals they have set for themselves.

CommentThis activity seems to give students direction in theclassroom, everyday life, and hopefully in the work-place. It is very self-empowering for students,especially those who feel they cannot accomplish certain things.

L E S S O N 3

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KSA-5

Creating an Invention and the Five Stages of Team Growth

Emily McDonald-LittletonKnox County ABE

Students study teamwork through working as a team on a class pro-

ject. The task they are asked to do is to come up with and plan to

produce an invention that would make an everyday task easier to

achieve. During their work on the project, they use the Shewhart

Cycle (plan, do, study, and act), and the STAR method (stop, think,

act, and review), and are made aware of the five stages of team

growth (forming, storming, norming, performing, transforming) as

they go through them in the process of becoming a team.

ObjectivesStudents will experience the FiveStages of Team Growth through theactivity of working together as a team,and the standards of decision-making,and lifelong learning.Main Points:A. Know the stagesB. Know the importance of teamwork

Work-Based Skills• KSAs: All (in the context of working

on a team effectively.)• SCANS: Participates as member of

team—contributes to group effort.• EFF: Cooperate with others; work

together.

BackgroundOver a weekend, learners recordedtheir hourly activities in a time log andcritically thought about how theycould use their time more efficiently.As a homework assignment, learnerswere later asked to link their timemanagement ideas to an inventionthat would make an everyday task eas-ier to achieve using the STAR method(stop, think, act, and review).

How to PrepareInstructor will need to be knowledge-able and able to use the ShewhartCycle (plan, do, study, and act), theSTAR method (stop, think, act, andreview), and the Tuckman five stagesof team growth. (References given in“Materials” section).

Active Learning Methods UsedMotivate:1. Ask questions to draw from learner

experience2. Discussion3. Teamwork

What to Do During the Activity1. See “Background” above for the

assignment which leads into this lesson.

2. The class will be divided into teamsof two. Learners will discuss theirinventions with their partner anddecide which one they will presentto the class. Students will bereminded that no one idea is betterthan another, but one inventionmay be easier to design in the shortamount of time they will have.

▼Type

This activity could be

expanded into a series of

lessons but has been com-

bined here as a two-part

lesson.

Learners

All types of learners at any

level could benefit from this

lesson.

Time Frame

This lesson could be done in

a series but has been com-

bined into a two-part plan

that will last approximately

2 hours (one hour for each

part).

Room Set-up

Instructor should allow

enough room for students to

spread out with a partner.

Media Equipment

Could be beneficial but is not

necessary.

Materials

• Chart paper, markers,

drawing paper, scrap

L E S S O N 3

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KSA-6

3. Partners will report their choiceback to the class. The class will thenbe asked to choose one inventionby voting. The instructor will num-ber each invention and studentswill write the numbered inventionthat they choose on a piece of scrappaper.

4. Discussion—when the inventionhas been narrowed to one, the classwill brainstorm as a team. Theteacher will ask several guided ques-tions that should be recorded on achart or board:• Why did you choose this specific

invention?• How will you design the inven-

tion?• How much would the materials

cost?• What will be the retail cost of the

item?• Would there be any barriers to

your invention? (Barriers may include: time, cost, or need)

5. Write—Learners will then plan howto create the invention and recordtheir thoughts on paper.

Instructor should make sure that thispart of the lesson is appropriatelypaced. Students may want to continuethis activity but will need to wrap it upin order to complete the second partof the lesson. Instructor shouldinform students that they will getanother chance to work on theirinvention.

Part Two: 1 hourThe second part of this activity is theFive Stages of Team Growth: Theinstructor should ask with anticipatedresponses in mind: • What is teamwork?• Why is teamwork important? or

“How did teamwork help you to dothe activity?”

The instructor could design a mindmap using responses. Studentresponses will be used to evaluate anygain in knowledge. The instructor willlead the group through the stages bydiscussing, and reflecting on theinvention activity.

Stages of Team Growth:The lesson is a five-part activity toexplain the theory of team growthand to give participants the feel of thisprocess. • The instructor will draw a staircase

with 5 steps. Students will review the—ing suffix to assure that they willsucceed in the spelling, and aid inthe memory of these words.

• The instructor will give clues inorder to allow students the opportu-nity to guess which words label eachstep.

• Students will take notes. The visual aid should look somethinglike this:

TransformingPerforming

NormingStorming

Forming

When asking guided questions, theteacher will ask students to reflect onthis activity and their first day in classup to now.

1. Forming—Students will be asked todiscuss what it was like in the begin-ning of the activity. How did it firstfeel to start this activity? How didyou feel on the first day of class?What was it like working with oth-ers? Anticipated responses: strange, excited, scared, nervous,confused.

The class is told that these feelingsare normal. The forming stage

paper, and rulers.

• “Plan-Do-Study-ACT

Cycle” can be found in The

New Economics for Indus-

try, Government, and

Education, W. Edwards

Deming, MIT Press, 1993

or 2nd ed. 1995).

• An online sample is avail-

able at

http://wwwcaes.mit.edu/

products/deming/tne.html.

• S.T.A.R. comes from The

Jefferson Center for Char-

acter Education, 112 E.

Lemon Avenue, Monrovia,

CA, 91016, phone (626)

301-0403 and online at

http://mentalhelp.net/behav

news/brd89a.htm.

• “The Five Stages of Team

Growth” can be found in

Forsyth, D. R. (1990).

Group Dynamics (2nd ed.).

Pacific Grove, CA:

Brooks/Cole, Chapter 4.

L E S S O N 3

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KSA-7

includes these feelings. In the beginning, a teammay feel confused about their mission or they maybe excited. Every step is defined through studentresponses.

2. Storming—Instructor asks: • How did you narrow down the invention to just

one? • Was is it difficult to come up with a decision? • How did you cooperate with others?

Anticipated responses: “It was difficult at first.” “It took awhile; and we had to compromise.”

3. Norming—Participants start to come togetheraround their mission and start to talk about whatpart of the problem they solved first and what it waslike. Instructor asks: • How did you compromise?• When did it get easier to work together?

4. Performing—In this stage, the groups are chal-lenged to come up with plans of action to solveproblems and work toward their mission. Teamsput old feelings aside and focus on the task thatneeds to be done. Questions: • How did you know that you were working

together effectively? • Did you become really involved in the activity?• What did it feel like to work together to come up

with answers?• Which stage do you think we are on as a class?• Which stage do you think you were on when I

asked you to stop?Non-examples could include disagreement, low moti-

vation, etc.

5. Transforming—in this stage, the group feels“pride” or “embarrassment” over their accomplish-ments and they also feel a bit awkward having lostor completed the mission they “formed” around.Questions: • How would it feel to complete your invention?• How does it feel when you complete any mission?• How will you feel on graduation day?

Class will debrief on process. Instructor should sum-marize with continued class discussion. Summaryquestions could include:

• What are the Five Stages of Team Growth? • What do they mean to you?• Why are teamwork and the stages important?

Re-motivate:• How could you use the stages and teamwork?

6. Ask students to write about what they have learned.

7. Collect work.

8. Close lesson.

Pre/Post AssessmentStudents created a mind map at the beginning of PartTwo. This will express students’ prior knowledge ofteamwork. Students were asked to write about whatthey had learned after the lesson.

Evaluation by LearnersSee above. Using student writings, the instructor cananalyze the learners’ summaries of the lesson andimprove it.

Reinforcement/GeneralizationsLearners need to know the importance of teamworkand how it can benefit their family, communities, andwork.

CommentThe learners were very engaged throughout the activ-ity. They were enthusiastic about their ideas and whatthey learned. No changes were made to the plan.They are still talking about this lesson a week and ahalf later.

L E S S O N 4

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KSA-9

KSAs Around the World Melinda BiggsMontgomery County/Clarksville ABE

Guest speakers who are from or have worked in other countries

compare the employee Knowledge, Skills, and Attitudes desired by

employers in that country with those desired by Tennessee employ-

ers. Students write an essay on their reflections.

ObjectivesStudents will become aware of culturaldifferences and how these differencesaffect what is required of employees.Students will revisit KSAs in a differentlight. Students also reflect on thisinformation in light of their study ofthat country. Students will summarizetheir reflections in an essay.

Work-Based Skills• KSAs: All. Different speakers and dif-

ferent cultures will have differentemphases. In addition: Listen forunderstanding; Talk respectfully;Diversity (cultural differences); Basicskills (writing).

• SCANS: Listening; Acquires andevaluates information; Works withdiversity; Writing.

• EFF: Respect others and value diver-sity; Reflect and evaluate; Culture,values and ethics; Listen actively;Convey ideas in writing.

BackgroundClass has studied KSAs.

How to PrepareLocate and procure speakers with first-hand knowledge of other countries.Familiarize speakers with TennesseeKSAs and ask them to include whatknowledge, skills, and attitudes areexpected of workers in the countryabout which they are speaking. Lessonplans for studying India, China, etc.

using geography workbook. Discussimportance of KSAs on various days,schedule guest speaker.

Active Learning Methods UsedGroup work, active listening, discus-sion, essay writing.

What to Do During the Activity1. Invite a guest speaker and schedule

a time.

2. For the Social Studies class, studythe individual country of the guestspeaker. Study any vocabulary neces-sary. Discuss how different or similarvarious aspects of the culture are tothe U.S. Add to the discussion thefreedom or lack of freedom thatpeople have in a country to choosewhat work they wish to do. Discusswork ethics, what KSAs are neededfor certain jobs.

3. Guest speaker day—Ours had workexperience in several Asian coun-tries and spoke of the countries inwhich his job required him to evalu-ate production of goods (happenedto be Acme Boot). He spoke onwhat education and job skills wererequired for his position. Our guestspeaker emphasized how fortunatewe are to have freedoms and how totake advantage of these by becom-ing a skilled worker with a goodattitude. He touched on how we can

▼Type

A stand-alone activity that

can be repeated with differ-

ent speakers.

Learners

Appropriate for all learners.

Time Frame

One or two class periods for

background study of the

country. About 1-2 hours for

the speaker.

Room Set-up

We moved chairs around and

worked in groups on work-

books.

Media Equipment

None unless the speaker

wants to show slides with

his/her talk.

Materials

Geography books and/or

workbooks for background

study of the country, world

map, paper, and bulletin

board with KSAs.

L E S S O N 4

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KSA-10

get ahead in our job through our own hard work,because we have the freedom to succeed, a free-dom not always found in other countries. Hestressed to the students that a GED would open upa whole new world for them. He also brought up anexample of how he had to apply the KSAs “Doingthe right thing” and “following standard proce-dure” in a situation in which he had witnessedwrong-doing in a plant in China.

Pre/Post AssessmentEssay writing on the freedom to choose your own destiny.

Evaluation by LearnersStudent feedback on guest speaker and topic.

Reinforcement/GeneralizationsGeneralizations from our speaker’s talk to us: Weneed to take advantage of every opportunity for learn-ing that we have. We should not take for granted ourfreedom to choose and get a job by not applyingproper work skills and ethics.

CommentThe students really enjoyed learning about Asia andwhere the countries are located, how people livethere, and the government’s role. We had an excel-lent turnout for our guest speaker, and the studentshad many questions and comments for him. Theywere highly motivated by what he had to say.

L E S S O N 5

1 9 9 9 I D E A B O O K

KSA-11

Creating a Families First Review Instrument

Diane TatumTullahoma Adult LearningCenter

Objectives• Students will learn about evaluation

practices of employers.• Students will create a review instru-

ment for use with Families Firstclients on a weekly/biweekly basis.

• Students will understand employerexpectations of employees and startto relate these expectations to theirperformance in Families First classes.

• Students’ work-related classroomparticipation will improve as a resultof these comparisons.

Work-Based Skills• KSAs: All. Each of the KSAs is

included on the performance reviewform.

•SCANS: Self-management—assessesself accurately, sets personal goals,monitors progress, and exhibits selfcontrol; Acquires and uses informa-tion; Participates as member ofteam—contributes to group effort.

• EFF: Gather, analyze and use infor-mation; Cooperate with others;Reflect and evaluate.

BackgroundClients were technically complying bybeing on time and staying theirrequired amount of time, but theywere not participating on a reasonablelevel. Since we had no quantitative wayof reporting this noncomplianceexcept teacher’s word against theclient’s word, we felt it was time to

develop a rubric to score participationthat would include the client’s initialsas well as the teacher’s review. Thisinstrument could then be stapled tothe time sheet in the file for future ref-erence and documentation as needed.

How To PrepareAcquire articles (see “Materials”). Create and copy a blank KSA surveyform by removing the percentagesfrom employers. Know what you hopeto see on a review sheet so you canstress making the instrument specifi-cally for this job environment, i.e.,Families First instruction.

Active Learning Methods UsedSurvey, discussion, role-play, case stud-ies.

What To Do During the ActivityProcedures:1. Hand out the blank Employer

Survey and guide students to select12 items from the list that areimportant in the workplace. Com-pile the group’s choices on theboard and discuss why they chosethese items. Distribute the results of the survey from employers andcompare the lists. Ask: Why arethese things important to employ-ers? Determine the most importantitems for Families First participationfrom these items. Create a list to useat the end.

▼Type

This activity is part of the

classroom routine for this

class.

Learners

Appropriate for all learners.

Time Frame

One to two weeks to com-

plete entire cycle depending

on your group.

Room Set-up

Discussion groups.

Media Equipment

Dry erase or chalk board.

If you choose to create a

transparency of the KSA

survey, you will need an

overhead projector.

Transparencies

KSA survey items could be

on transparency.

Materials

• KSA Employer survey/

results.

• “Earning Raises and Pro-

motions.” Getting A Job

And Keeping It. Paramus,

Students help to create a Families First review instrument based on

the Tennessee KSAs to evaluate the quality of client participation

and to determine compliance. The form is then used biweekly to do

performance reviews of all Families First clients. The forms are ini-

tialed by student and teacher and filed with student attendance

forms for each review period.

L E S S O N 5

1 9 9 9 I D E A B O O K

KSA-12

2. Introduce the idea of a job reviewand why an employer would use ajob review. Read the article fromCareers. Discuss the items on thesample job review. How would theseitems apply to Families First partici-pation? Relate how the skills theylearn during Families First will helpthem keep a job later. Create a listof important skills from your read-ing and discussion.

3. Read the article “Performance Eval-uations” from Communication SkillsThat Work. Orally perform the Practice exercises. Role-play theSupervisor/Employee problem resolution on page 83. Discuss theDifficult Employee on page 84. Create a list of important skills fromyour reading and discussion.

4. Read the articles “Succeeding atyour Job” and “Earning Raises andPromotions.” Create a list of impor-tant job skills to include in aFamilies First evaluation form.

5. Hand out a list compilation of theskills the group has discussed asbeing important for reviewing Fami-lies First participation. Determine asa group which are most important.Determine categories of evaluationas well as specific items to address.Using this information, create areview form which is quick and easyfor the instructor to check off eachevaluation period. Hand out a sam-ple of the review form and askstudents for comments on the form.Take these seriously, but also stick tothe requirements for Families Firstparticipation. Receive generalapproval from students before plac-ing the instrument in use, but don’tforget that the employer sets thestandards!!

Regularly review the review form withthe students and get their initials onthe review on a regular basis. File itwith their attendance form for eachreview period. It can then be used toreport compliance to DHS as neededor for job references.

Pre/Post AssessmentPre-Assessment: Teacher evaluationthat students were technically comply-ing with attendance but were notparticipating at a reasonable level. Post-Assessment: Student complianceto the goals on the review.

Evaluation by LearnersClients seemed to understand theneed for a review instrument and havealso developed an understanding ofthe workplace expectations.

Reinforcement/GeneralizationThe skills of understanding employerexpectations will help clients as theyenter the workplace to be betteremployees and have better communi-cation with their employers.

CommentLearners enjoyed the procedures andlearned many things with which theywere not familiar. They had ownershipin the review instrument and were notthreatened by it. As these clients havemoved on to other components andothers have taken their place, it hasbeen useful to explain that the Fami-lies First clients were the ones whodeveloped the instrument. The reviewinstrument also quantifies the expecta-tions we have for our new clients andstarts us all on the right foot.

NJ: Globe Fearon Educa-

tional Publishers,

Paramount Publishing,

1994, pages 133-134.

• Goble, Dorothy Y. “Suc-

ceeding At Your Job.” How

To Get A Job And Keep It.

Austin, TX: Steck-Vaughn

Company, 1990, pages 63-

66.

• Owen, Marna. “Job

Reviews.” Careers. Para-

mus, NJ: Globe Fearon

Educational Publishers,

Paramount Publishing,

1994, pages 332-336.

• Romanek, Elizabeth. “Per-

formance Evaluations.”

Contemporary’s Communi-

cation Skills That Work: A

Functional Approach for

Life and Work. Chicago:

Contemporary Books,

1991, pages 79-84.

L E S S O N 6

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KSA-13

Where and How I Learned and Will Learn KSAs

Louise NelsonChattanooga State ABE

Students reflect individually and in small groups on their experi-

ences throughout their lives of learning the KSAs. Examples from

each small group are shared in a whole class setting, and each stu-

dent then writes an essay of their own perceptions and conclusions.

ObjectivesStudents analyze and compare howthey have become aware of KSAsthrough life experiences. Studentsrealize that they already have a richbackground of experience in KSAsthat they can now draw on and utilize.

Work-Based Skills• KSAs: All. Increases awareness and

understanding of all KSAs.• SCANS: Assesses self accurately;

Thinks creatively; Organizes andcommunicates orally and in writing.

• EFF: Reflect and evaluate: Speak soothers can understand: Convey ideasin writing.

BackgroundKSAs have been discussed in classprior to this activity.

How to PrepareHave KSA sheets available for eachlearner.

Active Learning Methods UsedSmall group discussion, writingthoughts on paper to later transfer tochart, small group discussion, andlarge group presentation withresponse.

What to Do During the ActivityDivide class into groups of 3 or 4, withKSA sheets available to each student.In each small group, students write

individually on the topic and thenshare their thoughts with their group.Each small group discusses the topicthen chooses all or some of the ideasto combine and write on their largechart or piece of paper. One memberof the group (a different member eachday) is chosen to present the group’swork to the large group. The teachermoves among groups to stimulate andencourage thoughts.

Each day, a different one of the follow-ing topics is used:1. KSAs I have learned from my par-

ents, and how.

2. KSAs I learned in my neighbor-hood, and how.

3. KSAs I learned by my own initiative,and how.

4. KSAs I need to relearn, and how Iwill.

On day 5, the whole class takes a lookat total results and each student writesan essay of his/her own perceptionsand conclusions.

Pre/Post AssessmentPre-Assessment: KSA sheets discussed.Post-Assessment: Charts and essay willindicate awareness and ways they learnKSAs.

▼Type

This activity is a series of

lessons on five succeeding

days.

Learners

Suitable for all learners.

Time Frame

5 days, 45 minute sessions.

Room Set-up

For each group, a table

space or a circle of chairs

and either an easel or a way

to fasten their paper to the

wall so that all in the group

can see.

Materials

Each group needs a large

sheet of paper such as

newsprint or posterboard (to

use to consolidate their

ideas) and markers.

Learner Handouts

KSA assessment sheets.

L E S S O N 6

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KSA-14

Evaluation by LearnersFollow-up discussion will show that they have learnedmany skills throughout life and now need to enjoyways to utilize.

Reinforcement/GeneralizationsEssay reinforces. Seeing that they have learned theseskills and that they are from situations with emotionalsignificance helps them be motivated to find ways ofusing them. Showing each other that their environ-ment of origin and they themselves have valuereinforces these KSAs.

CommentStudents began to generalize to see how importantthey are in their children’s lives and that of neighbor-hood, etc. after realizing all the places they hadlearned the knowledge, skills and attitudes they needto succeed in life and in work.

L E S S O N 7

1 9 9 9 I D E A B O O K

KSA-15

Workplace Role Play Activity Judy ShufordWilliamson County ABE

Students will plan and perform a role play to illustrate a knowledge,

skill, or attitude needed in the workplace.

ObjectivesTo increase awareness and understand-ing of knowledge, skills, and attitudesneeded in the workplace by involvingstudents in a fun and active learningexperience.

Work-Based Skills• KSAs: The role play illustrates one of

the following: Getting along withothers; Working on a team; Cooper-ating with others; Listening forunderstanding; Talking with respect;Following instructions; Accuratelyperforming work; Following stan-dard procedures; Being dependable;Doing the right thing. Students uti-lize many of the knowledge, skills,and attitudes (KSAs) needed in theworkplace during the planningprocess for the role play.

• SCANS: Thinks creatively, visualizes.• EFF: Plan.

BackgroundThe KSAs (knowledge, skills, and atti-tudes) have been discussed in variousways in class. The class meets 20 hoursa week, and the students know eachother well.

How to PreparePrepare cards with a KSA on eachcard. Laminate cards. Choose 2 or 3students to do a role play to show therest of the class how to carry out thisactivity. Discuss the KSAs and the sur-

vey of employers that was done todetermine what workplace knowledge,skills, and attitudes are needed.Encourage fun atmosphere for therole play so students will enjoy theactivity.

Active Learning Methods UsedRole playing, interactive planning/dis-cussion.

What to Do During the Activity1. Place the 10 cards face down in a

basket.

2. On Monday of each week, ask eachstudent to draw a card from the bas-ket and to hold the card untileveryone has a chance to draw. Ifthere are more than 10 people inthe class, the cards can be placedback in the basket after the first 10have been drawn, so the next groupcan continue.

3. Each student will act out examplesof the KSA on his/her card some-time during the week as scheduledby the teacher. Students can selectother students to participate in theirrole play, or the teacher can helpmatch students to work together.

4. The teacher will give students sometime to work together to plan therole play (example: students couldchoose to act out a scenario in

▼Type

A role play activity performed

by each student coopera-

tively with other students

weekly.

Learners

This active learning activity is

suitable for all learners.

Time Frame

This activity requires some

student preparation time,

so the students can work

together in planning what

scenario they can act out.

The role play itself takes just

a few minutes for each

student weekly, usually near

the end of the class day.

Room Set-up

Students use folding chairs

to set the scene for each role

play.

Materials

10 laminated cards with one

of the knowledge, skills, and

attitudes (KSAs) on each

one.

L E S S O N 7

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KSA-16

which an employee is angry with another employeeand yet must get along with the person in the work-place. The students may choose to show what to doand what not to do).

5. The scenario is acted out in the classroom usingchairs to set the scene. The role play might best bedone near the end of the day for a relaxing and funconclusion to the day.

6. The teacher will involve the students in an informaldiscussion of the role play and the knowledge, skill,or attitude illustrated.

Pre/Post AssessmentStudents will review the importance of understandingthe KSAs for workplace success before the role playactivity. After the activity, discussion with students willreveal the understanding and acceptance of the par-ticular KSA.

Evaluation by LearnersStudents conclude each day with written commentson their progress in addressing the KSAs during theclass day. They will have the opportunity through thiswritten activity to evaluate the role play experience.

Reinforcement/GeneralizationsSince the role play activity is done on a continuingbasis, the KSAs are reinforced often. The daily KSAassessments also offer regular reinforcement.

CommentThe students enjoy performing for their fellow stu-dents, and they practice using the KSAs as theyprepare for the role play. It actively involves the stu-dent in the learning process and encourages a funatmosphere.

L E S S O N 8

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KSA-17

Journal Writing: Workforce-Related Judy ShufordWilliamson County ABE

Students write regularly in a journal on KSA (knowledge, skills, and

attitudes) or workforce-related topics.

ObjectivesTo express thoughts and feelings inwriting in an ungraded and non-threatening environment. Todemonstrate comprehension of work-place issues.

Work-Based Skills• KSAs: All. All work-based skills can

be inserted as topics for the journalwriting. A suggested list is includedin this lesson that addresses KSAsand other workplace issues.

• SCANS: Writing-communicatesthoughts, ideas, information, andmessages in writing.

• EFF: Convey ideas in writing.

BackgroundThis activity does not require priorknowledge although new students willneed time to get accustomed to writ-ing. For most students there will havebeen discussion and activities pertain-ing to KSAs and work-based skills.

How to PrepareHave available a spiral notebook foreach student. A list of topics needs tobe available for the teacher each day.

Active Learning Methods UsedDiscussion may follow the writingassignment to allow students toexpress their thoughts and ideas, ifdesired.

What to Do During the Activity• Spiral notebooks are provided for

each student with a label placed onthe outside for the student’s name.Notebooks are left in the classroomin a specified place.

• The teacher will place the topic onthe board before students arrive sostudents can begin writing wheneverthey report to class.

• Students will be encouraged to writea full page although many will findexpressing themselves in writing dif-ficult at first.

• The writings are not shared with oth-ers unless the student expressesinterest in doing so. This allows stu-dents to be more open and lessinhibited as they write. Students willalso be told the journal writing willnot be graded or corrected for punc-tuation, spelling, usage, etc. whichfrees students to concentrate onthoughts and expressions ratherthan mechanics. This thinking expe-rience should be helpful in thebrainstorming part of essay writing.

• On certain topics, it may be particu-larly helpful to include a discussionon the topic afterward.

• The journal topic can also be inte-grated with other activities or lessonplans. For example, if a videoand/or role play is done on jobinterviews, then the journal topicfor that day could be on what adviceyou would give to a person prepar-

▼Type

Journal writing will be done

at the beginning of each

class day, and the teacher

will determine the number of

days that workplace topics

are given.

Learners

This activity is suitable for all

learners (except beginning

literacy students) and is

especially recommended for

students preparing for the

workforce.

Time Frame

This activity can be done in

ten or fifteen minutes

depending on the students’

basic skill levels and their

degree of interest in writing.

Room Set-up

Activity is done at the stu-

dent’s desk or seat.

Materials

Spiral notebooks.

L E S S O N 8

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KSA-18

ing for an interview. A starter list of journal topicsrelated to workforce development could include:

1. The best job in the world would be......2. When I interview for a job, I......3. If I want to move up in a job, I need to......4. A really good job would offer me......5. A good attitude means......6. People get fired from jobs because......7. A good company......8. Doing the right thing means......9. Working full-time is important because......

10. To get along with people in the work place......11. The best way to find a really good job is......12. When I get a full-time job, I hope I will

make......13. If I were an employer, I’d want my employees

to......14. A good boss......15. The best employees always......16. To get a raise, I need to......17. Following standard procedures means......18. When I interview for a job and don’t get it, I

need to......19. In the workplace, cooperation is......20. The things I worry about on the first day of

work......21. Working as a team on a job is......22. I would be a better listener if......23. If you asked co-workers from my past what kind

of person I was to work with, I think they wouldsay......

24. Talking with respect means......25. Following instructions at work is important

because......26. The correct way to quit a job is......27. A person who is dependable......28. Employers are looking for employees who......29. Performing a job accurately is......30. A lot of people quit jobs because......31. Before my interview, I need to......32. Being assertive with people means......33. The things that I am proud of about the way I

work......34. The main problem for me in keeping a good

job might be......

Pre/Post AssessmentPrior discussions and writings will indicate the learn-ers’ skills in both writing and in workforce issues. Areview of the notebooks as well as discussion after thewriting activity will show skills as the activity continues.

Evaluation by LearnersAs students move to essay writing, the teacher will dis-cuss the value of journal writing. Also, class discussionon the topics will also give the students the opportu-nity to give their evaluation on the activity.

Reinforcement/GeneralizationsLearning to write can be very valuable to learnersespecially since many of our students have never writ-ten anything before. They may be writing their ownpersonal journals at home, and they will be morelikely to encourage their children to write. Journalwriting and essay writing will complement each othersince skill and comfort in doing one will likely makedoing the other easier as well.

CommentGenerally students don’t mind doing this activity toomuch, but teachers need to read the notebooks regu-larly to evaluate how this activity is working. In sodoing, the teacher will also gain great insight intohis/her students’ class performance. It is helpful ifthe teacher uses a list of topics (both for workforce-related and other issues) and checks off (or dates) thetopics as they are used.

1 9 9 9 I D E A B O O K

KSA-19

Writing the Job Goal Essay

L E S S O N 9

Diane TatumTullahoma Adult LearningCenter

Students will write an essay describing their job goals and compare

them with the KSAs to set goals to reach their job goal.

Objectives• Describe a job goal in the future.• Write an essay.• Learn the KSAs and discuss their

value in the workplace• Apply the KSAs to job goals.

Work-Based Skills• KSAs: All in that KSAs are compared

to students’ career goals. Specificfocus: GED essay writing; Accuratelyperform work.

• SCANS: Basic skills—writing; Think-ing creatively.

• EFF: Convey ideas in writing; Reflectand evaluate; Create and pursue avision and goals.

BackgroundHow to write an essay would be anessential skill for the instructor toknow to direct this activity as well asthe KSAs.

How To PrepareCopy the KSAs chart for each studentand/or create an overhead trans-parency of the chart.

Active Learning Methods UsedWriting, Discussion, Reading, visualaids

What To Do During the Activity1. List the topic on a board or over-

head, “Where do you hope to be in 5years. What job do you hope to have?

2. Overview essential elements of agood essay: introductory paragraph,at least 3 detail paragraphs, and aconcluding paragraph. Direct stu-dents to begin writing. Allowstudents as long as 45 minutes sincethat is the timeframe for the GEDessay.

3. Direct students to exchange andread essays. Direct students to makeconstructive comments on theessays to improve the quality or con-struction of the essay. Ask: “Whattypes of jobs do you hope to have?”Encourage sharing.

4. Hand out the KSAs sheet. Explainhow the percentages were deter-mined and discuss why each KSAwould be important to an employer.

5. Ask: “Which of these KSAs will bemost important in your future job?Which of these KSAs do you need todevelop in order to be successful inyour chosen job?” Lead a discussionconcerning the chosen KSAs andtheir impact on the job in question.Point out how important the boldedabilities are to Tennessee employers.Direct students to list skills and abili-ties they need to develop on theirstudy schedules.

6. Place the completed essays in thestudents’ permanent files.

▼Type

This activity can work as a

stand-alone or as a part of a

series on choosing a job.

Learners

Geared to adults with a high

enough literacy level to ben-

efit from writing an essay.

Time Frame

1-2 hours.

Room Set-up

Bring all students together

around a table.

Media Equipment

None unless using overhead.

Transparencies

Possibly of the KSA chart

and/or an essay outline.

Materials

Paper, pencil, KSAs chart.

Learner Handouts

Copy of the KSA charts,

essay writing skills—outline,

bacon cheeseburger format

(see attachments).

L E S S O N 9

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KSA-20

Pre/Post AssessmentDetermine essay-writing skills based on the essay. Fol-low-up with essays regarding their use of KSA skillsduring Families First class.

Evaluation by LearnersStudents did a good job focusing on a career goal andwrote good essays that they were proud to place in thefile. Most wanted a copy of the essay for themselves.

Reinforcement/GeneralizationSetting goals, writing organized reports, and sharingwith others constructively are all important adult lifeskills.

CommentMy students enjoyed this activity and were surprised atthe need to mention the KSAs such as “getting alongwith others” and “dependability.”

L E S S O N 1 0

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KSA-21

Challenging Assumptions About Work

Whitney WeeksMartha O’Bryan CenterABE (Nashville)

Students use two readings to prompt discussions and writing assign-

ments about why people choose to work and what actually

constitutes work.

ObjectivesThe students will examine personaland social motives for entering theworkforce and will list work-relatedskills they currently use in non-work-place situations.

Work-Based Skills• KSAs: Getting along with others; Lis-

ten for understanding; Talk withrespect; Following instructions;Reading; Writing.

• SCANS: Self-esteem—believes inown self-worth and maintains a posi-tive view of self; Creativethinking—generates new ideas; Basicskills of reading and writing.

• EFF: Read critically; Convey ideas inwriting; Reflect and evaluate.

BackgroundKnowledge about the poet LangstonHughes can assist with this lesson. Stu-dents should be familiar with KSAs, aswell as with the work-based directionof Families First.

How to PrepareThe instructor should have enoughcopies of “Just a Housewife” and“Deferred” for each student. Studentsshould be able to read aloud, or feelcomfortable passing, and should beprepared to write.

Active Learning Methods UsedObservation, writing tasks, discussion.

What to Do During the Activity1. Read “Deferred” by Langston

Hughes aloud three times, clarifyingvocabulary and ideas each time.

2. Discuss the following questions:What has the speaker deferred?What caused him to defer thesethings? What sort of work does thespeaker want? How will this type ofwork help the speaker obtain hisdreams?

3. Take 10 minutes to write about whatdreams you have put off and whatcareer will help you reach thesedreams. Be sure to touch on howyour career will help.

4. Students may read aloud whatthey’ve written, if they want. Allpapers should be turned in to theteacher at the end of lesson.

5. Discuss: Define “work.” Have a stu-dent write notes on the board asideas are thrown out. When stu-dents have finished, go backthrough the definitions and elimi-nate any that are based solely onpay. [Definitions that should remainwill include many of the KSAs.]Another option is to circle all defini-tions that students are currently

▼Type

This is a stand-alone lesson

to be completed in both a

group and individual setting.

Learners

This learning activity is suit-

able for all learners.

Time Frame

This activity requires approx-

imately 1.5 to 2 hours of

time. It could easily be

divided over a two-day

period.

Room Set-up

Students need to be sitting

together around tables to

facilitate discussion.

Materials

Copies of “Just a Housewife”

(from More Than A Job:

Readings on Work & Society,

New Readers Press,

Laubach Lit. International)

and “Deferred” by Langston

Hughes. Paper and writing

instruments.

Learner Handouts

“Just a Housewife” and

“Deferred.”

L E S S O N 1 0

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KSA-22

doing by attending GED class. [These mightinclude vacation days, being fired, dropped fromclass, being on-time, etc.]

6. Pose the question: “If pay is not a criterion fordefining work, what other criteria can we come upwith?” Before discussing the answer, read aloud“Just a Housewife.”

7. Discuss the question from #6. Have students thenwrite a response to the question, “Does JesusitaNovano work? Support your answer.” Students canread their responses aloud if they choose. Theresponses should all be turned into the teacher atthe end of the lesson.

8. To conclude the lesson, have students use informa-tion from the discussions, the list on the board andfrom the readings to compile a list of work skillsand KSAs they currently use in non-paying situa-tions.

Pre/Post AssessmentStudents will review the importance of understandingthe KSAs for workplace readiness. Students participat-ing in the Families First program will be able toidentify workplace skills they currently use in non-work settings as a result of this lesson.

Evaluation by LearnersStudents should be asked if this lesson raised theirawareness of skills they did not previously identify asworkplace skills.

Reinforcement/GeneralizationsOnce students identify their workplace skills, theinstructor can use a strength-based model of teachingto encourage participants in these areas. Visits to jobsites and situations in the classroom can be used toreinforce the importance of workplace skills in allareas of a student’s life.

CommentThis exercise really challenged everyone’s assump-tions that people who don’t have paid jobs aren’tworking. It was very reaffirming to Families First par-ticipants to think of their skills and strengths in awork context.

L E S S O N 1 1

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KSA-23

Team Work Math Carol JonesCocke County ABE

Students are divided into teams. The teacher gives each group a

math sheet with work-related problems. Team members use per-

sonal skills to contribute to solving problems together.

ObjectivesStudents will use KSAs of team work-ing effectively, cooperation, gettingalong with each other, accurately per-forming work, following instructions,talking respectively, etc., as well asnumeracy.

Work-Based Skills• KSAs: Students actually consider the

KSAs related to team work, coopera-tion, listening, talking respectfully,getting along with others, accuratelyperforming work while incorporat-ing basic math skills.

• SCANS: Participates as member ofteam-contributes to group effort;Teaches others new skills; Basic skillsmath.

BackgroundStudents have a working knowledge ofmath skills in problem solving. Stu-dents have knowledge of KSAs.

How to PrepareTeacher will choose math problemsappropriate for students, preferablylife-related or job-related math prob-lems. Only one sheet will be given toeach group (number of studentsaccording to number of teamsdesired).

Active Learning Methods UsedGroup sharing of skills to solve prob-lems.

What to Do During the Activity1. The teacher forms teams of hetero-

geneously-grouped students.

2. The teacher distributes problem-solving math sheets.

3. The students share the problemsorally (listening) and talk respect-fully to each other about whatmath skills are needed to solve theproblems.

4. The teacher monitors the groupsfor use of team work and coopera-tion to solve the problems for theirgroup.

5. The first group to finish will get atoken prize.

Pre/Post assessmentPre-assessment: Teacher observationof student use and knowledge of KSAs.Post-assessment: Teacher observationof student use of KSAs in group work.Students will discuss the KSAs used asthey solve the work-related math prob-lems.

Evaluation by LearnersThe students will discuss both skillsused and knowledge gained by thisactivity.

Reinforcement/GeneralizationsStudents are becoming aware of theneed to get along with each other andto work as a team to reach a commongoal. Teaming can be used with anysubject.

CommentThis activity puts the KSAs into focusin a real life problem solving experi-ence while using basic math skills.

▼Type

This activity could be used

daily to reinforce teamwork

and cooperation.

Learners

This activity is suitable for all

learners and is especially

productive for students

preparing for the workplace.

Time Frame

Activity depends upon math

skills of students and num-

ber of problems given to

group to solve.

Room Set-up

The activity is done in group

settings where students may

confer with each other.

Materials

Math sheets.

Learner Handouts

Math problem-solving

sheets.

L E S S O N 1 2

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KSA-25

Surviving a Crisis as a Team Diane TatumTullahoma Adult LearningCenter

This exercise sets up a crisis situation and a list of items that the

team could choose to help them survive the crisis. Students must use

their teamwork skills to make a joint decision. The activity is then

tied to an article about surviving in the workplace.

Objectives• Students will practice their teamwork

skills including working as a team:getting along, cooperating, and lis-tening and speaking respectfully.

• Students will think critically to ana-lyze a situation and consider ethicalissues in survival.

Work-Based Skills• KSAs: Work on a team effectively;

Cooperate with others; Listen forunderstanding; Talk respectfully; Follow instructions; Get along withothers; Do the right thing.

• SCANS: Participates as member ofteam—contributes to group effort;Negotiates; Identifies, organizes,plans, and allocates resources; Thinkcreatively.

• EFF: Gather, analyze and use infor-mation; Manage resources; Worktogether; Respect others and valuediversity.

BackgroundSome ideas about survival needs mightbe helpful (science/biology, weather),but are not necessary since the pur-pose is for the group to make toughdecisions together.

How to PrepareCreate a sheet describing a situationand listing items available to the team.(One that could be used is: Belgard,Marcie. 1989. “Desert Dilemma” fromSubstitute Teachers’ Lesson Plans: Class-

room-Tested Activities from the NationalCouncil of Teachers of English. Felice A.Kaufmann, Ed. Urbana, IL: NationalCouncil of Teachers of English, page14. Another is “Space Ship” fromDesigning Groupwork: Strategies for theHeterogeneous Classroom by Elizabeth G.Cohen, 1984, New York: Teachers Col-lege Press.) You may want to distributea different situation to each team.

Active Learning Methods UsedDiscussion, Analysis, Teamwork.

What To Do During the ActivityPart 11. Distribute handout, read the situa-

tion aloud. Show the items as youread the list of items available, ifpossible. Give teams 15-20 minutesto rank the items they feel are mostimportant for their survival and todetermine why they ranked themthat way.

2. Direct teams to share their situa-tions and their rankings andreasons. Emphasize in a discussionhow their choices as a group wereprobably better than an individualwould have made because of thepooled knowledge and the team-work they used to make decisions.Discuss how to survive in differentsituations and how to use availableresources to increase the odds ofsurvival.

▼Type

Stand alone, but could be

tied to a survival in the work-

place unit.

Learners

All levels.

Time Frame

1-2 hours.

Room Set-up

Groupings for several 2-4

person teams, if possible.

Display table for items.

Transparencies

None necessary. Could use a

transparency to display the

survival situation.

Materials

Bring in each of the items on

the list as a visual for consid-

eration, if possible.

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KSA-26

Part 23. Hand out the article on surviving in the workplace.

Direct teams to read the article and highlight sur-vival skills and resources to keep a job.

4. Discuss as a large group the skills and resourceseach team found to survive in the workplace.

5. Ask “How will these skills and resources changefrom job to job? What skills and resources can youaccumulate now that will help you keep a job later?How is teamwork an important skill to learn?”

Pre/Post AssessmentPart of the assessment is how the teams workedtogether, how they analyzed the situation and chosetheir survival tools. Most important is for the learnersto transfer these concepts to the workplace.

Evaluation by LearnersDiscussion of teamwork concepts used helps studentsevaluate their teamwork skills.

Reinforcement/GeneralizationThe process of prioritizing “items” in a crisis andfocusing on available resources in a crisis, the work-place, or everyday life.

CommentStudents enjoyed the “survival game” which Tulla-homans experienced in reality during the Christmas1998 ice storm. This activity was fun and helped theclass develop workplace skills.

1 9 9 9 I D E A B O O K

KSA-27

Relaying Information Accurately

L E S S O N 1 3

Lynn CharlesMemphis City ABE

Students role-play taking a telephone message for a family member

from a doctor’s office to emphasize the importance of good commu-

nication. Two options for the exercise are that the message is on an

answering machine and the learner relays the message over the

phone or that the learner takes a live phone message with the possi-

bility of clarifying information with the person leaving the message.

ObjectivesThe learner will practice active listen-ing, assessment of important points,writing information accurately, andclearly expressing information orally.

Work-Based Skills• KSAs: Listen for understanding;

Dependability; Follow instructions;Accurately perform work operations.

• SCANS: Listening—receives, attendsto, interprets, and responds to verbalmessages; Speaking—organizes andcommunicates orally; Interprets andcommunicates information.

• EFF: Listen actively; Speak so otherscan understand.

BackgroundKSAs have been previously discussed

How to Prepare• Tape record telephone call from

doctor (has left message onmachine)

• Prepare script to read—this allowsstudent to ask questions or havesomething repeated.

Active Learning Methods UsedRole-playing, writing

What to Do During the Activity• Option 1Student listens to tape-recorded mes-sage from doctor about sick mother.The message contains results from

tests, recommended medication withdosage, adaptations needed in dailyroutine, recommendation of secondopinion. Student writes message downfor mother and explains it to her.

• Option 2Student/doctor conversation is live.Student would have opportunity to askquestions, repeat information.

Pre/Post AssessmentClarity of memo, clarity of verbalexplanation.

Evaluation by LearnersAsk for written comments.

Reinforcement/GeneralizationsDiscuss what KSAs they used; discussnecessity of following directions atwork, in caring for another; perhapsask about health problems of stu-dents/family members, read aboutillness, treatment, lifestyle changes,etc.

CommentThis lesson:• helps in personal life as well in work-

place.• is good because it can be used over

and over.• is good because it is more realistic

and encourages interaction.

▼Type

Stand-alone.

Learners

Suitable for all levels of

learners.

Time Frame

10-15 minutes for students

15 minutes prep time to tape

record.

Room Set-up

Table, chairs.

Media Equipment

Tape recorder.

Materials

Tape recorder and telephone.

L E S S O N 1 4

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KSA-29

Planning an Open House Frances HongKnox County ABE

Students will work in groups to plan an open house. The students

will work in “committees” to complete a PDSA (Plan, Do, Study, Act)

model to meet their goal. They will be given complete responsibility

for planning the open house.

ObjectivesStudents will demonstrate the knowl-edge, skills, and attitudes needed inthe workplace as well as the classroomthrough teamwork needed to plan andhold an Open House.

Work-Based Skills• KSAs: Getting along with others;

Cooperate with others; Listening forunderstanding; Accurately performwork; Dependability; GED (Writing).

• SCANS: Participates as member ofteam—contributes to group effort;Responsibility—exerts a high level ofeffort and perseverance toward goalattainment; Identifies, organizes,plans, and allocates resources.

• EFF: Gather, analyze, and use infor-mation; Manage resources; Workwithin big picture; Work together.

BackgroundNo prior instruction is needed.

How to PrepareMake a copy of the PDSA model onchart paper (see “Materials”).

Active Learning Methods UsedDiscussion, planning, questioning.Project work.

What to Do During the Activity1. Explain that the students will pre-

pare for an Open House.

2. Display a PDSA model on theboard—review the model with thestudents briefly.

3. Break the class into committees.Explain that each will be responsi-ble for a certain area that needs tobe worked on for the Open House(my students made 4 committees).

4. Each committee will walk aroundthe building observing and listingthe things that will be needed.

5. The committees will meet with thewhole group to share their plans.

Students will have input and feel freeto make changes.

Pre/Post AssessmentStudents will review the importance ofunderstanding the KSAs for workplaceand classroom activities.

Evaluation by LearnersStudents will do their weekly logs andalso a lesson evaluation.

Reinforcement/GeneralizationsThis activity should give the studentsinsight into the skills needed to useteamwork in other planning activities.

CommentStudents really enjoyed working witheach other. They are very excitedabout working as a whole and in theircommittees to plan the Open House.

▼Type

Stand-alone project lesson.

Learners

All learners.

Time Frame

This activity requires a lot of

time and work. Since the

students are planning for an

open house, they need time

for each step of the PDSA.

Planning, Doing (putting it

into action), Studying it, and

Acting on it. The students

will begin planning a month

ahead of the date for the

Open House.

Room Set-up

Students will be constantly

moving around the building,

not just their classrooms.

Materials

PDSA model “Plan-Do-

Study-ACT Cycle” can be

found in The New Economics

for Industry, Government,

and Education, W. Edwards

Deming, MIT Press, 1993 or

2nd ed. 1995). An online

sample is available at

http://www.caes.mit.edu/pro

ducts/deming/tne.html

Learner Handouts

PDSA model.

L E S S O N 1 5

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KSA-31

Barriers to Communication Emily McDonald-LittletonKnox County ABE

This learning activity is based on information from Communication

for Workers (see complete reference in “Materials”). Students create a

mind map to brainstorm about why communication is important.

The communication characteristics of passive, aggressive, and

assertive are discussed and scenarios incorporating these character-

istics are role played by the students. The students’ own positive and

negative experiences with communication are discussed. It is a fun

lesson that allows students to openly discuss ways to solve problems

with communication.

ObjectivesLearners will know, understand, andapply the different communicationcharacteristics. Learners will know andunderstand how to solve problems thatdevelop during the communicationprocess.

Work-Based Skills• KSAs: Any of the following skills

could be addressed: Getting Alongwith others, Working on a teameffectively, Cooperating with Others,Listening for Understanding, Talk-ing with respect, Followinginstructions, Accurately performingwork, Following standard proce-dures, Being dependable, Doing theright thing, Reading, Writing, andother skills. By choosing one or twospecific skills, the instructor will beable to document specific outcomesof a lesson.

• SCANS: Speaking—organizes andcommunicates orally; Writing—communicates thoughts, ideas inwriting; Listening—receives, attendsto, interprets, and responds to verbalmessages and other cues.

• EFF: Listen actively; View critically;Speak so others can understand;

Convey ideas in writing, Reflect andevaluate; Learn in new ways.

BackgroundLearners who are entering our pro-gram need to understand the processof communication and the barriersthat can make communication diffi-cult. This lesson helps studentsbecome aware of problems that occurduring communicating with peers,children, etc. Instructors shouldobserve their students and their com-munication characteristics. It couldalso be helpful when a new studentenrolls in the class. The lesson is fun,and allows learners to openly discussways to solve problems with communi-cation.

How to PrepareInstructors should understand the dif-ferent communication characteristics.Instructors will need to create or findseveral role-play scenarios.

Active Learning Methods UsedDiscuss different experiences that theyhave had at work, home, etc. Role-playis fun and allows students to learnthrough doing.

▼Type

This lesson is developed

around several modules uti-

lized in the Learning Skills

Orientation class. More

lessons linked to the charac-

teristics of communication

could be beneficial for the

understanding and applica-

tion of the skills that will be

discussed. However, this les-

son could be taught alone.

Learners

This lesson is designed for

all learners. Communication

is a part of everyday life for

adults, and should not be

based on learner levels.

Learners can benefit from

this lesson in many ways.

Adults need communication

skills at work, in their fami-

lies, and for their

communities.

Time Frame

The lesson can be com-

pleted in one activity. The

overall lesson could last up

to an hour and a half. Teach-

ers should allow extra time

for discussion.

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KSA-32

What to Do During the ActivityThis activity uses the “Read, Write, Dis-cuss” model. 1. Using a mind map, teachers will

ask students to brainstorm. Theteacher can ask: “Why is communi-cation important?” Teacher shouldrecord responses from students inthe mind map. This gives studentsa nice visual aid.

2. Discuss positive and negative expe-riences with communication.

3. Hand out the communication char-acteristics chart on page 41 in theCommunication for Workers book.

4. Read – Ask students to read thethree different types of characteris-tics and examples. The threedifferent characteristics are passive,aggressive, and assertive.

5. Discuss the chart. Ask students:“Which comm. characteristic wouldbe the most successful?” Theassertive characteristic achievestheir goals fairly and without doingso at the expense of others.

6. Write – Ask students to write aboutan experience that they have hadin the past with one of the charac-teristics.

7. Read – Ask students to share theirstories with the class.

8. Discuss – Why would knowing thedifferent characteristics be impor-tant?

9. Active Learning – Choose scenariosthat incorporate the different char-acteristics for students to act outduring the role-play.

10. Form teams of 2 or 3 students toact out one particular scenario.(This is adaptable depending onnumber of students.)

11. Hand out one scenario for eachgroup.

12. Discuss – with your assistance,teams will plan out how to do theirparticular role-play. Learners mayneed a little motivation at first butcatch on quickly.

13. Ask students to act out their indi-vidual scenarios.

14. Discuss with class – Different rolesand the characteristics which weredisplayed. Learners will identifywho played each role. This is reallyfun for students. Students shouldshare opinions about what wentwrong or right during the commu-nication role-play. Q: What couldhave been said differently to avoidproblems in communication?

15. Write – Teacher should ask: “Howcan you use what we have learnedtoday outside of the classroom?”Students will write about how theywill apply what they have learned.

Pre/Post AssessmentThe mind map that was created by stu-dents at the beginning of the lessonwill help to determine some of theskills the learners already had beforethe activity. It is also helpful to ask stu-dents to list the things that theyalready know about a particular subjectbefore it is taught. Either method willgive you a way to measure their learn-ing. There are several ways todocument outcomes for this activity.One of the easiest ways would be forteachers to observe classroom discus-

Room Set-up

It helps when there is a large

area in the class for the role-

play. Students can form a

circle around the area to

stand or sit for easy visibility.

Media Equipment

No equipment is necessary,

but could be helpful if

accessible.

Materials

Instructors will need copies

of the chart that lists the dif-

ferent communication

characteristics [Chase,

Laura. (1997). Communica-

tion for Workers. Vermont

Adult Learning: Rutland, VT.

pg.41.] Instructors will also

need copies of their scenar-

ios that they will hand out to

students.

Learner Handouts

Handout comes from the

Communication for Workers

book page 41.

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KSA-33

▼

L E S S O N 1 5

sions and report on any changes that they see in theirlearners. You could interview learners or ask them towrite about how they have applied what they havelearned to their lives. Student reflection logs givegreat feedback.

Evaluation by LearnersLearners will use reflection logs for feedback. Learnerfeedback will help to adapt this lesson in order tomake it successful.

Reinforcement/GeneralizationsCommunication skills can be used in every aspect of aperson’s life: work, community, and family.

CommentThe learners were very engaged during this activity.They find it beneficial and enlightening. Expect adap-tations to the time. Discussions can sometimes lastlonger than expected. It is important to manage thetime effectively.

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KSA-35

Stressing Accurate WorkmanshipWithin a Team

Susan KingCheatham County ABE

In this activity, participants work together in teams to plan a menu

for a luncheon for 20 people. In so doing, they are exposed to the

importance of accuracy in work as well as the concept that coopera-

tion and teamwork make everyone’s work easier and more efficient.

ObjectivesStudents cooperate and work togetheras a team to accomplish a commongoal. Students will understand and fol-low instructions. Students plan a menutogether and calculate the ingredientsneeded to prepare the menu to serve20 people.

Work-Based Skills• KSAs: Getting along with others;

Working on a team effectively; Coop-erating with others; Listening forunderstanding; Following instruc-tions; Accurately performing work;GED (reading, numeracy)

• SCANS: Basic skills (math, reading);Problem solving; Participates asmember of team—contributes togroup effort.

• EFF: Gather, analyze and use infor-mation; Work together; Cooperatewith others; Solve problems.

BackgroundThis activity was developed for a Fami-lies First class with the purpose ofusing familiar activities like cookingand planning meals to teach basicskills and workplace skills.

How to PrepareAssemble material. Become familiarwith activity instructions.

Active Learning Methods UsedReading, planning, discussing, writing.

What to Do During the ActivityIntroduction (15 minutes)• Explain to participants that this activ-

ity is to demonstrate how accuracyand teamwork are important in suc-cessfully accomplishing a task.

• Ask participants to list activities inwhich accuracy is important (e.g.administering medicine, measuringand laying carpet or flooring, cook-ing, mixing paint, carpentry).

• Discuss what happens if the partici-pant in these situations is not carefuland accurate. How does this affectthe outcome?

• Ask participants to think of timeswhen they were part of a team work-ing together to accomplish acommon goal (even as a family mem-ber).

• List these on the board.• Have participants think of the differ-

ent roles/tasks that make up one ofthese teams.

• List these roles/tasks.• Discuss how dividing the work

among team members makes theoutcome better and the work easier.What happens when one memberfails to do her part or does not doher part correctly? How does thisaffect the success of the outcome?

Start-up (5 minutes)• divide participants into teams of two

to four (depending upon the size ofthe class).

▼TypeStand-alone activity.

LearnersThis activity is suitable for

Level 2 Basic Skills learners.

Time Frame

1 hour 45 minutes to

2 hours.

Room Set-up

Small groups will work

together around a table.

Each person will need writing

space.

Materials

Cookbooks (one per partici-

pant); large piece of poster

paper per team; 10-12 index

cards per team; pencils (one

per participant); 10-12

pieces of notebook paper

per team.

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KSA-36

• Give each team several cookbooks, a large piece ofposter paper, index cards, paper, and pencils.

Activity (1 hour)Explain purpose of activity is to:• Demonstrate how math skills are applied in work-

place and everyday activities.• Demonstrate how accuracy can be crucial to success.• Learn to work cooperatively as a team, dividing

duties within the group to accomplish a commongoal.

• Learn to listen and follow instructions.

Give instructions and time allowances:1. Present this scenario to the class. Each team is a

food catering business that has been hired to planand serve a business lunch for 20 people. The din-ner should include a salad, a main course (entree),two side dishes (vegetable and/or fruit), bread,dessert, and beverage. (Be sure to remember anynecessary condiments.)

2. Plan a menu as specified above.3. Using the cookbooks, choose recipes for your

menu. Consider how certain foods go together bet-ter than others do, and consider the appearance ofthe food. Use foods of different colors to make anattractive plate. Be creative in your selections!

4. Use math skills, rewrite the recipes to serve 20 peo-ple (for examples, if a recipe serves 4 people,multiply each ingredient by 5; however, not allrecipes will be this simple to increase). Copy eachrevised recipe onto an index card.

5. Copy your menu onto a large piece of poster paperto present to class.

6. At the end of activity have each team present itsmenu and post recipe cards on board.

Learning from the experience1. Have each team describe how their group divided

roles/tasks among members. 2. Discuss the different ways each team operated. 3. List on board what participants learned from this

experience and how they think they can use this inother situations.

Pre/Post AssessmentIn the introduction, a pre-assessment of team skillscan be done by discussion of the participants’ pastexperiences as a team/group member. The discus-sions of what specifics were learned from thisexperience can be used as a post-assessment of teamskills, and the menus and recipe measurements canbe checked for correctness as a post-assessment for lis-tening, following instructions, accuracy, andnumeracy skills.

Evaluation by LearnersThe discussion of how participants can apply this toother situations can be used as a practical evaluationas well as self-checking recipe cards and measure-ments.

Reinforcement/GeneralizationsReinforce how these team skills can be used in manyworkplace settings as discussed in the “Learning fromthe experience” segment of the activity and how accu-racy and precision can be crucial in affectingoutcomes.

CommentThe participants in the Families First class enjoyedthis activity as it dealt with familiar elements such asmeal planning and cooking. They did complain aboutthe amount of math involved; however, sharing thisresponsibility through teamwork did stress the bene-fits of cooperation and teamwork.

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KSA-37

Dining Out Lisa SligerAthens/McMinn CountyABE

Students become members of four-member families who go to

a restaurant for an evening meal. A scenario is supplied giving

characteristics of the family members as well as some special consid-

erations/limitations, such as budget, diet, etc. Students use a real

restaurant menu to order a meal for their families.

ObjectivesStudents practice working as a team tosolve a real-life situation problem.They calculate how to use theirassigned resources. In the process,they get to know one another betterand strengthen their social skills andtheir abilities to communicate withone another.

Work-Based Skills• KSAs: Get along with others; Work

on a team effectively; Cooperate withothers; Listen for understanding;Talk respectfully; Follow instructions;Accurately perform work operations.

• SCANS: Performs basic computa-tions and approaches particularproblems by choosing appropriatelyfrom a variety of mathematical tech-niques; Decision making—specifiesgoals and constraints, generatesalternatives, considers risks, and eval-uates and chooses best alternative;Demonstrates understanding, friend-liness, adaptability, empathy, andpoliteness in group settings.

• EFF: Gather, analyze and use infor-mation; Manage resources; Worktogether; Use mathematical conceptsand techniques to solve problems.

BackgroundStudents are familiar with the KSAsprior to this class.

How to PrepareMake copies of case scenarios. Eachteam represents a different family andthus a different scenario. Make amenu by stapling copies of real menusto a manila folder so that it opens likea real menu. Each student receives amenu.

Active Learning Methods UsedReading, discussion, role playing,working math problems, teamwork.

What to Do During the ActivityDivide the class in to cooperativegroups of four to a family. Seat eachfamily at a separate table. Provide theprepared scenarios for each family.Groups can assign their own roles.Introduce the menus and discussvocabulary words, menu words particu-lar to the menus being used, andtipping/tax information. The “fami-lies” then have to decide what to orderkeeping to the constraints presentedas a part of their scenario. There arealso questions to be answered at theend of each scenario having to do withthe costs of the meal including salestax and gratuity and change to bereceived if paying with a $100 bill. Theteacher will float around the room toanswer questions from groups.

Pre/Post AssessmentThis will be a review and preview ofmath skills for all students. They will

▼Type

This activity is a stand-alone

activity which can be used

periodically as new students

enter the class. The teacher

can change the scenarios.

Learners

This activity can be adapted

to be used with all learners.

If the class has mixed levels

of students, the students

should be grouped heteroge-

neously.

Time Frame

Approximately 2 hours.

Room Set-up

4 students per table.

Materials

Case scenarios, play money,

menus. (Sample scenarios

and menus are attached.)

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KSA-38

be more aware of KSAs by discussing with studentswhat skills they used to complete this activity.

Evaluation by LearnersStudents can evaluate their work as a team

Reinforcement/GeneralizationsThe KSAs and basic skills are reinforced daily. Also, byworking as a “family,” learners may be able to transferthese skills to their home lives.

CommentStudents enjoy this activity. It teaches across all learn-ing styles. One funny drawback is that we’re allhungry after it’s completed. Perhaps an actual eatingexperience could be provided afterwards.

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KSA-39

Constructing and Decoratinga Christmas Tree

Diane TatumTullahoma Adult LearningCenter

Students demonstrate workforce concepts in the activity of decorat-

ing a Christmas Tree. Students take responsibility for locating

decorations, a tree, and locating a space for the tree.

Objectives• Students will employ teamwork,

cooperation, and decision-makingskills to decorate the learning space.

• Students will examine the impor-tance of “working-together” skills inwork-related projects.

• Students will understand the impor-tance of everyone’s part in thesuccess of the total project.

• Students will have fun!

Work-Based Skills• KSAs: Getting along with others;

Working on a team effectively; Lis-tening for understanding; Talkingwith respect; Following instructions;Decision making; Leadership.

• SCANS: Reading; Creative and criti-cal thinking.

• EFFs: Cooperating with others;Speaking so others can understand;Solving problems.

BackgroundIn order to use decorating a Christmastree for the holiday season as a work-force education activity, the studentswere presented the activity as a group-building activity.

How to PrepareLocate available Christmas decorationsand an artificial tree that needs to beassembled. Determine space to beused, unless you choose to make that apart of the experience.

Active Learning Methods UsedHands-on; discussion.

What to Do During the ActivityIntroduce the activity as a group build-ing experience. Explain that thisexperience is very much like doing aproject in the workforce. As much aspossible, allow students to be in chargeof the experience, make the decisions,and do the decorating. Possibleactions and decisions students mightconsider:1. Test light strings and star topper.

Determine which light strings youwant to use and place these on thetree.

2. Determine if the tree should bedone in a specific theme or color.Sort through the available decora-tions and determine which might beused on the tree: bows? ornaments?garland? tinsel? snow? etc. Addthese choices to the tree. Addwrapped empty boxes to the under-neath space if desired. (You maywant to add wrapping empty boxesto your project, then keep them fornext year!)

3. Determine if additional items needto be purchased or brought in tocomplete the decorating. What elseshould be done to do a good job ofthis?

▼Type

This is a stand-alone lesson.

Learners

Learners of all ages.

Time Frame

+/- 1 hour depending on

extent of decorations

available.

Room Set-up

Space for tree (clear tables

or floor for working space).

Media Equipment

• Extension cords, if required

• CD player (computer works

well!)

• CD of Christmas carols (for

mood building)

Transparencies

Static cling stencils for win-

dows!

Materials

• Unassembled artificial tree

• Assorted decorations for

tree

• Other decorations as

desired

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KSA-40

4. Once the work is complete, ask: How is this activitylike a work-related experience? Note the followingobservations: a) when the lights don’t work prop-erly it’s like when a member of the team fails to do his/her job; if team members fail to cooperate,the job is more difficult or left to someone else tocomplete.

Pre/Post AssessmentNo particular assessment other than observation ofthe way the group works together—who takes charge,who follows, who has creative or different ideas, whochooses to let others do the work.

Evaluation by LearnersSince this activity, the group members work togethermore effectively and talk to each other more fre-quently about lesson-related issues as well as personalissues! They seemed to enjoy the opportunity to dosomething fun while learning something about thework environment.

Reinforcement/GeneralizationStudents will remember the importance of complet-ing a project together when they enter the workforceand hopefully be better team workers as a result.

CommentGreat fun while learning serious lessons!

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KSA-41

Students research parenting methods through videos, parenting

articles from the Internet, magazines, pamphlets, friends and rela-

tives, and then brainstorm their own list of parenting tips. The

students function as a team to word process this list and provide

everyone with a copy.

ObjectivesStudents will discuss and express theirideas effectively, and gather and cate-gorize data. Students will function as ateam on a class project.

Work-Based Skills• KSAs: All as they function as a team

on a class project.• SCANS: Participates as member of

team—contributes to group effort;Writing—communicates thoughts,ideas, information, and messages inwriting and creates documents;Acquires and evaluates, uses, orga-nizes, and maintains information.

• EFF: Gather, analyze and use infor-mation, Work together; Develop andexpress sense of self.

BackgroundInformal class talk often centers onparenting issues. This lesson was devel-oped to focus that interest. Instructorand students can research together toget background material and neededinformation.

How to PrepareGather parenting articles, pamphlets,videos. Arrange for students to haveInternet access.

Active Learning Methods UsedGroup discussion, group decision mak-ing, correlating information, gettingalong with others, talking respectfully,following instructions.

What to Do During the ActivitySeveral parenting articles with parent-ing tips are supplied.

• The students will read the articles insmall groups and discuss the infor-mation in larger groups.

• Students then watch the video.

• The class engages in a discussionabout the tips that stood out in theirminds mentioned from the video.Also, discuss with the class methodsof parenting that their parents used,the methods of parenting they per-sonally use, and methods seenthrough the use of a video whichmay be more effective than the onesthey (or we) are currently using.

• Depending on the size of the class,the class is divided into teams of fourto eight team members with teammembers assuming different cooper-ative roles (recorder, group leader,facilitator, time keeper.)

• The teams then brainstorm and listtheir own parenting tips.

• After allowing time for the teams tocompile a list of their ideas, they typetheir list into the computer wordprocessing program.

• The next step is to have the teamscombine their lists and edit and

Student-Prepared Parenting Tips Lesia BrewerDecatur County ABE

▼Type

Stand-alone activity.

Learners

This activity is suitable to

all learners and encourages

participation of every

student.

Time Frame

This activity works well when

done over a period of time

on a daily basis to allow stu-

dents to reflect on good

parenting methods. Total

time varies according to

group and their interest. (Can

be completed in one session

or over several days.)

Room Set-up

Can be done at student’s

desk (discussion and data

gathering) then completed at

computer station.

Media Equipment

Television/VCR, computer

with Internet access, com-

puter with word processing

capability, printer, copier.

Materials

Parenting Articles from inter-

L E S S O N 1 9

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KSA-42

proofread their combined list.

• Finally they print up their list for dis-tribution.

Pre/Post AssessmentThe instructor will observe the class atwork to evaluate the teamwork beingused. The students will answer ques-tions about their way of parenting vs.the way they were raised and the differ-ences and similarities in parentingstyles. After the lesson, what they havelearned about parenting shouldchange the way the informal discus-sions in class go.

Evaluation by LearnersThrough discussion throughout thelesson, students felt quite free to evalu-ate each other’s tips and also what theyread about.

Reinforcement/GeneralizationsImprovement of knowledge, skills, andattitudes toward their parenting andcoping skills. Extension activities couldbe distributing their list more widelythan just to class members and follow-ing up with additional research on thetopic using parenting books and guestspeakers. As these students gainemployment, it will be important totheir success on the job to have betterparenting skills and more parentingresources.

CommentThis lesson will help students becomemore self-confident about their abilityto raise their children well.

net (http://www.familyeduca-

tion.com) magazines, etc.,

Parenting videos, Parenting

handouts (pamphlets).

Learner Handouts

Copies of all articles.

L E S S O N 2 0

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KSA-43

The Diary of Anne Frank(the play)

Glenda NicholsClinch Powell EducationalCooperative ABE (Hancock County)

Students will read (or act out) and discuss the play, The Diary of

Anne Frank. They will attempt to understand Anne Frank’s situa-

tion as well as the historical significance of her situation.

ObjectivesStudents will read and discuss a play.Students will reflect on how the con-text of history influences lives.Students will relate the KSAs to peo-ple’s lives in situations diverse fromtheir own. Students will recognize theimportance of KSAs to events and rela-tionships in everyday life.

Work-Based Skills• KSAs: Listening for understanding;

Talking with respect; Followinginstructions; Being dependable;Ethics.

• SCANS: Understands and interpretswritten information; Seeing things inthe mind’s eye; Integrity/Honesty-chooses ethical courses of action.

• EFF: Respect others and value diver-sity; View critically; Reflect andEvaluate; Learn in new ways.

BackgroundA review of the rise of Nazi Germanyand the situation faced by AnneFrank’s family is necessary backgroundfor understanding the play.

How to PrepareAsk students to close their eyes; tellthem they are hiding. Ask them toimagine what they would need, howthey would prepare, how their familywould cope. Set the stage for the playwith background information.

Active Learning Methods UsedDiscussion, active listening, mentalimagery, reading (or acting out) partsof play.

What to Do During the Activity1. Ask each student to recall a time

they felt “put down.” How did theyreact?

2. Explain the situation found in theplay (You may have to do an entirehistory lesson; students may notknow who Adolph Hitler or theNazis were).

3. Ask students to visualize the situa-tion that Anne faced and tell howthey would handle it. Ask them towrite some ideas.

4. Depending on your class level,either read or act out the play. Eachstudent volunteer is assigned a role.

5. Discuss the ethics and the history ofthe situation.

6. Questions: What would have hap-pened if the group had not beenable to cooperate, get along, talkwith respect, or stay as a team?What would have happened if Miephad not done the right thing, had-n’t follow instructions, or wasn’tdependable?

▼Type

A reading and discussion

activity involving the entire

class over a 3-4 week

period.

Learners

This is suitable for all

learners.

Time Frame

3 to 4 week period.

Room Set-up

Depending on student level,

you may choose to act out

the play or simply read it;

student volunteers only. You

will need enough room to act

out the play.

Media Equipment

Television and VCR.

Materials

Copies of the play (available

at used bookstores), a copy

of the film, Anne Frank

Remembered (Blockbuster).

Learner Handouts

Copy of the play, The Diary

of Anne Frank.

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KSA-44

7. After finishing the play we watched the film, AnneFrank Remembered. We discussed the differences inthe play versus the documentary.

Pre/Post AssessmentPre-Assessment: Discuss the importance of using theKSAs in everyday life.Post-Assessment: Each student will write a brief essayexplaining why these KSAs were so necessary forAnne’s survival. In addition, they will write how theycan translate these KSAs into their everyday lives.

Evaluation by LearnersThe students were fascinated with the story of Anne.

Reinforcement/GeneralizationsStudents were able to relate to the need for KSAs intheir lives.

CommentThe students were fascinated by the story and the his-tory. It provides basic history knowledge and sets upfuture lessons on tolerance, cooperation , andrespect.

L E S S O N 2 1

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KSA-45

Communicating Pictures Diane TatumTullahoma Adult LearningCenter

This lesson uses a combination of Taboo and Pictionary game skills

to teach the importance of precise communication and teamwork.

ObjectivesStudents will demonstrate the impor-tance of both speaking precisely andlistening carefully.

Work-Based Skills• KSAs: Getting along with others;

Working effectively on a team; Coop-erating with others; Listening forunderstanding and interpretingcommunication; Talking preciselyand with respect; Following instruc-tions, rules, and standardprocedures; Accurately performingwork.

• SCANS: Interprets and communi-cates information; Speaking—organizes and communicates orally;Seeing things in the mind’s eye—organizes and processes symbols,pictures; Participates as member ofteam—contributes to group effort.

• EFF: Work together; Speak so otherscan understand; Listen actively;Cooperate with others.

BackgroundInstructor should understand the rulesfor Taboo and Pictionary in order toexplain and to adapt the game to fitthe class.

How to PrepareCreate 2 sets of index cards with sim-ple to complex figures (nonsensicalfigures are best). Determine whichwords would immediately give the fig-

ure away and write those words on thecards as “taboo.”

Active Learning Methods UsedListening, drawing, description, discus-sion.

What to Do During the Activity1. Prepare groups as teams OR

appoint a first “artist” for the wholeclass.

2. Direct teams to choose a first artist.Direct the artist to leave the group.Hand out the first matching set ofindex cards to the rest of the team.

3. Direct the team to describe the fig-ure on the card to the artist withoutusing any of the taboo words. Usinga taboo word disqualifies the teamfor a win on that word.

4. Bring the artists back to the teams(or into the room). Start teams atthe same time describing the figureon the card. When the team com-pletes a reasonable facsimile of thefigure, they should stand, raise theirhands or yell out a code word.

5. Keep score for the teams for compe-tition. Discuss the difficulties theyencountered in communicating thefigure to the artist. Decide on strate-gies which might help solve thoseproblems.

▼Type

Stand-alone activity.

Learners

All learners.

Time Frame

1/2 an hour to an hour,

depending on the number of

prepared cards.

Room Set-up

For teams, group students in

teams in a circle or around a

table. For whole class, place

the artist at the board in front

of the gathered group.

Media Equipment

Could be done on an over-

head projector as well.

Materials

• Prepared index cards.

• Paper and markers or

chalk/dry erase marker and

board based on whether

the game will be played in

teams or with individuals

drawing.

• Prizes, if you choose to

do the activity as a

competition.

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KSA-46

6. Repeat the competition and de-briefing witheach prepared set of cards. Declare a winner anddistribute prizes. Ask: How does this game help usto know better ways to communicate with others athome or at work? Point out that you need to knowwhat you mean, say what you mean, speak clearly,use appropriate language for the situation (notaboo words!), and eliminate distractions (back-ground noises, static, inappropriate subject matter)from the communication.

Pre/Post AssessmentDiscussion and de-briefing sessions will allow theinstructor to determine whether the messages arebeing received.

Evaluation by LearnersDid they have fun? Did communication improve dur-ing the course of the game? Did they work together?

Reinforcement/GeneralizationCommunication skills are required in family life,school life, and work life.

CommentThe most common problem my students had with thisactivity was lack of vocabulary to express the figureswithout using the “taboo” words. They wanted to drawit in the air rather than describe it. In addition, theartist jumped to conclusions and caused problems incommunication by not listening. Another “problem”was too many people talking at one time, whichcaused “static.” In other words, the activity showedthe need for exactly what I wanted students to learn!

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KSA-47

Job Jeopardy Micki HendrixMcNairy County ABE

Reviews previously learned materials in team/competitive manner.

Job Jeopardy is a modified version of Jeopardy. It is a fun way to

review previously learned material.

ObjectivesStudents demonstrate understandingof concepts, and practice teamworkand cooperation.

Work-Based Skills• KSAs: Get along with others; Work

on a team effectively; Listen forunderstanding; Follow instructions;GED skills of numeracy, reading.

• SCANS: Participates as member ofteam—contributes to group effort.

• EFF: Work together; Listen actively;Cooperate with others.

BackgroundInstructor must prepare questions forthe game and assign point value toquestions. Learners are given time toreview materials before the gamebegins.

How to PrepareInstructor makes a poster chart withpockets to insert question cards. Chartmay be used repeatedly. Questioncards are prepared on game day toincorporate new skills (see attach-ments).

Active Learning Methods UsedGroup discussion, problem solving andteamwork

What to Do During the ActivityTeacher reads questions, explainsanswers, keeps score, monitors stu-dents.1. Teacher divides the class into even

teams.

2. A member from Team I selects a category and value.

3. The teacher reads the question.

4. All students write the answer ontheir own paper. Team I studentsmay confer after comparinganswers, and then the answer isgiven.

5. If answer is correct, Team I scores. If answer is incorrect, Team II has achance to answer the question forpoints.

6. Team II selects a question…so forth.

7. At the end of the question round,the teams wager for a final jeopardyquestion. They confer with theteam and then submit the answer inwriting.

Pre/Post AssessmentPre-Assessment: Teacher helps the stu-dents during study time and learnswhat they need to review.Post-Assessment: Teacher collects stu-dent answer sheets to check skills.

▼Type

This activity can be used

often to review new material.

Learners

Activity is geared to learners

on all levels.

Time Frame

One session, about

15 minutes for study period,

30 minutes playing time.

Room Set-up

Divide the class into at least

2 teams of 3-4 people.

Make sure each team is

balanced academically.

Students sit at a table (or

desk) closely together for

team discussion.

Materials

Index cards, poster board,

markers; students need

pencil and paper.

Learner Handouts

Copies of “used” Jeopardy

questions.

L E S S O N 2 2

1 9 9 9 I D E A B O O K

KSA-48

Evaluation by LearnersLearners check their own skills during game.

Reinforcement/GeneralizationsAll skills are transferable to real life skills and theworkplace. Problem solving is reinforced.

CommentStudents love the game! This is a good extension ofany lesson and the fact that students look forward toplaying the game indicates that they find it enjoyableand helpful.