Welcome to theWelcome to the

Literacy in Life TrainingLiteracy in Life Training

An Introduction to Teaching Adult LearnersAn Introduction to Teaching Adult Learners

Tacoma Tacoma Community Community HouseHouse is an is an

organization that began organization that began in Tacoma in 1910 as a in Tacoma in 1910 as a

settlement house to settlement house to welcome newcomers to welcome newcomers to

Tacoma. Tacoma.

TCH offers:TCH offers: Adult educationAdult education Employment Employment

assistanceassistance Immigration servicesImmigration services Trainings (like this Trainings (like this

one– through one– through Literacy NOW)Literacy NOW)

The workshops are The workshops are funded by:funded by:

Office of Refugee and Office of Refugee and Immigrant AssistanceImmigrant Assistance

Fees to individual programsFees to individual programs Tacoma Community HouseTacoma Community House

Literacy NOW Literacy NOW provides a variety provides a variety of workshops:of workshops:

For ESL TutorsFor ESL Tutors For Literacy TutorsFor Literacy Tutors Intercultural Intercultural

Communication for the Communication for the Workplace or Library Workplace or Library

Literacy NOW Literacy NOW

is a division of is a division of

Tacoma Community Tacoma Community House. House.

Historical Perspectives on Historical Perspectives on LiteracyLiteracy

In 1991, according to Congress, to In 1991, according to Congress, to be literate was to have the be literate was to have the reading, writing and math skills reading, writing and math skills necessary to function effectively necessary to function effectively as a worker, family member, as a worker, family member, and community member. and community member.

Historically, literacy has been Historically, literacy has been measured based on possession measured based on possession of a high school diploma.of a high school diploma.

According to the 2000 US Census, According to the 2000 US Census, 571,000 WA adults do not have 571,000 WA adults do not have a high diploma and are not a high diploma and are not enrolled in school. enrolled in school.

YEARYEAR Considered Considered Literate If…Literate If…

1880’s1880’s you could sign you could sign your nameyour name

1930’s1930’s you completed you completed the 4the 4thth grade grade

1960’s1960’s you completed you completed the 8the 8thth grade grade

20002000 ??????

The 2003 National Assessment of Adult Literacy The 2003 National Assessment of Adult Literacy (NAAL) uses three different literacy (NAAL) uses three different literacy classifications:classifications:

1.1. Prose Literacy: Prose Literacy: The knowledge and skills needed to perform prose tasks, (i.e., to search, The knowledge and skills needed to perform prose tasks, (i.e., to search,

comprehend, and use continuous texts). comprehend, and use continuous texts). ExamplesExamples include editorials, news stories, brochures, and instructional include editorials, news stories, brochures, and instructional

materials.materials.

2.2. Document Literacy:Document Literacy: The knowledge and skills needed to perform document tasks, (i.e., to The knowledge and skills needed to perform document tasks, (i.e., to

search, comprehend, and use non-continuous texts in various formats). search, comprehend, and use non-continuous texts in various formats). ExamplesExamples include job applications, payroll forms, transportation include job applications, payroll forms, transportation

schedules, maps, tables, and drug or food labels.schedules, maps, tables, and drug or food labels.

3.3. Quantitative Literacy:Quantitative Literacy: The knowledge and skills required to perform quantitative tasks, (i.e., to The knowledge and skills required to perform quantitative tasks, (i.e., to

identify and perform computations, either alone or sequentially, using identify and perform computations, either alone or sequentially, using numbers embedded in printed materials). numbers embedded in printed materials).

ExamplesExamples include balancing a checkbook, figuring out a tip, completing include balancing a checkbook, figuring out a tip, completing an order form or determining the amount.an order form or determining the amount.

Below Basic: Below Basic: no more than the most no more than the most simplesimple and and

concreteconcrete literacy skills literacy skills

Basic: Basic: can perform simple can perform simple and everyday literacy and everyday literacy activitiesactivities

Intermediate: Intermediate: can perform moderately can perform moderately challenging literacy activitieschallenging literacy activities

Proficient: Proficient: can perform complex and can perform complex and

challenging literacy activitieschallenging literacy activities

Each type of literacy has four different levels of proficiency:

Warm-up ActivityWarm-up Activity

Draw a picture of a Draw a picture of a living space, inside living space, inside or out. A place from or out. A place from your past, or future. your past, or future.

This activity contains This activity contains the key principles we the key principles we need to incorporate need to incorporate when working with when working with adult learners:adult learners: It is personalIt is personal It is meaningfulIt is meaningful It is interactiveIt is interactive There is a concrete There is a concrete

hookhook

Traditional Approaches to Traditional Approaches to Adult LiteracyAdult Literacy

Adult Learners are Adult Learners are often treated as if often treated as if they are an empty they are an empty head full of scores. head full of scores.

But adults are more But adults are more complex than their complex than their test scores. They test scores. They have multiple roles have multiple roles to fulfill in and to fulfill in and outside the outside the classroom, and classroom, and multiple reasons for multiple reasons for choosing to be in choosing to be in school. school.

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Who are my students?Who are my students?

Adult learners Adult learners fulfill multiple fulfill multiple roles and have roles and have multiple multiple reasons for reasons for being in school. being in school. Adult learners Adult learners have three have three intersecting intersecting roles: as family roles: as family members, members, workers, and workers, and citizens. citizens.

Why become literate?Why become literate?

Adult students typically have four reasons for Adult students typically have four reasons for improving their literacy:improving their literacy:

1.1. Voice:Voice: To express ideas and opinions with the confidence that To express ideas and opinions with the confidence that

they will be heard and understoodthey will be heard and understood

2.2. Access to information:Access to information: To access information to orient themselves in the worldTo access information to orient themselves in the world

3.3. Independent action:Independent action: To solve problems and make decisions independentlyTo solve problems and make decisions independently

4.4. Bridge to the future:Bridge to the future: To reflect on their past learning experiences and apply To reflect on their past learning experiences and apply

insights to the world as it changesinsights to the world as it changes

Adult Learners are NOT Adult Learners are NOT the Same as childrenthe Same as children

Adult learners differ in many Adult learners differ in many ways from children. They ways from children. They have more independence, have more independence, heterogeneity, responsibility, heterogeneity, responsibility, life experience, time life experience, time constraint, and choice in being constraint, and choice in being a part of a classroom. a part of a classroom. Materials must be adapted to Materials must be adapted to meet the practical and meet the practical and immediate needs of adults immediate needs of adults and teaching must respect the and teaching must respect the maturity of students. maturity of students.

Adult Literacy Adult Literacy StandardsStandards

These are some These are some broad broad

descriptions that descriptions that identify what identify what

adults need to adults need to do to be do to be

successful in successful in their roles and their roles and

purposespurposes

AssessmentAssessmentComprehensive Adult Student Assessment SystemComprehensive Adult Student Assessment System

CASAS has been used by over 3 million adults. CASAS has been used by over 3 million adults. The assessments provide descriptions of The assessments provide descriptions of adults' general job-related ability in reading, adults' general job-related ability in reading, mathematics, oral communication, and writing. mathematics, oral communication, and writing.

Scores are on a numerical scale ranging from Scores are on a numerical scale ranging from 150 to 250. For more information, see the 150 to 250. For more information, see the CASAS skills descriptors links below:CASAS skills descriptors links below: Adult Basic Education Level Descriptors Adult Basic Education Level Descriptors Writing LevelsWriting Levels Speaking LevelsSpeaking Levels

Learning StylesLearning Styles

AuditoryAuditory Learns through hearing and Learns through hearing and

talkingtalking Examples: listening to a Examples: listening to a

lecture lecture VisualVisual

Learns through seeing, Learns through seeing, watching, and readingwatching, and reading

Example: Watching the Example: Watching the lecturer write information on lecturer write information on the whiteboard the whiteboard

KinestheticKinesthetic Learns best while moving Learns best while moving

large muscleslarge muscles Example: fidgeting or jiggling Example: fidgeting or jiggling

leg during a discussionleg during a discussion

HapticHaptic Learns best while moving Learns best while moving

small musclessmall muscles Example: doodling while Example: doodling while

listening to a lecturelistening to a lecture

TactileTactile Learns best by processing Learns best by processing

information in context information in context through touchthrough touch

Example: using braille to Example: using braille to read instead of trying to read instead of trying to visually process lettersvisually process letters

To create the most useful learning To create the most useful learning environment, ask the learner:environment, ask the learner: Do you like quiet or music when you read or Do you like quiet or music when you read or

write?write? Do you like lots of light?Do you like lots of light? Do you like dimmer lights?Do you like dimmer lights? What kind of space do you need around What kind of space do you need around

you?you?

Auditory Learning Auditory Learning StrategiesStrategies

Think aloud – Talk to yourself. Before beginning a project or study session state out Think aloud – Talk to yourself. Before beginning a project or study session state out loud what you are going to do. You may want to write them down at the same time. loud what you are going to do. You may want to write them down at the same time.

Write and state aloud goals for assignments. Restate out loud as often as needed. Write and state aloud goals for assignments. Restate out loud as often as needed. Discuss ideas with a friend or small group. Quiz each other out loud, brainstorm out Discuss ideas with a friend or small group. Quiz each other out loud, brainstorm out

loud, etcetera. loud, etcetera. Say math problems and steps aloud. This will help you retrieve the steps from your Say math problems and steps aloud. This will help you retrieve the steps from your

memory.memory. Ask to take oral quizzes, tests, and exams. Some subjects require learning to organize Ask to take oral quizzes, tests, and exams. Some subjects require learning to organize

your writing but, in other subjects or assignments, oral presentations are acceptable.your writing but, in other subjects or assignments, oral presentations are acceptable. Memorize material by reciting it out loud over and over again. Memorize material by reciting it out loud over and over again. Free write a rough draft of a paper. Write what you hear in your head or verbalize it Free write a rough draft of a paper. Write what you hear in your head or verbalize it

into a tape recorder. Make changes such as organization and grammar later when into a tape recorder. Make changes such as organization and grammar later when ideas will be there.ideas will be there.

Read class material aloud; by yourself, in a group, or with a partner.Read class material aloud; by yourself, in a group, or with a partner. Sit in the back or the side of the room. Sit in the back or the side of the room. Make your own tapes of important information from lectures or from readings. Make your own tapes of important information from lectures or from readings. Record the steps of math problems or formulas or say them out loud to study for tests. Record the steps of math problems or formulas or say them out loud to study for tests. Use mnemonics to memorize material. They can include rhymes, songs, or rhythms. Use mnemonics to memorize material. They can include rhymes, songs, or rhythms. Make flashcards and read them aloud while making and practicing them. Make flashcards and read them aloud while making and practicing them.

Visual Learning Visual Learning StrategiesStrategies Work in a well organized and quiet space. Work in a well organized and quiet space.

Think on paper. Write down thoughts, ideas, questions, and steps to complete tasks. Think on paper. Write down thoughts, ideas, questions, and steps to complete tasks. Use visual organizers such as cluster maps to organize information and ideas.Use visual organizers such as cluster maps to organize information and ideas. Use spelling techniques that concentrate on the shape of the word by outlining it using color.Use spelling techniques that concentrate on the shape of the word by outlining it using color. Keep paper and pencil handy to jot down ideas or thoughts about papers, tests, or projects. Keep paper and pencil handy to jot down ideas or thoughts about papers, tests, or projects. Draw pictures or symbols for complex ideas or information; copy reading materials and take Draw pictures or symbols for complex ideas or information; copy reading materials and take

notes on the page. notes on the page. Highlight important information in one color and new vocabulary in another. Highlight important information in one color and new vocabulary in another. Make eye contact with speaker/presenter and ask questions or write down questions as they Make eye contact with speaker/presenter and ask questions or write down questions as they

occur to you.occur to you. Make charts, graphs, and tables out of data and statistical information.Make charts, graphs, and tables out of data and statistical information. Use flow charts or visual representations to remember steps to problems. Use flow charts or visual representations to remember steps to problems. Make posters, videos, or presentation boards for reports when possible. Make posters, videos, or presentation boards for reports when possible. Use color to organize notebooks or 3-ring binders.Use color to organize notebooks or 3-ring binders. Preview reading by scanning pictures, tables, charts, and headings. Write down questions Preview reading by scanning pictures, tables, charts, and headings. Write down questions

next to the text. next to the text. Create your own flash cards using color and symbols to set apart from one another. Create your own flash cards using color and symbols to set apart from one another. Sit in the front of a classroom away from doors and windows when possible. Sit in the front of a classroom away from doors and windows when possible. Go over notes rewriting them in outline form and compare with a friend for important Go over notes rewriting them in outline form and compare with a friend for important

information. information. Make a list or keep a pocket calendar to track assignments and appointments. Mark them Make a list or keep a pocket calendar to track assignments and appointments. Mark them

complete.complete. Write down mnemonics such as “sapia”, a word created from the first letter of the oceans of Write down mnemonics such as “sapia”, a word created from the first letter of the oceans of

the world. the world.

Kinesthetic Learning Kinesthetic Learning StrategiesStrategies

Chew gum while in class or while studying.Chew gum while in class or while studying. Work at a tall table that allows you to stand or move around freely. Work at a tall table that allows you to stand or move around freely. Play music in the background. Wear headphones if around others.Play music in the background. Wear headphones if around others. Connect physical movement to information to memorize; walk while reciting flashcards.Connect physical movement to information to memorize; walk while reciting flashcards. Take frequent short breaks while studying or change your position every 10 – 15 minutes. Take frequent short breaks while studying or change your position every 10 – 15 minutes. Use a koosh or squeeze-it ball to keep your hands busy, or roll a tennis ball with your feet Use a koosh or squeeze-it ball to keep your hands busy, or roll a tennis ball with your feet

to keep your body quietly moving during periods where you must remain seated.to keep your body quietly moving during periods where you must remain seated. When learning new information, make task cards, flashcards, card games or teach When learning new information, make task cards, flashcards, card games or teach

someone else. someone else. When memorizing new words, draw each letter in the air with your hand using large When memorizing new words, draw each letter in the air with your hand using large

muscles and large movements while saying the letters out loud.muscles and large movements while saying the letters out loud. Use interactive computer games to help with learning math facts.Use interactive computer games to help with learning math facts. When reading a chapter or short story, preview the material by scanning the cover, any When reading a chapter or short story, preview the material by scanning the cover, any

pictures or illustrations, and reading the table of contents or headings before reading. pictures or illustrations, and reading the table of contents or headings before reading. Use multimedia to report on what you have learned when you can by creating videos, Use multimedia to report on what you have learned when you can by creating videos,

posters, models, power point, photographs, and dramatic presentations. posters, models, power point, photographs, and dramatic presentations. Make large flashcards or charts of information to be remembered or understood. Make large flashcards or charts of information to be remembered or understood. Create raps or rhyming poems of new information and concepts.Create raps or rhyming poems of new information and concepts.

Some of your students will Some of your students will have learning disabilitieshave learning disabilities

1 in 5 adults in the US has a learning disability: 1 in 5 adults in the US has a learning disability: that’s about 1,333,640 in WA State alonethat’s about 1,333,640 in WA State alone

30-80% of adult learners have learning 30-80% of adult learners have learning challenges that negatively impact their learningchallenges that negatively impact their learning

So, what do you know about learning So, what do you know about learning disabilities (INSERT What do you know PPT disabilities (INSERT What do you know PPT here)here)

The Tutor’s RoleThe Tutor’s Role

To motivateTo motivate To set up a welcoming learning To set up a welcoming learning

environmentenvironment To set the tone for learningTo set the tone for learning To monitor the learner’s To monitor the learner’s

developmentdevelopment To identify and use relevant To identify and use relevant

and purposeful materialsand purposeful materials To create timely learning To create timely learning

experiences connected to what experiences connected to what the learner is ready to learnthe learner is ready to learn

Activities for the 1Activities for the 1stst Meeting Meeting Names:Names:

Exchange names with your student and ask questions Exchange names with your student and ask questions about their name: about their name: How did you get your name? Do you How did you get your name? Do you have any nicknames? Where did they come from? have any nicknames? Where did they come from? What do you like and not like about you name?What do you like and not like about you name?

Yesterday, Today and TomorrowYesterday, Today and Tomorrow Student and tutor interview each other. Student and tutor interview each other. What is one What is one

thing you did in your past, one thing you are doing right thing you did in your past, one thing you are doing right now, and one this you hope to do in the future?now, and one this you hope to do in the future?

My Personal ShieldMy Personal Shield Create a symbol to represent areas of your life. Create a symbol to represent areas of your life. Draw a Draw a

round shield divided into four parts. In each part, make round shield divided into four parts. In each part, make a picture to represent: 1. The best time I ever had. 2. a picture to represent: 1. The best time I ever had. 2. My greatest accomplishment. 3. My most prized My greatest accomplishment. 3. My most prized possession. 4. Something I would like to happen. possession. 4. Something I would like to happen.

Sources CitedSources CitedComprehensive Adult Student Assessment Systems. Comprehensive Adult Student Assessment Systems. Skill Skill

Level DescriptorsLevel Descriptors. 21 August 2009. . 21 August 2009. http://https://www.casas.org http://https://www.casas.org

Frequently Asked Questions.Frequently Asked Questions. 28 July 2009. National Institute 28 July 2009. National Institute for Literacy. 18 August 2009. http: for Literacy. 18 August 2009. http: http://www.nifl.gov/about/faq.html http://www.nifl.gov/about/faq.html

Literacy Network of Washington. Literacy Network of Washington. What do you know?What do you know? National Center for Educational Statistics. National Center for Educational Statistics. National National

Assessment of Adult LiteracyAssessment of Adult Literacy. 2003. 21 August 2009. . 2003. 21 August 2009. http://nces.ed.gov/naal/ http://nces.ed.gov/naal/

Schneider, Melody. Schneider, Melody. Literacy in Life: A Handbook for Volunteer Literacy in Life: A Handbook for Volunteer Literacy TutorsLiteracy Tutors. Washington: Literacy Network of . Washington: Literacy Network of Washington, 1998. Washington, 1998.

Us Department of Education. Us Department of Education. 2525thth Annual Report to Congress Annual Report to Congress on the Implementation of the Individuals with Disabilities on the Implementation of the Individuals with Disabilities Education Act.Education Act. 2003. 2003.