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Welcome TX-PMNOctober 2019, Convening
Dr. Tamara ClunisVice-President of Academic Affairs, Amarillo College
Agenda-• Welcome and Introductions • Why We Love/Hate Change • Working Lunch- Ability to Benefit (AtB) Webinar• Start With Talent; Finish With Strength• External Evaluation Process for 2019/2020• Break• Why Contextualized Learning Materials? • Wrap-up Session • End of Day
Why We Love/Hate Change!
TEXAS PEER MENTOR NETWORK
MITCHELL NASH
MOMENT LEADERSHIP
Agenda
Change…so what is it?
Managing Transitions Model
Locating People in their Transitions
Managing Endings and Loss
Communication during Transitions
How we’ll work togetherEngaged, Motivated and Participating
Incentives and “Bribery”
The Work of Leadership
Provide Stability Promote Change
A World of Constant Change
The amount, the magnitude, the pace and the complexity of change all continue to accelerate…
True?
Change…
…alter to make a difference in the state or condition of a thing or to substitute another state or condition. To change is to make a material difference so that the thing is distinctly different from what it was
Change: Good or Bad?
Implementing a new system (or policy or procedure)?
Hiring a new leader? New team?
Re-organization?
Merger/Acquisition?
“Change-aholic” “Change-a-phobic”
What’s it like working with the other?
Change versus Transition
Managing Change
Strategic Planning
Change Leadership
TransitionManagement
The Missing Piece
Well-run organizations invest heavily in this
They are also now starting to invest in this
Change
An Event: It is situational and is external to us
SOMETHING OLD STOPS SOMETHING NEW BEGINS
CHANGE
Transition
A Process: An internal psychological reorientation
SOMETHING OLD STOPS SOMETHING NEW BEGINS
CHANGE
TRANSITION
A Story about Landon…
Change vs. Transition: PersonalTHE CHANGE THE TRANSITION
• Preparing for commitment• Becoming comfortable as a couple • Adapting to name changes• Adjusting to life together
• Learning new parenting skills• Getting to know a new child• Loss of sleep and adult time • Adjustment with other children
• Setting up a new house• Meeting new neighbors• Getting to know the new neighborhood• Adjusting to new routines
Change vs. Transition: ProfessionalTHE CHANGE THE TRANSITION
• Acquiring new skills• Accepting more responsibility• Working with different people• Changing relationships
• Adapting new language• Streamlining cultures• Integrating processes• Reorganizing people and jobs
• Learning new technologies• Revising procedures/protocols• Changing old habits• Reconciling files/accounts
William Bridges, 1933 - 2013
Ending
NeutralZone
NewBeginning
impatience
anger
resentment
fear
anxietyloss
confusion
disconnectedness
sadnessanticipation
confidence
satisfaction
ease
renewal
energy
curiosity
receptivity
excitement
denial
disorientation
completion
In Summary…Phases of Transition
Ending• Letting go • Getting closure• Saying good-bye
New Beginning•Renewal•Being “with it” •The new chapterNeutral Zone
• In-between time • Confusion • Excitement
Resistance
“It’s the transition, not the change, that people often resist.”
– William Bridges
Resistance
It’s the transition, not the change that people often resist.
– Expectations are disrupted– Sense of security is threatened– Feeling “out of control”– Feeling awkward, embarrassed or
afraid they will look foolish– Missing key information to help
them understand implications of the change
Locating People in Transition
The Marathon Effect
Ending
Neutral Zone
NewBeginning
Time
Pre-Transition Performance
Transitions Lead to a Drop in Productivity
Prod
uctiv
ity
Post -Transition Performance
Bottom-Line Impact of Productivity Drop Dept. of Labor “rule of thumb” – employees are productive 6.5 hours/day
During times of change – productivity is as low as 3.6 hours/day
Just to make the point…let’s say your organization is losing one hour productivity/employee/day…
• Average hourly salary = $25• 1000 employees• Lose 1 hr/productivity/EE/day• Transition takes six months = 120 days
Bottom-Line Impact of Productivity Drop
Rule of Thumb – 6.5 hours/productivity/employee/day
During times of change – as low as 3.6 hours/employee/day
Just to make the point…let’s say your organization is losing one hour productivity/employee/day…
$3 Million!!!
Ending
Neutral Zone
NewBeginning
Time
Pre-Transition Performance
Prod
uctiv
ity
Activities to Manage the Transition
Duration
Dept
h
Post -Transition Performance
Managing Transition Lessens Bottom-Line Impact
Ending
Neutral Zone
NewBeginning
Time
Pre-Transition Performance
Managing Transition Lessens Bottom-Line Impact
Prod
uctiv
ity
Post -Transition PerformanceActivities to Manage the Transition
Duration
Dept
h
Gain from Transition
Management
Key Principles for Managing Endings
Principle #1◦ Identify and acknowledge losses associated with the change
Principle #2◦ Implement strategies to help employees move through the Ending phase
Work-Related Losses
Turf
Sense of Future
Identity
Status
Competence
Power/Influence
Control
Relationships
Structure/Routine
Work-Related Losses
Turf
Power/Influence
Control Sense of Future
Relationships Identity
Status
Competence
Structure/Routine
• Whether real or perceived, permanent or temporary, tangible or intangible, the loss is there…and important to acknowledge.
Strategies to Manage the Ending PhaseMake sure that you…
1. Clarify what is and is not ending2. Acknowledge people’s endings and losses3. Understand and accept grieving as natural and necessary4. Sell the problem without putting down the past5. Give people all the information they need6. Use ceremony or symbolic events to honor the past
Neutral Zone…“Heart” of Transition
BAD NEWS…everything is up for grabs– The old identity is fading, but the new identity isn’t clear– The expectations aren’t clear though new structures are in place
It’s a very confusing time and the trust gap can widen
GOOD NEWS…everything is up for grabs– People may be more open to trying new things– There is opportunity for individual and organizational renewal
Strategies can be implemented to enhance trust
Organizational Communication
More Important During Times of Transition
Don’t “Turtle”
Let’s do a Test
BedRest
AwakeNight
DreamEat
SnoozeNap
RelaxSound
SlumberSnore
Communication Basics
6x rule
Vary the medium
Ensure it’s two-way
Consider timing
Ensure consistency
People trust behavior over words
Communication Basics
Understanding is more important than agreement
Listening is twice as important as talking
Tell them the truth – good news and bad
People usually complain before they create
Clarifying the Message
Communicate the 4 Ps◦ Explain the PURPOSE (why)
◦ Describe the PICTURE (what)
◦ Lay out the PLAN (how)
◦ Allocate the PART (who)
Purpose
Why are we doing this?
What would happen if the organization didn’t change?
How will team members benefit from the change?
Picture
What will the other side of the change be like?
How will the organization become more effective as a result of the change?
What is changing and what isn’t?
Plan
What is the plan for getting where we need to go?
What is going to happen over the next X months?
What happens first, second, third?
Part
What is my role? How will I be involved?
What role can team members play in making the change successful?
What kind of support will be needed for affected individuals and groups?
Insights/Takeaways
Working LunchATB Webinar
Join Webinar
START WITH TALENT; FINISH WITH STRENGTHUNLEASH YOUR TALENTS
Victoria HughesGallup Certified Strengths Coach
Connectedness, Belief, Learner, Responsibility, Empathy
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What will happen when we think about what is right with people rather than fixating on what is wrong with them?”
54
Donald O. Clifton, Ph.D. psychologist and business executive (1924-2003)
“
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Barrier Breakers
Bridge Builders
Hope Restorers
Poverty Fighters
Heart Healers
Way Makers Soul Shakers
Transformational Leaders
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PEOPLE WHO FOCUS ON USING THEIR STRENGTHS …
are three TIMES as likely to report having an excellent quality of life
are six TIMES as likely to be engaged in their jobs
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look forward to going to work
have more positive than negative interactions with coworkers
treat customers better
tell their friends they work for a great company
achieve more on a daily basis
have more positive, creative, and innovative moments
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PEOPLE WORKING IN THE STRENGTHS ZONE …
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THEMES ARE THE BASIC LANGUAGE OF TALENT
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Examples of talent include:
effortlessly and instinctively starting conversations thinking in an orderly or timely manner being able to easily influence others seeing patterns in data consistently having a positive outlook on life
59
EVERYONE HAS TALENT
Talent is a naturally recurring pattern of thought, feeling, or behavior that can be productively applied.
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talk to people in elevators, airplanes, grocery stores, and wherever you go
have a color-coded or otherwise organized closet
write down a list of things to do, and stick to it
make a list of things to do on weekends
need to pick someone to race while driving
ask too many questions
push the elevator button to “remind” the elevator that you are there
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STAND UP IF YOU ALWAYS …
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Universities are among the least engaged workplaces in the world. They are failing to maximize the potential of their
biggest asset -- their faculty and staff.
Without university employees who go above and beyond, Gallup finds that students are less likely to be engaged in
education and prepared for life. ”
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Gallup Press 2019
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Learning and Development in Higher Education
College and university employees rank right around the bottom-quartile on“learn and grow” measures compared with other employees in the U.S.
only 4 out of 10 higher education staff and faculty strong agree that in the past year they’ve had opportunities at work to learn and grow.
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Invest in the people who invest in students."
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“Thriving staff, thriving students.
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There is nothing wrong with being aware of our weaknesses and managing them, but our greatest opportunity for success lies in building on our natural talents.
Let’s start now to identify and maximize each person’s talents and strengths.
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Stand and locate the matching chart color to your card color (no more than 4 at a chart)
Introduce yourself to your chart buddiesName, College & Passion
Look this way for your next set of instructions
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Interesting point or reflection about the topic
An experience or a connection you are making about the reading
READ AND DISCUSS
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Think and write individually the most important point, ah ha, or insight from the readings
Share your MIP with your table group
MIP: Most Important Point
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Victoria HughesCertified Gallup Strengths [email protected](806) 683-4248
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TX-PMN College Integration Pathways Grant Evaluation
Agenda
• Introductions• Key Takeaways from 2018-19 Evaluation• Program Overview• Evaluation Approach• Research Activities & Timeline• Questions?
Introductions
• Joseph Shields
• Jill Carle, PhD
Gibson Consulting Group
• Education Consulting and Research Group based in Austin, Texas• Experience in evaluation of higher education programs:
o AVID for Higher Education Program Evaluation for THECBo National AVID College Completion Project for MSDFo Texas STEM Accelerator Grant Program for Educate Texaso Project-Based Learning Implementation Study for Western Texas College
• Evaluation of 2017-18, 2018-19 TX-PMN
Agenda
• Introductions• Key Takeaways from 2018-19 Evaluation• Program Overview• Evaluation Approach• Research Activities & Timeline• Questions?
Key Takeaways from 2018-19 TX-PMN Evaluation• Support from institution leadership opens doors
oRebuilding, rebranding, reciprocityo Further develop and expand IET supports with academic programs of study
• Collaborative environment increases confidence• Teaching and active and collaborative learning instructional strategies
are gaining traction• Coordination between AEL and academic advising• Initial steps toward digital integration of AEL into the college
Key Takeaways from 2018-19 TX-PMN Evaluation
• Some expansion of services for AEL students • TX-PMN encourages AEL leaders to think about continuous
improvement• TX-PMN provides AEL leaders with network of resources• The extent to which AEL Leaders benefit from TX-PMN is related to
individual efforts to leverage the network resources
Remaining Challenges
• Perceived lack of follow-through from college administration• Lack of understanding about benefit of AEL to the college• Inconsistencies in advising and access to student services• Complexities with integrating digital systems
Agenda
• Introductions• Key Takeaways from 2018-19 Evaluation• Program Overview• Evaluation Approach• Research Activities & Timeline• Questions?
Program Overview• Grant supports Texas Peer Mentor Network (TX-PMN)
o Year 1 (2017-18) – 6 AEL programso Year 2 (2018-19) – 11 AEL programso Year 3 (2019-20) – 15 AEL programs
• Integrating AEL programs into colleges:o Leadership and culture Professional learningo Structural change Student serviceso Curriculum Data integrationo Instruction Workforce Board developmento Faculty engagement Financial Effectiveness
2018-19 Evaluation ParticipantsMentor Programs• Austin Community College• Howard College• Midland College• Tarrant County College• Dallas County Community College District• Education Service Center 9• Houston Community College• Laredo Community College• McLennan Community College• Temple College
Mentee Programs• Amarillo College
• Education Service Center 2/Del Mar College• Navarro College
• Southwest Texas Junior College
• Lee College
Agenda
• Introductions• Key Takeaways from 2018-19 Evaluation• Program Overview• Evaluation Approach• Research Activities & Timeline• Questions?
Evaluation Approach• AEL programs with different geographic, cultural contexts• Varying stages of college integration
• Purpose: Find common threads across programs to:o Identify strategies for improving college integration outcomesoAssess what role the TX-PMN may have played in improving college
integration outcomeso Learn how AEL leaders may have been impacted by TX-PMN participation
from a personal learning and growth perspective
Agenda
• Introductions• Key Takeaways from 2018-19 Evaluation• Program Overview• Evaluation Approach• Research Activities & Timeline• Questions?
Methods/Resources
• Online survey of AEL staff and IET faculty• In-person interviews with AEL administrators, staff, faculty, students
at programs in first year of TX-PMN• Telephone interviews with AEL administrators at programs beyond
first year in TX-PMN
Research and Evaluation Activities
• October 2019: Meeting with TX-PMN programs; reviewing needs assessment; requesting data from TWC
• November 2019 – January 2020: Developing research questions; designing interview protocols, survey instruments
• January – February 2020: Identifying point of contact at each mentor/mentee program; gathering contact lists for spring data collection (e.g., interviews, focus groups, surveys).
Research and Evaluation Activities
• March – April 2020: Visiting mentee programs; conducting phone interviews with mentor program administrators
• April – May 2020: Surveying AEL administrators and staff • May – June 2020: Analyzing all data collected; developing formal
evaluation report• July 2020: Hosting webinar to share out evaluation results
What’s Next?
• Gibson will follow up with you to determine a point of contact for:oRequesting contact information for surveysoDetermining best people to talk witho Scheduling program visits
Questions?
Contact Information
• Jill Carle, Gibson Consulting Groupo [email protected] (512) 685-2685
• Joseph Shields, Gibson Consulting Groupo [email protected] (512) 685-2686
Break- 15 Minutes
Kaye Sharbono, Independent ConsultantCenter for Occupational Research and Development
Using Career Pathways to Contextualize Instruction for Adult Learners
Texas Peer Mentor Network Kick-Off Convening
October 21-23, 2019
That’s you guys!
And you’re changing the world of LOTS of people!
Adult educators have a remarkable job to do!#adultedsaveslives
Developing learning opportunities for students with a wide variety of:• Educational and occupational goals• Academic levels• Abilities• Cultural backgrounds• Basic needs• Family dynamics
Where are the Jobs?Where are the Graduates?
65
35
JOBS in America by 2020
Jobs with some collegeor better
• 100 students in 9th
grade……69 Graduate HS42 Enter College28 Return Soph. Year• 13 Graduate (4AAS, 9
BS)
Complete College America, 2010Recovery 2020, Georgetown University
Skills Gap
Global Competition
Innovation
Today’s Headlines
Technology
Economic Development
Competitiveness
Federal Support
• National Activities (DOL ETA, OCTAE, HHS)
• Interagency Joint Memos, 2012 and 2016
• Workforce Innovation and Opportunity Act(WIOA)
WIOA Ecosystem • Passed by Congress in July 2014• STRONG emphasis on work readiness and gaining employment!• Impacts various public services: (TANF, SNAP, DSS, American Job
Centers) and for us in here Adult Education and Family Literacy
WIOA is a Substantial Federal Investment in Job Training and Education Title I (workforce) $2.62 BILLION in funding 100,000 people served via job training Millions more provided job-search assistance
Title II (adult education) $600+ MILLION 1.5 million people served via classes
Does not include individuals served with Dislocated Worker funds.
The Adult Education Ecosystem AEFLA – Adult Education & Family Literacy Act
(aka WIOA Title ll)
• Supports the unemployed and underemployed
• Supports career-limited adults needing a wide range of supportive services
• Requires significant employer and community engagement
• Focuses on long-term solutions with short-term objectives
• Offers a model that’s flexible and adaptable to local/regional needs
Expanded Purpose• AEFLA specifically; WIOA in total
New Definitions• Individuals with barriers to employment• Basic skill deficient• Career pathway; Integrated Education and
Training (IET)Shared Performance• Measurable skill gains• Credential gains• Employment
Career Pathways in WIOA
a) Align with skills needed by industries in state or regional economy;
b) Prepare individuals to succeed in a range of education options, including reg. apprenticeships;
c) Include counseling to support an individual in achieving education and career goals;
d) Include, as appropriate, concurrent education and training opportunities for a specific occupation or occupational cluster;
e) Organize education, training, and support services to meet individual needs and accelerate educational and career advancement;
f) Enable individuals to attain a secondary school diploma or equivalent, and at least one recognized postsecondary credential;
g) Help individuals enter or advance within an occupation or occupational cluster.
Secondary Education
(H.S. Pipeline)
Adult Education(Returning Students)
Postsecondary Education
(Certificates and AAS)
Postsecondary Education
(B.A./B.S. and beyond)
Pathways• Support student transitions• Eliminate barriers to completion• Offer multiple entry and exit points• Communicate systemic change• Build culture of learner success
Career
Shared Vision, Strong Systems: The Alliance for Quality Career Pathways Framework Version 1.0, June 2014
Career Pathways Features
Career Pathways Components• Alignment of education with workforce development
systems and human services• Connection of basic education and skills training
through “bridge” curriculum and integrated education and training
• Programs with multiple entry and exit points that accommodate work schedules with flexible and non-semester-based scheduling, and the innovative use of technology
Career Pathways Components• Alignment with the skill needs of targeted industry
sectors important to local, regional, or state economies • Using curriculum and instructional strategies
appropriate for adults that make work a central context
• Accelerating participant educational and career advancement through credit for prior learning and other strategies
• Including comprehensive support services, including career counseling, child care, and transportation
IET is part of a Career Pathway Program
Contextually and Concurrently
Proportionally balanced and with an integrated set of outcomes
Intentional focus on work by embedding work skills into beginning ABE.
Teaching done in context - Reading, writing, speaking, and math skills taught in context of a variety of occupational sectors.
Integrated Adult Basic Education -Integrated courses developed and taught by Career and Technical Education program faculty and ABE instructors
Help educationally underprepared adults achieve success in high-demand careers that pay family sustaining ways by integrating basic skills and career and technical education along a pathway from pre-literacy to a postsecondary credential.
POSTSECONDARYCREDENTIAL
Career Pathway/Integrated Education Training Systems
CONTEXTUAL TEACHING AND LEARNING (CTL)
Definition for Today’s ConversationContextualized Instruction
• Integrates basic reading, math, and language skills with industry and occupation knowledge.
• Relates instructional content to the specific contexts of learners’ lives and interests to increase retention of information and motivation to learn.
Relevance of Career Pathway/Integrated Education Training to Contextualized Instruction
• How are CP/IET’s relevant to contextual teaching and learning?
Provide “instant” lesson context.Facilitate development of lessons that meet
employer/workforce needs.Provide contextual framework for the development
of entire programs of study along a continuum of academic and technical education.
Instructor’s Role Within a Career Pathway/Integrated Education Training System:
▫ Facilitate learning
▫ Awareness of educational and occupational transition organization and advancement opportunities
▫ Support career awareness in the classroom
▫ Help students connect classroom concepts to authentic career-applications
What does a “contextual approach”
really mean?
The contextual approachrecognizes that:
Learning is a complex, multi-faceted process that goes beyond drill-oriented, stimulus-and-response methodologies.
A Closer Look at Contextual Teaching and Learning (CTL)
The contextual approachrecognizes that:
Learning occurs only when students process new information in such a way that makes sense to them in their own frame of reference (memory, experience, response).
A Closer Look at CTL
The contextual approachrecognizes that:
The mind naturally seeks meaning in context, in relation to a person’s environment, by searching for relationships that make sense and appear useful.
A Closer Look at CTL
Theoretical Basis for CTLConvergence of intelligence and learning theories support contextual methods for effective teaching and learning:• Gardner: The mind’s capacity for learning is
broader than assumed.• Kolb: Individuals have a natural ability to learn
through a variety of methods.• Caine and Caine: Connectedness is a key to
effective learning.
Why Use Contextual Strategies?• Adult students don’t want to learn in a vacuum. • No longer motivated by “how can I pass this
class” but by “how is this course relevant to my future career?”
• Understanding real-world connections to course content increases student engagement, leading to:PersistenceSuccessful Transitions
Before we move on…• Learning is enhanced when new information is
presented in familiar contexts.▫ TRUE
• Most people learn best through skill-drill activities.▫ FALSE
• Most people learn best when concepts are introduced in isolation.▫ FALSE
• Individuals are capable of learning through a variety of methods.▫ TRUE
Time for a Test!
Learn This!
E =
I =
A =
G =
F =
D =
C =
B =
H =
Caine and Caine. Making Connections: Teaching and the Human Brain. ASCD, Alexandria, VA, 1991.
The Quiz
Here’s the Context
A
G
B
H
C
D E F
I
Caine and Caine. Making Connections: Teaching and the Human Brain. ASCD, Alexandria, VA, 1991.
Again…The Quiz
BADGE
A
G
B
H
C
D E F
I
CONTEXTUAL TEACHING PRACTICES
Why Teach Contextually?
• The majority of learners are unable to make connections between what they are learning and how that knowledge will be used.
• This is because the way they process information and their motivation for learning are not touched by traditional methods of classroom teaching.
The Contextual Approach Supports Best Practices for Reaching Adult Learners
• Encourages design of learning environments that use multiple teaching modalities and incorporate different forms of learning experiences.
• Allows learners to discover meaningful relationships between abstract ideas and real-world applications.
• Enables concepts to be internalized through discovery, reinforcement/modeling, and problem-solving.
• Provides ongoing feedback that promotes further learner interaction with content.
• Engages learners and motivates them to persist.
The CTL Classroom Environment: The Instructor Role
• Facilitator
• Coach
• Director
• Empowers learners
• “Guide on the side”
The CTL Classroom Environment: The Learner Role
• Active “doer”
• Discoverer and user of knowledge
• Fits together the pieces of the puzzle
• Eager to ask questions that lead to deeper understanding
The CTL Classroom Environment: Teaching Methods
• Cooperative learning groups• Peer mentoring• Gather data to solve problems• Formative assessments• Hands-on, activity-based learning
Characteristics of Learner Engagement• Relating – Learning in the context of one’s
life experiences or pre-existing knowledge.• Experiencing – Learning by doing, through
exploration, discovery, and invention.• Applying – Learning by putting skills to use.• Cooperating – Learning through sharing,
responding, and interacting with others.• Transferring – Using knowledge in a
new context or novel situation. “Teaching Contextually” by Michael Crawford, Ph.D. CORD, 2001.
HVAC example using REACT• Relating - The instructor asks questions and solicits responses from
students about their experience with the phenomenon, e.g., sweaters, drink koozies, ice chests.
• Experiencing - Students measure heat flow through an insulating jacket around a heat source.
• Applying - The instructor talks about wall and air duct insulation, how a refrigerator/freezer works, and the insulating properties of window glass.
• Cooperating - Students work in teams on activities and labs exploring thermal resistance.
• Transferring - The instructor leads a discussion on the broad topic of resistance and students recognize that the concept extends beyond thermal resistance to mechanical, electrical, and fluid resistance.
133
PLANNING FOR CONTEXTUALIZED INSTRUCTION
Characteristics to Examine in Existing Lessons—
1. Workplace context (occupational task)
2. Relevance to career pathways context
3. Three types of foundational skills addressed:basic education, technical skills, employabilityskills
4. Learner engagement strategies (REACT)
Characteristic 1: Facilitation of learning in context may be structured in many different ways, for example:
In a workplace context, reading, writing, listening, speaking, and mathematics can…
• be taught by ABE instructors using a real-world scenario to provide career pathways context.
• be addressed in the technical or workforce course by a technical instructor or an ABE co-instructor.
Characteristic 2: Relevance to Career Pathways• How do these instructional materials
move the adult learner closer to thetransition goal of:▫ Employment in a target industry?▫ Enrollment in an industry-specific postsecondary
program? (Generally a career and technical)
• Career clusters model▫ 16 broad clusters; (knowledge and skill statements)▫ Each cluster encompasses career pathways.▫ Pathways along a continuum lead to many
occupations.
Characteristic 3: Three Fundamental Skill Sets
Three fundamental skills/competenciesthat apply to Adult Career Pathways instruction:
A. Basic skills: reading, writing, speaking, mathematics
B. Technical skills: for a career
C. Employability skills: for getting and keeping a job
Characteristic 3: Three Fundamental Skill SetsA. Basic Skills Content
What are the foundational basic skills content areas?▫ Reading, Writing, Listening and Speaking, and
Mathematics
Where can you find information about the foundational basic skills to be taught in your adult education program? ▫ Your program administrator or instructional lead▫ College and Career Readiness Standards for Adult
Education (U.S. ED)
Characteristic 3: Three Fundamental Skill Sets
B: Technical Skills
• Industry-Specific Technical Skills are requiredfor certification on the required expertise levels determined by a certifying association or organization.
• Where to locate more information about required technical skills:▫ Professional organizations or trade associations, e.g., National
Association of Manufacturers, National Restaurant Association, National Automotive Technicians Education Foundation
▫ Local employers▫ Colleagues from technical programs▫ Local workforce or economic development board
Characteristic 3: Three Fundamental Skill Sets
C: Employability Skills
• General skills required to be successful at all levels of employment and in all sectors
• Sometimes referred to as 21st Century skills, soft skills, career-readiness skills, or SCANS skills
• Job-getting and job-keeping skills
Characteristic 4: Learner Engagement StrategiesREACT strategies for learner engagement:• Relating• Experiencing• Applying• Cooperating• Transferring
These are not necessarily used in a linear sequence. Not all REACT strategies may be present in a single lesson.
Considerations for Developing Activities
• Use real-world data and units of measure.
• Use multiple modes of conveying information.
• Provide opportunities for learners to practice employability skills.
Considerations for Developing Activities
• Business and industry advisors can help!
▫ Authentic applications for ABE concepts
▫ Real-world scenarios, problems, case-studies
▫ Workplace knowledge, skills, and attitudes
▫ Assessment ideas▫ Voices from the field—guest speakers
Job Outlook 2019National Association of Colleges and Employers (NACE)
Top 1
Top 10 Attributes Employers are Seeking in New Workers
For Further Study: Free Contextualized Materials• Preparing Workers for the 21st Century (Michigan)
http://maepd.org/lib-preparingworkers.html
• GED to Careers Curriculum Guides (Virginia)http://valrc.org/resources/instruction.html
• Contextual Education for the GED (Michigan)http://www.maepd.org/lib-contextualed.html
• Hubbs Center Bridge Curricula (Minnesota) http://hubbs.spps.org/bridges_project.html
For Further Study:Research• Improving Adult Literacy Instruction:
Options for Practice and Researchhttp://www.nap.edu/catalog.php?record_id=13242
• Facilitating Student Learning Through Contextualization Dolores Perin, February 2011, CCRC Working Paper No. 29 http://ccrc.tc.columbia.edu/Publication.asp?UID=866
Pave the way for success for your classes, your students and their communities through contextualized instruction.
Wrap-Up
See You Tomorrow
