Building Work Skills: Plan from the End & Integrate from the Start!

Presenter:Lia Conklin: ELL Instructor/Team Leader, EL

Civics Grant Coordinator & Designer, Ronald Hubbs Center,St. Paul, MN

(lia.conklin@spps.org)

EL Civics Grant materials available at: www.hubbs.spps.org/elcivics

Session Learning GoalsName: _______________________ Date: _____________________

Circle the picture that shows how you feel about each leaning goal. = Hard, = So-so, = Easy

Learning Goals Before Unit After Unit

1. Participate in an authentic example of a product-based unit (i.e. this session).

2. Analyze your program & class in terms of a career pathways model.

3. Identify real-life & work scenarios and describe a unit product that reflects those scenarios.

4. Identify work skills and language skills required in a real life or work scenario & unit product.

5. Outline a unit plan with a unit product, section products, activity products, and work skills.

6. Find available unit products and support materials on-line at www.hubbs.spps.org/elcivics

Building Work Skills: Product-Based Unit Plan

Unit Product:Design a unit plan that:•Aligns w/ a career pathways model.•Describes an authentic unit product.•Identifies work skills.•Outlines section & activity products.

Section Product:Discuss one’s

program in terms of career pathways

model

Match terms

w/ defs.

Sequence

program steps

Describe unit

product

Work Skills•Analyze program in terms of career pathways•Identify real-life & work scenarios•Describe unit products•Identify work skills•Design a unit plan

Match terms w/ exs.

Section Product:Complete theme

chart w/ examples

Fill in work skills.

Fill in lang. skills.

Fill in Scenari

os.

Describe a unit

product.

Section Product:Deconstruct unit product example:

Housing Simulation

Section Product:Navigate the

product-based unit plan model.

Identify work skills

Identify scenario

Housing unit

product

Housing section

products

Housing activity

products

Find online

resources

Building Work Skills: Zooming out… High stakes for our learners!! Promote concept of career pathways from

the lowest levels on up Bridge ELL/ABE classes to occupational

training Integrate a variety of skill types into all

instructional units. Purposefully design units that focus on

meaningful end products

Career Pathways Model: Terminology

Instructions: Match the following terms with their definitions. Then fill out the chart below.

Program Tier Definition

Bridge PrepThe last level of employment training, usually taking place in the business sector, vocational schools, and community colleges.

Occupational TrainingCourses in this tier provide thorough preparation and support for employment testing and occupational training programs.

High BridgeThese courses integrate work skills and soft skills within low-level ESL & ABE classes and provide an introduction to career pathways.

Low BridgeCareer pathways exploration and work & soft skills practice for intermediate ESL and ABE within the context of specific careers.

Career Pathways Model: Programming

Tier 1 Tier 2 Tier 3 Tier 4

Program Tier

Definition

Hubbs Example

ELL 0-2 (CASAS <180-200) life-skills based classes that integrate work skills for entry-level jobs & build career pathways concept.

ELL 3-4 (CASAS 201-220) English for Careers classes that build work & language skills and explore occupational prep classes offered at Hubbs.

Advanced ELL/ ABE (CASAS 221+) occupational prep: Pre CNA, CDL, Boiler’s License, Child Dev., Retail, Renewable Energy, Medical Office, ServSafe, Building Trades

Partnerships developed with community colleges & occupational training programs that help transition learners to careers listed in Tier 3.

Your Program

Instructions: Fill out the chart below.

Discussion: Zooming in…

What in your program is similar to this model?

What challenges are there/would there be in aligning with this career pathways model?

Given your challenges, what CAN your program do to best align w/ this model or build toward this in the future?

Integrate from the start…

1. How do you integrate work skills into your unit plans?

2. On average, how long do your units last?

3. With whom do you regularly collaborate?

4. What is your greatest strength when designing unit plans?

5. What would you like to improve when designing unit plans?

Unit Planning: Small Group Grid Unit Topic Real-life

ScenarioUnit Product Work Skills Language

Skills

Housing

Community

Food

Health

Civic Responsibility

Consumerism

Product-Based Unit Plan Description A “product” describes what skills will be

demonstrated and HOW they will be demonstrated. Choose an authentic Unit Product that promotes

work skills. Outline benchmarks that integrate a variety of skill

types and are achievable w/in the Unit Product. Segment Unit Product into Section Products or

instructional “chunks” that scaffold to Unit Product. Break down Section Products into Activity Products

that scaffold to Section Product.

Product-Based Unit Plan: Template

Unit Product:

Section Product:

Work Skills

Section Product:

Section Product: Section Product:

Team EvaluationInstructions: Read each question. Circle your answer.

Your Name: Date:

1. Did everyone participate? Yes Somewhat No

2. Did you participate? Yes Somewhat No

3. Did you learn how to create a unit plan using the product-based method? Yes Somewhat No

4. Did your team do a good job? Yes Somewhat No

5. Did you do a good job? Yes Somewhat No

Futures are riding on us! Construct with care!