Instructional Materials Your Adult Education Programs Should Not Be Without
ESL/ESOLEnglish Literacy
Civics EducationCitizenshipABEPre-GEDGED
ABEPre-GEDGEDFamily Literacy
ABEPre-GEDGEDFamily Literacy
• Contextual: Relevant, Meaningful, Real Life
• Participatory: Hands-On
• Self Directed, Self Paced
• Provides Immediate Feedback
• Provides Flexible Scheduling/Clear Responsibilities
• Convenient Learning Systems
• Contextual: Relevant, Meaningful, Real Life
• Participatory: Hands-On
• Self Directed, Self Paced
• Provides Immediate Feedback
• Provides Flexible Scheduling/Clear Responsibilities
• Convenient Learning Systems
ADULT EDUCATIONAL MATERIALSADULT EDUCATIONAL MATERIALS
• Engaging and Entertaining
• Interactive
• Participatory
• Flexible Design and Applications
• Address Different Learning Styles
• Engaging and Entertaining
• Interactive
• Participatory
• Flexible Design and Applications
• Address Different Learning Styles
INSTRUCTIONAL DESIGN CRITERIAINSTRUCTIONAL DESIGN CRITERIA
Two Basic Skills Literacy Series Designed for Family Literacy and Adult Education Programs
Two Basic Skills Literacy Series Designed for Family Literacy and Adult Education Programs
From INTELECOM, the developer of Crossroads Café and On Common Ground, comes two new Basic Skills Literacy series designed for use in Family Literacy and Adult Education programs. The series were created through a unique collaboration of nine State Departments of Education and the United States Department of Education, Office of Vocational and Adult Education and the Office of Elementary and Secondary Education.
These two series combine distinctive aspects of television drama anddocumentary to present real life and engaging stories of families struggling to improve themselves and their position in the larger community.
The video and print materials provide teachers and adult learners a rich variety of activities that encourage problem solving, promote critical thinking, build vocabulary and language awareness, develop reading, writing and numeracy skills, and empower the adult as a parent, worker, or member of the community.
The result is a synergistic approach to learning that encourages the adult learner to spend “time on task” and to achieve significant and meaningful learning gains whether in the classroom or in a distance learning setting.
AN INTRODUCTIONAN INTRODUCTION
SUPPORTING AGENCIESSUPPORTING AGENCIES
U.S. Department of Education
• Office of Vocational and Adult Education
• Office of Elementary and Secondary Education
NY
PA
MDOHIL
NC
SC
FL
CA
THE PARTNERSHIP THE PARTNERSHIP•Nine State Departments of Education
CA, FL, IL, MD, NY, NC, OH, PA, SC
•USDOEOffice of Vocational and Adult EducationOffice of Elementary and Secondary Education
•INTELECOM
•National Leadership CouncilAdult Education leaders designated by each participatingstate to provide intrastate support in establishing distancelearning infrastructure. The USDOE Director, Division of
Adult Education and Literacy serves as as ex-officio member of the Council.
TARGET AUDIENCES TARGET AUDIENCES
• Low literacy at-risk families
• Parents of children involved in Even Start, Head Start and other early childhood education programs
• Adults involved in or needing ABE programs
• At-risk youth
• Teenage parents
• Limited English proficient adults at the intermediate and advanced levels
TARGET PROGRAM APPLICATIONS TARGET PROGRAM APPLICATIONS
Even Start/Title 1
Head Start
Parent Education
Health & Human Services
Community Technology Centers
Community/Faith-based Organizations
CBET (California)
ABE
GED Test Prep
At-Risk Youth
TANF
Migrant Education
Library Literacy Programs
Early Childhood Education
PROJECT GOALS PROJECT GOALS
Provide experiences that:•Help adults improve their literacy skills
Read with understanding
Convey ideas in writing
Listen actively
Observe critically
Speak so others can understand
•Help adults improve their decision-making skillsSolve problems and make decisions
Plan
Use mathematics in problem solving and communication
PROJECT GOALS PROJECT GOALS•Help adults enhance their self-esteem and improve
their ability to:Resolve conflict and negotiate
Advocate and influence within the family and community
Cooperate with others
Guide others
•Help adults in their role as parents and caregiversGain insight into child growth and development
Form and maintain supportive family relations
Encourage communication across generational lines
Become partners in the education of their children
PROJECT GOALS PROJECT GOALS
•Provide ideas for age-appropriate interactive activities that parents or caregivers:
Can use with their children
Can use to help children achieve success in schooland other life experiences
•Provide experiences that will help adults:
Manage family resources (time, money, etc.)
Provide for safety and physical needs
Balance priorities to meet multiple needs and responsibilities
PROJECT DESIGN PROJECT DESIGNESTABLISHING THE FOUNDATION
•ResearchReview of ABE and Family Literacy research and experience
•Focus GroupJanuary 1998 meeting with state and national leaders in ABE and Family Literacy
•Site VisitsFamily Literacy and ABE programs
•National Academic CouncilMeetings in March and October, 1999, and July, 2001Teleconference, E-mail, FedEx’s, etc.
NATIONAL ACADEMIC COUNCIL (NAC) NATIONAL ACADEMIC COUNCIL (NAC)• Twenty-one members representing the partner states, the
National Center for Family Literacy, and Even Start (USDOE)
• Over 450 years of experience: ABE, Family Literacy, Even Start, Parenting education, Head Start, Early childhood education, Child development, Special education, Migrant education, Workforce Development, Welfare to Work, ESL/ESOL, Reading
• Determine project design parameters from a field-based learner perspective
• Serve as consultants to the development team, critiquing each project element as it is developed
ROLE OF THE NACROLE OF THE NAC
NAC FOCUS NAC FOCUS• Define and profile target audience – 95% not reached by existing programs
• Determine the overarching goals of the series
• Analyze adult education and distance learning research and design options
• Establish themes for Madison Heights dramatic stories
• Critique prototype Madison Heights script and integrated worktext unit
• Suggest a variety of family types and situations for the companion documentary series, Lifelines
• Assess prototype Lifelines program and its integrated worktext unit
• Review Madison Heights and Lifelines scripts and worktext units.
• Assist in the design of the teacher resource books for use in distance learning and classroom applications.
MATERIALS ARRAYMATERIALS ARRAY
Broadcast Quality Video
Parenting Strategies
MADISON HEIGHTS
Real-lifeScenarios
Thought-provoking Dramas
What DidYou Learn?
SolvingProblems
Language Workout
FamilyTies
FamilyTies
Language Workout
SolvingProblems
What DidYou Learn?
Classroom
Distance Learning
Classroom
Distance Learning
Worktexts Worktexts
Teacher’s Resource
Book
BlacklineMasters
BlacklineMasters
LIFELINES
Case Study Documentaries
Key Topics and Themes
Teacher’s Resource
Book
• 10 true-to-life stories (dramatic)
• Characters learners can relate to
• Thought-provoking situations
• Self-paced
• Parent/child activities
• Adult learning material (problem solving, language development, numeracy)
• Distance learning applications
• Classroom-based applications
• User-friendly
WorktextsVideos Teacher’s Resource Book
• Reproducible
• Correlated to individual units
Blackline Masters
• 10 real-life episodes (documentary)
• Compelling stories
• Network quality
• Self-paced
• Parent/child activities
• Adult learning material (problem solving, language development, numeracy)
• Distance learning applications
• Classroom-based applications
• User-friendly
WorktextsVideos Teacher’s Resource Book
• Reproducible
• Correlated to individual units
Blackline Masters
PROJECT VIDEO FORMAT AND DESIGN PROJECT VIDEO FORMAT AND DESIGN• Focused toward adult learner – the change agent
• Engage and motivate adults through real-life, meaningful, memorable and complex stories
• Difficult, controversial and emotional issues are not avoided
• Multi-dimensional stories designed to discuss, ponder and relive with family and friends
• Characters that the target audience can relate to
• Characters behavior is grounded in a complex web of motivating factors that grows out of past events and experiences
• The “level” of the dialog should not be of significant concern
MADISON HEIGHTS VIDEO DESIGN PARAMETERS MADISON HEIGHTS VIDEO DESIGN PARAMETERS
• Issues and situations that are real in the world of the target audience
• Common thread – Madison Heights School – a K-8 school with an after-school child care program
• Does not focus on people with low literacy skills – not appealing or acceptable to the target audience
• Poor and struggling families are not the only ones facing challenges
• Includes middle-class families with problems that will resonate with all viewers
• The programs depict examples of nobility and hope but do not always end in an “all’s well thatends well” manner
LIFELINES VIDEO DESIGN PARAMETERS LIFELINES VIDEO DESIGN PARAMETERS
• Follows families from different backgrounds and in different circumstances and locations – inner city, a farm, or the hills of Appalachia. Over months, we live their daily lives and let them tell their stories.
• Allows adult learners to share the experiences of those in the documentaries – people struggling and making progress with adult education and family literacy issues.
• Target audience will respond more positively to the real people going through experiences similar to theirs.
• A whole range of family structures and types are featured.
WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMAT• Primary focus – adult learner with integrated activities for parents and children
to do together.
• Closely integrated with dramas and documentaries. The worktext provides the context for learning.
• Synergistic and inexorable link between worktexts and videos.Encourages more time on taskResults in significant learning gains
• Provides rich variety of activities for adult learners and teachers.
• Designed for native speakers who need assistance with ABE concepts and skills as well as intermediate low to advanced ESL learners.
• ESL focused Black Line Masters in the Teacher Resource Books.
• Each unit divided into four sections:Solving Problems Family TiesLanguage Workout What Did You Learn?
WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMATSection A – Solving Problems
1. Preview StoryWatch VideoReview StoryWhat Happened When?From Many Angles (Lifelines)Pathways (Lifelines)Who Am I? (Madison Heights)
2. Define The Problems
3. Personalize A Problem
4. See The Big Picture
5. Explore Actions And Consequences
6. Create an Action Plan
7. Challenge
8. For You And Your Child
WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMAT
Section B – Language Workout
This second section helps learners improve their reading, writing and vocabulary skills and provides many opportunities for parents to work with children to develop skills that encourage literacy.
Word Watch (Madison Heights)Mini-DictionaryWord Families
English Toolbox
Read On
Write Away
For You And Your Child
WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMAT
Section C – Family Ties
This third section provides further opportunities for adults to gain the skills to function as parents, family members, workers, and community members.
Number Wise
Reach Out In The Home
Talk It Over
How Does It Feel?
Time Out For Literature
Books Can Help
For You And Your ChildPurpose Of ActivitiesDesign Of Parent/Child Activities
WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMATSection D – What Did You Learn?
This fourth and final section helps learners evaluate what they have achieved as a result of their involvement with the video and worktext.
Just Checking
Connections
Answer Key – Sections A, B and C
TEACHER RESOURCE BOOKS (Still in Development)
TEACHER RESOURCE BOOKS (Still in Development)
I. IntroductionPurpose, goals, objectives
Delivery Systems: Distance Learning, Group Environments, Tutorial and Small Groups
Ways to integrate dramas, documentaries, and the teaching videos
Menu System
Problem-posing Approach
Interaction among adults and between parents and children
Multi-level learning
TEACHER RESOURCE BOOKS (Still in Development)
TEACHER RESOURCE BOOKS (Still in Development)
II. Organization of series, worktexts, unitsWorktexts
Videos
Teacher Resource Books
III. Unit Specific NotesPlot Summary
Unit Title Explanation
Teaching suggestions for:
Distance
Classroom/Group
Tutorial/Small Group
TEACHER RESOURCE BOOK – APPENDICIES(Still in Development)
TEACHER RESOURCE BOOK – APPENDICIES(Still in Development)
• Portfolio Assessment
• Building writing skills/process writing
• Building language skills: English Toolbox and Writing Workout
• Building numeracy skills: Number Wise
• EFF/SCANS
• Outcomes: NTCS, Even Start Performance Indicators
• A Book Can Help chart that lists books by topic, level, cultures, ISBN’s, etc.
• Chart of Key Topics by unit