For those looking for ideas or strategies for integrating technology into instruction, you might want to check out World Education’s new blog- Tech Tips for Teachers.
A few years ago, EFF updated their Technology standard- which used to focus mostly on computer literacy- to more broadly think about technology and, of course, the breadth of new technologies that continue to arise. You can take a look at the Technology standard here: http://eff.cls.utk.edu/fundamentals/standard_use_information.htm
What are some of the challenges you face integrating technology into your instruction? What about challenges in knowing how to use these new technologies yourself (something I know I struggle with)?
What about successes and/or technologies you are currently implementing now?
Equipped for the Future is hosting an open-registration training for the Preparing for Work curriculum June 11-12, 2013 at the University of Tennessee Conference Center in Knoxville, TN. This 2-day training is designed for instructors interested in implementing the curriculum in adult education or workforce development settings. Training Agenda
This skills-based curriculum is designed to model authentic, work related experiences and activities. Activities are designed to provide opportunities for learners to apply the skills that are being presented. About the Curriculum
Register online today at: http://www.cvent.com/d/fcq53s/1Q
Training Topic: Preparing for Work: The EFF Work Readiness Course
Audience: Instructors in Adult Education and Workforce Development
Date: June 11-12, 2013
Location: University of Tennessee Conference Center, Knoxville, TN Directions & Maps
Training fee: $750 per person with lunch and a light breakfast included both days Accommodations, travel and all other meals are the responsibility of the participant. Hotel & Travel info
Materials: Each participant will receive a copy of the newly REVISED teacher’s guide and student manual and a master copy of student materials on CD. Preview PfW manual contents
Space is limited and registrations will be accepted on a first-come, first-served basis.
Please contact Aaron Kohring with any questions at firstname.lastname@example.org
Peggy will be “hitting the road” next week to represent EFF and CLEE at a national conference on effective transitions in adult education.
Peggy will present 2 sessions during the conference focusing on the writing knowledge, skills and strategies that participants in adult education programs need for successful transition to postsecondary education and training. One session will share effective instructional practices and the second will focus on developing an adult education research agenda around writing and college and career readiness.
Peggy is also looking forward to networking with and learning from other practitioners from all over the country - practitioners who share her strong interest in supporting adult learners in their efforts to access, persist in and complete postsecondary programs of study (a bunch of them – the organizers say the conference is “sold out”!).
She promises to report back on the highlights of her conference experience when she returns.
Here are some sights to look out for Peggy!
Here’s something we found online that seems like a good math resource for adult education practitioners:
Check out this article/lesson plan from Patrick Honner in the New York Times:
N Ways to Apply Algebra With The New York Times *
In this article/lesson plan, Patrick shares some real world applications of math that can be investigated using information in the New York Times (or many other newspapers), such as:
- Mathematically Modeling Mortgages
- Ranking and Evaluating Colleges
- Calculating Car Costs
- Algebra of the Election
- Olympic Algebra
- Solving for Stocks
All too often workbooks teach the algebra embedded in these examples with a “one-right-way” plug-it-into-the-formula process. The examples in this article foster a much more open ended, problem-solving approach to applying Algebra in real-world settings.
This approach fosters the development of algebraic thinking, not just the short-term ability to plug numbers into formulas. As we stated previously:
Algebraic thinking involves recognizing and analyzing patterns, studying and representing relationships, making generalizations, and analyzing how things change. It is about making predictions based on patterns or relationships, making decisions, and solving real problems. It is about creating models based on phenomena that occur around us. Donna Curry (emphasis added)
What creative and innovative approaches have you used to teach these traditionally ‘formula-based’ algebra problems? What other types of meaningful real-world applications have you used in teaching algebraic thinking?
*Part of The Learning Network: (Teaching and Learning with the New York Times)
Have you recently found something interesting ‘in the news’? If so – let us know at email@example.com.
Based on just our own personal experiences, we can pretty easily figure out that different people use different styles of learning (or learning modalities) for different purposes. The concept of “learning styles” has gotten a lot of attention in the adult education community over the past few years, especially among teachers who are trying to meet the differing needs of individual students while providing instruction in a group setting. It various forms, is also a commonly addressed in workplace professional development.
How have others’ learning preferences’ affected you in the workplace? Have you participated in ‘learning styles’ type training activities as an employee?
Learning Style theories propose that different people learn in different ways and that it is good to know what your own preferred learning style is. Often we hear learning styles defined as “visual, auditory, and kinesthetic” – referring to how we use the senses to learn or demonstrate knowledge. Another popular model was developed by John Gardner in the 1980s - Multiple Intelligences Theory. 1 While he didn’t provide any direct empirical support for his theory, Gardner presented evidence from many areas of study including biology, anthropology, and the creative arts. 2 In the early 90’s he looked at how his theory might apply to the learning that goes on among children in school.3 His basic points were these:
- Individuals should be encouraged to use their preferred intelligences in learning.
- Instructional activities should appeal to different forms of intelligence.
- Assessment of learning should measure multiple forms of intelligence.
While Gardner did not include adult learners in his research, teachers working with our highly diverse groups of adult learners have found success in using this approach, as well as other learning style theories. These days it is possible to find numerous tests, inventories and checklists that can be used by adults to help them identify their own preferred intelligences, or learning styles.
Have you used any of these ‘learning style/intelligences’ inventories/tools to determine your own preferences? Do you feel they were accurate? Helpful?
As an Instructor, how have you used (or might you use) information on your students’ preferred learning modalities? Do you feel it was (or is likely to be) important to your instruction?
Below is a story about one teacher’s ‘ah ha’ moment with her students – does her story sound at all familiar to you? Have you tried anything similar to the strategies she mentions?
Elizabeth Gardner is a Workforce Preparation Instructor at Suits for Success in Jersey City, NJ. For thepast 2 years she has been using EFF’s Preparing for Work curriculum to help prepare groups of clients for workplace success. In the Orientation Module at the beginning of the curriculum, an activity called “How Do I Learn Best?” guides students through the process of reflecting on and learning about their own preferred learning styles and strategies (including the use of an inventory). Elizabeth has facilitated this activity with several different groups of students, but note that one time it seemed to “work” above and beyond her expectations.
In this group, like others, some of the students had never done a learning style inventory, and several who had done one before noted that their preferred learning style had changed since the last time they did it. Because of the interest and enthusiasm they showed for the topic, I decided to take the activity beyond individuals just looking at their own preferences, and see if I could move them towards concepts in the Cooperating With Others Standard.
I asked my students to describe what they had learned about themselves to the whole class, and then to talk about how the class could play to their learning styles. As a result, in addition to talking about their own learning styles, they listened to each other, and some students started spontaneously brainstorming ideas for each other. Without being asked, they started thinking about how each of their peers might learn best! Then the class ended up talking not only about how knowing your own learning style(s) can be used in the workplace, but also about how identifying other people’s learning styles can allow you to help out coworkers, i.e: How might you show consideration for someone else’s learning style at work? This conversation seemed to have a longer-lasting impact than I expected. I observed learning from students based on that discussion weeks later – such as a student ‘recorder’ for one activity drawing a picture next to the text “for visual learners” or one student asking another what was said because “I know you’re a listener.”
I think my experience of this one activity really affected how I plan other learning activities. It really helped me to understand that each group I work with will be made up of individuals with various learning styles, so each group dynamic will be different. This will cause students to respond differently to activities in the curriculum I follow; something that doesn’t work with one group could be a favorite with the next group of students. One group, for instance, might enjoy and learn from a role-playing type activity, but are much less likely to respond or stay engaged in more static “think and talk” activities - while the next class might be just the opposite! I think it is really important to figure out up front how students learn best, and then choose or change learning activities [from ANY curriculum] to match up with the learning styles/preferences/goals of each group of students.
Please share with us your experiences in using information about students’ preferred learning styles in your instruction – how that information helps you meet your students’ needs, how you address the differences you find, any ‘ah-has’ you’ve had, etc. Any of the questions posed in this post can help you get started.
We look forward to an exciting conversation!
For more information on Learning Styles, you can start by visiting this page.
Note that the links ‘For Further Study’ listed on the right hand side lead to some sample inventories.
Peggy McGuire, EFF Trainer & Content Expert, Center for Literacy, Education and Employment
Duren Thompson, Program Coordinator and EFFTIPS Technical Editor, Center for Literacy, Education and Employment
Elizabeth Gardner, Workforce Preparation Instructor at Suits for Success in Jersey City, NJ
1 Gardner, H. (1982). Art, Mind and Brain. New York : Basic Books.
2 Gardner, H. (1983). Frames of Mind. New York: Basic Books.
3 Gardner, H. (1993a). Multiple Intelligences: The Theory in Practice. New York: Basic Books.