Category Archives: Workforce Prep

Registration Open: Preparing for Work Curriculum Training June 11-12, 2013 – Knoxville, TN


PfWbrochuresnipAnnouncement:

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 akohring@utk.edu

How DO They Learn Best? Using Learning Preferences in the Classroom and Beyond


How do you prefer to learn?
When attending professional development, taking a class or gaining a new skill, do you prefer to read? Listen? Watch someone do it? Learn by doing?

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.His basic points were these:

  1. Individuals should be encouraged to use their preferred intelligences in learning.
  2. Instructional activities should appeal to different forms of intelligence.
  3. 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!


Click to learn more about EFF Preparing for Work curriculum or contact us via eff@utk.edu.

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.


Post Contributors:
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

References:

1 Gardner, H. (1982). Art, Mind and Brain. New York : Basic Books.

Gardner, H. (1983). Frames of Mind. New York: Basic Books.

3 Gardner, H. (1993a). Multiple Intelligences: The Theory in Practice. New York: Basic Books.

EFF Preparing for Work Curriculum Training Successes – Knoxville TN & St. Louis MO


Update/Announcement:

This summer, Equipped for the Future (EFF) hosted two highly successful trainings on the Preparing for Work (PfW) curriculum for instructors in adult education and workforce development settings.  This skills-based curriculum is designed to model authentic, work-related experiences and activities that provide opportunities for learners to understand and apply key EFF skills. About the Curriculum

In May, an open registration PfW training was held in Knoxville, TN with Aaron Kohring facilitating. Twelve individuals representing programs/organizations in seven different states participated in the event.  During the training, participants created implementation plans using the curriculum not only for development of work readiness skills prior to employment, but also for skill improvement with incumbent workers. Several participants stated that they particularly appreciated the opportunity to try out curriculum materials ‘hands-on’ during training activities.

In August, Peggy McGuire was invited to facilitate a PfW training in St. Louis, MO for the staff of two programs of the St. Louis Public Schools: the Career Technical Education program for high school students, and the Fresh Start program for high-school dropouts seeking diplomas and employment. Training participants were charged with going back to their programs and sharing their learning with colleagues who did not attend, and to begin a planning process for curriculum implementation this fall.

Katie Lamb, a Professional Development Consultant with the Parsons Blewett Fund who organized and attended the event in St. Louis, says “All went so well with the training! We hope to support further needs for help with implementation…

Additional Participant comments:

This was well worth the time, effort and money we invested to participate. I appreciate how well organized and efficient the training is.  Knoxville

The facilitator did a fantastic job of engaging the audience…excellent organization and well planned, extremely relevant…this was one of the best training sessions!  St. Louis


Interested in the Preparing for Work Curriculum? Let us know!

EFF is now in the planning stages for another open-registration training on the Preparing for Work curriculum in Knoxville, TN on October 2 & 3rd, 2012. 

Please contact Aaron Kohring – akohring@utk.edu – if you are interested in attending and/or sending instructors from your program/agency to this upcoming October 2012 training.


Benchmark Numbers: Everyone Can ‘DO’ Fractions, Decimals and Percents!


How do your students generally feel about fractions? decimals? percentages? Do they moan and groan and say “I hate these” or “I can’t DO… (fractions, decimals, percents)”

How about yourself? How much do you enjoy computations and problem solving involving fractions, decimals and percentages?

A common challenge for many of our learners is their ability to work with a particular set of number concepts: fractions, decimals, and percents. Our learners have often developed ‘mental blocks’ to these mathematical concepts and even develop anxiety upon hearing the terms. Yet anyone entering an adult education classroom has already had years of experience in solving problems and mental math involving fractions, decimals, and percentages. Honest!

Think back over the past 24 hours. How often did you use fractions? Think about a percentage? Interact with a decimal?(other than as part of instruction)

Ok now, how often did you use or encounter the concept of  ½? 10%? .25? How about quarters, dimes or dollars?

Clearly, adults encounter and use these types of benchmark numbers every day in various facets of their lives – in their work, with their families, and out in the community. See if these examples sound familiar:

  • “Split that with your sister – each of you can have HALF.”
  • “I want to see a 100% team effort!”
  • “Thank you for shopping with us, you saved $3.75.”

Helping students to realize that they ALREADY SUCCESSSFULLY USE  fractions , decimals and  percentages is one way to combat anxiety and “I can’t” attitudes. Another recommendation is to incorporate activities using these friendly ‘fractional numbers’ into instruction with ALL learners – even those still learning their basic math facts.1 Note that these recommendations are not limited to adult education – the Common Core State Standards for Mathematics call for fractional concepts to be explicitly taught at the 3rd grade level, and introduced less directly even earlier (via telling time, comparing measurements, dividing shapes into parts, etc.). These standards also state: 

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.”  (CCSS-M Introduction)

Thus of course, as always, it is important to keep it REAL. Instruction should be based in everyday contexts that are meaningful to your specific group of learners. Here are some example contextual activities from the EFF Preparing for Work Curriculum that address fractional concepts:   A Typical Day/Time on Task

It is also important to note that many adult learners working at more advanced levels of math instruction may have an incomplete understanding of fractional concepts. They may have memorized a process, or algorithm, but cannot easily or readily apply it to real-world situations, or easily convert from fractions to decimals to percentages. Again, some work with basic benchmarks can help – even those who think they ‘know’ fractions, etc..

 Could your students easily move from ‘80 out of 100’ to ‘80 percent’ to ‘8 tenths’?Do they seem to confuse fractions, decimals and percentages or give up when asked?

In Algebraic Thinking in Adult Education (2010), Lynda Ginsburg emphasizes the importance of making connections among multiple representations of the same information – symbols, tables, graphs, etc.2   This idea applies to number concepts for fractions, decimals and percents as well.  Learners need instruction and practice in understanding the equivalencies between fractions, decimals, and percentages to deepen their conceptual understanding of these numbers. Activities that mix together fractions, decimals and percentages, and/or ask students to move from one representation to its equivalent (10% to 1/10 to .1) are effective tools for both assessing and strengthening understanding. Comparing Numbers is one example of such an activity (also from the EFF Preparing for Work Curriculum).

Please share with us your tips and tricks for helping adult students to understand number concepts relating to ‘fractional parts’ (fractions, decimals or percentages).
OR
Try out one of the ideas in this post, and let us know how it worked for your learners
(and you).  Below is one last resource to help get you started!

Using Benchmarks: Fractions, Decimals, and Percents – STUDENT BOOK – Lesson 5: One-tenth3 http://empower.terc.edu/pdf/Using_Benchmarks.pdf

We look forward to hearing from you and your class!


To learn more about teaching Benchmarks in the EFF online mini-courseHow Close is Close Enough?: Improving Estimation Skills  or in the EFF Preparing for Work curriculum, contact us via eff@utk.edu.


Post Contributor:
Duren Thompson, EFFTIPS Content and Technical Editor, Center for Literacy Studies

 References and Resources

1 National Council of Teachers of Mathematics, Principles and Standards for School Mathematics,  (2000) Reston, VA.   Pages 33-35

2 Lynda Ginsburg (2010); Algebraic Thinking in Adult Education  National Institute for Literacy, Washington, DC. http://lincs.ed.gov/publications/pdf/algebra_paper_2010V.pdf  (reference error corrected 7-27-12)

3 Using Benchmarks: Fractions, Decimals, and Percents Schmitt, Steinback, Donovan, Merson, & Kliman (2006) Key Curriculum Press, Emeryville, CA. http://empower.terc.edu/  (Part of the EMPower mathematics Curriculum developed at TERC)

To Role-Play or Not to Role-Play?


One of the broad goals of quality standards-based adult education instruction is to help students “build on their prior knowledge, deeply understand concepts, and master new skills well enough to be able to use their new learning in their real lives” – when we teachers are not around to help!  This of course begs the question:

How can we know for sure that our students are learning in this way, and what kind of teaching will make it more likely to happen?

Cognitive scientists – those experts who study the brain in order to understand how people learn and develop expertise – tell us that one way people are more likely to learn effectively is if they get immediate and multiple chances to use what they are learning for a purpose that is meaningful to them. This is one reason that the instructional strategy of Role-Playing has gotten a lot of attention recently.

Let us hear from you: Do you use role-playing regularly in your instruction?  For what purposes? With what results?

Role-playing gives students the opportunity to practice using a skill in real-life-like contexts, with other real people, to address specific situations. This contextual, “hands-on” approach is meant to deepen their learning. For the instructor, role-plays can be an excellent tool for assessing students’ grasp of concepts and ability to apply knowledge and skills. Other assessment strategies simply may not work as effectively for these same situations. Through role-plays, both students and teachers can actually see evidence of learning in action, and that makes it really hard to resist using them!

But wait,” you may say, are role-plays always an effective strategy to use in instruction?

Perhaps not. What if…

  • Your students seem to feel uncomfortable with or resistant to engaging in them?
  • Your class attendance is variable and you’re not sure enough students who are ready for them will actually be in class?
  • You need an opportunity to extensively assess each individual student’s progress in using a particular skill?

Here are some insights into when and how to use role play from Peggy McGuire, standards-based instruction expert:

The key for teachers in the process of planning a learning activity is to always start with asking ourselves, “What kind of learning do I want to see in this particular activity?”,  and then, “What can I ask students to do that will show me (and them!!) that learning?

For instance, if my goal is to see that students can “acquire through reading” the information they need to address particular situations, students do not have to demonstrate that skill by role-playing. Let’s take Elizabeth’s* small class of 5 students as an example. 

Elizabeth knew from previous experience that this class did not respond well to role plays. Her planned activity focused on ‘reading to find information’ to use in addressing a situation with a client or supervisor at work. The curriculum suggested having students role play these work situations for practice and as a check on reading skills. Instead, for each workplace scenario, Elizabeth called on students in turn, and one by one students individually demonstrated what they would say to their client or supervisor in that situation. This seemed the best way to make sure everyone had a chance to practice ‘using found information to address situations’ without the stress of a “formal” role play. It also gave Elizabeth a great alternative opportunity to assess the reading skills of each individual student.

On the other hand, role-playing can be especially effective in situations in which it is important for students to act out their learning in a specific context (for instance, in a mock job interview when students are currently seeking employment), or where interpersonal interaction is a critical component of the learning process (for instance, when instruction is focusing on skills like Cooperate with Others or Resolve Conflict and Negotiate). In cases like these it’s good to be quite explicit with students about “Why role-play in this particular activity” (instead of “Why role-playing in general”). This specificity about the “role of role-playing” might help to lower student resistance. It also might help them see that, like ALL useful strategies, role playing is one more strategy to have in their “toolbox” and to pull out when it is the BEST tool for the situation at hand.

Please share with us your thoughts about planning instructional activities that include role-playing – how you decide whether or not it is an important part of your lesson, how you help students prepare for it, how you assess what your students are learning through it.  Below are some questions that may help you stir up ideas or experiences to share:

1) How do you currently use role-playing as a part of your instruction? Are there situations in which you think role-playing is a particularly effective teaching/learning strategy? Are there situations in which you think it doesn’t work so well?

2) How do your students respond to role-playing in class? Like it? Resist it? Seem to learn something valuable from it?

3) What have you learned about your students by observing them in role-plays?

 We look forward to hearing from you in the comments!


Click to learn more about  a quality standards-based approach to teaching and learning or contact us via eff@utk.edu.


*Learn more about Elizabeth and her classes in the post:  Attendance Issues in Adult Education: How do You Adjust Instruction “On the Fly”?