Integrated and Contextualized Workforce Skills in the ESL Classroom, Session II. Contextualized Instructional Strategies (Part 1, Online)
Workshop Description : How can you integrate and contextualize your instruction? Find out what contextualized instruction is and how it benefits your learners to succeed in the workforce. This session offers examples of contextualizing ESL instruction easily by using workplace activities and forms.Note: you must have completed Session I before attending Session II. Session I is offered online, in two parts, on May 14 and 16, 2024.This is the first of a two-part online workshop in real time. Part 2 of Session II takes place on Thursday, May 30, 2024, from 4:00 - 5:30 pm. Participants must attend both parts; certificates of attendance will be provided to participants who attend both parts. However, you must only register once (for Part 1). System requirements: to participate in this training, you will need access to a computer with a high-speed Internet connection and a headset (or speakers) to hear the presenter.Goals :The goal of Session II is to provide hands-on application of transferable skills that can be taught in the classroom and transferred to the workplace.Registration Information :CALPRO professional development opportunities are available to all California Adult Education Program (CAEP) agencies, employees, and consortia members.Contact Information :Please contact CALPRO at calpro@air.org or call 916-286-8803 for more information.
Differentiated Instruction and Lesson Planning (Self-Directed Online)
Description:
This self-directed course supports independent professional development; there is no facilitator nor other participants. Sign up now and access the class for 3 months. There is no official start or end date to worry about.
Many adult education classrooms contain students whose ages, native languages, educational backgrounds, and academic skills vary widely, which poses many teaching challenges for instructors. Research shows that differentiated instruction is one of the most effective approaches for helping students learn. This course walks participants through the steps of planning a differentiated lesson, including how to write effective learning objectives, choose among approaches to differentiation (content, process, product), and design assessments. In completing the course, participants produce their own differentiated lesson plans that are suited to their instructional content and environment. The estimated course completion time is 5 hours.
Enrollment verification with Moodle login information will be sent to registrants within one business day of registration.
Registration Information:
This course is free of charge to all California adult education programs.
Contact Information:
Please contact CALPRO at calprohelp@air.org or at 916-286-8803 for more information.
Making the Most of ESL Pro Resources to Improve Adult ESL Instruction
Facilitated by Mariann Fedele-McLeod (Project Director, LINCS ESL Pro), this session will introduce the three suites of new evidence-based resources created as part of the LINCS ESL Pro project. The project conducted by the American Institutes for Research was funded by OCTAE. Each suite addresses an important topic associated with instruction for Adult ELLs: 1) Meeting the Language Needs of Today's English Language Learners 2) Integrating Digital Literacy into English Language Instruction 3) Preparing English Learners for Work and Career Pathways The suites each include an issue brief, online learning modules, and a companion learning resource. The resources are designed as professional development tools that can be used for groups of educators working collaboratively, or for independent study. These resources, which include customization features, are intended to build the capacity of teachers, programs, and states to improve and sustain the effectiveness of adult ELL instruction. We will offer examples of effective professional development that utilizes the resources learned through a multi-state technical assistance effort.
Managing the ESL Multilevel Class
It can be challenging for instructors to provide level-appropriate, engaging instruction for all students in an ESL Multilevel class. At the completion of this Community of Practice, participants will embrace the ESL Multilevel class and facilitate level-appropriate, engaging instruction for all students.
Optimizing ESL Instructional Planning: Management, Monitoring, and Reflection
This training presents an optimal process for instructional planning, through management, monitoring, and reflection. The CoP supports participants in integrating the research-based strategies and activities into their instructional practices and offers further suggestions for using this process in the ESL classroom.
Working with ELLs in CTE and other Classes
Facilitator: Heide Wrigley, PhD, Senior Researcher and President of Literacywork InternationalIf your students are working to reach their career goals and some of them are challenged by their lack of English language skills, how can you best meet the needs of those students while not neglecting the rest of the class? This webinar will offer strategies for any instructor with English Language Learners in class who is looking for effective ways to engage these learners and help them master course content.
Learner Persistence (Self-Directed Online)
Course Description:
This self-directed course supports independent professional development; there is no facilitator nor other participants. Sign up now and access the class for 3 months. There is no official start or end date to worry about.
Whatâs all the excitement surrounding the topic of learner persistence, how does it differ from student retention and motivation, and how do you encourage your students to persist in their learning? Based on research on factors that promote learner persistence, this self-directed professional development course examines implications for changing practice in the four areas of intake, orientation, instruction, and program activities. The estimated course completion time is 12 hours.
Enrollment verification with Moodle login information will be sent to registrants within one business day of registration.
Registration Information:
This course is free of charge to all California adult education programs.
Contact Information:
Please contact CALPRO at calprohelp@air.org or at 916-286-8803 for more information.
Teaching Critical Thinking Skills (Self-Directed Online)
Course Description:
This self-paced course supports independent professional development; there is no facilitator nor other participants. Sign up now and access the class for 3 months. There is no official start or end date to worry about.
This course explores the nature of critical thinking and metacognition as well as the relationships among critical thinking, problem solving, and decision making. It considers the process, results, and various levels of critical thinking. It presents the concept of metacognition as a key attribute of critical thinking. It also distinguishes between simple and complex problems. Participants are encouraged to think about how these concepts can be taught in their classrooms. This course features excerpts of recordings from CALPROâs online workshops on Teaching Critical Thinking Skills. The estimated course completion time is 12 hours.
Enrollment verification with Moodle login information will be sent to registrants within one business day of registration.
Goals:
Upon successful completion of the course, the participant will be able to: define critical thinking and metacognition; identify levels of critical thinking; distinguish between didactic teaching and teaching for critical thinking; plan classroom activities that require critical thinking; plan activities to assist students in developing metacognitive skills; distinguish between simple and complex problems; explain the relationship between critical thinking and problem solving; and plan classroom instruction that reflects the most adequate decision making processes, based on research.
Registration Information:
This course is free of charge to all California adult education programs.
Contact Information:
Please contact CALPRO at calprohelp@air.org or at 916-286-8803 for more information.
Teaching Adult English Learners: Principles and Practices (Self-Directed Online)
Course Description:
This self-directed course supports independent professional development; there is no facilitator nor other participants. Sign up now and access the class for 3 months. There is no official start or end date to worry about.
This course is designed to support teachers new to working with adult English learners, or ELs. After completing the course, participants will be able to identify and apply appropriate instructional strategies for teaching adult ELs. They will also have strengthened their skills as an instructor and be able to implement classroom management practices to optimize learning in both in-person and virtual learning environments. The estimated course completion time is 3.5 hours.
Enrollment verification with Moodle login information will be sent to registrants within one business day of registration.
Registration Information:
This course is free of charge to all California adult education programs.
Contact Information:
Please contact CALPRO at calprohelp@air.org or at 916-286-8803 for more information.