Social Emotional Learning in Adult Education Webinar Series, Webinar 1: Connecting Evidence, Research, and Practice
Facilitators:
Steven Casperite, Placer School for Adults
Johanna Hart, Los Angeles Unified School District
This two-part series on social-emotional learning (SEL) addresses the overwhelming need for instructors, administrators, and the staff of adult schools to be better informed to meet the social-emotional needs of their students. This two-part series will look at the history of social-emotional learning in the classroom. In addition, the training will look at current work in the field of Affective Neuroscience and how it applies in the classroom setting. Teachers, administrators, and staff will also be given tools and information to create supportive SEL classrooms to meet learner needs.
Social Emotional Learning in Adult Education, Webinar 1: Connecting Evidence, Research, and Practice
The first session of the series looks at the history of social-emotional learning in the classroom, current work in the field of Affective Neuroscience, and how it applies in the classroom setting.
Social Emotional Learning in Adult Education Webinar Series, Webinar 2: Best Practices
Student Leadership: A win-win solution for your learners, your school, and beyond (Virtual Panel Discussion)
Facilitators:
Marina Kravtsova, English Learner Specialist & Student Ambassador Coordinator, San Mateo Adult and Career Education
Tatiana Roganova, Director, Sequoia Adult School
Sachiko Oates, Technical Assistance Consultant, American Institutes for Research
Do you want to empower your students and foster their sense of belonging to the school and the community? Do you want them to persist in your program and gain relevant skills for employment, democratic participation, and even community transformation? Consider providing student leadership opportunities by establishing a student advisory group or ambassador program. Listening to students' voices is a powerful tool for school improvement. Join us for the panel discussion on student leadership and explore ways to include your students in the school’s decision-making process and how to enlist them to support the school community. We share both formal and informal examples of student leadership opportunities.
Lesson Study: Truly Inspired Professional Learning Webinar Series, Webinar 1: They Why, The What
Facilitators:
Jacques LaCour, with Sue Pon
Imagine professional learning in your Adult Education program with immediate teacher buy-in and with tangible student learning. Find out about Lesson Study: what it is and why it’s effective, from research and from Adult Education teacher voices.
This is a three-part series on Lesson Study.
Lesson Study: Truly Inspired Professional Learning Webinar 1: They Why, The What
Lesson Study: Truly Inspired Professional Learning Webinar Series, Webinar 2: The How
Lesson Study: Truly Inspired Professional Learning Webinar Series, Webinar 3: Office Hour
Motivation and Persistence for Adult Learners at a Distance
Facilitators:
Kristi Reyes, Noncredit ESL Instructor, MiraCosta College Continuing Education
It takes persistence for individuals with low basic skills to increase their skill levels significantly, and there are a lot of challenges that can get in the way. However, to increase reading, writing, and oral communication skills enough to succeed in job training, job promotions, and postsecondary education—all of which can lead to middle-skill jobs and family-sustaining wages—requires persistence. How can adult education instructors support learners to persist? Research reveals a number of strategies that can make a difference. This module examines nine of these strategies and offers adult educators the opportunity to practice and internalize them.
Coaching Conversations: What’s it all about?
Facilitators:
Jacques LaCour and Sue Pon
Coaching is a link connecting theory and practice, connecting learning, and doing. Join us in a conversation about the power of coaching and what coaching looks like in Adult Education. In recent years, coaching has increasingly become an integral part of professional learning in California Adult Education. If you are coaching or considering adding coaching to your program, school, or system, be prepared to do it in the most effective way by learning evidence-based foundations of excellent coaching practices.
It’s a Wrap! Breaking Down Barriers with Wrap Around Services
Facilitators:Steve Curiel, Principal, Huntington Beach Adult SchoolCourtney Winford, Assistant Principal, Huntington Beach Adult SchoolAshley Nguyen, Counselor, Huntington Beach Adult SchoolValerie Beachley, College & Career Specialist, Huntington Beach Adult SchoolArlene Flores, Job Developer, Huntington Beach Adult SchoolPlease join the Huntington Beach Adult School Student Support Services Team as they walk you through breaking down the barriers of two student personas and showcase how they collaborate with community agencies to provide support and wellness to the whole student. The team will describe their service approach during COVID and their plans moving forward.
Health Literacy in Adult Education
Facilitators:Katie Neginskiy, Technical Assistance Consultant, American Institutes for ResearchHealth literacy is always an important component of education but has become even more crucial. Research shows that students with limited education have more health problems, greater difficulty understanding health information, and higher rates of hospitalization. Embedding health literacy into adult education classrooms can provide students with the skills they need to navigate health systems. Join this professional development opportunity to examine tools and techniques for practitioners hoping to incorporate health literacy into their instruction.
Effective Teaching Approaches Webinar
Facilitators:Jayme Adelson-Goldstein, Consultant, Lighthearted LearningEffective teaching approaches are those that support learners’ agency and promote their success in and out of the classroom. Three such approaches are project-based and problem-based learning and contextualized instruction. Each integrates the development of basic academic skills alongside essential skills while building relevant, meaningful content knowledge. Join us to learn more about these three approaches in action and reflect on implications for your practice.
Skills of U.S. Incarcerated Adults: PIAAC Study
This webinar will provide an overview of results from a recently released study called the Program for International Assessment of Adult Competencies (PIAAC) Prison Study. This study provides information on skills and competencies of incarcerated adults, and compares them to those of adults in U.S. households. The study also includes information on the extent of inmates' participation in formal education and job training programs.Compared to the household population, the incarcerated population is disproportionately male, Black, and Hispanic and has lower levels of education. A large majority (94 percent) of incarcerated adults have no more education than a high school degree (and many have less) compared to 64 percent of adults in the general U.S. household population. Compared to the U.S. household average, incarcerated adults' literacy scores are significantly lower (by 21 points) and their average numeracy scores are significantly lower (by 35 points). About 20 percent of incarcerated adults are currently studying for a formal degree, with 70 percent of those currently not studying reporting they would like to enroll in an education program.
Evidence-based Learning: Practices that Improve Adult Learning
Presenter: Dr. John Tibbetts, consultant to the American Institutes for Research for 20 years, is co-founder of San Francisco State University's Center for Adult Education. Dr. Tibbetts has authored many research publications and has taught adult education at the University of Auckland and University of Southern Maine.In his presentation, Dr. John Tibbetts, co-founder of the San Francisco State University Center for Adult Education and a CALPRO consultant, shifted the focus from instructional practice to student learning. Among the questions Dr. Tibbetts addressed were: Which leadership approach, what instructional facilitation, and what student activities most improve student learning? What supports do students need and what should learners be doing to achieve maximum learning? How do we verify student learning gains?