Assessment to Instruction in the ABE Classroomwvde.state.wv.us/abe/documents/section5.pdf · show that learners can apply their learning. Multiple assessment instruments (both formal

Assessment to

Instruction in the ABE Classroom

WVABE Instructor Handbook Section 5

2008 – 2009

The West Virginia Adult Basic Education (WVABE) Program is funded by the Adult Education and Family Literacy Act, enacted August 7, 1998 as Title II of the Workforce Investment Act of 1998. WVABE is administered through the West Virginia Department of Education Office of Adult Education and Workforce Development, Building 6, Room 230, 1900 Kanawha Boulevard, East, Charleston, West Virginia 25305-0330. The WVABE Instructor Handbook is produced by the WVABE Professional Development Program, whose fiscal agent is the Regional Education Service Agency (RESA) III, 501 22nd Street, Dunbar, West Virginia 25064-1711. For questions or concerns related to the content of the WVABE Instructor Handbook, contact Cathy Shank at the WV Adult Education Hotline, 1-800-642-2670, or via email at [email protected].

RESA III does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, or any other characteristic protected by law in access to, employment in, or provision of any of RESA III’s programs, benefits, or activities. A Title IX Compliance Coordinator has been designated and a conflict resolution procedure is in place. The following person has been designated to handle inquiries regarding this policy: Linda Andresen, RESA III, 501 22nd Street, Dunbar, West Virginia 25064; 1-800-257-3723 ext. 117; [email protected].

mailto:[email protected]

mailto:[email protected]

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Assessment to Instruction in the ABE Classroom

OVERVIEW OF COMPETENCY-BASED INSTRUCTION IN WEST VIRGINIA ............. 1 What is competency-based instruction? .................................................................... 1 Why develop a competency-based curriculum? ........................................................ 2 What is the WV competency-based system? ............................................................. 2 ADULT BASIC EDUCATION FEDERAL FUNCTIONING LEVELS (FFLs) ................... 3 AN OVERVIEW OF THE ASSESSMENT TO INSTRUCTION PROCESS ..................... 5 SELECTION OF MATERIALS TO MATCH COMPETENCIES AND STRATEGIES .... 10 SAMPLE LESSON PLANNING FORMATS ................................................................. 11 Instructional Sequence for Adult Learning ............................................................... 11 Lesson Planning Worksheet .................................................................................... 12 METHODS OF INSTRUCTION FOR THE ABE CLASSROOM ................................... 13 Large Group Instruction ........................................................................................... 14 Small Group Instruction ........................................................................................... 15 Cooperative Learning ............................................................................................... 16 Project-based Instruction ......................................................................................... 17 Computer-assisted Instruction ................................................................................. 18 One-on-One/Tutorial Instruction............................................................................... 19 Individualized Study ................................................................................................. 20 Field Trips ................................................................................................................ 21 Guest Speaker ......................................................................................................... 22 Experiments ............................................................................................................. 22

OVERVIEW OF COMPETENCY-BASED INSTRUCTION IN WEST VIRGINIA

What is competency-based instruction? Competencies (also called Instructional Goals and Objectives–IGOs) are statements that integrate basic skill instruction with life skill content. Basic skills such as reading, writing, listening, speaking, and computation are the "enabling skills" or the "building blocks" that ultimately will help adults to perform learning tasks or solve daily life problems. However, instruction that focuses only on basic skills may not motivate adult learners since they cannot see how to apply these skills to what they need to accomplish at work, at home and in their community. Life skills are the actual skills that adult learners need to apply to problems in the real world (reading invoices, comparing prices, communicating with their children's school, preparing job applications and resumes, etc). Instruction in a competency-based classroom is a cyclical process that can be visualized in this way: Needs Assessment

Evaluation Selection of Instructional

Goals and Objectives (IGOs)

Instruction Competency-based instruction involves: Assessment of learner needs – including identification of perceived needs, of

personal and program goals and of learner's strengths and weaknesses (academic skills and learning styles). This process includes needs assessment, goal-setting, learning styles assessment, and standardized assessment.

Selection of Instructional Goals and Objectives (IGOs) identified in the needs

assessment process – planning with learners what types of activities are necessary to achieve their goals and can be accomplished given their current functioning level.

Learner-centered instruction targeted toward the IGOs – involves deciding which

basic skills need to be mastered in order to perform the selected tasks and which materials and methods will be most effective for an individual learner based on his or her academic strengths and preferred learning style.

Evaluation to determine if the learner has mastered the IGOs and can apply them –

involves selecting novel products and/or performances that demonstrate learners' mastery of the competency, reflect what has actually been taught and learned, and

WVABE Instructor Handbook, Section 5, 2008-09

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show that learners can apply their learning. Multiple assessment instruments (both formal and informal) should be utilized.

Why develop a competency-based curriculum? Competency-based education is not a new approach to education. In the early 1970's performance-based, competency education was used in classrooms across America and England. This approach, which requires students to demonstrate mastery of what they can do (as opposed to passing a paper-pencil assessment of known facts), is experiencing a new wave of acceptance because of its emphasis on performance and problem solving. Popularity of competency-based education is partly in response to the Secretary’s Commission on Achieving Necessary Skills (SCANS) report. Competency standards are promoted as the way to prepare the workforce for the competitive global economy. The competency-based instructional approach is a successful means of meeting the needs of education/training and workplace requirements for successful employees. Students who are enrolled in a competency-based program have a clear understanding of the competencies and objectives they are to master and the standards that will be used to measure their achievement. In essence, it provides a hands-on approach to learning what is relevant to the world of work. What is the WV competency-based system? The Workforce Investment Act (WIA) of 1998 has been a motivating force for the implementation of a competency-based system in West Virginia. Its emphasis upon acquiring the skills needed for success on the job as well as in the family and the community has required systemic changes in the ABE program. In response to the federal legislation, WVABE developed a competency-based curriculum called WV SKILLS. In addition, a system of Essential Instructional Goals and Objectives (IGOs) was developed. At present, the WV Department of Education is currently researching the best method to proceed in further development of competency-based curriculum. Proposed legislation recommended implementation of Content Standards and Objectives in each state. However, this legislation has been tabled until next year. While the U.S. Department of Education will not impose national standards for adult education, our IGOs will need to change to fit the guidelines for Content Standards and Objectives. As regulations continue to change, we recommend continued use of the IGOs system that has been implemented. The IGOs Verification Checklists for FFLs not only give the instructor a system for selecting the IGOs to teach each student based upon assessment results, but they also provide a means for recording and documenting mastery of essential IGOs as a result of instruction.


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ADULT BASIC EDUCATION FEDERAL FUNCTIONING LEVELS (FFLs) In the wake of the Workforce Investment Act (WIA) of 1998, new educational functioning levels were established for adult education programs all over the nation. The National Reporting System (NRS) specified six Adult Basic Education (ABE) educational levels and six English as a Second Language (ESL) levels to be used by all federally-funded adult education programs to provide information to the federal government about student progress. The NRS helps track student entry level, progress, and exit level. For more information regarding the NRS, see http://www.nrsweb.org. For regular ABE learners, these Federal Functioning Levels (FFLs) provide global descriptions of students' abilities in reading/writing, numeracy (math), and functional workplace skills. For ESL learners, listening/speaking descriptions replace the numeracy descriptions. For computer literacy only students in Computer Literacy Only classes, descriptions of the functional workplace skills may be used to establish instructional levels. The FFLs also provide standardized test benchmarks allowing instructors to place ABE and ESL students into a particular level according to their scaled test scores. Using the FFL descriptions and test benchmarks, instructors can also decide when students have made progress within a level, completed a level, and are ready to move to the next level. In West Virginia, instructors use standardized pre-assessments to establish a student's Entry FFLs. As instruction is provided, ongoing classroom assessment tracks the student's progress. Standardized post-assessments must be administered to obtain the student's Exit FFL. If a student exits the program before a post-assessment can be administered, the entry score becomes the exit score and the program receives no credit for progress made by the student. West Virginia has established Essential Instructional Goals and Objectives (IGOs) for each FFL to assist instructors in monitoring student progress. The Essential IGO Monitoring System is described in Section 6 of this Handbook. Students not assigned a Federal Functioning Level (FFL) The following types of students may not need to be assigned an FFL:

• Students enrolled for less than 12 hours with a short-term goal (take the Official GED® Practice Test, resumé writing, GED orientation, etc.)

• Work-based project learners (enrolled 12-30 hours in a class for work-based skills)

Some students do not expect to attend the program for more than a few hours. They may only want to take the OPT, attend a GED orientation session, or get help using the GED Wizard. Some may simply want a little help in updating a resumé or preparing for a work-related assessment. If these students do well on their test or quickly complete


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http://www.nrsweb.org/

http://wvde.state.wv.us/abe/tcher_handbook_pdf/section6.pdf

their chosen task, then they will probably receive less than 12 hours of instruction and still achieve their goal. Students with such specific short-term goals may register and complete the 400 form, but are NOT given a standardized pre-assessment and are NOT assigned an FFL. Students who later decide to study more than 12 hours MUST then complete the regular intake process, including a standardized pre-assessment and must be assigned an FFL. Work-based project learners are those who work to acquire work-based skills that are taught in a short-term course. Students designated as work-based learners are NOT assigned an FFL and are NOT credited to the program in meeting Federal accountability measures for program reporting.


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AN OVERVIEW OF THE ASSESSMENT TO INSTRUCTION PROCESS

New instructors should follow the steps below to enroll new students and move them through the assessment process and on to competency-based instruction and goal completion. At Intake, Conduct Global Assessment of Basic Skills and Needs. As part of your orientation process, describe the various program options offered in

your county/at your site (basic skills, GED® preparation, ESL, computer literacy, PLATO, distance education, SPOKES, skills for college entry, etc.).

Collect demographic data required by the Adult Education Management Information

System (AEMIS) to complete the ABE 400A Form. (WVABE Instructor Handbook, Section 2 Appendix).

Have the student sign a Release of Information form (Section 4 Appendix) to allow

for transmittal of directory and educational record information. Use a variety of goal-setting activities to identify the student’s preliminary personal

goals. Personal goals may be significantly different from program goals recorded on the ABE 400 Form. Program goals at intake should be considered preliminary and should be revisited after interim assessment.

For ESL students, use the ESL Background Interview (Section 14 Appendix) to

gather demographic, needs assessment, and preliminary goal information. Information on educational background can be used to decide which standardized test to administer.

Administer a learning styles inventory (Section 3 Appendix) to determine best

teaching strategies. Identify barriers to program participation and screen for special learning needs. Make referrals for community services (child care, Lion’s Club, rehab, etc.) to assist with identified barriers and special learning needs.

Collect documentation of learning disabilities so that appropriate testing

accommodations may be used. Maintain confidential information in a separate locked file.

Administer the locator/appraisal for the standardized test (TABE or CASAS) used in

your program. (BEST, BEST Plus, and CELSA do not require a locator). For Computer Literacy ONLY students, you will NOT need to administer a

standardized assessment (unless the student also receives academic instruction or goes beyond 30 instructional hours).


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For students referred by DHHR or a WIB, you may be able to obtain TABE or WorkKeys® scores from the referring agency and may not need to administer a locator or pre-test.

For students likely to have a very low literacy level, the instructor may find it

necessary to skip the locator/appraisal. Instead, administer TABE Form 7, Level L or CASAS Lifeskills Form 27/28.

For students with documented disabilities, special versions (Braille, audio-

cassette, enlarged print) of standardized tests may be obtained. For special forms, contact the special projects coordinator, (800) 257-3723, ext. 212.

Returning ESL students who completed the prior program year at the Advanced

ESL level (FFL 12) must be pre-tested using an ABE assessment instrument (TABE or CASAS). New ESL students likely to score above FFL 12 should also be tested with an ABE instrument and assigned an ABE FFL. ESL students given an ABE FFL should still be given a student type—ESL on the 400A form.

Determine the Individual's Program Placement and Federal Functioning Level.

Select the appropriate level/form of the standardized pre-test (TABE, CASAS, BEST,

BEST Plus, or CELSA). Select the subject areas you administer (Math, Listening, etc.) based on the

student’s program of study and/or personal goals. • For SPOKES students, TABE mathematics and reading are always

administered. • For ABE students, choose among mathematics, reading, and/or language. • For ESL students, choose among reading/literacy, listening and/or oral

interview. Determine the scaled scores or grade levels and record this information in the

student’s permanent program file (on the ABE 400 Form and/or testing record).

Use the lowest of the scaled scores or grade levels (or use the scores for the subject area selected by the student) to enter in AEMIS and determine the FFL. AEMIS assigns the FFL based on the lowest test scores that are entered.

At a minimum, maintain documentation on progress in the subject area recorded in AEMIS.

Students whose only goal is to check readiness for the GED and who attend fewer

than 12 hours do not need to take the TABE or CASAS and are not assigned an


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FFL. These students simply take the Official GED Practice Test (OPT) and/or attend a GED Orientation/Seminar session.

For short-term work-based project learners (12-30 hours of instruction), use a

standardized test or a performance-based assessment with a standardized scoring rubric. (The FFL is NOT recorded on the ABE 400 Form.)

For Computer Literacy ONLY students, you will use the Computer Literacy Self-Assessment Checklist as the entry assessment to determine the appropriate beginning FFL. (See Section 4 Appendix.)

Use the assessment information to set the preliminary Primary and/or Secondary

Program Goals and record this information on the ABE 400 Form. Goals recorded in AEMIS need to be achieved and verified within the given program year in order for the program to get credit for the achievements.

Remember to revisit/modify these goals following interim assessment when it is

clearer what the student may be able to accomplish within the program year. Plan Curriculum and Instruction. Use the student’s goals (personal and program) as well as the assessment data you

have collected to determine a realistic program of study (GED, ESL, computer literacy, employability, family literacy, etc.). • For ABE students, use the FFL in each area to select the ABE Essential IGOs

Verification Checklist: mathematics, reading, or writing/composition. • For ESL students, use the FFL in each area to select the ESL Essential IGOs

Verification Checklist: reading/writing or oral communication. • For Computer Literacy Only students, use the student’s FFL to select the

appropriate chart of ABE Computer Literacy Essential Skills. • For GED students, use the GED Verification Checklist to plan program for

students at FFL 5 and 6. At a minimum, address the IGOs from the verification checklist that corresponds to

the student’s weakest area (or the area selected as most important by the student). Select at least three IGOs to begin the student’s study. Identify additional goals and

objectives based on the student’s selected program of study and any additional personal goals. Use the Essential IGOs Verification Checklist and additional IGOs to plan the curriculum for the student. Select activities from a variety of resources and/or create your own.

Select appropriate print and multi-media materials based on the student’s level,

goals, interests, preferred learning styles, abilities, and time available.


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Deliver instruction in an appropriate setting (large group, small group, one-on-one, computer-assisted, etc.).

Monitor Student Progress. Use formal and informal assessments to conduct frequent progress checks to

assess completion of the Essential IGOs and the selected additional IGOs. Employ a variety of assessment tools to track student progress. To track progress

toward mastery of Essential IGOs, the student should complete an assessment task appropriate to each IGO. As each benchmark task is completed successfully, date and initial the IGO on the checklist. Place supporting documentation in a student portfolio maintained by the instructor.

Learners who need to know if they are ready for the GED Test will take the Official

GED Practice Test (OPT). The OPT may be used to document student achievement on the ABE 400B Form. It cannot be used as standardized post-tests to show completion of FFLs.

Verify Educational Gains. Verify that a student has completed an FFL or moved to a higher FFL by

administering a post-test using the parallel form of the standardized instrument (TABE, CASAS, BEST, BEST Plus, or CELSA) used to pre-test the student.

When post-testing, administer an interim assessment after 70 hours of instruction

but before 100 hours of instruction. If possible, administer a final assessment at the end of the program year or prior to a student’s withdrawal (no sooner than 50 hours after the last assessment was administered).

Both the completion of an FFL and movement to a higher FFL are determined by

comparing the post-test score to the pre-test score in the lowest subject area recorded in AEMIS at the beginning of the current program year.

To complete the entry FFL, the student’s post-test score must be at or above the

completion level benchmark of the Entry FFL. To move to a higher FFL, the student’s post-test score must be at or above the beginning level benchmark of the next level above the entry FFL. Students cannot complete an FFL and move to the next FFL based on completion of IGOs. However, the Essential IGOs Verification Checklist may be used to document and report other educational achievements on the ABE 400 Form.

Unlike ABE and ESL students, Computer Literacy ONLY students CAN complete

an FFL and move to the next FFL based on completion of an IGOs Verification Checklist. In addition, AEMIS treats Computer Literacy ONLY students as work-


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based project learners on the NRS tables. Computer literacy students are not included on Tables 4, 4A, or 4B.

Record Student Achievements. Based on the student's goals, track the student's achievements (educational;

employment-related; further education/training; personal, family and community related goals, etc.).

Document goal attainment on the ABE 400B Form. Because student’s program

goals may change over time, a periodic review of goals is helpful for documenting achievements. At a minimum, revisit the goals after interim assessment.

Some NRS Core Indicators are verified by standardized assessment data entered

into AEMIS: • Completed an FFL • Moved to a higher FFL

Some federal Core Indicators are verified by state data match and are not tracked by the local program: • Achieved the GED • Obtained an unsubsidized job • Retained an unsubsidized job • Enrolled in job training or post-secondary education • Had public assistance reduced or eliminated

Using documentation you have maintained, complete the “Upon Exit” section of the ABE 400B Form.


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SELECTION OF MATERIALS TO MATCH COMPETENCIES AND STRATEGIES

Perhaps one of the most difficult and confusing tasks for ABE instructors is the task of applying assessment results to the instructional needs of the student. Once the assessment results are used to identify the competencies the learner needs to master for goal attainment, the process of planning instruction begins. Choosing appropriate instructional strategies that are relevant, challenging and student-centered is an important step to student success. The instructional possibilities available to ensure mastery of competencies are numerous. In some instances, written materials, audiovisuals, and computer software are a necessary part of the instructional approach that is chosen. Upon entry into a program level, the appropriate assessment is used to measure a learner’s initial level of functioning and knowledge of specified skill areas. Choosing materials to aid in the instructional process for skill mastery should be based upon the assessment results and the Instructional Goals and Objectives (IGOs) for the student’s Federal Functioning Level (FFL). This method of teaching mastery of competencies in a competency-based system may be unfamiliar to many instructors. As your mastery of these new terms and processes is established, your speed in selecting instructional strategies and materials will increase. Regardless of the instructional approach taken to assist the learner in mastering the IGOs identified by placement in the FFL, it is important to keep in mind the student’s learning style. If a learning activity requires the selection of materials, the format is important to consider. Sometimes the format of the materials or the manner in which information is presented is more appropriate for one type of learning style versus another. For example, one individual may be quite successful in reading and answering questions independently. Another individual may require interaction with a group or instructor, an audiovisual presentation of the material or computer-assisted instruction in order to have optimum success in learning. As much as possible, an instructor should offer alternatives whenever they are available. We are fortunate that there are now so many excellent materials: printed texts, audio cassettes, video, and computer programs for the varied ability levels and interests of adults in ABE, but choosing from this wide array can be confusing for new instructors. The CASAS Curriculum Materials Guide (available for purchase from the CASAS catalog) offers a list of competency-based materials which are available for adult programs. The materials listed in The Curriculum Materials Guide are reviewed and evaluated by a committee of evaluators (ABE practitioners) before inclusion. The computer version, The Instructional Materials Quick Search, provides the instructor with easy access to materials which also match the levels indicated on the ABE Essential IGOs Charts.

SAMPLE LESSON PLANNING FORMATS

Instructional Sequence for Adult Learning

When preparing lessons in the adult education class, a good model comes from D. Hemphill, "Making Sense to Teachers about Teaching," Adult Learning, May, 1990. The lesson planning worksheet that follows can help you to think through your lesson planning process.

Introduction/ Warm-up/Review

• Opener • Focus learners • Connect to past learning • Connect to past experience

Presentation • New knowledge presented • Many options in strategy or method

Guided Practice

• Structured activities • "Basic skills" or "pieces" of more

complex skills, may be practiced • Skills are clustered into increasingly

larger "chunks"

Application/ Assessment

• Application task approximates real-life performance demands

• Maximize possibility of life transfer of skills learned


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Lesson Planning Worksheet

Life Skill Competency:

Basic Skills Needed:

Materials Needed:

Specialized Vocabulary:

LESSON PLAN

Introduction/ Warm-up/Review • Identify competency/IGO. • Tie in to prior and future

learning. • Connect to current

interests of the learner.

Presentation • Select method of

presentation. • Select materials,

equipment, and technology.

Guided Practice • Select method for guided

practice. • Select materials,


Application/Evaluation • Select method for

evaluation. • Select materials,



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METHODS OF INSTRUCTION FOR THE ABE CLASSROOM A balanced mix of instructional methods is important in managing the ABE classroom. Each learner has preferences regarding how he or she learns best (working with a large group, small group, alone, with a tutor, etc.). Learning style inventories and questionnaires may help to determine these preferences that should be taken into consideration when organizing activities in your classroom. The physical environment of the classroom may be better suited to some instructional methods than to others. For example, a small room with individual desks may lend itself better to large group or individualized instruction (although sometimes desks may be arranged to accommodate small group work). On the other hand, a large room with tables and chairs may offer the opportunity for large group, small group, or individual instruction all to happen at one time or another. In addition, the intake structure of a program may establish what instructional methods are used. For example, in a short term, special topic class, it is probably not appropriate to have everyone doing individualized instruction. Also, in classes where only one instructor is available, one-to-one/tutorial instruction may not be an option unless a volunteer helps out. Regardless of which methods of delivery or classroom management are chosen, instruction should always be centered on specific objectives and competencies selected by the individual or group. Assessment of learners’ progress is also vital. At the completion of any type of learning activity, individual learners must demonstrate and document their skills and accomplishments. Some of the methods of instruction commonly used in ABE include the following: • Large Group Instruction • Small Group Instruction • Cooperative Learning • Project-based Instruction • Computer-assisted Instruction • One-on-One Tutorial Instruction • Individualized Instruction • Field Trips • Guest Speakers • Experiments These methods are explained on the following pages.


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Large Group Instruction The instructor plans and directs activities to meet the needs of a large group or sometimes the whole class. A majority of learners participate, but some may choose individualized study instead. Appropriate when: They foster a sense of community in the

classroom by starting everyone off together.

They provide instruction or assistance in a particular subject area required by the majority of learners.

The physical environment is conducive to participation by the entire group.

Lesson content is at an appropriate level for all the learners included in the group.

The instructor varies the delivery of content and the assignments to include visual, auditory, tactile, and kinesthetic input and output alternatives.

Small group and personalized instruction are available alternatives for some learners.

Key Steps: Establish group rapport. Provide a multi-sensory presentation of

information. Provide guided practice. Provide independent practice. Offer a variety of multi-sensory

assignments. Set evaluation criteria. Assess learner progress and

demonstrate learner gains that are a result of large group activities.

Provide follow-up activities as needed.

Content Areas that are addressed well: Anything appropriate to all levels Job Readiness Health Topics Parenting Skills Topics in affective and cognitive

domains Life Skills Work Process Skills

How Technology is used: Technology can be worked into any

lesson or can be the basis for any lesson.

Video or audiotapes can be used to deliver information.

In a computer lab situation, all learners in the group may be using the same software program and the instructor may use an LCD panel to demonstrate how to use the program.

Educational software programs on computers may be used to drill and practice new skills in the large group setting.


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Small Group Instruction Material is presented to a small number of learners (probably no more than 10) that are either on a similar learning level or are participating with a specific purpose in mind. Appropriate when: The instructor needs to teach specific

skills to part of the larger group. Several learners are interested in the

same subject, but others are not. Certain learners need more

opportunities to participate in a group but are intimidated by a large group setting.

Certain learners prefer to work in a group versus individually.

The instructor wants to build peer relationships among the learners.

Successful learners are given opportunities to model strong skills or good study habits to learners who have weaker skills/habits.

The classroom has a limited number of instructional materials on a particular subject.

Key Steps: Set purposes and expectations in

establishing the group. Limit the amount of time the group will

work together (4, 6, 8 weeks). Provide a multi-sensory presentation of

information. Provide guided practice. Provide independent practice. Offer a variety of multi-sensory

assignments. Set evaluation criteria. Assess learner progress and

demonstrate learner gains that are a result of small group learning activities.

Content Areas that are addressed: Science Reasoning Team-building Study Skills and Test-taking Skills Social Studies Chart, Graph, and Map-reading Skills Math Facts Essay-writing Low-level Reading/Phonics Pre-vocational preparation

How Technology is used: The Internet can be used as a

resource. Videos can be shown.


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Cooperative Learning Learners of all abilities and backgrounds work together towards a common goal. Each group or team member is responsible for a part of the learning process and offers feedback, support, and reinforcement to others. Often group members are assigned specific roles (i.e. worrier, encourager, time keeper, recorder, reporter, facilitator, etc.). A variety of grouping strategies and techniques are employed (i.e. round table, corners, color-coded co-op cards, simulation, jigsaw, co-op/co-op, pairs check, cubing, numbered heads together, etc.). Appropriate when: Group work/teamwork skills are

perceived as important job skills for the work place.

Cooperative behavior is promoted in the classroom.

Classroom activities and lesson content are structured so learners see each other as resources; students are willing to learn from peers as well as from the instructor.

Group members are active in sharing ideas and practicing skills.

Learners feel comfortable with one another.

Independent learners are allowed to work alone at times.

Learners are functioning at different academic levels.

Key Steps: Teach skills for group/team learning. Describe a clear and specific learning

task. Choose a grouping strategy and group

size. Select group members so that learner

abilities are mixed, which will allow them to help each other.

Discuss and practice roles. Engineer groups; assign team roles. Set time limits and goals. Facilitate the teams by providing

materials and assistance as needed. Monitor the teams. Have teams report back and analyze

their process. Transfer these cooperative skills into

life-skills/problem solving. Establish evaluation criteria. Assess learner progress and

demonstrate learner gains that are a result of cooperative learning activities.

Content Areas: Current events Writing Research Skills Life Skills Work Process Skills


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Project-based Instruction Learners explore a chosen theme as part of a mini-class, longer unit or year-long class emphasis. Researching the theme and preparing to present the information involves a range of skills across the curriculum. Appropriate when: The entire group focuses on a theme

that is later developed at various levels with varying tasks depending on the learners' abilities.

Everyone is included in the completion of a finished product but each learner is allowed to select a task based on his or her ability and interest.

Learners are allowed to contribute to projects using their strengths and improving on their weaker areas.

Learners actively initiate, facilitate, evaluate, and produce a project that has meaning to them.

A context for new learning and cross-curricular integration is provided.

The instructor facilitates and coaches rather than creating and directing the activities.

The classroom environment is comfortable, risk-free, and promotes learner discussion without fear of criticism.

Key Steps: Select a theme as a group. Narrow the theme to a manageable

length. Design a project as a group. Clarify objectives and desired outcomes

of the project. Research the theme as a group. Decide within the group who will do

what to gather information and present the results.

Create a product or program to share. Reflect on the process and evaluate the

project. Set evaluation criteria. Assess learner progress and

demonstrate learner gains that are a result of project-based instruction.

Content Areas: Everything – cross-curricular.

How Technology is used: Educational videos, computerized

encyclopedia, and Internet are constant resources.

Technology can offer a method of collecting information (video or audiotape live interviews or speakers, broadcast radio or television programs.

Technology can offer a method of presentation (PowerPoint, video production, etc.)

Technology can assist in creation of a final product (word processing).


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Computer-assisted Instruction The learner receives instruction and practice by means of the computer that is used as a tool in teaching basic skills or knowledge. Educational software programs are either the major source of instruction or are used to reinforce materials presented using a more traditional method. Appropriate when: The learner sees computer literacy as

necessary to function in today’s world. The learner likes privacy and prefers to

control the content and pace of learning. The learner needs feedback that

demonstrates success and boosts self-esteem.

A significant amount of drill and practice on a particular skill is needed to reinforce what has been taught.

Flexibility in the length and scheduling of study time is necessary.

Learners require multi-media input and practice in order to learn.

Computers are not utilized as the sole means of instruction.

An instructor is readily available when things go wrong.

Key Steps: Introduce basics about the computer

(turning on/off, going to programs, putting in/taking out disks and CDs, etc.).

Introduce the specific software program(s) a learner will use (getting in/exiting the program, saving material/place, moving around within the program, etc.).

Introduce basic computer keyboarding (enter, backspace, delete, arrow keys, mouse, etc.).

Present new skills in a non-threatening manner: explain, show, have the learner do it, have the instructor keep hands off.

Establish the objectives of educational activities using the computer.

Assess learner progress and demonstrate learner gains that are a result of computer-assisted Instruction.

Content Areas: All academic areas – if you have the

appropriate software, you can do anything.

The Internet as an information source, research tool, and teaching tool (many sites allow interactive learning).

Writing Skills – process writing.

How Technology is used: Educational videos and software

programs can introduce basics of computers/Internet.

In a lab situation, computer/Internet basics or a software program can be demonstrated using an LCD panel to project onto a large screen.

Multi-media presentations can be created by learners to demonstrate their knowledge.

Headphones should be utilized for software programs with sound (to avoid distractions).

Spell checker, grammar checker, and encyclopedia as resource tools for other programs.


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One-on-One/Tutorial Instruction The instructor or a tutor works with one learner at a time, usually in a subject area in which a particular learner needs intensive individual instruction. Appropriate when: Individual’s skill levels are too low for

the learner to work without assistance. Individual’s strong personal preference

for this type of instruction is shown in the learning style inventory.

Only one individual needs to study a particular subject and requires substantial assistance.

It does not impede the progress of the rest of the class or interfere with the overall function of a learning center.

There is at least one instructor available to the rest of the group (a volunteer or speaker may work with the rest of the group or a tutor may do the one-on-one instruction).

An individual learner is not singled out in a negative way.

Math and Language Arts skills are at higher levels.

Key Steps: Evaluate the learner’s skill level and

learning style. Schedule appropriate times. Limit the amount of one-on-one time so

that it does not dominate total time available for instruction.

Plan for instruction. Identify the specific subject matter/

objectives to be covered in that session. Set evaluation criteria. Assess learner progress and

demonstrate learner gains that are a result of learning activities.

Content Areas: Literacy, Math, ESL, and Grammar. Almost all academic areas at a low

level.

How Technology is used: Reinforce concepts when more drill and

practice is necessary for mastery.


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Individualized Study The learner and instructor create a plan of attack to reach the learner’s stated goals. The instructor recommends materials. The learner works somewhat independently at his or her own pace, checking with the instructor at stated intervals and asking for help when needed. The instructor monitors learner progress, offering instruction when needed. Appropriate when: The learner tends to be independent

and self-directed. The learner needs instructional support

but not constant instructor contact. The learner works well in an individual

study format. The classroom/learning center is flexible

enough to accommodate different learning needs (multi-level groups, open entry/open exit, frequent entry/frequent exit).

The learner wants to study online (Distance Education).

Key Steps: Set goals and objectives with the

learner. Evaluate skills and learning style. Establish a schedule and plan of study. Assign activities and learning materials

with the individual’s preferred learning style in mind.

Monitor work periodically. Follow-up on progress. Evaluate continuously using a variety of

means (tests, a portfolio of accomplishments, samples of class work, competency checklists, etc.).

Content Areas: All academic areas. Particularly appropriate for make-up

work during a small group class.

How Technology is used: Audiocassettes or videos for self-study

depending on the individual’s learning style.

Scheduled computer, audiocassette, or video equipment time is offered.

The learner uses technology independently.

Technology is an integral part of the instruction.


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Field Trips The learner is engaged in educational activities anyplace other than the regular classroom. Appropriate when: What is planned for, prepared for,

debriefed, and evaluated is connected to the learners’ plan of study.

All learners who are interested have the capacity to participate (cost/time factor is not prohibitive).

Learners prefer/can benefit from hands-on and experiential learning.

Key Steps: Establish relevance to curriculum

timeline. Plan with the group–before and after. Set an agenda. Check availability and means of

transportation (county policies and procedures, county forms and releases).

Check cost (decide how to fund--do not eliminate people because of cost).

Plan follow-up activities (writing about the experience, etc.).

Set evaluation criteria. Assess learner progress and

demonstrate learner gains that are a result of field trip activities.

Content Areas: Science, History, Math, etc. Socialization Life Skills; job and life opportunities Cultural Exposure Team Building Leadership Time Management

How Technology is used: Tape and photograph the trip. View a film about the location or event. Use a word-processor to type up the

itinerary. Check the Internet for information,

maps, directions, etc.


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Guest Speaker Someone else besides the regular instructor speaks about a topic relevant to curriculum. Appropriate when: Speaker’s expertise fits into class

objectives/curriculum. Time and format offered by the speaker

are compatible to ABE needs. A variety of different teaching styles and

perspectives are provided. Speaker’s exposure to the ABE

population will help to link the program/class with other agencies and their services.

Key Steps: Prepare speaker for audience needs, topic, clarity/simplicity of speech/ vocabulary, time frame, hands-on needs.

Prepare learners for the topic – encourage people to be open to new experience.

Connect subject matter to the world of work–career exploration.

Follow-up with class writing or another activity.

Write a thank you note. Set evaluation criteria. Assess learner progress and demonstrate learner gains that are a result of input from the guest speaker and follow-up activities.

Content Areas: All content areas can be addressed

well. Career Awareness and Life Skills. Listening Skills.

How Technology is used: Be prepared for the speaker’s

technology needs – VCR, overhead, etc. Use video, Internet, etc., for follow-up.

Experiments Learners engage in hands-on experiences in order to test hypotheses. Appropriate when: What is planned is connected to the

class objectives/curriculum. Hands-on learning is necessary for the

kinesthetic learners. Textbook explanations need to be

applied in order to be understood. No special lab or extraordinary

equipment/supplies are needed. The activity is not dangerous.

Key Steps: Plan objectives. Check the Internet for information. Collect all materials. Test drive it. Develop a hypothesis with learners. Evaluate–was the hypothesis proved? Set evaluation criteria. Assess learner progress and

demonstrate learner gains that are a result of experiments.

Content Areas: Science Reasoning Skills Team-building Skills

How Technology is used: Internet can be used as a resource. Videos (such as Bill Nye “the Science

Guy”).

Documents

Assessment to Instruction in the ABE Classroomwvde.state.wv.us/abe/documents/section5.pdf · show that learners can apply their learning. Multiple assessment instruments (both formal