PREPARING TEACHERS TO SEE THE WORLD THROUGH

“TRANSITIONS-COLORED GLASSES”

COABE 2014

Lia Conklin Olson, Astrid Liden, & Patsy Vinogradov

ACESAcademic, Career, & Employability Skills

To ensure that ABE programs are able to provide effective contextualized

instruction integrating post-secondary education and training readiness,

employability skills, and career readiness at all levels.

Agenda & Objectives

Brief History of ACES TIF = Transitions Integration

Framework ACES Professional Learning

Community (PLC) model & planning process

Content of ACES PLCs Training our PLC Facilitators Your context

Agenda & Objectives

The participants will be able to: Access the ACES TIF and ACES PLC materials. Articulate the purpose of ACES, the TIF, and the ACES PLCs. Articulate the primary organization and content of the TIF. Identify the steps in the ACES process. Identify the ways the ACES leadership team cultivated new

teacher leaders statewide for PLC facilitation around transitions skills at every level of instruction.

Identify the potential strengths and challenges of this PD model.

Consider possible applications of this PD delivery model in their contexts.

Brief history of ACES

Phase 1: Goal:

To identify critical transitions skills

Product:Transitions Integration Framework

Phase 2: Goal:

To provide PD to instructors to

integrate transitions skills

Product:Train-the-trainer

PLCs

Transitions Integration Framework

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Development of the TIF

2011-12: ACES Advisory Group of MN transitions leaders from

ABE, college, and workforce drafts TIF TIF piloted through PD project focused on transitions

integration 2012-13:

ACES Project Team analyzes PD pilot data and redrafts TIF

Stakeholders & subject matter experts provide feedback

TIF revised & sample activities added Summer 2013: TIF finalized & shared at

statewide ABE conference

TIF CategoriesEffective Com-munication

Learning Strategies

Academic Language & SkillsNumeracy

Critical Thinking

Self-Management

Developing a Future Pathway

Navigating Systems

Exploring the TIF Categories

Look at the cartoons on the handout and match each to the TIF category that it best represents.

ACES PLC, ATLAS, March 2014

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TIF: Transitions Integration Framework

Complete TIF contains:• Categories & definitions• Skills & sub skills• Sample activities ranging

from simple to complex• Sample technology ideas

to practice skills• Ideas to contextualize for

community, school, or work

Transitions Integration Framework

Outlines the skills needed for successful transitions.Serves as a guide for

integrating transition skills into

instruction.

Effective Communication (EC): Effective communication is a two-way process between individuals of diverse backgrounds and experience in which information is conveyed and received in ways that are mutually understood as intended. This can include speaking, writing, and all forms of nonverbal communication. Examples of activities in this category could include adjusting communication to suit various audiences, questioning to clarify meaning and to enhance understanding, or articulating differences and appreciating how differences can affect communication. Teaching the skills in this category will help the learner give and receive information in a purposeful, appropriate, and collaborative manner.

Skill 1: SWBAT… Engage positively and actively with individuals in both one-on-one and team settings to accomplish goalsSub Skills: a. Seek and offer clarification (clarifying questions, paraphrasing, restating)appropriately in spoken and written communications

b. Repair communication breakdowns respectfully and effectivelyc. Acknowledge and affirm others (regardless of culture, religion, gender, age, sexual orientation) and their contributionsd. Express expectations and acknowledge an understanding or acceptance of the expectations of otherse. Participate, make contributions, and encourage the contributions of others in order to accomplish the shared goal of a teamf. Employ effective strategies for resolving conflict

EC: Skill 1-Sub Skill a: Seek and offer clarification (clarifying questions, paraphrasing, restating) appropriately in spoken and written communications

Complexity

Sample Activities Role play basic scenarios* using rote phrases, posted in the classroom to request clarification (e.g., Excuse me? Can you repeat that?) and provide basic clarification as requested (e.g., I said… I meant…).

Role play scenarios* utilizing a variety of phrases, created by students and posted in the classroom, to request and offer clarification as requested.

Discuss situations* in which asking for clarification is crucial. Discuss possible consequences that may result for not getting clarification. Write two contrasting scenarios; one with consequences for not requesting clarification, the other with better results after requesting clarification.

Technology Activities:

Record phrases to request clarification (e.g., Excuse me? Can you repeat that?) using technology (e.g., iPad, vocaroo.com, audacity). Listen to the phrases and evaluate accuracy and pronunciation (needs work, so-so, good).

Record scenarios to request and offer clarification using technology (e.g., iPad, vocaroo.com, audacity). Listen to the scenarios and evaluate accuracy and pronunciation (needs improvement, so-so, good, excellent).

Use email or online inquiry form to request clarification or to respond to requests for clarification regarding contextualized topics.*

Context

s

Community * Grocery store, bank * Grocery store, library, bus stop * Banking information, billing issuesSchool *Classroom * Classroom * Questions regarding homeworkWork *Workplace *Workplace * Paycheck error, clarifying instructions

ACES PLC, ATLAS, March 2014

TIF organization & content

With a partner, look at the TIF Components handout

Look at the TIF grid on the back side Each letter corresponds to a different TIF

component On the front side, match the

letter of each TIF component to its description

ACES Professional Learning Communities

Professional Learning Communities

The puzzle – how do we reach everyone in the state in a meaningful way? PLCs, train-the-trainer model Supported by regional transitions funding

The right team! (Project lead, 8 Trainers, and executive leadership)

PLC materials developed in fall 2013 PLCs for future PLC facilitators ran in

January-February, with PLC Facilitator Training on March 7, 2014

PLCs around the state running now

Purpose: Zooming out, Zooming in

In this professional learning community (PLC), practitioners “zoom out” to view and better understand their roles as adult educators and to more clearly see the trajectory of their learners.

We also “zoom in” to individual classrooms and lesson plans to focus on how transitions skills and the ACES process are enacted and might be enhanced in our daily work.

Purpose of the PLC

This PLC provides the time and space where this clarifying and shifting of perspectives can take place. Here, we hone the skills and articulate the stance needed to respond to the complex interplay of long-term learner goals, our roles and responsibilities as adult educators, and the instruction that moves students forward effectively.

But how do you change a teacher?

Learning cannot be designed: it can only be designed for – that is,

facilitated or frustrated.

(Wenger, 1998)

ACES PLCs

Contain… Pre-tasks Meeting Tasks Outside Tasks

Meeting 1

Meeting 2Meeting 3Designed to… Shift teacher stance Increase “transitions”

knowledge Support effective transitions-

minded instruction

ACES PLC Content

• Pre-PLC self-evaluation • The ideal ACES practitioner• The 8 TIF categories• The skills and sub-skills of EC, CT, & SM categories• Students' transitions skills & needs• "TIF a lesson": Use the ACES process• Outside Task: TIF a lesson

PLC Meeting ONE

The ACES Process

1. Assess instruction/materials/curriculum to identify where TIF skills are addressed

2. Complement to intentionally integrate TIF skills

3. Evaluate outcomes after delivering lesson/using materials/trying the activity

4. Study and reflectWhat else do students need?What else do I need?

ACES Process in Action

Watch the video clip of an ABE numeracy lesson:

Link: http://mlots.org/Elana/numbersflash/numbers.html

Together, we will identify the components of the lesson such as introduction, group work, independent work, etc.

Form a working group around one of the TIF categories (EC, CT, or SM).

Assess: Identify which TIF skills from your category were integrated (or not).

Complement: Discuss ways you could enhance the lesson and identify the TIF skills from your category that would be added.

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TIF Your Classroom!

What are some ways that TIF skills can be integrated into an instructional setting regardless of lesson content?

Cultivating new teacher leaders ACES Facilitation Day – March 2014

50 Facilitators from 10 regions of Minnesota came together for a full day of training around PLC facilitation.

Cultivating new teacher leaders

ACES Facilitation Day

Topics included: ACES background Elements of effective PD ACES PLC materials Discussion: What makes a

strong facilitator? Reflection on strengths,

areas of growth, and strategies for success as a facilitator

Strategies for addressing PLC challenges

Differentiating the PLCs Ongoing support & resources

Responses for PLC Facilitation Day

The binder of materials is well organized and will make it easier to deliver content to my PLC. Also the ATLAS/ACES website is a great resource!

It was really well-thought out, organized and helpful and all parts were engaging and effective, but the interactive external mingle and the creative exercise were especially memorable.

Responses for PLC Facilitation Day

Having all the documents and notes organized to implement. Sharing the 13 issues/problems and hearing others feedback for answers.

I think the whole training was helpful. My favorite part was the mixer. It gave me some good ideas to think about when giving these PLCs.

Getting time to discuss how the PLCS might work at our various sites.

Transitions Resources & Plans

www.atlasabe.org : Transitions Resources

Under ‘Professional Development’, ‘ACES’

What’s next?

Evaluation of ACES PLCs

2014-15 ACES plans:-PLC with 3 more categories

-Hybrid PLC model -ACES 101 webinar for newcomers -Expanding online resources -Training for volunteers, managers

Questions to consider

What has your state/context done to further a “transitions lens” in ABE?

How might the TIF and ACES process be valuable in your context?

How could this PD model be beneficial in your context?

www.atlasabe.org

Thank you!