2012 Adult ESL Institute

Transcription

1 2012 Adult ESL Institute Thursday, May 10 Friday, May 11 Minnesota Department of Education 1500 Hwy. 36 W., Roseville, MN Sponsored by:

2 Session Schedule, Descriptions & Locations AGENDA FOR MAY 10: 8:00-8:30 Registration & Continental Breakfast 8:30-11:30 Session 1 first half 11:30-12:30 Lunch 12:30-3:30 Session 1 second half AGENDA FOR MAY 11: 8:00-8:30 Registration & Continental Breakfast 8:30-11:30 Session 2 11:30-12:30 Lunch 12:30-3:30 Session 3 IMPORTANT: Sessions will take place in both Conference Center A and Conference Center B, which have separate entrances. Please take careful note of where your session is being held. SESSION 1 THURS. MAY 10 Designing an Inclusive Classroom: Meeting the Needs of all Learners Kimberly Johnson, Lori Leininger, Wendy Sweeney, Susan Wetenkamp-Brandt It is often a daunting challenge for teachers to effectively meet the learning needs of all learners, including the English language learners with visible or hidden disabilities. This interactive workshop will highlight what we know about best practices in teaching diverse learners by exploring principles of Universal Design for Learning (UDL). Participants will experience UDL and the important role of technology in increasing accessibility for learners; explore and assess the value of instructional strategies to effectively teach English language learners, including students with disabilities; and will leave the workshop with a variety of teaching ideas to better meet the needs of all learners. 1. Articulate a definition of UDL and its value in addressing the needs of all learners 2. Use the MNABE Disabilities website to identify common classroom challenges for adult ELLs and effective instructional strategies to address these 3. Identify at least 2 activities (including at least 1 using technology) that demonstrate each of the UDL guideline categories for effective instruction: 1) means of representation, 2) means of expression, and 3) means of engagement 4. Articulate how diverse learners may benefit from activities and instructional strategies introduced Course Design: What s the Big Picture? Julia Reimer, Lia Conklin Olson This workshop is designed to help teachers take a step back from their lesson planning to consider the larger picture of designing a course. Participants will walk through the processes of assessing learner needs, conceptualizing content, organizing and sequencing content, adapting and developing materials, forming goals and objectives, and assessing courses. Presenters will share their experiences with course design for adult learners. Participants will leave with a framework for designing a course that fits their sites objectives. Room 1-2 Room Articulate the processes needed to design a course 2. Identify several needs assessment tools that fit their teaching context 3. Articulate the content that meets learner needs, and discuss ways to organize that content 4. Form clear course objectives and goals 5. Identify some ways to adapt their current materials to better meet learner needs 6. Discuss course assessment tools 2

3 SESSION 1 THURS. MAY 10 (continued) Promoting Success in the Multilevel Classroom Sarah Young Can you bridge the differences between the strongest and weakest English language learners in your classes? How do you address the needs of all of the learners in a multilevel class? The facilitator provides information about the causes, challenges, and advantages of providing instruction in multilevel classes. Participants identify and select or develop level-appropriate needs assessments for beginning, intermediate, and advanced students and learn strategies and develop lesson plans for use in a multilevel classroom. 1. Select or develop needs assessments for use in multilevel classes 2. Design and integrate activities for multilevel classes into lesson planning 3. Use appropriate grouping strategies for both equal-ability and cross-ability interactions 4. Select or develop formative assessments for use in multilevel classes Materials Development Made Easy Suzanne Gilchrist McCurdy Many ESL programs do not rely heavily on published text books, and even those who do still encourage teachers to create their own materials. The task of creating meaningful materials that align with instructional objectives can be daunting and extremely time consuming. The presenter proposes a framework that makes the task of materials development easier for teachers. In this workshop, participants will learn about an approach to creating materials that adheres to the following principles: 1) the materials are thoughtfully connected to lesson objectives; 2) they draw on learners previous experience and knowledge; 3) they are replicable in a variety of lessons at a variety of levels. Suggestions for creating materials for all four skill areas (listening, speaking, reading and writing), specific competencies, as well as grammar and vocabulary are provided. Participants will practice creating materials for their settings. Please bring samples of materials you have created, text books you currently use, and ideas about what you hope to go away with at the end of the day. 1. Articulate the drawbacks and benefits of teacher-created materials 2. Create materials that align with lesson objectives 3. Create materials that draw on learners previous experience and knowledge 4. Apply a materials-development framework to a variety of lessons Technology Skills for Language Learning and Critical Thinking Jessica Grace Jones Technology is a growing part of life and work in the U.S. but many of our students are only learning to use Rosetta Stone. This workshop explores ways to integrate basic computer skills, such as word processing and Internet navigation, into the ESL or ABE classroom in ways that foster language acquisition, work readiness, and critical thinking skills. Participants will hear from ABE practitioners, work through actual lesson plans, and develop objectives and activities for their own programs. Room 15 Room 16 Room Articulate the importance of teaching authentic technology skills in adult education 2. Write language and critical thinking objectives that coincide with technology skills 3. Identify concepts that underlie basic computer skills 4. Plan language-rich technology lessons for students using the provided unit template 3

4 Session Schedule, Descriptions & Locations Friday, May 11 morning SESSION 2 (morning) FRI. MAY 11 A Recap of NCAP: Integrating Career Awareness Across All Levels Heather Turngren, Stephanie Sommers, Liv Musel-Staloch Career Awareness is a critical transition skill in adult education nationally and a priority area for MN ABE. But what does that mean for English language teachers? The presenters will share their experiences with the National Career Awareness Project (NCAP) and the Integrating Career Awareness (ICA) curriculum guide. Participants will explore lesson ideas and materials that will be valuable in planning for the integration of career awareness skills in every level of instruction. Objectives: Upon conclusion of the workshop, participants will have: 1. A better understanding of the National Career Awareness Project 2. Concrete ideas on planning for Career Awareness across all levels 3. Awareness of specific activities and lessons to use in the classroom around the topic of Career Awareness If I Can Do It, You Can Do It Too: Hands-on Pronunciation Techniques for Greater Intelligibility Colleen M. Meyers English language students at even advanced levels may struggle with being understood, yet teachers may not know what pronunciation issues are most critical for intelligibility or how to address these. This workshop is designed for adult ESL instructors who want a hands-on approach to teaching pronunciation at the intermediate to advanced levels for greater intelligibility in the context of their curriculum. This interactive workshop will include activities and resources that focus on word stress, rhythm and intonation. 1. Identify areas of pronunciation that have the biggest impact on their students intelligibility 2. Choose from a repertoire of strategies and materials to practice these areas 3. Select from available resources on the Internet to help their students practice outside of class 4. Design lessons that integrate pronunciation into other language-learning activities Multisensory Reading and Writing: An Instructional Framework Kristin Perry Multisensory instruction is an approach to reading and writing that allows learners to connect with literacy using all learning pathways. The Multisensory approach is scientifically based, explicit, structured, and universal. Through group discussions, demonstrations and personal reflections, participants will be introduced to a multisensory framework modified from the presenter s own Orton-Gillingham Multisensory training. This framework can be implemented in classes ranging from low-literacy learners to low-intermediate readers. Room 1-2 Room 3-4 Room Determine which learners will benefit from this approach 2. Identify components of a multisensory approach 3. Utilize resources that are currently available at their program, maximize current teaching practices, and incorporate all multisensory components in future classes 4. Identify ways to implement this plan into higher and multilevel classrooms 5. Input their own materials into the provided multisensory instructional plan 6. Implement the lesson plan created during the workshop in their next class 4

5 SESSION 2 (morning) FRI. MAY 11 (continued) Do You Know What They Know? Formative Assessment Strategies for the ESL Classroom Hillary Frazey You have finished teaching your lesson, but did your students really "get it"? How do you know what your students really understand and what they are still struggling with? And once you figure this out, how do you communicate it effectively to your students? Formative assessment offers teachers a way to gain insight into their students' thinking and to adjust instruction accordingly. It can also be a source for meaningful feedback that will help your students stay motivated and set goals. This session will help you understand what formative assessment is and how to use it in your classroom. Teachers will leave with a toolbox of formative assessment strategies to use in their classrooms. 1. Formulate effective instructional objectives 2. Choose from a variety of formative assessment tools and align formative assessments with instructional objectives 3. Create a plan to implement the complete formative assessment cycle in their classrooms 4. Describe ways to modify formative assessment tools for use in an ESL classroom Implementing the Northstar Digital Literacy Standards Susan Wetenkamp-Brandt What does it mean to be digitally literate? The Northstar Digital Literacy Standards ( were developed to help teachers answer this question. The standards provide guidance for Adult Basic Education teachers who want to intentionally build their students digital literacy skills. In this workshop, we will explore the standards and a set of online assessments currently under development to check mastery of the standards. Teachers will have the opportunity to design activities and lessons for their classroom that meet the standards and prepare students to pass the assessments. Room 17 Room Locate and access the standards (and assessments if publically available) 2. Design activities that address specific competencies within the standards 3. Plan lessons that integrate digital literacy skills with core ESL or literacy instruction 5

6 Session Schedule, Descriptions & Locations Friday, May 11 afternoon SESSION 3 (afternoon) FRI. MAY 11 A Recap of NCAP: Integrating Career Awareness Across All Levels Heather Turngren, Stephanie Sommers, Liv Musel-Staloch [REPEATED FROM SESSION 2] Career Awareness is a critical transition skill in adult education nationally and a priority area for MN ABE. But what does that mean for English language teachers? The presenters will share their experiences with the National Career Awareness Project (NCAP) and the Integrating Career Awareness (ICA) curriculum guide. Participants will explore lesson ideas and materials that will be valuable in planning for the integration of career awareness skills in every level of instruction. Objectives: Upon conclusion of the workshop, participants will have: 1. A better understanding of the National Career Awareness Project 2. Concrete ideas on planning for Career Awareness across all levels 3. Awareness of specific activities and lessons to use in the classroom around the topic of Career Awareness Site-based Professional Development Suzanne Gilchrist McCurdy, Jen Ouellette-Schramm Effective professional development (PD) is that which a teacher is able to apply successfully in the classroom. Site-based PD allows for growth in those areas a teacher or organization has specifically targeted, increasing the likelihood of purposeful integration of teacher-learning in the classroom. In this workshop, participants will review models of site-based PD, discuss challenges and share successes, and consider the best options for their own contexts. 1. Identify several different models of on-site PD 2. Articulate benefits of on-site PD 3. Identify models of on-site PD that will most benefit their teachers and organization Do They Get the Picture? Low-literate Adults and Visual Literacy Patsy Vinogradov, Dan Bruski Teaching low-literate adult ESL requires teaching language and literacy to learners who are new to reading. This is a unique and challenging teaching context, and materials and guidance for teachers are limited. Of the available textbooks and resources for the classroom, most are heavily dependent on illustrations and other visuals to support comprehension. But are these visuals helping or hindering understanding? How do our learners who are new to print literacy interpret common classroom illustrations and visual cues? Join us for this interactive session as we unpack what s involved in visual literacy and what it means for our learners and for instruction. Presenters will share findings from a recent visual literacy study with pre-literate learners. Together we ll analyze common texts and illustrations as we grapple with the complex world of adult ESL pictures! Room 1-2 Room 3-4 Room Articulate the role of L1 literacy and cultural experience in interpreting visual information 2. Predict potential sources of confusion in ESL visuals 3. Identify ways of increasing visual literacy 4. Identify ways of using available visuals effectively 5. Employ 3-5 specific techniques for teaching visual content in the low-literacy classroom

7 SESSION 3 (afternoon) FRI. MAY 11 (continued) Writing For Success: The Development of Writing Skills Beyond the ESL Classroom Patricia Eliason, George Schooley What writing skills are most critical for our students success? How can we as ELL instructors best prepare our students for writing demands beyond the ESL classroom? These questions and more will guide our hands-on workshop on writing skills and activities for college and work readiness, targeted to the intermediate and advanced levels. Through discussion and practice activities we will explore the connections between reading and writing; writing as a product vs. a process; the higher order skills necessary for effective writing, such as correct use of sources; and corrective feedback that affirms students efforts, yet pushes students to keep stretching beyond their comfort zones. 1. Discuss writing as a part of academic language learning (CALP) 2. Identify important areas to consider in writing instruction, including focus, organization, development of content and the correct use of sources 3. Discuss corrective feedback and what is appropriate and helpful at various stages and levels of writing 4. Imbed appropriate workplace and academic prep skills into all levels of ELL 5. Integrate GED and Accuplacer practice into lessons to prepare students for entry into the workforce or academia Strategies for Effective Distance Learning for ESL Learners Adam Kieffer, Devin Mowat, Jenifer Vanek Distance learning is growing in Minnesota; it increases access to learning, provides opportunities to intensify or accelerate instruction, and requires creative application of computer skills needed at work or school. However, distance learning presents special challenges for ESL learners, who often simultaneously grapple with English language literacy and digital literacy. The presenters will describe strategies for finding learners likely to succeed, define computer skills needed to successfully use learning technologies, and present an overview of instructional strategies for using Minnesota approved DL tools with ESL learners. A hands-on exploration of the tools will follow the presentation. Room 17 Room Define characteristics of good distance learning candidate and how to find them 2. Describe digital literacy skills they would require of their ESL learners 3. Understand the strengths and weakness of both hybrid and traditional distance learning 4. Tell their colleagues about the range of distance learning tools available for ESL students and how to best use them 5. Learn URLs, log-in processes, and structure of a few of the distance learning tools introduced Many thanks to those who planned this conference! Kimberly Johnson, ATLAS - Hamline University Jessica Jones, Minnesota Literacy Council Astrid Liden, Minnesota Department of Education Suzanne McCurdy, St. Paul Community Literacy Consortium (SPCLC)/Hamline University Diane Pecoraro, Independent Consultant Patsy Vinogradov, Hamline University/MinneTESOL 7

8 Introducing Our Presenters Dan Bruski has worked in ABE for 14 years, first as a paraprofessional then as a teacher. He currently teaches beginning ESL at Adult Options in Education in Hopkins. In 2011 Dan completed the MA-ESL at Hamline University. daniel_bruski@hopkins.k12.mn.us Patricia Eliason is a Senior Teaching Specialist at the University of MN, where she has taught for over twentyfive years. She currently teaches freshman writing to international students and an ESL Methods class to undergraduates. She received her M.A. in Teaching English as a Second Language from the U of M in elias002@umn.edu Hillary Frazey, M.Ed., teaches ESL and reading classes at Minnesota Correctional Facility Shakopee. hillary.frazey@state.mn.us Kimberly Johnson is Assistant Professor and the Coordinator for ATLAS (ABE Teaching and Learning Advancement System) at Hamline University in St Paul. Her teaching and research focuses on adult and postsecondary teacher education and professional development. kjohnson60@hamline.edu Jessica Grace Jones is an ESL Teacher at the Minnesota Literacy Council. She has taught for 10 years and specializes in integrating computer skills into the ESL/ABE classroom. She holds a Masters of Education in Learning Technologies. jjones@mnliteracy.org Adam Kieffer is an ABE teacher and the Distance Learning Coordinator at the Hubbs Center for Lifelong Learning in St. Paul. He participated in both DL 101 and DL102, the state s distance learning training for ABE teachers, and co-facilitated DL 101 for a new cohort of distance learning teachers this year. adam.kieffer@spps.org Lori Leinginger has taught and coordinated PANDA disability services for Minnesota ABE for 13 years. She is a Certified Brain Injury Specialist (CBIS). PANDA-Minnesota Disability Specialists is a supplemental service provider for the Minnesota Department of Education, Adult Basic Education. Lori_Leininger@rdale.org Suzanne Gilchrist McCurdy has over 10 years experience in the ESL field as a teacher and teacher educator. She presently works with the St. Paul Community Literacy Consortium (SPCLC) as an Instructional Support Consultant and as an adjunct in Hamline University s TEFL Certificate Course and Adult ESL Certificate Program. suzanne.mccurdy@gmail.com Colleen M. Meyers has taught pronunciation at the University of Minnesota and Hamline University. A regular TESOL presenter, she was a 2007 Fulbright scholar in Turkey where she gave a series of workshops on teaching pronunciation. Colleen is the co-author of Pronunciation for Success, Pronunciation Fun and a pronunciation Teacher Training video. meyer002@umn.edu Devin Mowat, MA, has been teaching ESL at South Hennepin Adult Programs in Education (SHAPE) since She participated in both DL101 and DL102, the state's distance learning initiatives for ABE teachers. She currently coordinates the Skills Tutor program for ESL students at SHAPE. devin.mowat@gmail.com Liv Musel-Staloch is the lead ESL teacher with Mankato ABE. She teaches primarily advanced-level English language learners including an ESL competency-based diploma program. She has a BA in Secondary English and Norwegian from St. Olaf College. lmusel1@isd77.k12.mn.us 8

9 Lia Conklin Olson is an ELL Instructor and Team Lead at the Ronald Hubbs Center in St. Paul. She has designed of a variety of curricula and teaching materials throughout her twelve years at the Hubbs Center and recently published a phonics-based reading series What s Next? with New Readers Press. lia.conklin@spps.org Jennifer Ouellette-Schramm is the Instructional Manager at the Minnesota Literacy Council and teaches writing at St. Catherine University. She is an Ed.D. candidate at Hamline University, focusing on adult development and learning. jouellette@mnliteracy.org Kristin Perry been teaching Adult ESL and consulting for PANDA - Minnesota ABE Disability Specialists since She is certified in Teaching English as a Foreign Language and Orton-Gillingham s research-based, multisensory approach. She has developed and currently uses a modified multisensory framework in her Low- Beginning ESL class at the Hubbs Center. kristinp03@gmail.com Julia Reimer has been working with adult ESL learners and teachers since She teaches at Hamline University in the TEFL Certificate, ESL Licensure, and Adult Certificate programs. Her particular areas of interest are in learning strategies, text analysis, and course design. jreimer@hamline.edu George Schooley is an ABE Instructor for the Hubbs Center, Saint Paul Public Schools. He is currently teaching a wide range of courses, including GED, ELL Writing and Communication Skills, and Intermediate Numeracy. He also works with businesses that seek ESP training through the assistance of the Hubbs Center. He received his M.A. in TESOL from San Francisco State University in george.schooley@spps.org Stephanie Sommers is an ELL teacher with Minneapolis ABE and the Adult Academic Program in Robbinsdale. She is also a Regional Professional Development Coordinator through ATLAS. She has an M.Ed. in Adult Education and an ABE teaching license. Stephanie.Sommers@mpls.k12.mn.us Wendy Sweeney, MA, is a Licensed Psychologist and Disability Specialist for PANDA-Minnesota ABE Disability Specialists, a supplemental service provider for the Minnesota Department of Education, Adult Basic Education. wendy_sweeney@rdale.org Heather Turngren is a teacher and Curriculum Coordinator with Minneapolis ABE. She earned ABE licensure and an M.Ed in Adult Education from the University of Minnesota. Heather.Turngren@mpls.k12.mn.us Jenifer Vanek has been teaching, developing curricula, coordinating projects, and facilitating professional development since receiving her MATESOL in She is currently working as an Educational Consultant to St. Paul Public Schools/Department of Education, Department of Employment and Economic Development, and the Minnesota Literacy Council. jenvanek@moreliteracy.com Patsy Vinogradov has been involved in ESL since She began teaching in Russia and later worked extensively with adult immigrants and refugees in Nebraska and Minnesota. Patsy teaches at Hamline University, is a PhD Candidate in Education at the U of M, and also works for MinneTESOL. patsyvino@yahoo.com Susan Wetenkamp-Brandt is the Educational Technology Trainer for the Minnesota Literacy Council. She has taught English, computer, and basic literacy skills to immigrant and refugee adults and specializes in integrating technology into the adult education curriculum. swbrandt@themlc.org Sarah Young is an adult ESL specialist at the Center for Applied Linguistics, where she focuses on instructed second language acquisition, developing oral proficiency skills, language assessment, and adult ESL teacher training. She's currently pursuing a PhD in Applied Linguistics. syoung@cal.org 9