Learner Benefits
By allowing skills and knowledge to be demonstrated in real-life activities,
CASTs create many advantages for adult learners. First, since CASTs
are based on experiences adults have or could encounter in daily life,
they provide a relevance that cannot be matched by pencil and paper tests.
This focus, in turn, creates an environment in which learners can
demonstrate educational gains more expansively and creatively.
The CASTs also provide an antidote to "isolated" skills instruction.
Learning is about making connections between old knowledge and new, a
value often missed by adult learners as they skill-and-drill themselves
toward mastery. While adult educators are not as likely as their K12 counterparts
to hear the question, "Why do I have to learn this?" they can often sense
in their learners' motivation and participation a silent query. The
end-of-module CASTs provide an exemplary response.
Finally, the CASTs expand the classroom walls and validate the number
of roles in which learning takes place. The part-time nature
of program operations dictates that adult learners acquire and apply skills
quickly; the CASTs reinforce the notion that we are all lifelong learners,
using basic skills and problem-solving techniques in a family, work or
community context.
Instructor/Program Benefits
The value of the CASTS extends to instructors, program coordinators, and
administrators as well. From an instructor’s point of view, the CASTs
strengthen the learning experience in two ways. First, theory holds
that learning is deeper and better when application occurs sooner rather
than later. Second, the more relevant the instruction, the greater
the level of student satisfaction and the more likely that the student
will stay in the program. The end-of-module CASTs will demonstrate
to instructors the depth of understanding and application adult learners
acquire along with new knowledge and skills.
By learning more about how adult learners use what is taught in programs
in the world outside the classroom, all practitioners will know where
to 'tweak' curriculum and materials so that learners can attain the double
benefit of learning for immediate value and learning for a long-range
goal, e.g. diploma.
Process Benefits
While the CASTs in and of themselves have immense value, the process used
to create these products also has value. The CAST team started by
reviewing and discussing research on contextualized learning, EFF, and
authentic assessment. The next step was to use the findings in a
way that was real-life in an adult education setting. The resulting
CASTs take into account the needs of the learner, the instructor, the
program, and the state. Discussion was focused, thoughtful, and
deliberate. Valuable information about CASTs, adult education, and
quality instruction was shared. Due to the team’s hard work, honesty,
and energy, we all left this stage of the project wiser and more informed.
Time line
This CAST project is an ambitious one (as I tell non-Delawareans when
I travel out of state, we may be a small state, but we are feisty). Its
implementation time line spans several program years.
Summer
2003
|
Draft
CASTs |
| Winter/Spring
2004 |
Pilot
stage |
| Fall/Winter
2003 |
CAST
developers meet with pilot participants to review use and effectiveness
of CASTs, and recommend necessary revisions. |
| Summer
2004 |
Statewide
CAST training |
| Fall
2004 |
Implementation
in all programs. Documentation of CAST completion to accompany CEA
portfolios. (The CAST documentation will not impact the CEA Pass/Fail
process. However, if CAST documentation is not included, the portfolio
will not be reviewed. More details on this process will be presented
in the future.) |
As we move through this process, the team will be presenting more information
on the CASTs. But for now, the first step in this CAST project is
a success!
Contents
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Should Word Processing Be Used to Teach
Writing Skills?
Joanne Heaphy and Beth Cady |
In
February 2003, The Journal of Technology, Learning, and Assessment
published an analysis of studies conducted between 1992-2002 on the
effects of computers on student writing. Although most of the 26+
studies analyzed focused on the K12 crowd, the findings may have use
in the adult education classroom.
The researchers focused on three discreet elements of writing across
the K-12 studies : quantity, quality, and revisions.
Student writers who used the computer wrote more words than those
working with pen and paper. While this occurred at all educational
levels, it was more pronounced as the student aged. Duration was also
a factor: to maximize results, writing on computers should be planned
over at least a six to ten-week period.
|
| “For
educational leaders questioning whether computers should be
used to help students develop writing skills, the results
of the meta-analyses suggest that, on average, students who
use computers when learning to write are not only more engaged
and motivated in their writing, but they produce written work
that is of greater length and higher quality.” – Amie Goldberg,
Michael Russell & Abigail Cook, “The Effect of Computers on
Student Writing: A Meta-Analysis of Studies from 1992-2002"
|
|
|
Computer users
demonstrated a significant improvement in their quality of writing,
as well. Among the elements contributing to quality were mechanics,
style, structure, organization, vocabulary, content, organization,
and audience. In fact, the only factors disregarded were neatness
and spelling.
There were too few studies related to revision that met the researchers
qualifying standards for meta-analysis. However, ‘excluded’ studies
noted a difference in form between the revisions that pen-and-paper
writers made from those on computers. The former took a very linear
approach to writing process, from brainstorming, to outline, to first
draft, revision of mechanics, to final. The computer writers tended
to integrate producing and revising, and seemed to edit their ideas
as much as their text.
Not all studies examined found positive benefits to using word processing
to develop writing skills. In general, though, studies conducted over
the last decade support the notion that students who write on computers
write more, write better, and benefit from more peer editing, which
occurs more often when word processing is used instead of pen and
paper. |
 |
Contents
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“Where the Rubber Meets the Road”
Groves High School Middle States Accreditation
Maureen Whelan
|
For the past six months,
the Groves Leadership Team (GLT), Groves instructors, OAASIS representatives,
and state-level coordinators have participated in a self-study process that
will culminate in a Middle States Evaluation Visit in March 2004. This process
requires a great deal of time, energy and reflection. Program philosophy,
mission, and goals are examined. Implementation of Groves objectives at
each center is evaluated.
Policies and procedures are reviewed for effectiveness. Curriculum is analyzed
for alignment with program purposes and state standards. Program strengths
are identified and areas of improvement are defined. The result will be
program improvement objectives that direct Groves planning and development
for the next ten years.
According to the Middle States Association, “accreditation is based on self-regulation
and quality improvement.” This accreditation process forces the Groves program
staff (including administrators, teachers, alumni, paraprofessionals and
state-level administration) to take time to reflect on what is important
in Groves program, as identified in the James H. Groves Adult High School
Philosophy:
- Is Groves Adult High School “providing opportunities for adults to
learn according to their unique abilities, interests, and aspirations
to acquire a high school education”?
- Is Groves Adult High School “providing graduates with the foundation
skills to secure social, political, and economic independence in a technological
and global society?”
- Does the Groves curriculum “embody the roles of adult learners and
enhance the individual’s opportunities for employment, to be more productive
citizens, and more effective family members?”
- Are students ensured “excellence of instruction with meaningful, rigorous,
and fair standards”?
While the answers to these questions are definitely “yes”, the sharing of
information and experience among team members have already resulted in ideas
for local center improvement and in clarification of the purposes for Groves
policies and procedures. Input from curriculum committees, general program
staff, and student representatives has also provided valuable insight into
program operations. Discussion has led the team to tackle critical questions
of accountability, stakeholder collaborations, and data analysis.
To date, the results of this self-study are focusing on several objectives:
improvement of student performance, development of a long range plan, and
increased student participation in Groves development and planning. When
these objectives have been clearly defined, action plans will be developed.
These objectives will provide direction for the Groves High School into
the next decade while ensuring that Groves is serving the adult population’s
needs.
While it is not easy to dedicate time, effort and reflection to an intensive
self-evaluation, when day to day operations require these same resources,
ALL team members are committed to this process that will enhance the value
of the Groves experience to adult learners.
In March 2004 the Middle States Accreditation Team will discover that the
Groves Adult High School is an effective adult high school that “provides
the opportunity for adults and out of school youth to earn and objection
a high school diploma” (Delaware State Regulation) and has a clear vision
of how it can assist adult learners in the future.
Contents
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Language of Community
EL/Civics Update
Beth Cady
|
Armed with only
good intentions and a 2 -inch binder of resources, Delaware’s EL/Civics
Pilot Team was somewhat leery about the training scheduled for June
26. Since Delaware received its initial EL/Civics federal grant in
2001, the grant awardees have wrestled how to fit EL/Civics goals
into the adult ESOL system. The training at POLYTECH marked the first
chance for the Pilot Team to explain to ESOL instructors how their
vision developed and what they had produced.
Part of the Pilot Team’s task was demonstrating how EL/Civics varied
from what was already commonly taught in ESOL classes. For more than
100 years, teaching English to immigrants has always included the
language of citizenship and work. EL/Civics reinterprets these fundamentals
in key ways.
The citizenship component needs to reach even those immigrants who
have no intention of becoming U.S. citizens. An understanding of the
rights and responsibilities of citizenship, key events, people, and
issues in U.S. history, local, state, and federal government, and
national symbols, holidays, and emblems is important to every adult
living in the U.S., especially in light of the second component, civic
participation.
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|
|
Immigrants who participate in adult education
programs are expected to be active in their communities. They need not only
an understanding and knowledge of institutions, elements of daily life,
and American culture, but also a sense of American culture and the role
volunteerism plays in society.
A citizenship module was distributed last year, and is similar in design
to other ABE modules, although it does recognize the multilevel of ESOL
by including activities from Beginning Literacy through Intermediate. At
the June session, the Pilot Team explained the “civics participation” template
for modules that will be developed. The healthcare module and resource manual
served as an example of what the Pilot Team had in mind.
ESOL instructors responded favorably to the module template and the use
of resource manuals as a means of sharing materials. In fact, they even
volunteered to do some work in groups that could be shared with all ESOL
teachers and tutors statewide. While the Pilot Team focuses on the financial
literacy module, New Castle’s group is developing resources for the employment
module, and the Kent/Sussex’s group is doing the same for education.
EL/Civics Quarterly Meeting
Although rolling out the healthcare module and resource manual was the primary
focus for the June training, the EL/Civics Pilot Team were easily persuaded
that ESOL would benefit from the same opportunities afforded to family literacy
programs through quarterly get-togethers. The first EL/Civics quarterly
meeting is scheduled for Friday, October 24, at the ACE Network in Dover,
from 9 a.m. to 2 p.m., lunch provided. All ESOL tutors and teachers are
encouraged to attend. In addition to an update on EL/Civics module development,
other topics will be addressed.
Lynda Terrill, from the National Center for ESL Literacy Education (NCLE),
is the featured trainer at the October meeting. Lynda is Acquisitions and
Web Coordinator at NCLE. She holds an M.A. in English from the University
of Utah and has over 22 years experience working with both native and nonnative
speakers of English in literacy, workplace, and special needs venues. She
is a co-author of Collaborations: English in Our Lives (Heinle and Heinle),
and recently completed a low-intermediate level text for McGraw-Hill/Contemporary
on civic participation. The training will focus on integrating EL/Civics
into single- and multi-level ESOL classes.
The EL/Civics Quarterly Meeting is posted for online registration and can
be accessed through the “Practitioners” button at the ACE Network website
(www.acenetwork.org) or directly
at www2.acenetwork.org. A user
ID and password are needed to register online (see next article). Tentative
dates for future quarterly meetings are February 5, 2004, from 4:30-8:00
p.m. (snow make-up date – March 4); Saturday, March 27, at the DAACE Conference
in Dewey Beach; and August 4, 2004 (all day meeting).
Contents
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Online Update
David Collings
|
|
Other Online Opportunities
Self-paced study is available online
at two new locations.
- www.vluonline.org
Verizon Literacy University offers nine courses, some targeted at
potential volunteers, experienced volunteers, and program directors
and staff. This is a joint project with the National Center for Family
Literacy and ProLiteracy Worldwide.
- www.nifl.gov/readingprofiles/
This course is a companion piece to the
Adult Reading Component Research Study (ARCS), conducted by the National
Center for Adult Learning. More than 900 adults were measured on various
component skills of reading. From this information, 11 profiles were
developed to demonstrate strengths, weaknesses, and instructional
strategies from beginners through GED preparation.
|
|
The online tools promised
in the March edition of Synergy have been set up, tested, and put
to use. You can view the whole list by sending your Web browser to
the following address:
www.acenetwork.org/admin
The first change will be obvious
as soon as you reach the Web page above. You are no longer required
to use a password to access this page. Sensitive documents have moved
to the Administrator WebBoard — a threaded discussion board where
files pertinent to program administrators are archived.
Other communication tools improvements and tools include the following:
Administrator Listserv – information and announcements
delivered via email and shared by state staff and program administrators
Instructor Listserv – resources and helpful advice delivered
via email and shared by all Delaware practitioners. Subscribe on the Web.
Practitioner WebBoard – threaded discussion board for practitioners
allows discussion of educational topics and sharing of files access through
the Web
Online Registration System (ORS) – allows all participants
in state-wide workshops to register online and view a transcript of
each session completed — access through the Web (the ORS requires
a username and password — contact David Collings if you don’t have
one: 888-993-8324 or david@collings.com)
I would like to encourage everyone to visit the Web address mentioned above and look through all of the resources available. You may be especially interested in subscribing to the Instructor Listserv. Important information such as special events and employment opportunities will be sent out through this list. As always, contact me with your questions.
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Contents
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Governor Minner Names
November
“Strong Families, Strong Schools Month”
Family Literacy Event – November 1
Beth Cady |
Delaware’s 7th Annual Family Literacy Day
Celebration marks the beginning of a month-long focus on “Strong Families,
Strong Schools.”
This year’s event is being held at Delaware State University at the MBNA
Building. Dr. Ben Carson is the first speaker of the day at 9:00 a.m. Other
events include workshops on the Delaware Student Testing Program (DTSP),
Helping Your Child Read, Preparing Your Child for College, and more. There
will be exhibitors and children’s activities – face painting, clowns, and
jugglers. Special guest readers, give-aways, free food, and free shuttles
promise to make this an easy and enjoyable day for Delaware parents, guardians,
and children.
As family literacy staff understand, getting parents and guardians engaged
in their children’s education makes all the difference for each child’s
success. In fact, 20 years of research confirm that the level of parental
involvement is a more significant predictor of successful school outcomes
than socioeconomic status or the educational levels of the parents. What
research also shows is that there are some differences in perception between
what schools see as parent involvement support and what the parents themselves
recognize as tools for them doing the best job possible. According to the
National Center for Educational Statistics, schools generally see their
efforts quantitatively and qualitatively better than their intended “market.”
The implication for Even Start practitioners is that they need to reflect
on the content of parenting and PACT activities to ensure that parents/guardians
understand what they are being asked to do – and why. Being explicit about
the link between literacy enrichment, home, and school allows all three
to succeed.
Documenting success in family literacy programs is one of the topics
that will be addressed at the Family Literacy Quarterly Meeting on
October 31 at the ACE Network in Dover. If you are planning
to attend this important meeting/training, register online at www2.acenetwork.org.
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Contents
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It’s New and It’s
for You!
Instruction Listserv
Follow the steps below to subscribe
to a new listserv created by the ACE Network.
- Point your Web browser to
http://acenetwork.org
- Click on the "Practitioners" button.
- From the Practitioners page, click on "Instruction Listserv".
- Scroll down the ACENetwork_Instruction page to the "Subscribing"
section.
- Fill in the appropriate items and click the"Subscribe" button.
- You will receive a confirmation email. Reply to that email to
complete the subscription process.
|
Through the Instruction Listserv,
you can:
- Share strategies and techniques for teaching more effectively.
- Learn more about accommodating differences among learners.
- See how others track student goal achievement.
- Publish lesson plans that worked in content areas.
- Keep informed about new state initiatives, policies, and procedures.
|
If you have any questions about this procedure or about the listserv,
please contact me:
David Collings
david@collings.com
888-993-8324
If you wish to unsubscribe from the listserv, visit the same listserv
address above. |
|
Mark
Your Calendar:
October 24 - EL/Civics Quarterly Meeting
October 31 - Family Literacy Quarterly Meeting
November 12 - Specialized Report Training
January 28 - Legislative Dinner
March 6 - Student Conference
March 26/27 - DAACE Conference
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LAST
PRINT VERSION OF SYNERGY
CHECK www.acenetwork.org FOR
FUTURE ON-LINE ISSUES!
Publication Dates – February 13 and April 9, 2004
All articles must be submitted three weeks before publication date.
To submit articles, contact Beth Cady at BethCady@ace.k12.de.us
|
|
| Published by Delaware’s ACE Network, providing
resources and professional development to Adult Education |
| Contents |
