CALIFORNIA ADULT LITERACY
PROFESSIONAL DEVELOPMENT PROJECT

Essential Elements of ABE/ASE Instruction:
Instructional Strategies in the Multilevel, Multi-Subject Classroom
Trainer/Facilitator’s Guide (December 1996)
Participant Handout (December 1995)

The purpose of this training is to assist in the implementation of the Instructional Strategies of the Model Standard for Adult Basic Education and Model Standard for Adult Secondary Education and to develop new knowledge and skill in essential elements of instruction.

Managing the Multilevel Instructional Program:
Instructional Strategies in the Multilevel, Multi-Subject Classroom
Facilitator’s Guide (December 1995)

This four part series is targeted for instructors who teach in Adult Basic Education, Literacy, GED preparation, and Adult Secondary Education programs in multi-level or multi-subject classrooms. The purpose of the training is to assist in the implementation of the Instructional Strategies of the Model Standards for Adult Basic Education, January, 1994 and Model Standards for Adult Secondary Education, January, 1994.

Managed Enrollment (March 2004)

What is managed enrollment? Want to learn more about the process? Some programs in California have found managed enrollment to be effective in improving student retention. Come explore how you might pilot managed enrollment in your agency!

Math Instructional Strategies, Session 1. Algebra Readiness
(August 2007)

The goals of this session are to provide participants with basic information on what adult students need to know to satisfy the California mathematics requirements for earning an adult high school diploma or the General Educational Development (GED) credential and to suggest strategies for effective instruction. It is recommended for participants to attend Session 2 to further their understanding of California’s mathematics standards.

Math Instructional Strategies, Session 2. Algebra
(August 2007)

The goals of this session are to provide participants with information on what adult students need to know to satisfy the California mathematics requirements for earning an adult high school diploma or the General Educational Development (GED) credential and to suggest strategies for effective instruction.

Research-Based Adult Reading Instruction, Session 1.
Alphabetics and Fluency
(February 2007)

This workshop is the first of two, 4-hour sessions on the four components of adult reading instruction. Session 1 covers alphabetics and fluency, and session 2 covers vocabulary and comprehension. Research suggests that individual assessment and explicit instruction in these four component areas can improve reading comprehension for adults. Participants explore definitions of alphabetics and fluency, as well as the research basis of each; they also explore and practice instructional and assessment strategies for each component.

Research-Based Adult Reading Instruction, Session 2.
Vocabulary and Comprehension
(February 2007)

This workshop is the second of two, 4-hour sessions on adult reading instruction. Session 1 covers alphabetics and fluency; Session 2 covers vocabulary and comprehension. Research suggests that individual assessment and explicit instruction in these four component areas can improve reading comprehension for adults. Participants explore definitions of vocabulary and comprehension and the research basis of each; they also explore and practice instructional and assessment strategies for each component.

Teaching Writing in the Literacy Classroom
Facilitator Guide (June 1995)
Instructor Module (June 1995)

The goal of this workshop is to present strategies which will provide literacy instructors with information and skills in teaching the writing process.

Cultural Diversity in the Literacy Classroom
Facilitator Guide (June 1995)
Instructor Module (September 1996)

This workshop assists literacy instructors to undertake tasks to eliminate cultural and racial biases and enhance a culturally enriched learning environment.

On Common Ground
Participant Module (February 2000)

The goal of this workshop is to develop an awareness of the On Common Ground video and print materials and plan strategies for using the materials.

Developing Distance Learning Programs for ESL with Crossroads Café
Participant Handout (August 1997)
Facilitator’s Guide (August 1997)

The goal of this workshop is to develop an implementation plan for an ESL distance learning course using Crossroads Café.

Introduction to English for All:
A Multimedia System for Adults Seeking to Learn English as a Second Language:
(March 2004)

Use this multimedia ESL series—videos, print materials, CD-ROMs, and online instruction—to provide English lessons in classroom and distance learning modalities. In this workshop, you will view a video episode, create activities using print materials, and gain hands-on experience navigating the basic elements of the EFA Web site.

Madison Heights and Lifelines
(March 2004)

This is a workshop for training on the use of the videos and print materials of the Madison Heights and Lifelines video series. Madison Heights is a family and adult basic skills video and print series. Both series consist of ten videos. Corresponding student materials and teacher resources are also available. The instructional content of each series is aimed at adult basic education (ABE) and pre–GED learners. Madison Heights is a 10–episode dramatic series featuring Madison Heights School – a K – 8 school with an after school child care program. The videos present engaging stories of families struggling to improve themselves and their position in the larger community. Lifelines is a 10–episode documentary series featuring families talking about their lives, their dreams, and accomplishments. The families from around the country include immigrants, Native Americans, people restarting their lives, single parents, and prisoners each telling their own stories.

Essential Elements of ESL Instruction in Adult Education
(October 1996)

The goal of this workshop is to become familiar with the essential elements of adult level ESL instruction.

Managed Enrollment
(March 2004)

What is managed enrollment? Want to learn more about the process? Some programs in California have found managed enrollment to be effective in improving student retention. Come explore how you might pilot managed enrollment in your agency!

Managing the ESL Multilevel Class, Session 1.
Planning a Multilevel Lesson
(June 2008)

How do you meet the needs of ESL students in a class with skill levels ranging from beginning to intermediate to advanced? This workshop develops teachers' skills in planning lessons for learners of widely varying language skills.

Managing the ESL Multilevel Class, Session 2.
Effective Classroom Strategies
(June 2008)

How do you juggle working with different groups of many different proficiency levels in the same classroom? This workshop develops teachers' skills in managing a multilevel class effectively.

Research-Based Adult Reading Instruction, Session 1.
Alphabetics and Fluency
(February 2007)

This workshop is the first of two, 4-hour sessions on the four components of adult reading instruction. Session 1 covers alphabetics and fluency, and session 2 covers vocabulary and comprehension. Research suggests that individual assessment and explicit instruction in these four component areas can improve reading comprehension for adults. Participants explore definitions of alphabetics and fluency, as well as the research basis of each; they also explore and practice instructional and assessment strategies for each component.

Research-Based Adult Reading Instruction, Session 2.
Vocabulary and Comprehension
(February 2007)

This workshop is the second of two, 4-hour sessions on adult reading instruction. Session 1 covers alphabetics and fluency; Session 2 covers vocabulary and comprehension. Research suggests that individual assessment and explicit instruction in these four component areas can improve reading comprehension for adults. Participants explore definitions of vocabulary and comprehension and the research basis of each; they also explore and practice instructional and assessment strategies for each component.

Teacher Training through Video: Cooperative Learning
(1993)

1. Creating a Cooperative Climate
2. Key Components of Cooperative Learning
3. Jigsaw
4. Lesson Planning

Teacher Training through Video: ESL Techniques
(1992)

1. Beginning Literacy
2. Dialogue/Drill
3. Early Production
4. Focused Listening
5. Information Gap
6. Language Experience
7. Lesson Planning
8. Life Skills Reading
9. Narrative Reading
10. Problem Solving
11. Role Play
12. Total Physical Response

Teaching Grammar Communicatively
(September 1996)

This training module provides activities and materials for conducting a four-hour workshop on teaching grammar communicatively in the ESL classroom. The purpose of the module is to assist ESL instructors in developing teaching approaches that embed grammar instruction within contexts that are meaningful to their students. Workshop participants will explore general concepts of grammar instruction and will practice techniques of teaching grammar communicatively.

Writing
(1992)

The goal of this workshop is to develop skills in teaching writing.

Making the Connection: Children’s Books, Adult Learners and Family Literacy
Facilitator’s Guide
(March 1996)

For Teachers of Adult Learners*
Children's books, when selected carefully and used effectively, are powerful teaching tools and excellent vehicles for building family literacy. Participants will get practical, hands-on experience with using children's books to develop adult-appropriate activities.

Advising the Adult Learner: The Teacher's Role
(September 2005)

It is often the teacher to whom the adult learner first turns for advice on issues ranging from educational and vocational options to employment, family, health, emotional, and legal issues. Do you know when to provide guidance and advice and when to refer learners to professional counselors and other available community services? In this workshop, you will explore the advantages and limitations of the teacher’s role as advisor, discuss community resources, and identify strategies for listening and responding to student needs.

Differentiating Instruction, Session 1.
Introduction to Differentiating Instruction
(March 2004)

One size doesn't’t fit all! How can you ensure that your instruction meets the needs of all your students? This workshop presents an introduction to differentiating instruction and provides an overview of various instructional techniques. This workshop is a pre-requisite to Session Two.

Differentiating Instruction, Session 2.
Strategies for Success
(March 2004)

This workshop focuses on classroom applications of differentiating instruction, including project-based learning. You will learn six steps to developing a differentiated lesson. Session One is a pre-requisite for attending this workshop.

Effective Lesson Planning
(July 2005)

Plan and deliver effective lessons! This workshop takes participants step by step through the process of lesson design and provides an opportunity to create a lesson plan using the OTAN Online Lesson Plan Builder. Participants will learn up-to-date strategies for planning lessons using a combination of the WIPPEA stages and “backward design.” Using the information and skills taught in this workshop, participants will find that lesson planning becomes a quick, easy process.

Enhancing Learner Persistence
(September 2005)

What’s all the excitement surrounding the topic of learner persistence, how does it differ from student retention and motivation, and how do I encourage my students to persist in their learning? Based on research on factors that promote learner persistence, this workshop engages participants in brainstorming implications for changing practice in the four areas of intake, orientation, instruction, and program activities. Come see what all the excitement is about!

Learner Goal Setting in Adult Education Programs
(September 2005)

Did you know that one of the major factors contributing to learner persistence is goal setting with the learner? Did you know that learners most often cite as a reason for dropping out that their classes did’t meet their needs and expectations? Learn how to set realistic goals with each learner and then revisit and revise goals throughout the semester so that students feel comfortable that your class is meeting their needs.

Organizing and Monitoring Instruction to Improve Learning Gains
(March 2004)

How can you improve and document your students’ learning gains? This workshop provides strategies for organizing instruction and for monitoring and documenting student progress.

Project-Based Learning, Session 1. Project Planning
(August 2008)

What is project-based learning (PBL)? Session 1 provides definitions and the research basis of PBL and outlines the initial stages of planning projects for adult learners. This is the first of two 3-hour sessions on project-based learning (PBL) for adult education teachers. This session is a prerequisite for Session 2, which explores strategies for assessing learners’ progress.

Project-Based Learning, Session 2. Assessing Progress
(August 2008)

This is the second of two 3-hour sessions on project-based learning (PBL) for adult education teachers. The first session provides an overview of PBL and the initial stages of planning PBL. Session 2 provides steps for implementing PBL and explores strategies for assessing learners’ progress.

Research-Based Adult Reading Instruction, Session 1.
Alphabetics and Fluency
(2007)

This workshop is the first of two, 4-hour sessions on the four components of adult reading instruction. Session 1 covers alphabetics and fluency, and session 2 covers vocabulary and comprehension. Research suggests that individual assessment and explicit instruction in these four component areas can improve reading comprehension for adults. Participants explore definitions of alphabetics and fluency, as well as the research basis of each; they also explore and practice instructional and assessment strategies for each component.

Research-Based Adult Reading Instruction, Session 2.
Vocabulary and Comprehension
(2007)

This workshop is the second of two, 4-hour sessions on adult reading instruction. Session 1 covers alphabetics and fluency; Session 2 covers vocabulary and comprehension. Research suggests that individual assessment and explicit instruction in these four component areas can improve reading comprehension for adults. Participants explore definitions of vocabulary and comprehension and the research basis of each; they also explore and practice instructional and assessment strategies for each component.

Student Centered Learning
(June 2008)

This is a three-hour workshop on student-centered learning: what it is and how to implement it in the adult education classroom. The workshop defines student-centered learning, explores the characteristics and benefits of student-centered learning, and compares it with traditional teaching. It also explores strategies for implementing student-centered learning.

Teaching Critical Thinking, Session 1.
Critical Thinking and Metacognition
(March 2004)

Learn how to help your students become better critical thinkers. Help move them beyond simple knowledge to greater understanding of what you are teaching. This workshop demonstrates methods for teaching critical thinking skills and for planning instructional activities that encourage and require students to think critically. This workshop is a pre-requisite to Session Two.

Teaching Critical Thinking,
Session 2. Problem Solving and Decision Making
(March 2004)

Want to help your students with problem solving and decision-making? This workshop distinguishes between simple and complex problems and presents the basic steps to problem solving and decision-making. You will explore strategies for helping your students apply critical thinking to their lives both in and out of the classroom.

Understanding the Adult Learner, Session 1.
Adult Learning and Development
(February 2007)

This is the first of two, 3-hour sessions on how adults learn and the implications for adult literacy programs. The first session explores the unique characteristics of adult learners as well as adult motivation, needs, and self-concept and their effect on learning. It also explores adult development and the implications for effective teaching.

Understanding the Adult Learner, Session 2.
Facilitating Adult Learning
(February 2007)

This is the second of two, 3-hour sessions on how adults learn and the implications for adult literacy programs. The first session explores the unique characteristics of adult learners as well as adult motivation, needs, and self-concept and their effect on learning. It also explores adult development and the implications for effective teaching. Session 2 explores effective methods and materials for facilitating adult learning and ways to create learning environments that are responsive to the needs and motivations of adult learners.

Using Questioning Strategies to Improve Instruction, Session 1.
Questioning Strategies that Improve Cognition
(March 2004)

Are you frustrated at not getting the right answers from your students? Maybe it’s because you are not asking the right questions! This workshop offers questioning strategies that foster higher-order thinking skills while developing responses beyond the level of recall. Help students connect the dots as they process new information to answer questions designed with a purpose. Move your students from perceptions and inferences to making generalizations and judgments as comprehension levels increase. This workshop is a pre-requisite to Session Two.

Using Questioning Strategies to Improve Instruction, Session 2.
Designing Questioning Strategies
(February 2005)

Try your hand at designing questioning strategies! This workshop explores the relationships between questioning and thinking and encourages you to reflect on your own questioning practices. Session One is a pre-requisite for attending this workshop.

Becoming a Program of Excellence
(September 2005)

Interested in learning more about the Programs of Excellence application process? Want to know how to use the document as a tool for continuous improvement of your program? Come learn about the indicators of excellence as well as the process for conducting a program self-review and establishing an action plan for moving your program toward the designation of Programs of Excellence.

Creating a Site-Based Professional Development Plan, Session 1.
Planning for Results
(February 2007)

This is the first of two, 3-hour sessions on creating a site-based professional development plan. The first session explores strategies for establishing a learning community among staff; reviews standards for effective professional development, and outlines the steps in creating a professional development plan. It also provides strategies and tools for assessing the professional development needs of staff. Session 2 provides an in-depth look at effective models of professional development as well as strategies for evaluating professional development at five different levels.

Creating a Site-Based Professional Development Plan, Session 2.
Evaluating Results
(February 2007)

This is the second of two, 3-hour sessions on creating a site-based professional development plan. Session 1 explores strategies for establishing a learning community among staff; reviews standards for effective professional development; and outlines the steps in creating a professional development plan. It also provides strategies and tools for assessing the professional development needs of staff. Session 2 provides an in-depth look at effective models of professional development as well as strategies for evaluating professional development at five different levels.

Designing and Implementing an ESL Staff Development Plan
(May 1995)

The goal of this workshop is to develop skills in planning and implementing ESL Staff Development.

Just-in-Time Leadership:
Smart Fiscal Management for Adult School Administrators
(March 2004)

This workshop, which is intended for new adult education administrators, provides an overview of adult education fiscal and budgeting processes. Learn the vocabulary related to adult education fiscal management; practice using the forms and formulas for developing a local agency budget.

Just-in-Time Leadership:
Key to Personnel and Legal Issues in Adult Education
(March 2004)

Learn how to deal with personnel and legal issues in adult education. In this workshop, which is intended for new adult education administrators, you will discuss issues related to staffing, recruiting, hiring, supervising, and evaluating personnel, and you will explore issues related to safety and security, as well as to equity and access.

Mentoring Adult Education Instructors, Session 1.
What You Need to Know
(September 2005)

Are you interested in mentoring new teachers or those who want to learn new skills? In this session, you will learn about the various mentoring stages and explore skills and characteristics needed to be successful at each stage. This workshop is a pre-requisite to Session Two.

Mentoring Adult Education Instructors, Session 2.
What You Need to Do
(September 2005)

Learn strategies for effective mentoring and practice questioning techniques useful in initiating and facilitating discussion with the mentee. Session One is a pre-requisite to this workshop.

Mentoring: The Administrator's Role-
What Administrators Need to Know and Do to Build a
Successful Mentoring Program for Adult Education Instructors
(September 2005)

This three-hour session presents a rationale for establishing an instructor mentoring program in adult education as well as the program supports needed to make it successful. It is intended as a companion piece to the two-session module, Mentoring Adult Education Instructors, that provides a step-by-step process for training mentors and those being mentored.

The Administrator as Instructional Leader
(June 2008)

This is a three-hour workshop on the administrator as instructional leader: what it entails, how it differs from management, and why it is critical to effective programs and to student learning. It also explores strategies for integrating instructional leadership skills into daily practice.

Designing Programs For Adults With Learning Disabilities, Session 1.
Understanding Learning Disabilities, Awareness for Adult Educators
(March 2004)

Do you wonder if some of your students have learning disabilities? This workshop will help you understand what learning disabilities are and recognize common characteristics of adults with LD. You will review the screening process and explore the legal rights and responsibilities of both the learner and the literacy program. This workshop is a pre-requisite to Sessions Two and Three.

Designing Programs For Adults With Learning Disabilities, Session 2.
Effective Instructional Strategies
(March 2004)

Become familiar with and practice strategies for helping adults with learning disabilities succeed in your classes! Learn to select appropriate accommodations to meet diverse learning needs. This workshop presents an overview of various instructional approaches and helps you design one instructional activity using an LD-appropriate approach. Session One is a pre-requisite for attending this workshop.

Designing Programs For Adults With Learning Disabilities, Session 3.
Planning for Instruction
(March 2004)

Graphic organizers are a powerful tool for persons with learning disabilities. Learn to incorporate graphic organizers into lesson planning and select LD-appropriate instructional strategies for adult learners. Sessions One and Two are pre-requisites for attending this workshop.

Managing a SCANS Classroom
Participant Module (September 2007)

This workshop is intended for instructors and administrators of academic and vocational adult education programs who want to help students learn skills at school that translate to success in the workplace. In 1991, the U.S. Secretary of Labor convened a group (the Secretary’s Commission on Achieving Necessary Skills, or SCANS) to determine the qualities students need to be successful on the job now and in the future. The SCANS report identifies three foundation skills (basic skills, thinking, and personal qualities) and five competencies (resources, interpersonal, information, systems, and technology) that employers look for in workers. In this three-hour workshop, teachers and administrators will learn to facilitate teams of students in simulated work environments where SCANS skills and competencies are taught and reinforced.