Essential Elements of ABE/ASE Instruction: Instructional Strategies in Multilevel, Multi-subject Classroom

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.

GOAL AND OBJECTIVES

Goal

The goal of this workshop is to integrate the essential elements of adult basic education and adult secondary instruction.

Objectives

By the end of this training each workshop participant will be able to:

1. Recognize the underlying principles of model Instructional Standards and SCANS Competencies and implications for implementation in the classroom.
2. Recognize the similarities and differences between Adult Basic and Adult Secondary Instructional Standards.
3. Identify instructional standards related to targeting student needs.
4. Identify instructional standards related to integrating basic skills, academic content, and life skill competencies.
5. Identify instructional standards related to planning instructional activities.
6. Assess one's learning/teaching style.
7. Analyze sample texts for the presence/absence of instructional standards.
8. Identify student/teacher outcomes that may result from implementation of instructional standards.

Background Reading

In 1992, California Adult Education Task Forces were created in each of the disciplines of adult education and charged with developing model program standards that would serve as guidelines for new program development and examples of program excellence by which to improve existing programs. Since adult basic education and adult secondary education represent a continuum of instruction for adults seeking completion of high school (either the GED or diploma), these two disciplines will be considered here.

Integrating Model Standards and SCANS Competencies Into Classroom Instruction

"Consistent standards and competencies have been developed to prepare adults to become competent workers, responsible community members, participating family members and functional lifelong learners."

The need for standards was recognized by the California Adult Education Steering Committee in its Strategic Plan in 1989. At the same time, several national studies and reports were identifying a problem of low functional literacy among American adults. The SCANS report (Secretary's Commission on Achieving Necessary Skills) summarized the findings of a commission representing education, business, unions and government.

In examining changes in the world of work and the implications for the nation's schools, the commission found that because of the rapid changes in occupations, management theory and new technologies, American students must develop a new set of competencies beyond the 3R's so that American workers and companies will be competitive in the global economy.

The SCANS report identifies five competency areas--Resources, Information, Systems, Technology and Interpersonal--and three "foundation" skill areas--the 3 R's, Thinking Skills, and Personal Qualities. Learning to learn, teamwork and the critical thinking skills of decision-making and problem solving have been identified by employers as being just as important for workers of the future as reading, writing and computation. Schools must mirror the high performance environment that students will encounter when they join the workforce. Curricula must change to include the SCANS competencies and the method of delivery of instruction must change to give students opportunities to learn and practice interpersonal, communication, teamwork and thinking skills that will be required on the job.

The outcome of adult basic and adult secondary education programs is that learners will be able to use their skills in the functional contexts of their lives (as parents, workers, citizens, students, etc.). A standard body of knowledge forms the basis of the adult secondary curriculum in the areas of history, literature, scientific principles, mathematics, language arts, technology, and civics. That knowledge base provides common points of reference (cultural literacy) and forms the foundation for critical thinking, decision-making, problem solving communication and understanding of cultural differences. Students need proficiency in the basic skills of reading, writing, language arts and arithmetic to enable them to master this academic content.

Adult basic education and adult secondary education form a continuum of instruction building skills from simple to complex. Progress and success are measured not by seat time, but by demonstration of competence and knowledge. Adult learning theory and research studies have shown that there are greater gains in reading and math achievement, memory and transfer of skills when those skills are taught in a context that is familiar and interesting to adults (e.g.vocational, parenting) and are not taught in isolation (spelling rules unrelated to context of writing a letter). It is the instructor's role to provide learning modules, lessons, and activities that integrate the basic literacy skills with academic content, and functional life applications. Instruction provides opportunities for students to practice the thinking and communication skills that will be crucial in the lives they lead after completion of their education. For example, students are more likely to remember and use the formulas for computing percents when they use them to estimate sales tax on purchases or compute interest payments on a loan. A student's immediate goal may be to pass the GED test, but the long range goal is to be a functionally literate adult.