Instructional Materials Your Adult Education Programs Should Not Be Without

ESL/ESOLEnglish Literacy

Civics EducationCitizenshipABEPre-GEDGED

ABEPre-GEDGEDFamily Literacy

ABEPre-GEDGEDFamily Literacy

• Contextual: Relevant, Meaningful, Real Life

• Participatory: Hands-On

• Self Directed, Self Paced

• Provides Immediate Feedback

• Provides Flexible Scheduling/Clear Responsibilities

• Convenient Learning Systems

• Contextual: Relevant, Meaningful, Real Life

• Participatory: Hands-On

• Self Directed, Self Paced

• Provides Immediate Feedback

• Provides Flexible Scheduling/Clear Responsibilities

• Convenient Learning Systems

ADULT EDUCATIONAL MATERIALSADULT EDUCATIONAL MATERIALS

• Engaging and Entertaining

• Interactive

• Participatory

• Flexible Design and Applications

• Address Different Learning Styles

• Engaging and Entertaining

• Interactive

• Participatory

• Flexible Design and Applications

• Address Different Learning Styles

INSTRUCTIONAL DESIGN CRITERIAINSTRUCTIONAL DESIGN CRITERIA

Two Basic Skills Literacy Series Designed for Family Literacy and Adult Education Programs

Two Basic Skills Literacy Series Designed for Family Literacy and Adult Education Programs

From INTELECOM, the developer of Crossroads Café and On Common Ground, comes two new Basic Skills Literacy series designed for use in Family Literacy and Adult Education programs. The series were created through a unique collaboration of nine State Departments of Education and the United States Department of Education, Office of Vocational and Adult Education and the Office of Elementary and Secondary Education.

These two series combine distinctive aspects of television drama anddocumentary to present real life and engaging stories of families struggling to improve themselves and their position in the larger community.

The video and print materials provide teachers and adult learners a rich variety of activities that encourage problem solving, promote critical thinking, build vocabulary and language awareness, develop reading, writing and numeracy skills, and empower the adult as a parent, worker, or member of the community.

The result is a synergistic approach to learning that encourages the adult learner to spend “time on task” and to achieve significant and meaningful learning gains whether in the classroom or in a distance learning setting.

AN INTRODUCTIONAN INTRODUCTION

SUPPORTING AGENCIESSUPPORTING AGENCIES

U.S. Department of Education

• Office of Vocational and Adult Education

• Office of Elementary and Secondary Education

NY

PA

MDOHIL

NC

SC

FL

CA

THE PARTNERSHIP THE PARTNERSHIP•Nine State Departments of Education

CA, FL, IL, MD, NY, NC, OH, PA, SC

•USDOEOffice of Vocational and Adult EducationOffice of Elementary and Secondary Education

•INTELECOM

•National Leadership CouncilAdult Education leaders designated by each participatingstate to provide intrastate support in establishing distancelearning infrastructure. The USDOE Director, Division of

Adult Education and Literacy serves as as ex-officio member of the Council.

TARGET AUDIENCES TARGET AUDIENCES

• Low literacy at-risk families

• Parents of children involved in Even Start, Head Start and other early childhood education programs

• Adults involved in or needing ABE programs

• At-risk youth

• Teenage parents

• Limited English proficient adults at the intermediate and advanced levels

TARGET PROGRAM APPLICATIONS TARGET PROGRAM APPLICATIONS

Even Start/Title 1

Head Start

Parent Education

Health & Human Services

Community Technology Centers

Community/Faith-based Organizations

CBET (California)

ABE

GED Test Prep

At-Risk Youth

TANF

Migrant Education

Library Literacy Programs

Early Childhood Education

PROJECT GOALS PROJECT GOALS

Provide experiences that:•Help adults improve their literacy skills

Read with understanding

Convey ideas in writing

Listen actively

Observe critically

Speak so others can understand

•Help adults improve their decision-making skillsSolve problems and make decisions

Plan

Use mathematics in problem solving and communication

PROJECT GOALS PROJECT GOALS•Help adults enhance their self-esteem and improve

their ability to:Resolve conflict and negotiate

Advocate and influence within the family and community

Cooperate with others

Guide others

•Help adults in their role as parents and caregiversGain insight into child growth and development

Form and maintain supportive family relations

Encourage communication across generational lines

Become partners in the education of their children

PROJECT GOALS PROJECT GOALS

•Provide ideas for age-appropriate interactive activities that parents or caregivers:

Can use with their children

Can use to help children achieve success in schooland other life experiences

•Provide experiences that will help adults:

Manage family resources (time, money, etc.)

Provide for safety and physical needs

Balance priorities to meet multiple needs and responsibilities

PROJECT DESIGN PROJECT DESIGNESTABLISHING THE FOUNDATION

•ResearchReview of ABE and Family Literacy research and experience

•Focus GroupJanuary 1998 meeting with state and national leaders in ABE and Family Literacy

•Site VisitsFamily Literacy and ABE programs

•National Academic CouncilMeetings in March and October, 1999, and July, 2001Teleconference, E-mail, FedEx’s, etc.

NATIONAL ACADEMIC COUNCIL (NAC) NATIONAL ACADEMIC COUNCIL (NAC)• Twenty-one members representing the partner states, the

National Center for Family Literacy, and Even Start (USDOE)

• Over 450 years of experience: ABE, Family Literacy, Even Start, Parenting education, Head Start, Early childhood education, Child development, Special education, Migrant education, Workforce Development, Welfare to Work, ESL/ESOL, Reading

• Determine project design parameters from a field-based learner perspective

• Serve as consultants to the development team, critiquing each project element as it is developed

ROLE OF THE NACROLE OF THE NAC

NAC FOCUS NAC FOCUS• Define and profile target audience – 95% not reached by existing programs

• Determine the overarching goals of the series

• Analyze adult education and distance learning research and design options

• Establish themes for Madison Heights dramatic stories

• Critique prototype Madison Heights script and integrated worktext unit

• Suggest a variety of family types and situations for the companion documentary series, Lifelines

• Assess prototype Lifelines program and its integrated worktext unit

• Review Madison Heights and Lifelines scripts and worktext units.

• Assist in the design of the teacher resource books for use in distance learning and classroom applications.

MATERIALS ARRAYMATERIALS ARRAY

Broadcast Quality Video

Parenting Strategies

MADISON HEIGHTS

Real-lifeScenarios

Thought-provoking Dramas

What DidYou Learn?

SolvingProblems

Language Workout

FamilyTies

FamilyTies

Language Workout

SolvingProblems

What DidYou Learn?

Classroom

Distance Learning

Classroom

Distance Learning

Worktexts Worktexts

Teacher’s Resource

Book

BlacklineMasters

BlacklineMasters

LIFELINES

Case Study Documentaries

Key Topics and Themes

Teacher’s Resource

Book

• 10 true-to-life stories (dramatic)

• Characters learners can relate to

• Thought-provoking situations

• Self-paced

• Parent/child activities

• Adult learning material (problem solving, language development, numeracy)

• Distance learning applications

• Classroom-based applications

• User-friendly

WorktextsVideos Teacher’s Resource Book

• Reproducible

• Correlated to individual units

Blackline Masters

• 10 real-life episodes (documentary)

• Compelling stories

• Network quality

• Self-paced

• Parent/child activities

• Adult learning material (problem solving, language development, numeracy)

• Distance learning applications

• Classroom-based applications

• User-friendly

WorktextsVideos Teacher’s Resource Book

• Reproducible

• Correlated to individual units

Blackline Masters

PROJECT VIDEO FORMAT AND DESIGN PROJECT VIDEO FORMAT AND DESIGN• Focused toward adult learner – the change agent

• Engage and motivate adults through real-life, meaningful, memorable and complex stories

• Difficult, controversial and emotional issues are not avoided

• Multi-dimensional stories designed to discuss, ponder and relive with family and friends

• Characters that the target audience can relate to

• Characters behavior is grounded in a complex web of motivating factors that grows out of past events and experiences

• The “level” of the dialog should not be of significant concern

MADISON HEIGHTS VIDEO DESIGN PARAMETERS MADISON HEIGHTS VIDEO DESIGN PARAMETERS

• Issues and situations that are real in the world of the target audience

• Common thread – Madison Heights School – a K-8 school with an after-school child care program

• Does not focus on people with low literacy skills – not appealing or acceptable to the target audience

• Poor and struggling families are not the only ones facing challenges

• Includes middle-class families with problems that will resonate with all viewers

• The programs depict examples of nobility and hope but do not always end in an “all’s well thatends well” manner

LIFELINES VIDEO DESIGN PARAMETERS LIFELINES VIDEO DESIGN PARAMETERS

• Follows families from different backgrounds and in different circumstances and locations – inner city, a farm, or the hills of Appalachia. Over months, we live their daily lives and let them tell their stories.

• Allows adult learners to share the experiences of those in the documentaries – people struggling and making progress with adult education and family literacy issues.

• Target audience will respond more positively to the real people going through experiences similar to theirs.

• A whole range of family structures and types are featured.

WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMAT• Primary focus – adult learner with integrated activities for parents and children

to do together.

• Closely integrated with dramas and documentaries. The worktext provides the context for learning.

• Synergistic and inexorable link between worktexts and videos.Encourages more time on taskResults in significant learning gains

• Provides rich variety of activities for adult learners and teachers.

• Designed for native speakers who need assistance with ABE concepts and skills as well as intermediate low to advanced ESL learners.

• ESL focused Black Line Masters in the Teacher Resource Books.

• Each unit divided into four sections:Solving Problems Family TiesLanguage Workout What Did You Learn?

WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMATSection A – Solving Problems

1. Preview StoryWatch VideoReview StoryWhat Happened When?From Many Angles (Lifelines)Pathways (Lifelines)Who Am I? (Madison Heights)

2. Define The Problems

3. Personalize A Problem

4. See The Big Picture

5. Explore Actions And Consequences

6. Create an Action Plan

7. Challenge

8. For You And Your Child

WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMAT

Section B – Language Workout

This second section helps learners improve their reading, writing and vocabulary skills and provides many opportunities for parents to work with children to develop skills that encourage literacy.

Word Watch (Madison Heights)Mini-DictionaryWord Families

English Toolbox

Read On

Write Away

For You And Your Child

WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMAT

Section C – Family Ties

This third section provides further opportunities for adults to gain the skills to function as parents, family members, workers, and community members.

Number Wise

Reach Out In The Home

Talk It Over

How Does It Feel?

Time Out For Literature

Books Can Help

For You And Your ChildPurpose Of ActivitiesDesign Of Parent/Child Activities

WORKTEXT DESIGN AND FORMAT WORKTEXT DESIGN AND FORMATSection D – What Did You Learn?

This fourth and final section helps learners evaluate what they have achieved as a result of their involvement with the video and worktext.

Just Checking

Connections

Answer Key – Sections A, B and C

TEACHER RESOURCE BOOKS (Still in Development)

TEACHER RESOURCE BOOKS (Still in Development)

I. IntroductionPurpose, goals, objectives

Delivery Systems: Distance Learning, Group Environments, Tutorial and Small Groups

Ways to integrate dramas, documentaries, and the teaching videos

Menu System

Problem-posing Approach

Interaction among adults and between parents and children

Multi-level learning

TEACHER RESOURCE BOOKS (Still in Development)

TEACHER RESOURCE BOOKS (Still in Development)

II. Organization of series, worktexts, unitsWorktexts

Videos

Teacher Resource Books

III. Unit Specific NotesPlot Summary

Unit Title Explanation

Teaching suggestions for:

Distance

Classroom/Group

Tutorial/Small Group

TEACHER RESOURCE BOOK – APPENDICIES(Still in Development)

TEACHER RESOURCE BOOK – APPENDICIES(Still in Development)

• Portfolio Assessment

• Building writing skills/process writing

• Building language skills: English Toolbox and Writing Workout

• Building numeracy skills: Number Wise

• EFF/SCANS

• Outcomes: NTCS, Even Start Performance Indicators

• A Book Can Help chart that lists books by topic, level, cultures, ISBN’s, etc.

• Chart of Key Topics by unit

Bob Miller

Phone: 626-796-7300, Ext . 116

800-576-2988, Ext . 116

Fax: 626-577-4282

E-mail: bmiller @intelecom .org

Web: www. intelecom .org