Instructional Materials Your Adult Education Programs Should Not Be Without

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Instructional Materials Your Adult Education
Programs Should Not Be Without
ESL/ESOLEnglish Literacy
Civics EducationCitizenshipABEPre-GEDGED
ABEPre-GEDGEDFamily Literacy
ABEPre-GEDGEDFamily Literacy
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ADULT EDUCATIONAL MATERIALS

• Contextual Relevant, Meaningful, Real Life
• Participatory Hands-On
• Self Directed, Self Paced
• Provides Immediate Feedback
• Provides Flexible Scheduling/Clear
  Responsibilities
• Convenient Learning Systems

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INSTRUCTIONAL DESIGN CRITERIA

• Engaging and Entertaining
• Interactive
• Participatory
• Flexible Design and Applications
• Address Different Learning Styles

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Two Basic Skills Literacy Series Designed for
Family Literacy and Adult Education Programs
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AN INTRODUCTION
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.
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SUPPORTING AGENCIES
NY
PA
OH
IL
MD
CA
NC

• U.S. Department of Education
• Office of Vocational and Adult Education
• Office of Elementary and Secondary
  Education

SC
FL
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THE PARTNERSHIP

• Nine State Departments of Education CA, FL, IL,
  MD, NY, NC, OH, PA, SC
• USDOE Office of Vocational and Adult
  Education Office of Elementary and Secondary
  Education
• INTELECOM
• National Leadership Council Adult Education
  leaders designated by each participating state
  to provide intrastate support in establishing
  distance learning infrastructure. The USDOE
  Director, Division of Adult Education and
  Literacy serves as as ex-officio member of the
  Council.

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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

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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
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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 skills
• Solve problems and make decisions
• Plan
• Use mathematics in problem solving and
  communication

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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
  caregivers
• Gain 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

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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
  school and 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

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PROJECT DESIGN

• ESTABLISHING THE FOUNDATION
• Research Review of ABE and Family Literacy
  research and experience
• Focus Group January 1998 meeting with state and
  national leaders in ABE and Family Literacy
• Site Visits Family Literacy and ABE programs
• National Academic Council Meetings in March and
  October, 1999, and July, 2001 Teleconference,
  E-mail, FedExs, etc.

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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

ROLE OF THE NAC

• 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

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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.

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SolvingProblems
SolvingProblems
Language Workout
MATERIALS ARRAY
Language Workout
Worktexts
Worktexts
Broadcast Quality Video
FamilyTies
FamilyTies
LIFELINES Case Study Documentaries Key Topics and
Themes
MADISON HEIGHTS Real-lifeScenarios Thought-provok
ing Dramas
What DidYou Learn?
What DidYou Learn?
Teachers Resource Book
Teachers Resource Book
Classroom
Classroom
Distance Learning
Distance Learning
Parenting Strategies
BlacklineMasters
BlacklineMasters
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Worktexts
Videos
Teachers Resource Book
Blackline Masters

• 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)

• Reproducible
• Correlated to individual units

• Distance learning applications
• Classroom-based applications
• User-friendly

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Worktexts
Videos
Teachers Resource Book
Blackline Masters

• 10 real-life episodes (documentary)
• Compelling stories
• Network quality

• Self-paced
• Parent/child activities
• Adult learning material (problem solving,
  language development, numeracy)

• Reproducible
• Correlated to individual units

• Distance learning applications
• Classroom-based applications
• User-friendly

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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

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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 alls well
  thatends well manner

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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.

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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
  task Results 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 Ties Language Workout What Did
  You Learn?

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WORKTEXT DESIGN AND FORMAT
Section A Solving Problems 1. Preview
Story Watch Video Review Story What 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
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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-Dictionary Word
Families English Toolbox Read On Write
Away For You And Your Child
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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 Child Purpose Of
Activities Design Of Parent/Child Activities
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WORKTEXT DESIGN AND FORMAT
Section 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
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TEACHER RESOURCE BOOKS (Still in Development)
I. Introduction Purpose, 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
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TEACHER RESOURCE BOOKS (Still in Development)
II. Organization of series, worktexts,
units Worktexts Videos Teacher Resource
Books III. Unit Specific Notes Plot
Summary Unit Title Explanation Teaching
suggestions for Distance Classroom/Group Tu
torial/Small Group
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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, ISBNs, etc.
• Chart of Key Topics by unit

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