Pre-conference Sessions, April 2, 2017
Sunday, April 2, 8:30 am-11:30 am
Go Hybrid Now: Building a Virtual Classroom and Interactive Digital Activities
Tara Plouff, Lucas Plouff
This half-day preconference session will enable and empower ELL instructors and administrators to immediately
incorporate eLearning, digital literacy, and blended learning into their classrooms or programs. The session will lead
participants step-by-step through the process of building their own virtual classroom in Canvas and learning how to
utilize it as a valuable learning, assessment, and analytical tool. Once participants have built their classrooms, we will use
Canvas as a hub for a myriad of classroom activities that can be accomplished via smartphones, tablets, laptops, or
desktops, for example: Google Docs, Sheets, Slides, and Poll Everywhere. With an ever increasing focus on digital skills in
the workplace and in higher education, our students must have daily interaction with various forms of technology in
order to reach their goals. With training and thoughtful planning, we can use the Internet—Today’s Magic—to propel
our students to their successful futures—Tomorrow’s Dreams. Participants will learn how to: - promote digital literacy,
digital independence, increased hours of instruction, increased engagement, and vital employment skills within their
schools and classrooms - build a virtual classroom using Canvas - stock their virtual classroom with useful links and
media for students to access at any time - utilize Canvas and other free digital tools to create assessments, assignments,
discussions, and other activities Participants will engage in individual, partner, small-group, and whole-group activities.
All activities will be followed by reflection questions that stimulate collaboration and new ideas. Participants will: participate in and then create and host a live poll - participate in and then create and host a real-time digital chat participate in and then create a Google Docs and Dictionary.com activity - participate in and then create a Google Sheets
charts and graphs activity - participate in and then create a Google Slides partner activity Participant Level of Expertise:
A basic knowledge of the Internet (web browsers and e-mail) is necessary. Presenters will be on hand to assist with any
tech issues or questions that may arise during the session. Instruction will be at a moderate pace with time for
reinforcing activities, practice, and questions. Note: Every participant in this session is required to bring their own
laptop—tablets and phones are not acceptable. Though Canvas functions well on tablets and phones, setting up a virtual
classroom requires a lot of typing and minute mouse movements that quickly become frustrating and time-consuming
on small touch screens.
Sunday, April 2, 8:30 am-11:30 am
Integrating Employment and Training Skills into the HSE Classroom….and Still Teach
Sara Gutting
According to the WIOA legislation, adult education teachers will need to integrate employment and training skills into
their HSE/ABE curriculum. This workshop will help participants do this with their existing curriculum, provide them with
ideas and techniques as well as some fun strategies and activities. I will use group activities and learning stations to help
them discover the different lessons that can be used to help them implement employment and training into their
classroom. This workshop will help teachers create today's magic through lesson plans and activities to help facilitate
tomorrow's dream.
Sunday, April 2, 8:30 am-11:30 am
Learning in the Cloud: Teaching Digital Literacy to ABE/ESL learners for successful College and Career Transitions.
Sandra Echols
In an effort to apply the digital literacy principles set forth under WIOA instructors in ABE/ESL classrooms are not
equipped with the necessary tools to meet the challenges of incorporating digital literacy into their lesson plans. Today’s
global, knowledge-based, innovation-centered economy, adult learners must go beyond a high school diploma and or
vocational certificate and acquire not just academic knowledge, but interpersonal and intrapersonal aptitudes. That is,
they must engage in deeper learning. As post-secondary schools shift away from traditional education models in favor or
providing deeper learning environments, they are required to replace their outdated technology practices and
implement a new infrastructure to support student learning. The Association of College and Research Libraries (ACRL)
Framework for Information Literacy in Higher Education concepts can be modified to use in the ABE/ESL classroom. For
example, instructors will be able to teach learners how to distinguish reliable from unreliable online information, and
they should become aware of the ways in which civic participation may differ in online and offline contexts. Lack of
digital literacy is still a problem for many adults at lower literacy levels, and it's a barrier that could prevent their access
to much-needed career and basic skills programs. From social media to online banking to blended learning programs,
the digital world opens opportunities that today's Adult Learners can't afford to miss. According to Pub. L. 113-128, July
2014, Title II, Sec. 203(17). The term “workforce preparation activities” means: activities, programs, or services designed
to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and selfmanagement skills, including competencies in utilizing resources, using information, working with others, understanding
systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or
training, or employment. This pre-conference will employ facilitated instruction along with hands-on activities to
introduce the concepts and demonstrate lesson planning ideas to utilize in the classroom and beyond.
Sunday, April 2, 8:30 am-11:30 am
Growth Mindset: You Can Teach an Old Dog New Tricks!
Sandra Caruso
In the Growth Mindset: You Can Teach an Old Dog New Tricks presentation, participants will review the scientific
research about the brain and the correlation of having a growth mindset to achievement. Developing a growth mindset
for students, as well as for teachers, will impact their performance and achieve a greater academic success. In fact,
strategies and teaching methods geared toward cultivating this mindset in students are gaining widespread attention.
Teachers will learn various strategies to influence and develop their own, and their students’ growth mindset. They will
receive a folder with several activities that they can immediately use with their students and experience first-hand each
activity during the session. They will work collaboratively to address various classroom scenarios and demonstrate their
understanding of effective question design methods that encourage a growth mindset. In addition, they will also learn
and practice effective praising that will encourage students to work harder instead of praising their intelligence which
could have a detrimental effect in their future.
Sunday, April 2, 8:30 am-11:30 am
"MathHacks" for Your Adult Basic Education Classroom
Ronald Cruz, June Rall
One of the most popular videos, posts, websites and blogs on the Internet today involve some form of “life hack.” Some
of them are so practical and amazing that I see it as magic tricks of sorts. I cannot wait to apply it to my next chore.
People appreciate information especially if it makes their everyday tasks simpler and more efficient. As ABE or GED
teachers, we often wish there were some sort of “life hack” that we can use in the classroom, a magical trick that will
help students achieve their academic dreams or pixie dust that will enable us to efficiently differentiate instruction to
varying levels of students. Introducing, "MathHacks" for Your Adult Basic Education Classroom! This workshop is
designed to support ABE and GED teachers in their implementation the Mathematics College and Career Readiness
Standards for Adult Basic Education. This workshop will provide adult educators with instructional strategies and
instructional resources that include demonstrations, student activities, videos, math manipulatives, technology tools,
and small group collaboration. Adult educators, regardless of their expertise, experience and educational background,
will find the strategies presented in this workshop easily adaptable or customizable to various teaching/learning styles.
Tools and resources that will be provided to participants will help in developing lessons that are rich with real-world
applications, incorporating the 8 mathematical practices emphasized in the implementation of CCRS. MathHacks for the
Adult Basic Education Classroom will focus on the most difficult to teach concepts/skills such as rational numbers and
operations, geometry, algebraic equations, proportions, statistics and functions. Strategies presented are especially
suitable for struggling learners. The robust content of the workshop is designed to provide scaffolding, encourage critical
thinking, encourage perseverance and spark creativity to all students regardless of their ability. Workshop participants
will receive a complete packet of resources which includes a workshop binder and a manipulatives starter kit that will
enable participants to start applying the strategies immediately upon their return to their classroom.
Sunday, April 2, 8:30 am-11:30 am
Tools for Creating Leveled Reading Passages
Robb McCollum
Sometimes teachers cannot find quite the right passage for their students’ reading fluency or assessment purposes. Yet
creating a new passage can be a daunting experience to ensure that the text is appropriate for the intended audience.
This workshop will begin with this problem and discuss how issues of vocabulary, syntax, content, and other textual
features can result in a passage that is either too difficult, too easy, or otherwise inappropriate for the target group of
basic reading adult students. Following the statement of the problem, the presenter will explain that researchers in the
field of extensive reading (such as Day & Bramford, 2002; Waring & McLean, 2015; Plakans & Bilki, 2016) offer guiding
principles in passage creation. These suggestions involve advice about topic selection, grammatical structures, text
length, and other important considerations. Moreover, several valuable tools exist for measuring and analyzing textual
features that correlate with passage difficulty. Examples of these tools include Online Graded Text Editor (Waring, 2016),
Compleat Lexical Tutor (Cobb, 2016), Lexile Analyzer (MetaMetrics, 2016), and Lexical and Syntactic Complexity
Analyzers (Ai, 2016), and others. These tools offer users feedback on the vocabulary and grammar draft passages. The
presenter will demonstrate these approaches and tools by showcasing the development of a library of leveled reading
passages for an online literacy software program. This will help participants understand how to apply these concepts to
existing texts and as well the writing of new passages. The presenter will discuss researching and establishing linguistic
for target levels, as well as the drafting and analysis phases that ensure that texts adhere to sound guidelines. Then,
participants will have the opportunity to draft a reading passage and then analyze its linguistics features using the
principles and tools described above. This will help participants evaluate their natural (or intuitive) writing style and
match it against their learners’ reading level. Using feedback from these digital tools, participants can revise their
passage targeting specific linguistic aspects. Through a series of revisions, the presenter will demonstrate a recursive
process that all teachers can use to hone their targeted level writing skills. Teachers will learn the “magic” of creating
level-appropriate reading passages to help students reach their reading, life, and career “dreams”! Participants will leave
with the confidence and skills to create reading passages that meet the needs of their learners. No specialized computer
skills are required, but participants who bring a laptop with an internet connection will be able to more fully and easily
implement the skills taught in this workshop. Offline resources will be provided to those without internet access.
Sunday, April 2, 8:30 am-11:30 am
Power of Partnership: General Manufacturing Pathway
Mary Gaston, Allen Fain, Robin Long
This interactive session will be facilitated by representatives from both Adult Education and the Technical College who
were hands on in the development and design of the General Manufacturing Career Pathway for a three county area in
South Carolina. Presenters will share practical tips as well as lessons learned for program design, and will share tools and
resources they have built into the pathway. Participants will have the opportunity to respond (electronically) to an
activity addressing stereotypes in manufacturing careers. Small groups will be led through a simulation of a production
line in a manufacturing facility (using a child's game!). Resources and strategies for contextualizing academic content will
also be shared, with time allowed for practice. The presenters will talk about strategies that foster student success in
both the academic and work world, and share some specific strategies they have used.
Sunday, April 2, 8:30 am-11:30 am
DEVELOPING SYSTEMS of MANAGEMENT and LEADERSHIP
Joshua Evans
The program will be hands on and focused on delivering the tools and knowledge necessary to build strong leadership,
results oriented management, and strong operational systems in order to clearly align with the mission, vision, and goals
of their respective program. Participants should be in supervisory or management positions or attending on behalf of
someone in a leadership position. The workshop will consist of lecture, small group work, interactive activities utilizing
tools and resources and an open forum of questions and answers. To be successful programs need to find the magic
present in themselves in order to help create tommorrow's dreams for their customers/students. This interactive
presentation will give you the tools necessary to achieve them.
Sunday, April 2, 8:30 am-11:30 am
Evaluating the Many Faces of the Flipped Approach: How Can it Work for Your Adult Learners?
Duren Thompson
Designed for LINCS, workshop supports OCTAE efforts to deliver individualized learning and extend learning time via
effective use of blended learning and integration of educational technologies (i.e. ‘today’s magic’). Participants will
explore a variety of ways the 'flipped approach' can build critical thinking skills, support independent learning, and
motivate adult learners to reach their postsecondary and/or career goals (i.e. ‘tomorrows dreams’). In addition,
workshop builds practitioner awareness of the Adult Education Teacher Competencies and the need for critical thinking
and planning re: ‘new’ instructional initiatives and practices (as supported by research in Teacher Induction). Workshop
is designed for instructors of adults in almost any setting and at any literacy level, including those working with ESL
learners. While no specific experience is required, workshop assumes a basic knowledge of adult education systems and
processes. Participants will: - Clarify their understanding of the flipped learning philosophy (addressing common myths
and/or misunderstandings) - Increase familiarity with the key elements of the flipped approach to learning (FAtL) Compose a written plan, grounded in learners’ needs, to increase the use of at least one key FAtL element in their
everyday instruction - Explore one tool/guide for evaluating and implementing any new educational approach - Connect
to peers/resources for further exploration/implementation of the FAtL - Increase familiarity with tech tools/skills that
support the FAtL Participants will be encouraged to complete short ‘pre-work’ activities, similar to these:
https://flipping4literacy.wordpress.com/ga-esl-elcivics-oct-2014/ Workshop emphasis/examples will be adjusted based
on responses. Workshop Schedule: [ML= Mini-lecture; DB=Discussion Breakout (groups of 4-6)] I.
Introductions/Overview DB: Intros & “What would your typical class structure ‘look like’ to an outside observer?” II.
What is the Flipped Approach to Learning (FAtL)? ML: Definitions, background, research basis, etc. DB: “What are the
key elements of the FAtL for AE?” III. How does the FAtL Compare to What We Know about Good instruction? ML:
Overview of Adult Education Instructor Competencies (AEIC) DB: “How do the key elements compare to the AEIC?” IV.
How does the FAtL Compare to MY instruction? ML: Survey results –Use of Homework, Technology, etc. DB: “How do
the key elements of the FAtL compare with what you already do? What would you like to try?” V. How might I apply the
FAtL (or its components)? ML: Avoiding Common Myths/Mistakes & Example “Getting Started” Scenarios DB: “What are
your plans? What barriers/challenges might you face?” VI. How can I overcome barriers/challenges? ML: Ideas,
resources, examples, technology tools, etc. DB: “What are possible solutions to my challenges/barriers? VII. Next steps Culminating Activity: Draft written plan & submit it to facilitator for sharing - Evals & Follow-up resources
Sunday, April 2, 8:30 am-11:30 am
Understanding & Effectively Working with Adult Learners—Guidance for Rookies and Vets Alike!
Don Finn
Adults come in all shapes, sizes with various experiences and backgrounds. Despite this, there are underlying best
practices that undergird effective adult education programs. This session will present concepts and methods for
effectively working with adults that are backed by the research and writings of leaders in the adult education field.
Participants will be encouraged to reflect on their own professional practice and the impact their methods have on their
learners. Special attention will be placed on discussing adult education principles and theories and their integration into
classroom and program practice.
Sunday, April 2, 8:30 am-11:30 am
Watch Me Pull this Rabbit out of My Hat! Instructional Strategies for Helping Students with Learning Disabilities
Carmine Stewart
While there is no magic, silver bullet for teaching any one student, there are some research-based best practices that
improve learning outcomes for even the most challenging adult learners. In this session participants will learn about
different learning disabilities, and how students experience them, through a series of experiential learning activities.
Then, once participants have a better understanding of how disabilities impact students, the session will pivot toward
strategies. Participants will learn why the strategies are effective, experience the strategies themselves, and create a
plan for incorporating strategies into their own instruction.
Sunday, April 2, 8:30 am-3:30 pm
Equity, Empowerment, and Efficacy: Building Organizational Capacity to Achieve Inclusivity
Samuel Byndom, Joseph Wiemelt
Today’s magic for tomorrow’s dream: the notion of magic is often understood as something intangible and transcends
the traditional or rational order of things. Magic in this instance is the agency we have to affect change in society which
extends beyond the individual, using social/emotional competencies we focus on how critical reflection can be
empowering, thus magical and transformative in achieving tomorrow’s dreams. As reflected in Dr. Martin Luther King’s
“I Have a Dream” speech, the notion of equality (equity) is what we should strive for as individuals but more so as a
nation. As educational leaders we engage in the work of racial equity to significantly transform our society to achieve
that dream. Our expectation is that participants leave understanding the “magic” or agency they posses and feel
empowered to make a difference. In this workshop we will incorporate the following social/emotional competencies as
they relate to race and racial equity: self awareness, social awareness, self-management, relationship skills, and
responsible decision making. In previous workshops, we have found that as staff and administrators become more
mindful of racial equity at the individual and institutional level, it improves enrollment, retention, and completion of
adult education students. Additionally, it affords students more opportunities to become college and career ready and
can have a lasting impact on positively transforming and improving their quality of life. As adult educators we realize
that many students that participate in our programs have not found success or the ability to feel included in traditional
school and classrooms settings. Within this perspective we provide a way in which to reimagine teaching, learning, and
the philosophy of adult education to serve all students. In order to engage participants and create a sense of agency and
urgency around this content we will use a combination of small group discussions, listening techniques, role playing,
modeling, goal setting and reflection. There is no level of expertise needed to begin participating in this work.
Sunday, April 2, 8:30 am-3:30 pm
Towards Better LEARNING: Understanding and Supporting Phonological Processing Skills in Adult English Learners
Robin Lovrien
In this session, Dr. Lovrien (AKA Robin Lovrien Schwarz) combines two important and popular areas of her expertise-use of games and activities to improve differentiation and to target key learning in adult ESOL classrooms, and
phonological processing skills and their key role in language and literacy acquisition. Phonological processing skills (PPS) -comprising phonological awareness and phonological memory--are firmly recognized as the underlying skills of
language and literacy. However, because each language requires a somewhat different set of PPS, adult learners of
English may not have the requisite level of skills for learning English effectively. For example, while phonemic awareness
is recognized as key to English reading, many languages are not phonemic, so persons who speak those languages do not
develop phonemic awareness at the level needed for English. Failure to develop accurate and adequate oral grammar
can be the result of weak phonological memory. Difficulties with written English could also have their roots in weak PPS
in English. Furthermore, persons with no- or very low- literacy in another language necessarily have underdeveloped PPS
in their first language and will not have skills to transfer to English. Despite the wide recognition in this country of the
role of phonological awareness in competent reading, PPS are never evaluated in adult English learners. Dr. Lovrien has
found from her own research and study that evaluating and targeting these skills can be extremely helpful in improving
the learning outcomes of adult ELs at all levels of English. In the first half of the session, Dr. Lovrien will teach
participants about PPS, how they can be weak in adult ELs and how participants can evaluate PPS both formally and
informally. In the second half of the session, Dr. Lovrien will teach how to target and strengthen PPS through use of her
widely used method of games and activities. For a decade now, Dr. Lovrien has trained teachers all over the US to
implement games and activities as a method for managing what she has dubbed the "mixed everything" adult ESOL
classroom--i.e. a mixture of ages, education levels, English skills, need for English, levels of motivation and so much
more. In this session, through a highly organized process, Dr. Lovrien will first teach four basic games and several nongame activities through which any content or language skill can be practiced and mastered. Then, she will focus on using
the games and activities on PPS. For the last hour of the session, participants will work in small groups to create one or
more games or activities which they can use in their own classrooms. Dr. Lovrien will provide extensive references to
research supporting both the nature of PPS and their role in language acquisition and literacy as well as the effectiveness
of games and activities in language acquisition and in adult learning.
Sunday, April 2, 8:30 am-3:30 pm
Action Planning for Sector-Focused Approach to WIOA and Career Pathways
Michelle Carson, Libby Livings-Eassa
We will take a look at the big picture by considering the broad context/landscape and learn the basics about WIOA and
career pathways before diving into some of the important details like regional labor market information, the sectorapproach, career opportunities and how to translate that information into education and training programs with
“stackable credentials” that enable participants to build their skills and advance in their careers over time. This session
will provide an overview of WIOA’s career pathway focus and how to begin an implementation strategy. Facilitator will
share career pathways promising practices. Participants will take a program or state self-assessment, identify next steps
toward implementation or continuation of implementation, participate in whole group and small group discussions, and
other interactive activities. It's all about doing the work today so that our learners' dreams of high school attainment,
employment and financial security can be fulfilled tomorrow!
Sunday, April 2, 8:30 am-3:30 pm
AALPD Full-day Pre-conference: Professional Development Under WIOA: Updating Policies, Practices, Standards, and
Indicators
Marsha Taylor, Randy Whitfield
The Workforce Innovation and Opportunity Act of 2014 (WIOA), is dramatically different from previous legislation for
adult education; therefore, the policies, practices, standards, and indicators currently in place need to be reviewed and
updated. In a highly interactive session, the Association of Adult Literacy Professional Developers (AALPD) Executive
Committee members will solicit input from participants on challenges and opportunities for professional development
under WIOA. Participants will work in small groups to discuss current professional development policies, practices,
standards, and indicators as well as changes that need to be made. Information from the session will be used to make
necessary revisions and recommendations. The AALPD Pre-Conference Session will also feature the presentation of the
annual AALPD Partner in Excellence Award and the new David Baker Rising Star in Professional Development award. In
addition, the pre-conference will include the annual business meeting to vote for new officers and set priorities for the
coming year.
Sunday, April 2, 8:30 am-3:30 pm
NAEPDC State Staff Preconference: Lessons Learned from Year One Implementation of WIOA for State Staff Members
Lennox McLendon
State staff members are anxious to hear how colleagues in other states have solved issues regarding implementation of
the new WIOA regulations. NAEPDC is gathering strategies and resources states are creating to operationalize Congress's
intent and DAEL's interpretations. We will use this session to share what we have learned working with states.
Sunday, April 2, 8:30 am-3:30 pm
Align and Redesign - Designing a New Front End to Build Successful Learners Prior to Entering Adult Education Classes
Laura Weisel, Meryl Becker-Pezocki
This session will review why a new way to start students, that is research and evidence-based, can build the rigor
students need to persist in AE and move on to post-secondary and employment. Using Participatory Learning
Methodologies, the participants in this pre-conference session will identify which elements could be part of a new
'success' course for their program. Participants will review 20+ hour new front ends from OK, WY, OH, MI, MT, KY, WV,
NM, RI and MI to see how their sister programs are making a greater impact on student's success. Participants will
discuss on a new front end could be useful for all of their WIOA partners and why taking the time upfront can make a
major difference in long-term student success.
Sunday, April 2, 8:30 am-3:30 pm
Developing Basic Skills Curriculum for an IET: An Interactive Workshop
KayLynn Hamilton, Dr. Carol Clymer, Dr. Blaire Willson Toso
Integrated Education and Training (IET) is an allowable program component for adult education programming under
WIOA. There have been a number of impressive initiatives such as I-BEST, PluggedinVA, and Accelerating Opportunity,
yet resources and tools aimed at creating the basic skills portion of the curriculum so that it is integrated and aligned
with the occupational skills training are scarce. This workshop will provide hands on training for the planning,
development and implementation of the basic skills component of an IET. While the training will focus on the basic skills
course, it will be contextualized using the real experience of a local agency developing basic skills curricula for 4
occupational skills courses offered by Penn College of Technology: Fit4manufacturing, Fit4health, EMT and Mechanical
Components. The session will also include valuable information and activities related to partnering with both
postsecondary education providers and workforce development partners to round out the full IET program. Activities
will address responsibilities and potential roles for partners in an IET program, helping all to provide today's magic to
help adult learners fulfill tomorrow's dreams. As a result of the workshop, participants will learn the following: 1) Basic
approaches and strategies used in IETs. 2) A process for planning and developing the basic skills lessons and activities
related to an IET. 3) How to identify the basic skills that are required for understanding and learning the occupational
skills. 4) Fundamentals of contextualizing basic skills lessons related to occupational skills training. 5) How to identify
workplace skills that should be included in the IET. 6) Strategies for building, maintaining, and strengthening partner
roles in an IET. The content of the workshop will focus on Developing Basic Skills Curriculum for an IET: A Guide for the
Pathways to Employment Program that was developed by the Institute for the Study of Adult Literacy at Penn State
University. The guide was developed with a grant from the Central Pennsylvania Workforce Development Corporation,
North Central Workforce Development Board, and Southern Alleghenies Workforce Development Board. Participants
will practice using tools that are provided in the guide and be encouraged to adapt them to their own contexts and
situations. Sample basic skills lessons developed for the four occupational skill areas will be shared with participants. By
the end of the workshop, participants will have considered key aspects of planning and developing the basic skills
curriculum and outlined next steps for implementation. Participants should have knowledge of adult education
instruction/lesson planning and interest in offering IETs.
Sunday, April 2, 8:30 am-3:30 pm
COMPETENCY-BASED ADULT EDUCATION: Implementing A True College and Career Readiness Standards System
Donna Chambers, Nancy Labonte
In planning and implementing College and Career Readiness Standards over the past three years, RI Adult Education has
had the definitive goal of creating an effective, efficient and innovative adult education system that is in compliance
with WIOA and prepares all learners at all levels to meet the demands of the 21st Century. The result is a cohesive
system built around a blend of surefire teaching and learning strategies and performance-based assessment tools that
are aligned with content standards and EFL descriptors. These tools have become the fundamental instruments in
building a sustainable structure that is truly college and career standards driven.
This interactive workshop offers specifics on how to construct a competency-based system for all adult education.
Attendees will learn what informed the thinking and the steps taken to create this transformed approach. Rhode Island
is leading the way and we are ready to share what we know, along with an ample array of resources we have gathered,
in building a balanced system from the bottom up. Methods to share include personalized learning, direct support
structures, proficiency-based learning and performance assessment, self-designed, yet demanding learning activities and
more. Begin the process and join the competency-based movement.
Sunday, April 2, 8:30 am-3:30 pm
English Today for Working Tomorrow: Designing and Delivering Workforce ESL Instruction
DeAnna Coon
Educators working with adults learning English know the importance of preparing students to be successful in the
workforce; the learning that takes place today ensures a brighter tomorrow with greater workforce participation, a step
closer to achieving dreams. Teachers seek ways to ensure that foreign-born and native speakers alike will develop the
linguistic and cultural proficiency they need to succeed in the workplace. Using evidence-based resources, this workshop
focuses on the communication skills that are essential for employability and career advancement. It includes strategies
for working effectively within the recent driving force of WIOA guidelines. The workshop is intended to benefit novice
and veteran teachers alike, and through readings, activities, and strategic planning, they learn to develop lessons that
provide the language and cultural information needed for success in the U.S. workforce. They also explore ways of
encouraging their students to develop and use strategies of their own for acquiring the linguistic and cultural
information needed in various work environments and career pathways. It is interactive from start to finish, and
participants leave with resources and tools that integrate workforce preparation with language skills development.
Activities include jigsaws, negotiations, timelines, and maneuvering among registers, among others. These activities can
be used not only to drive language and communication skills instruction, but to encourage critical thinking as well.
Sunday, April 2, 8:30 am-3:30 pm
Adult Numeracy Network: Linking Today with Tomorrow
Amy Vickers, Adult Numeracy Network members
This full day session will be spent exploring math and numeracy in a workforce context. A team of experienced
presenters will lead various activities and discussions throughout the day. Participants will learn current research around
developing a mathematical mindset and developing “math eyes”. They will then apply those ideas to finding the math
and numeracy in various workforce contexts. Additionally, participants will experience meaningful applications of the
math and numeracy that they already teach; these applications will be able to be adapted for their own settings.
Participants will be answering questions like: Where is the math and numeracy in this workforce context? How could I
further develop the math and numeracy within this activity or make it more engaging, rigorous, or more applicable to
student’s lives ? How can I use my existing materials to create contextualized math and numeracy lessons? This session
relates to the conference theme, Today’s Magic for Tomorrow’s Dreams, in that we are linking the magic of learning in
today’s classrooms to each student’s own dreams. By strengthening their numeracy skills, students will be more
equipped to achieve their dreams. Having a rewarding and well-paying job is a foundation for many dreams; by
embedding these numeracy skills in workforce contexts we are demonstrating the link between the magic of learning
math and numeracy skills today and students achieving their dreams. The preconference session activities will be guided
by the Adult Numeracy Network Teaching and Learning and Professional Development Principles, so will be appropriate
for all levels of expertise. Activities will begin with teachers as mathematics learners and thinkers; we will solve math
problems, share our solution pathways, and learn together as a community. Activities will weave together all the
elements of mathematical proficiency, including procedural fluency, conceptual understanding, ongoing sense-making,
problem solving, and a positive attitude about learning mathematics. In addition to gaining classroom activities to adapt
for their own settings, attendees will gain new perspectives about teaching math and numeracy.
Sunday, April 2, 12:30 pm-3:30 pm
There's No Right or Wrong...Only Progression
Telly Mikel, Tracey Nester
This program is designed to take a look at the education experience we as teachers create in our classrooms on a daily
basis. We participate in exercises developed to specifically raise our level of awareness concerning the cognitive
categories of thought-emotional state-attitude-belief...in relation to our students, classroom environments, and
ultimately...perhaps most importantly...for ourselves as the facilitators of educational opportunities. In one sense
philosophical, and in another sense completely practical, we engage on a journey allowing ourselves to search broadly,
and deeply, into the underlying mentalities attached to our curriculum delivery, our methodology, our daily approach to
life itself. Through analysis of quotes, we engage in positive, intellectual discussion in an exploratory framework.
Essentially, we look at how society effects our perceptions of education, one another, our students and ultimately what
the definition of successful programs look and sound like. We will look at first our own definition of ego, and then
compare it to the definition of ego from the book entitled "A New Earth", written by Ekhart Tolle. As we define and
explore the concept of ego in our classrooms, we can then relate directly back to the title of the program "No Right or
Wrong...Only Progression." We will then take a look at specific mathematical problem sovling skills as they relate to the
underlying mental approach we hope to discover and ultimately teach to our students. Next up we define Cognitive
Behavioral Transformation and relate this idea to our classroom environment...our students...and ourselves. We will
utilize the Litany Against Fear, from "Dune", written by Frank Herbert, to see exactly how limiting this mental approach
can be for our students, ourselves, and the progression of our programs. As for expertise needed by program
participants: In order for our time together to be beneficial, a participant must choose to walk into the classroom willing
to work, with an open mind and an energetic spirit, and ultimately invest in the session, which ultimately is an
investment in self. Participants will walk away energized, informed and engaged at a high level so that, when they
return, their own level of expertise will have been raised from our time together.
Sunday, April 2, 12:30 pm-3:30 pm
Navigating College and Career Readiness Through the Lens of Program Practice
Priyanka Sharma
The session is geared towards program administrators, navigators, and student success coaches. We will share a CCR
rubric that details program practices within program components like assessment, collaborations and partnerships etc.
The CCR rubric will serve as the guiding document for the session and help the attendees assess where their program
lies in terms of having program practices that support college and career readiness for their students and how they can
institute new practices that can further foster student success. The session will include several small group work
activities, and report back to foster further discussion within the larger group.
Sunday, April 2, 12:30 pm-3:30 pm
SEAL: Strategies for Engaging Adult Learners
Misty Dawson, Katrina Reed
Do you want your lessons to be more engaging to your adult learners? Do you want your adult learners to retain more of
what you teach them? Then SEAL is for you. During this session, you will learn about the 4 C's of lesson planning. You will
discover why they are so important for keeping your students on topic and motivated to learn. The session will be filled
with meaningful and fun activities that you can take back to your classroom and immediately use. Use the magic of SEAL
to help your students succeed. The only prerequisite for this session is the belief that learning does not have to be
boring.
Sunday, April 2, 12:30 pm-3:30 pm
Needed for Tomorrow's Dreams: Digital Literacy
Mary Gaston
In order for our students to realize "tomorrow's dreams," they need to be equipped with the skills, tools, and knowledge
that will help them succeed in post-secondary and the workplace. Digital literacy is a required component of WIOA, and
is defined as "the skills associated with using technology to enable users to find, evaluate, organize, create, and
communicate information." Students will not acquire these skills by using technology for isolated skill and drill software
practice. Rather, students need to be engaged as digital learners on a regular basis. In this session, participants will be
led through activities that can be used to build students' digital literacy skills. Examples of activities from student intake,
orientation, classroom instruction, and workforce preparation will be modeled, with the focus on helping students find,
evaluate, organize, create, and communicate information.
Sunday, April 2, 12:30 pm-3:30 pm
Dreams Do Come True with Family Literacy - WIOA policy in practice
Marie O'Bryan
Interactive session presenting strategies for family literacy practitioners and workforce development programs. Program
will provide practitioners with hands on activities to use at their agency that truly work with families, activities for both
adult and children participants, in support of WIOA career and college readiness standards. Activities will be hands on
and will be facilitated through working in groups of colleagues. Handouts along with internet resources will be provided.
Practitioners at all levels of expertise will be able to actively participate in this session.
Sunday, April 2, 12:30 pm-3:30 pm
When Grief Visits Your Classroom: Integrating Narrative and Visual Arts Therapy in Adult Education
Jose Luis Moreno
Conference attendees will participate in step by step instruction on how to implement narrative therapy and visual arts
therapy in the adult learning classroom. The diverse activities presented here utilize arts in its different forms (e.g.,
music, writing, talking, drawing, and painting). The art of creating provides pain reduction through distraction,
relaxation, and a focus on something pleasant. The act of creating can be psychologically healing, even when
experiencing a difficult time. Bereavement literacy refers to all types of literacy activities and practices that individuals
engage in for meaning making purposes and that include one or more components of verbal, non-verbal, and written
text to communicate ideas and feelings about grief. The audience participating in this session will gain relevant
knowledge about how to assist their students cope with the death of a loved one (e.g., a relative, a friend, a classmate)
through practicing narrative and arts-based strategies. Further, it is hoped that this knowledge will support adult
instructors in their efforts to become an effective role model by empowering them with basic understanding about the
bereavement process. Confronting grief today will give hope and strength for tomorrow's dreams.
Sunday, April 2, 12:30 pm-3:30 pm
Developing Today’s Contextualized ESOL Instruction for Tomorrow’s Career Pathways
Jayme Adelson-Goldstein, Pamela Jo Wilson, Tricia Sherman-Baker, Roxana Hurtado
WIOA calls for a more contextualized, career-focused approach to English language instruction. This requirement
correlates to research showing that 65% of U.S. jobs in 2020 will require some level of postsecondary education
(Carnevale, Smith & Strohl, 2013). In order to prepare English language learners to successfully transition to the training
courses they’ll need to find a job with a family-sustaining wage, many programs have created bridge courses and/or
Integrated Education and Training (IET) courses high intermediate or advanced level ELs. Parrish and Johnson (2010)
point out that unless we expand the scope of opportunities offered to adult ELs from beginning through advanced levels,
learners will not be sufficiently prepared to meet the rigorous demands of 21st century postsecondary courses. This
need to contextualize English language instruction for work and career pathways is the rationale for this three-hour preconference session. Over the course of nine months, a cohort of 12 committed and passionate ESOL professionals,
representing all five regions in Florida, participated in a blended community of practice addressing the issue of how to
shift Florida’s “life skill” ESOL culture towards contextualized learning for work and career pathways. To build their
background knowledge, the cohort studied and discussed the open educational resource developed for the LINCS ESL
Pro project by Spruck-Wrigley: “Preparing English Learners for Work and Career Pathways” (OCTAE/AIR 2016). These
materials and the cohort’s experience with their program’s site-based learning communities will serve as the basis for
the instructional strategies, tasks and resources to be explored, analyzed and applied during this preconference.
Following a brief introduction to the principles underpinning contextualization of English language instruction for work
and career pathways, participants will work on five areas of instruction differentiated to match learners’ varied
proficiency levels: career exploration and identifying future pathways, vocabulary for work and career training,
development of language strategies, the language of soft skills and problem solving. Presenters will also share ways to
increase learners’ digital literacy in conjunction with each of these topics and provide instructors with high-tech, lowtech and no-tech options for instruction. Participants leave the session with a set of contextualization tools and access to
an online version of all the materials and resources discussed during the session.
Sunday, April 2, 12:30 pm-3:30 pm
Avoid the Talking Head! Creating Engaging Online Instructional Video
Duren Thompson
This workshop is designed to support OCTAE efforts to deliver individualized learning and extend learning time via
effective use of blended learning and integration of educational technologies (i.e. ‘today’s magic’). Participants will apply
current video design research to planning and creating effective recorded media to support instruction that motivates
and prepares adult learners to reach their postsecondary and/or career goals (i.e. ‘tomorrows dreams’). Workshop is
designed for instructors of adults in almost any setting and at any literacy level, including those working with ESL
learners. While no specific experience is required, workshop assumes a basic knowledge of adult education systems and
processes. NO SPECIAL TECHNOLOGY SKILLS REQUIRED – session is designed more for those at the novice and
intermediate levels in video production than experts. Participants will: - Increase their understanding of what
“video”/recorded instructional media (RIM) encompasses (explore alternate formats, creation tools, distribution venues,
etc.) - Discuss the pros and cons of creating video/RIM vs simply finding what you need online (hopefully overcoming
perception-based barriers to creating RIM) - Explore and discuss keys to creating EFFECTIVE video/RIM (based in
video/media design research) - Using facilitator process & content, plan and create a short (1 min) video with a partner;
using the same process and their own content, plan a longer (3-5 min) video that matches learner needs and available
tools/expertise (with a partner/team). - Share and discuss additional tips/experiences relating to creating RIM
Participants will be encouraged to complete short pre-survey gathering info on learner settings/needs, as well as existing
practitioner skills/experiences in creating video/RIM. Workshop emphasis/examples will be adjusted based on
responses. Workshop Schedule: [ML= Mini-lecture; BA= Breakout Activity (groups of 4-6)] I. Introductions/Overview ML:
Review pre-survey questions/responses; session purpose BA: “What are your goals for this session?” II. Creating vs.
Finding Video ML: Why Create vs. Find video (research findings) BA: Create a short Intro for ESL learners (pairs,
incorporates step by step process & content template & participant reflection report out). III. Planning is KEY to Effective
RIM ML: In-depth review of planning/process steps BA: Explore different RIM structures (full motion video, narrated
slideshow, narrated screencasts, animation, etc.) IV: Match RIM to Student Needs ML: Good/bad examples of RIM BA:
Plan a 3-5 min instructional video (2-4 per group, use planning process and storyboard tool, includes participant report
out). V: Additional Topics/Next Steps ML: More tips, Accommodations, Dissemination, Copyright, etc. as determined by
participants - Culminating Activity: Plan your next steps and submit to facilitator for sharing - Evaluation & Follow-up
Information/resources/options
Sunday, April 2, 12:30 pm-3:30 pm
Critical Thinking: Essential for Adult Learners and Those Who Instruct Them
Don Finn
Adult education programs place great emphasis on developing life, workplace, and continuing education skills in their
learners. Research on effective learning and adult education theory suggest that the most effective way to connect with
adult learners is to draw from their life experiences and help to develop self-directed learning and critical thinking skills.
This interactive workshop provides hands-on opportunities for participants to compare and combine the most widely
accepted adult education practices/concepts (such as Andragogy, Critical Reflection, Self-Directed Learning, and Self
Efficacy) with the principles presented by Ambrose, et al., in their 2010 book How Learning Works: 7 Research-Based
Principles for Smart Teaching. The 7 research-based principles to be discussed and explored are: 1. Prior Knowledge, 2.
Organization of Knowledge, 3. Motivation, 4. Mastery, 5. Practice and Feedback, 6. Student development & Classroom
Climate, and 7. Development of Self-Directed Learning Special attention will be placed on discussing adult education
principles and theories and their integration into classroom and program practice.
Sunday, April 2, 12:30 pm-3:30 pm
Making Reading Dreams Realities: Reading Strategies for Adult Non-Readers
Carmine Stewart
The purpose of this session is to demonstrate that learning to read does not have to remain a dream for adult nonreaders; it can become a reality. Using a process of identifying struggles, and systematically working to remediate
weaknesses, adults can learn to read. This session will explore how a project in Cleveland, Ohio created community
partnerships to address the needs of adult non-readers; the adults that many adult literacy programs are not able to
serve. The session will provide hands-on practice in using tools for assessing reading needs and reading progress.
Sunday, April 2, 12:30 pm-3:30 pm
Scientific Inquiry and the GED® Science Test
Bonnie Goonen, Susan Pittman
Adult learners have dreams and aspirations. For many of them, it is earning a high school credential and enrolling in
postsecondary education or getting a better job. The GED(R) test provides students the opportunity to meet that first
goal – earning a high school credential. There are a significant number of students who have difficulty in earning passing
scores on the GED Science test. After extensive research, the GED Testing Service has found that many students who are
unable to pass the science test lack an understanding of the scientific method and scientific inquiry in general. These
students don’t have an understanding of the process, often because they have had limited exposure to the scientific
method and what it represents. This session will provide strategies, activities, and resources that teachers can use with
students to: ○ Identify and refine hypotheses for scientific investigations ○ Identify and interpret variables in scientific
investigations ○ Evaluate whether a conclusion or theory is supported or challenged by data or evidence and ○ Express
scientific information or findings visually During this session, participants will have an opportunity to: 1) practice
strategies; 2) actually perform experiments that can be used in the classroom; and 3) address issues related to
developing science short-answer responses.
Sunday, April 2, 12:30 pm-3:30 pm
The Politics of Adult Education
Art Ellison
The workshop will give participants a full understanding of the role of advocacy in their work and in the lives of their
students. But more importantly they learn the skills to be successful leaders in those campaigns. The focus of this
interactive session will be on the essential elements of state level advocacy campaigns including the need for
understanding the system (structure, players, timelines), the concept of targeting contacts, the alignment of local
programs with key legislators, understanding the concept of threshold numbers of contacts, the commitment to student
involvement, core group structure for coordination of the campaign, determining the Ask, agreeing on the message,
framing the message, developing allies and making advocacy a constant part of our work. The workshop will be
appropriate for those with varying levels of expertise and experience in adult education advocacy work. The most
important expectation for participants is that they are willing to use the skills learned in the workshop in their advocacy
work as adult educators.