ACES Hybrid Professional Learning Community,

Presentation on theme: "ACES Hybrid Professional Learning Community,"— Presentation transcript:

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ACES Hybrid Professional Learning Community,Meeting One

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ACES PLC, ATLAS, September 2015
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Welcome!Introductions – please tell us your name, and what and where you currently teach.
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Meeting One AgendaIntroductions & expectationsACES overview The ideal ACES practitionerGet to know the TIF (Transitions Integration Framework)Learners & their long-term goals
Focusing in on 1 TIF categoryThe ACES processReady, Set, Go-To!
Wrap-up, questions, plans for Meeting Two
3ACES PLC, ATLAS, September 2015
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PLC Scope:PLC Webinar Meeting TWO:Volunteer share-out of Outside Tasks #1Explore Evidence of Student LearningVolunteer share-out of TIF-
ed Lesson Outside Task #2Explore TIF-ing
the Classroom Methods: RoutinesNormsLearning task formats
PLC Webinar Meeting THREE:
Volunteer share-out of Outside Tasks #3-5
Explore the complete TIF: Sample Activity search
Self-evaluation
Review ACES Journey
Discuss What’s Next
Set a SMART Goal
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Why a PLC?
There is a ceiling effect to how much we can learn if we keep to ourselves…
Personal mastery and group mastery feed on each other in learning organizations. People need one another to learn and to accomplish things.
(Fullan, 1995)
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Characteristics of an Effective PLCShared beliefs, values, and visionShared and supportive leadershipCollective learning and its applicationSupportive conditionsShared personal practice
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What is the purpose of our PLC?
Read handout page 3…
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Expectations for PLCEngage in PLC activitiesComplete Outside Tasks between meetingsAdapt materials, techniques, and knowledge to your own setting and studentsChallenge yourself to take risks
Ask questions, go deep!Provide positive and constructive feedback
You read a brief description of Professional Learning Communities for today.
Do you have any questions about what a PLC is, and why it’s an effective means to professional development?
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Expectations for THIS PLCPlease see the hand-out with information about this specific PLC – meetings schedule, contact information, logistics, etc.
Any questions from the group at this point?
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ACES: Academic Career and Employability Skills
ACES Purpose:
To ensure that ABE programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels.
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Brief history
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TIF: Transitions Integration FrameworkComplete TIF contains:
Categories & definitions
Skills & sub skillsSample activities ranging from simple to complex
Sample technology ideas to practice skills
Ideas to contextualize for community, school, or work
Transitions
Integration
Framework
Outlines the skills
needed for successful transitions .
Serves as a guide
for integrating transition skills into instruction.
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Effective Communication (EC):
Effective communication is a two-way process between individuals of diverse backgrounds and experience in which information is conveyed and received in ways that are mutually understood as intended. This
can include speaking, writing, and all forms of nonverbal communication. Examples of activities in this category could include adjusting communication to suit various audiences, questioning to clarify meaning and to enhance understanding, or articulating differences and appreciating how differences can affect communication. Teaching the skills in this category will help the learner give and receive information in a purposeful, appropriate, and collaborative manner.

Skill
1
:
SWBAT
…

Engage
positively and
actively
with individuals
in both one-on-one and team settings to accomplish goals
Sub Skills:
Seek and offer clarification
(clarifying questions, paraphrasing, restating)appropriately in spoken and written communications
Repair communication breakdowns respectfully and effectively
Acknowledge and affirm others
(regardless of culture, religion, gender, age, sexual orientation)
and their contributions
Express expectations and acknowledge
an understanding or acceptance of the expectations of others
Participate, make contributions, and encourage the contributions of others in order to accomplish the shared goal of a team
Employ effective strategies for resolving conflict
EC
: Skill 1-Sub Skill a:
Seek and offer clarification
(clarifying questions, paraphrasing, restating) appropriately in spoken and written communications
Complexity
Sample Activities

Role play basic scenarios* using rote phrases, posted in the classroom to request clarification (e.g., Excuse me? Can you repeat that?) and provide basic clarification as requested (e.g., I said… I meant…).
Role play scenarios* utilizing a variety of phrases, created by students and posted in the classroom, to request and offer clarification as requested.
Discuss situations* in which asking for clarification is crucial. Discuss possible consequences that may result for not getting clarification. Write two contrasting scenarios; one with consequences for not requesting clarification, the other with better results after requesting clarification.
Technology

Activities:
Record phrases to request clarification (e.g., Excuse me? Can you repeat that?) using technology (e.g., iPad,
vocaroo.com
,
audacity
). Listen to the phrases and evaluate accuracy and pronunciation (needs work, so-so, good).
Record scenarios to request and offer clarification using technology (e.g.,
iPad
,
vocaroo.com
,
audacity
). Listen to the scenarios and evaluate accuracy and pronunciation (needs improvement, so-so, good, excellent).
Use email or online inquiry form to request clarification or to respond to requests for clarification regarding contextualized

topics.*
Contexts

Community
* Grocery
store, bank
* Grocery
store, library, bus stop
* Banking
information, billing issues
School
*Classroom
* Classroom
* Questions
regarding
homeworkWork*Workplace*Workplace* Paycheck error, clarifying instructions
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TIF Categories
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Who is the ideal ACES practitioner?Given your own experiences and your reading of the CAELA Brief for today, generate statements with a partner/small group to complete these prompts:
The ideal ACES practitioner knows about…
knows how to…is committed to…
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Get to know your TIFLet’s focus on the 8 TIF categories for the moment.In a small group or with a partner match the TIF category names to their definitions.Then think of one thing you do in your classroom related to each TIF category.
With the larger group, share 1 definition and 1 classroom example.
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Zooming in on 3 TIF categories: EC, SM, and CTForm a small group or pairYou will be given a category from the TIFYour pair/group task:
Read through the skills togetherRead through the sub-skills together (on strips of paper)Match the sub-skills to the correct skills
Check your work against the TIF-at-a-glanceAnswer the questions on the next slide…Cycle through each of the categories
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A choice is coming…Be advised! Before the end of this meeting, you will choose one category of the three to focus on for the duration of the PLC. You will also choose a PLC Partner
to collaborate with for Outside Tasks.
After matching the sub skills to each skill in each category, discuss the following 2 questions with your group:
What skills do you already teach in this category?What skills would you like to add?
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My learners’ goalsTake out Pre-Task #3In a pair/small group, discuss your learners’ long-term goals and the steps they need to get there. Label the final column of your worksheet “TIF Category.”
Together, consider (and jot down) which of the three TIF categories your students need to develop in order to take the steps they need to achieve their long-term goals.

Focus Categories:
critical thinking
self-management

effective communication
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Outside Task #1Before our next meeting, you’ll continue thinking about these students and their long-term goals.
Given the TIF category you are choosing to focus on for this PLC (have you made a decision yet??), note (on the observation handout) the TIF skills
and sub skills from that category that this student already demonstrates and those he/she needs to develop. Share your experience with your PLC Partner!
ORAdd notes to our Google Doc!
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Break
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Choose a PLC Partner Consider the matching activity and the learner goals discussion. CHOOSE one category to focus oncritical thinking,
effective communicationself-management
This will be your category of focus for the duration of the PLC
Find another person who will focus on this category. This will be your PLC Partner. You will return to this partner off and on during the duration of this PLC.
Briefly tell the others:

Why did you
choose this category?
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The ACES Process
Assess instruction/materials/curriculum to identify where TIF skills are addressed
Complement to intentionally integrate TIF skills
Evaluate outcomes after delivering lesson/using materials/trying the activity
S
tudy
and reflect
What else do students need?
What else do I need?
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ACES Process: Assess a LessonSample “Pre-ACES” LessonLet’s start with the Critical Thinking category…
Read and ASSESS the Pre A-C-E-S Lesson to identify the Critical Thinking (CT) skills/sub skills being addressed.
Look at each lesson component and identify its CT skills and sub skills. (Refer to the “TIF @ a Glance” CT category.)Note the skills and sub skills in the “Assess” column for each lesson component (e.g. CT 1a, 2b)
Share out the skills and sub skills your group identified in the lesson.
Remember, the ACES process can be used with textbook materials, learner plans, and other instructional resources and routines, not just lesson plans.
ACES can work in any ABE context!
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Pre-ACES Lesson PlanIntroduction: Pre-ReadingQuestions:What does birth order mean?
What is your birth order?How would you describe your personality?
If you have siblings, how would you describe their personalities? Definitions: birth order – the order of siblings by age
energetic – having a lot of energy aggressive – ready and willing to fight, argue, etc.compliant – willing to do whatever you are asked to do
easy-going – relaxed and casual in style or manner
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Pre-ACES Lesson PlanGuided Practice: ReadingPersonality and Birth-Order Theory by, Betsy ParrishBirth-order theory is a sociological and psychological concept that describes the tendency for people born into a particular birth order in a family (oldest, youngest, middle, or only child) to have certain personality traits. It is believed that because parents treat children in each birth order differently, children develop distinctively different personalities. It is found that children from within each group often share some common characteristics.
First Born Children
First-borns are oriented toward their parents and often share their parents' sense of values. As a result, they may be more conservative or traditional than other children…
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Pre-ACES Lesson PlanIndependent Practice: Post-ReadingPart 1: Reading Comprehension
What are the different birth orders described in the text? What are three characteristics of a first born child?
What are three characteristics of the youngest child? What are three characteristics of a middle child? What are three characteristics of an only child? According to the author, why does birth order influence a person’s personality?
Part 2: WritingWrite about your own birth order and how your personality compares and contrasts with what the text describes.
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ACES Process: Complement a LessonWhat about Effective Communication?Take a look at the Effective Communication Category.
Shout out: Which skills were addressed?
Check the skills you noted on your grid…
27ACES PLC, ATLAS, September 2015
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Pre A-c-e-s Lesson: Assess
Lesson Components
A
ssess
C
omplement
E
valuate
S
tudy & Reflect
Warm-Up
Introduction
Guided Practice
Independent Practice
Extension
EC 1a
EC 1a
CT 1a-b, d, CT3.b
NA
NA
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ACES Process: Complement a LessonSample “Post-ACES” LessonNow watch the video clip of the “Post-ACES” (TIF-ed
) lesson: Developing Reading Skills for Intermediate/Advanced Learners Link:
http://www.newamericanhorizons.org/training-videos What Critical Thinking skills/sub skills were added? Write them on the grid in the
complement column
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ACES Process: Complement a LessonWhat about EC & SM?Take a look at the Effective Communication Category.
Shout out: Which skills were addressed or could you add?What about Self-Management?
Shout out: Which skills were addressed or could you add? Check the skills you noted on your grid…
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Post A-c-e-s: Complement
Lesson Components
A
ssess
C
omplement
E
valuate
S
tudy & Reflect
Warm-Up
NA
Introduction
EC
1a
Guided Practice
EC 1a
Independent Practice
CT
1a-b,d
CT3b
Extension
NA
EC 1a-b,e
CT1c,2c,4b-c
CT1a, 3b
EC 1a-b,e
CT1c, 2c, 3b, 4b-c
SM1a, 2a, 3e
EC 1a
EC 1a,e
CT1b-c
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Try it Out!! Outside Task #2
Review the ACES ProcessDiscuss the directions around TIF-ing
a lesson and/or materials
“TIF” a lesson or materials of your choice, focusing on your one TIF category.Try this “TIF-
ed
” lesson out with learners.
Evaluate how it went.
Share this lesson with your PLC Partner before Webinar Meeting TWO.
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ACES in ACTION Plan!Outside Tasks for Mtg. 2
Date: Fri. Oct. 31, 2-4 PM or
Mon. Nov. 3, 3:30-5:30 PM1. Outside Task #1: Learner Goals Observation
Do by: Mon. Oct. 20 Share by:
Wed. Oct. 22
2.
Outside Task #2:
TIF-
ed
Lesson Implementation
Do by:
Mon. Oct. 27
Share by:
Wed. Oct. 29
Outside Tasks for Mtg. 3
Date:
Fri. Nov. 21, 1:30-3:30 PM
1.
Outside Task #3:
TIF-
ing
the
Classroom
Do by:
Fri. Nov. 7
Share by:
Mon. Nov. 10
2.
Outside Task #4
: TIF-
ed
Do by:
Wed. Nov. 12
Share by:
. Nov. 12
3.
Outside Task #5:
TIF-
ed
Do by:
Mon. Nov. 17
4.
Complete TIF Preview
:
Do by:
Wed. Nov. 19
Share by:
Thurs. Nov. 20
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Ready, Set, Go-To!!Who has attended a Go-To webinar training before?What do you need in order to be ready for the webinar?You will receive Go-To training info via email
Install Go-To-training prior to the day of the webinar. Check w/ your IT person at your site if you need help.Any worries? Enter the Go-To training 20 minutes before so glitches can be worked out.
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Wrap-upNext Meeting: day, time, placeTasks before we meet again?
Come ready to share!Questions?
THANK YOU!!!
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ACES Hybrid Professional Learning Community,

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