Presentations text content in ACES Hybrid Professional Learning Community,
Slide1
ACES Hybrid Professional Learning Community,Meeting One
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ACES PLC, ATLAS, September 2015
Slide2Welcome!Introductions – please tell us your name, and what and where you currently teach.
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ACES PLC, ATLAS, September 2015
Slide3Meeting 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
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Slide4PLC 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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ACES PLC, ATLAS, September 2015
Slide5Why 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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ACES PLC, ATLAS, September 2015
Slide6Characteristics 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…
ACES PLC, ATLAS, September 2015
Slide7Expectations 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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ACES PLC, ATLAS, September 2015
Slide8Expectations 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 PLC, ATLAS, September 2015
Slide9ACES: 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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ACES PLC, ATLAS, September 2015
Slide10Brief history
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ACES PLC, ATLAS, September 2015
Slide11TIF: 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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ACES PLC, ATLAS, September 2015
Slide12Effective 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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ACES PLC, ATLAS, September 2015
Slide13TIF Categories
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ACES PLC, ATLAS, September 2015
Slide14Who 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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ACES PLC, ATLAS, September 2015
Slide15Get 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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ACES PLC, ATLAS, September 2015
Slide16Zooming 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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ACES PLC, ATLAS, September 2015
Slide17A 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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ACES PLC, ATLAS, September 2015
Slide18My 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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ACES PLC, ATLAS, September 2015
Slide19Outside 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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ACES PLC, ATLAS, September 2015
Slide20Break
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ACES PLC, ATLAS, September 2015
Slide21Choose 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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ACES PLC, ATLAS, September 2015
Slide22The 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 PLC, ATLAS, September 2015
Slide23ACES 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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ACES PLC, ATLAS, September 2015
Slide24Pre-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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ACES PLC, ATLAS, September 2015
Slide25Pre-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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ACES PLC, ATLAS, September 2015
Slide26Pre-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 PLC, ATLAS, September 2015
Slide27ACES 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…
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Slide28Pre 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
Slide29ACES 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 PLC, ATLAS, September 2015
Slide30ACES 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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ACES PLC, ATLAS, September 2015
Slide31Post 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
Slide32Try 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 PLC, ATLAS, September 2015
Slide33ACES 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
Lesson Implementation
Do by:
Wed. Nov. 12
Share by:
. Nov. 12
3.
Outside Task #5:
TIF-
ed
Lesson Implementation
Do by:
Mon. Nov. 17
4.
Complete TIF Preview
:
Do by:
Wed. Nov. 19
Share by:
Thurs. Nov. 20
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ACES PLC, ATLAS, September 2015
Slide34Ready, 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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ACES PLC, ATLAS, September 2015
Slide35Wrap-upNext Meeting: day, time, placeTasks before we meet again?
Come ready to share!Questions?
THANK YOU!!!
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ACES PLC, ATLAS, September 2015
ACES Hybrid Professional Learning Community,
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