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Adult Basic Skills Assessment
Oregon Competency-based Adult
Education Task Force, 94 p.
This packet contains an overview
on the purposes and types of assessment methods available and those
used in different types of assessment tools used in adult basic skills
programs. It includes an article called "Standardized Tests: Their
Use and Misuse", samples of the CASAS, TABE, GED test and alternative
Adult Literacy Education:
Program Evaluation and Learner Assessment
Susan Lytle, 80 p.
Evaluation and assessment
reflect fundamental beliefs about adult learners, concepts of literacy,
and educational settings. In this paper four major approaches to learner
assessment are considered: (1) standardized testing; (2) Materials-based
assessment; (3) competency-based; and (4) participatory assessment.
It presents criteria for programs to conduct assessment that provides
reliable information about program quality and the improvement of practices.
Loren McGrail & Laura
Purdom, Editors, 7 volumes
The primary purpose of Adventures
in Assessment is to explore learner-centered approaches to assessment
and evaluation. Written by and for practitioners to select and adapt
tools for their own contexts, this resource includes seven volumes of
field-tested tools and reflections on assessment by teachers in the
Teachers said: "Nice
variety of tools, examples and suggestions." "Great resource."
Bill Harp, Editor, 214 p.
This sourcebook addresses
many of the critical questions being asked about the whole language
movement. It examines the growing research base that supports whole
language and offers practical and realistic suggestions for tackling
the many issues involved in the assessment and evaluation of students.
The contributors to this book are K-12 educators working in the whole
language arena who offer experience and classroom strategies for assessment
and evaluation relevant to instructors in any whole language program.
Teachers said: "Excellent
Hanna Arlene Fingeret, 69
This guide is designed to
introduce adult literacy educators to the concept of portfolio assessment,
and to provide some guidance about how it can be incorporated into adult
literacy education. It is based on a literature review and conversations
with practitioners from a wide range of program contexts in various
stages of developing portfolio assessment in their settings.
Susan Mandel Glazer, Carol
Smullen Brown, 17 p.
This is an encouraging how-to
text written for teachers new to portfolio assessment techniques. The
justification for alternative assessment measures and classroom environment
are briefly discussed. The bulk of the book is devoted to guidelines,
examples, and samples of materials for implementing portfolios. Although
the specific examples are drawn from the K-12 system, the information
and techniques are non grade-level specific.
Teachers said: "I would
recommend this resource to others, but I would preface it with reminding
teachers that the material was developed for teachers of kids and while
the materials, handouts, etc. may be useful with adults, the interactions
described may only be appropriate with kids."
50 Activities for Coaching/Mentoring
Donna Berry, Charles Cadwell,
Jo Fehrmann, 288 p.
This volume of activities
is a trainers guide to helping improve the performance of learners
through active involvement with one another. There are a side variety
of activities including icebreakers, activities for building trust,
enhancing communication, setting goals, improving listening skills and
increasing collaboration, to name a few. Each activity is presented
in a uniform format with complete guidelines for the trainer.
J. William Pfeiffer, Editor,
Also known as the Annual
Handbook for Group Facilitators, the contents of these annuals and handbooks
include structured experiences, instruments, lecturettes, theory-to-practice
and professional development papers, annotated bibliographies, and resources
for professional trainers, consultants, and facilitators. The central
purpose of the Annual is to keep readers aware of and involved in current
development in training, career development, personnel, management,
and organizational development. Users of the Annual are allowed to duplicate
and modify materials for educational and training purposes. The contents
of the 22 volumes are classified in the Reference Guide, which represents
nearly 8,000 pages of materials. The Reference Guide enables pertinent
tools, techniques, and ideas to be located for a variety of professional
Pam Robbins, 69 p.
Peer coaching offers programs
a way to develop collaborative workplaces and improve teaching and learning.
This book defines peer coaching and presents strategies for establishing
peer coaching arrangements. There are also guidelines for designing
and maintaining site-based peer coaching programs.
Donald Freeman, Steve Cornwell,
Editors, 206 p.
Teacher trainers and language
educators have contributed to this volume of strategies for improving
teaching in the language classroom. Forty-six activities, fully described
and outlined demonstrate specific ways in which teachers can come to
learn more about their own teaching and develop their skills in a full
range of areas. Suggestions for learning about discussions, teacher
questions, self-monitoring and self-assessment techniques, using group
learning, designing syllabi and finding professional resources. Designed
to provide activities through which instructors can develop independent,
reflective practice, this book can be used in a variety of teacher training
settings, from graduate classes to workshops.
Edward E. Scannell, John
W. Newstrom, 311 p.
Part of popular series of
training guides, Still More Games Trainers Play contains many
experiential activities for designing and conducting professional development
workshops. The activities are grouped into several areas, such as communication
and listening, brainteasers, and team building. Each activity clearly
describes the objective, the procedure and all other details for using
these field-tested, "guaranteed" exercises.
Classroom Research: Early
Lessons from Success
Thomas A. Angelo, 134 p.
This volume is a collection
of the ways classroom research can be used in a variety of classroom
settings. Two preliminary chapters provide an introduction to classroom
research, followed by teachers examples of how they apply it in
their own classrooms.
Dixie Goswami, Peter R. Stillman,
Editors, 242 p.
Teacher research is explored
in this compilation of teachers and researcher experiences in the classroom.
The articles offer models and suggestions of how teachers can be the
agents of change in their own classrooms, to become collaborators with
their students to improve learning. They answer questions about teacher
inquiry, the process and planning for teacher research, and finally
teachers stories about what happened when they stopped making
assumptions and started asking questions.
Leslie Patterson, Carol Minnick
Santa, Kathy G. Short, Karen Smith, Editors, 233 p.
This book offers a comprehensive
look at teacher research, its foundations, orientation and applications.
It is grounded in the belief that teachers as professionals are in the
best position to question assumptions about teaching and learning and
that reflective practice concerns the everyday needs of teachers in
real classrooms. Examples of studies by elementary, middle school, high
school and college teachers demonstrate the how-to and that their concerns
and questions cross all levels.
Teachers said: "Powerful
experiences of teachers who woke up and realized that the
best way to teach better was to stop teaching so hard and start to pay
The Case for Constructivist
Jacqueline Grennon Brooks,
Martin G. Brooks, 136 p.
Based on the changes in understanding
about teaching and learning, the authors of this book describe the five
principles of constructivist classrooms: 1) problem posing, 2) concept
building 3) student oriented 4) adaptive curricula and 5) holistic assessment
of student learning. Along with examples, these principles depict the
new teaching/learning paradigm.
Teachers said: "Excellent,
readable resource. I would highly recommend it to anyone desiring more
innovative and engaging teaching methods."
Kris Bosworth, Sharon J.
Hamilton, Editors, 106 p.
Balancing theory with practical
suggestions, this volume describes the underlying processes of collaborative
learning. Each chapter addresses a particular aspect of collaborative
learning, including the role of the teacher, group dynamics and critical
thinking. Case studies illustrate the potential and challenges of collaborative
Alice Whitenack, Joan Benz,
is part of a curriculum package focusing on workforce preparation. The
three units cover employee skills and characteristics, finding a job
and issues in the workplace in 11 lessons. Each lesson is activity-based
and utilizes collaborative group activities. All of the worksheets necessary
to complete activities are included.
Marcia Heiman, Joshua Slomianko,
Improving thinking and problem-solving
skills are the goals of teaching critical thinking. This practical handbook
introduces the concept of critical thinking and illustrates how these
skills can be actively taught to students. It provides guidelines, general
strategies and specific exercises to stimulate critical thinking that
can be adapted to any classroom.
10 15-min... video lessons These
video lessons are designed for limited English speakers who need to
develop skills for appropriate communication at work. Each lesson takes
place in one of five workplace siteshotels/ motels, hospitals,
convenience stores, retirement homes, and maintenance sitesdealing
with real communication situations. The ten 15-minute lessons are: 1.
small talk, 2. responding to instructions, 3. asking for clarification,
4. asking for elaboration of a request, 5. reading job announcements,
6. reading forms, 7. dealing with mistakes, 8. asking to change your
work schedule, 9. safety on the job, 10. interviewing for a better job.
Teachers said: "Good
for reinforcing important aspects of work."
Alan B. Knox, 262 p.
Helping Adults Learn
is a comprehensive guide for teachers to plan and deliver effective
instruction to adults. From assessing learner needs to program evaluation,
the guidelines and suggestions in this book focus on the needs of adult
learners. Written for teachers, clear descriptions, examples and checklists
provide guidelines and strategies for choosing appropriate activities,
selecting instructional materials, helping adults apply what they learn
and improving teaching and learning overall.
Robert M. Smith, Editor,
The purpose of this collection
of articles is to describe methods and resources for helping adults
learn more effectively. It provides information for making instructional
and administrative decisions that maximize adults learning potential.
Topics such as learner self-direction, learning styles and experiential
learning are discussed with a summary on the issues and implications
of the learning-how-to-learn concept.
10-min. video tape
Developed as part of the
IvCANS Curriculum project, this video demonstrates one step in the
process of creating student-generated topics of study. It shows a teacher
in a real classroom working through the decision-making process with
narrative description of what is taking place.
These books, videos, and
audiocassette materials are used in local study circle discussion groups
that are part of a nationwide network, the National Issues Forums. They
are used by civic and educational organizations interested in addressing
public issues. Each year, three national issues are chosen and issue
books and materials are developed, including an abridged version at
a lower reading level. Study circles are relevant to adult literacy
educators because they engage learners in meaningful, challenging public
policy options; they involve learners in making connections among political
issues, themselves, and others in their community; they encourage learners
to "speak up" and articulate what they know. The Resource
Library has issue books, teacher support materials, and videos available
for loan in topics ranging from health care to childcare, the environment
to the national debt.
New Readers Press
The 16 role plays and simulations
in Workplace Dynamics involve adults in one-on-one and group
interactions to teach workplace skills, such as interpersonal skills,
negotiation, leadership and problem solving as well as reading and writing
. Designed to be used in any order, each of the self-contained lessons
includes all the instructions and materials necessary to successfully
complete the role play or simulation. There are follow-up activities
and discussion questions to reinforce the learning activity and enhance
Help Yourself: How to
Take Advantage of Your Learning Styles
Gail Murphy Sonbuchner, 158
Help Yourself is a
reference book for teachers and students to discover personal learning
styles and learn a variety of strategies for taking advantage of them.
An easy-to-understand learning inventory identifies a predominant learning
preference followed by specific suggestions about the best learning
environment for each type. Chapters deal with problem areas, like test
taking, remembering, spelling that contain strategies for the six different
learning styles identified.
Teachers said: "Great
learning to learn text. A useful, easy-to-understand learning inventory
and practical tips for teacher and student to accommodate to different
Leslie Shelton, Joan Sheldon
Conan, Holly Fulghum-Nutters, 59 p.
The purpose of this kit,
including a book, set of activity cards, and audiocassette, is to present
innovative ways to apply the finding of recent brain/mind research to
the field of adult literacy. Developed by a group of literacy teachers
in California, the focus of these materials is on the process of learning
literacy skills; this easy-access book provides many different approaches
for designing lessons based on the learners unique set of intelligences
and learning styles.
Pat Burke Guild, Stephen
Garger, 109 p.
This book, an exploration
of learning styles, is intended for all practicing educators: teachers,
students, administrators, curriculum specialists, university faculty,
and parents. The approach is comprehensive, but is not an attempt to
cover the entire field. This book provides theory to enable informed
use of the concepts and offers practical suggestions. Readers of this
text are encouraged to ask themselves the question: "How can knowing
this about style help me to open educational opportunities to students
who need it most?"
Gordon Lawrence, 224 p.
Differences in the ways individuals
process experiences, called learning styles, are the focus of People
Types and Tiger Stripes. This book offers a conceptual understanding
of Meyers-Briggs psychological types, how to identify and how to use
them to enhance teaching and learning. It describes practical ideas
for working with learning styles in order to help people find and use
their strengths and strengthen their weaknesses. Most of all, this book
shows why an understanding of type is important to teachers and the
Teachers said: "Well-focused
in the issue of learning styles and instruction for all levels. Tons
of applications, lots of information."
David Lazear, 221 p.
This book introduces the
seven intelligences of multiple intelligences theory with examples,
games, exercises, and diagrams to teach and engage the intelligence
being described. Designed to expand teachers and students
ways of knowing, this book provides the background and guidelines for
incorporating multiple intelligences into lessons and activities.
David Lazear, 163 p.
Seven Ways of Teaching is
a handbook for teaching and learning within the framework of multiple
intelligences theory. Taking each of the seven intelligences in turn,
the author describes and demonstrates lesson models for "awakening,
amplifying, teaching, and transferring" as they apply to the intelligence
being emphasized. It also offers ideas for using student portfolios
and reflection logs.
Bruce Campbell, Linda Campbell,
Dee Dickinson, 219 p.
Based on Howard Gardners
theory of seven intelligences, this book offers classroom application
of multiple intelligences theory. It is designed to assist teachers
in designing instruction that is multimodal. The book begins with a
description of Gardners theory of multiple intelligences. The
first five chapters of instructional strategies are organized around
one intelligence (logical/mathematical and verbal/linguistic are not
addressed because, the authors wanted to focus on the least engaging
intelligences). The last two chapters are dedicated to curriculum and
An Affective Skills Curriculum
Patti McLaughlin, four 130
An Affective Skills Curriculum
is an innovative and interactive curriculum which integrates interpersonal
and basic skills. It can be adapted to any ABE or JTPA setting, but
was specifically designed to address unmet needs of homeless, incarcerated
and other at-risk learners. The curriculum is process-based. The four
volumes contain more than 100 activities in the area on interpersonal
skills. Each activity is approached through four directions: reflective,
interactive, problem posing, and content-based, which allow the learner
to work on a variety of basic skills while concentrating on a particular
theme or topic. Working through these activities will strengthen the
students skills in self-esteem, group effectiveness, communication,
learning to learn, and personal management.
Teachers said: "An excellent
Jayne Devencenzi, Susan Pendergast,
Group process and interpersonal
skills are the subject of this guidebook. Appropriate for students of
all ages, the directed activities, which are clearly outlined with visual
aids, provide experiences in: exploring self, focusing on feelings,
cooperating with others, asserting oneself, handling conflict and solving
problems, sharing ideas and more. The experiences utilize a wide variety
of structured activities, including journaling, art expression and role
playing to engage learners in the self and social discovery process.
Carol Bershad, Nancy DiMella,
Ideas and activities to direct
personal change are contained in this guidebook based on research and
experience. Practical strategies are outlined and illustrated for evaluating
thoughts and behaviors and changing them to reach ones personal
potential. Some of the topics covered include goal setting, support,
reflection and observation. Many of the activities utilize journal writing
to foster the change process.
Roger T. Johnson, David W.
Johnson, 91 p.
This is a packet of specific
activities for facilitating cooperative learning. They serve to increase
teachers repertoires of warm-ups, grouping strategies and group
activities to add variety and stimulate new ideas.
Teachers said: "Lots
of original ideas to stimulate and develop teachers use of cooperative
David W. Johnson, 296 p.
Human Relations and Your
Career teaches the interpersonal and group skills necessary to be part
of a successful team. It describes current ideas and concepts of interpersonal
and group skills needed to be a competent employee. Using an experiential
approach, it provides a wide range of skill-building exercises and simulations
in four general areas: cooperation, leadership, communication, and decision
Joseph A. DeVito, 371 p.
Messages is an introduction
to interpersonal communication focusing on the development of interpersonal
communication skills. The text covers the essential topics using stories,
examples, visuals emphasizing the practical applications of interpersonal
skills. Each chapter includes skill-development exercises that are adult-oriented
and promote active classroom participation. The reading level is
geared toward the college-level
student, but the materials are highly applicable and adaptable to the
adult basic education class.
Coping with change is the
theme of this activities manual for adults. It is designed to prepare
and assist individuals for changes in relationships, routines, roles,
or assumptions within the settings of work, school, family, health,
or finances. Through the concepts and skills learned in experiential
activities, including planning problem solving and self-reflection,
students learn to assess the impact of change and develop skills for
coping with and managing change.
Guide, 1993 Edition
Barbara AW Wright, Editor,
This annotated bibliography
of teacher- and student-tested educational software for ABE, GED, ESL,
and Developmental Education is the sixth in a series. This edition contains
ratings for programs in language arts, math, reading, life skills, and
teacher support materials; annotated descriptions of programs rated
good to excellent; a resource section on some of the more advanced means
of utilizing technology in education; and a list of names, addresses
and phone numbers of software publishers.
Barbara AW Wright, Editor,
This video guide contains
a list of videos available for use in adult basic education programs
organized into eight curriculum areas. Many of the videos were reviewed
by instructors and students and are featured with a rating, price, description
and evaluation of strengths and weaknesses. Publisher addresses are
provided in a separate listing.
Barbara AW Wright, Catherine
The ESL Technology Users
Guide is a listing of a variety of technologies (computer software,
video, audio, on-line communication system, and others) available for
use in English as a Second Language programs. The featured technologies
were reviewed by adult basic education instructors and students and
are rated on a four-point scale with a description and evaluation of
strengths and weaknesses and the retail price. The Resource Guide provides
information for contacting publishers and other resources for learning
about appropriate technology for teaching basic skills.
Jani Duncan, 100 p.
This is a collection of techniques
for using various technologies in language teaching. Each chapter focuses
on a specific piece of equipment or technology, beginning with a brief
description of the technology, its attributes and capabilities, and
general suggestions. Three to five techniques designed to exploit the
characteristics of the technology are given in a standardized form for
ease of use.
Copies of the following
I-CANS resources are also available from the Northwest Regional
Resource Library. These materials were made by I-CANS instructors and/or
I-CANS students during their Implementation Phase of I-CANS, 1994-1995.
This packet was designed
for new instructors. Includes Student Intake Procedure, Student Exit
Procedure, and Mission Statement as part of their packet. (Bellingham
Practical guidelines for
leveling students in relation to four different means of expression:
practical demonstration; oral explanation; written expression; projects.(King
These documents were designed
to specify and assess quality in our instructional programs. Every program
could use this matrix to self-assess and then use the information gathered
to create an improvement plan.
(King County PIC)
This matrix was designed
to be used with students/ clients in assessing the SCANS skills/ competencies.
(King County PIC)
This attractive booklet is
a collection of classroom assessment techniques developed by faculty
at Walla Walla Community College. These "CATs" were developed
over a period of 3 years. Some of the faculty were involved in an Outcomes
Project utilizing Classroom Assessment Techniques which were taken from
"Classroom Research and Assessment, A Handbook for College Teachers"
by Dr. Patricia Cross and Dr. Thomas Angelo. This booklet contains
the CATs that the Walla Walla faculty developed while being involved
in that project.
This packet is designed to
serve as a resource for instructors who teach ABE levels 1, level 2
and ESL classes. The focus is on activities and exercises which address
three of the Indicators of Program Quality; Educational Gains, Program
Planning, and Curriculum and Instruction. These activities integrate
the IvCANS methodologies with the state Core Reading competencies.
This packet contains handouts
from the Walla Walla Community College Critical Thinking Fair. Some
titles are; Tips for Testing for Critical Thinking, Critical Thinking
Exercises, a Syllabus for a course entitled "Cultural Diversity
and the Media".
This booklet is the result
of a group project, researched and written by students in Linda Drapers
spring 1995 ABE class at Lower Columbia College
An anthology of writings
by ABE students at Lower Columbia College.
This one page information
sheet includes 6 tips to prepare instructors for job shadowing. It also
includes 11 questions and observations to help structure a job shadowing
(Community Colleges of Spokane)
Instructors at South Seattle
College incorporated the
I-CANS competencies into their General Studies Checklist.
This packet was designed
by the instructors at Lake Washington Technical College to be used with
students coming to the Learning Resource Center for assistance in reading,
writing, math, vocabulary, spelling, GED preparation, ESL and accent
reduction. These documents and process created will both guide and track
these learners progress. They will also reflect entry and exit
outcomes and be part of each students working file.
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