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Objectives

Designing Curriculum for Work-Based ESL Classes May 22, 2012 WEBS Albuquerque, New Mexico Miriam Burt mburt@cal.org. Objectives. The participants will be able to… Use needs assessment information to inform instruction Identify linguistic and socio-cultural skills needed at the workplace

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Objectives

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  1. Designing Curriculum for Work-Based ESL ClassesMay 22, 2012 WEBSAlbuquerque, New MexicoMiriam Burtmburt@cal.org

  2. Objectives The participants will be able to… Use needs assessment information to inform instruction Identify linguistic and socio-cultural skills needed at the workplace Identify sources for evidence-based principles and strategies Practice activities that address their instructional needs and contexts using authentic workplace materials Articulate how they might integrate workforce preparation and language skills in their instructional setting

  3. Agenda Objectives, Overview, & Warm Up Review of Promising Practices The Researcher’s View: Workplace Skills Needed The Employer’s View: Workplace Skills Needed The Learner View: Needs Assessment Classroom Activities to Address Workplace and English Skills Using Work-based Materials Reflection, Wrap-Up, & Exit via the three Ws

  4. Let’s Get Started: Think-Pair-Share

  5. Think- Pair-Share • Pair up with another teacher. • Introduce yourself to your partner. • Share ideas from the Think-Pair-Share handout. . • Introduce your partner to the group. Tell us: Name Location One interesting success or challenge your partner spoke about

  6. Promising Practices: P/review • For workplace, vocational, and ESL classes: • Building higher order skills from the beginning • Simulating the workplace environment in the classroom • Linking job and academic content to English instruction

  7. Skills for the Workplace: A Perspective Fastest Growing Jobs Between 2008 and 2018 •Health care •Education •Sales •Food service Source: ―Tomorrow’s Jobs, US Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2010-2011

  8. Make a list … Make a list of five skills you think these jobs require. For example: Following directions Compare your list to that of someone sitting next to you. Debrief in full group

  9. What the Experts Say: Critical Skills 1.3Rs: Reading, Writing, Arithmetic 2. 7Cs:  Critical thinking and problem solving  Communication & media literacy  Collaboration, teamwork & leadership  Creativity & innovation  Computing & ICT literacy  Career & learning self-reliance  Cross–cultural understanding Trilling, B., Fadel, C. 21st century skills: Learning for life in our times. (2009). San Francisco, CA: Jossey-Bass. http://www.21stcenturyskillsbook.com/index.php

  10. What the Experts Say: More from 21st Century “What is certain is that two essential skill sets will remain at the top of the list of job requirements for 21st century work: The ability to quickly acquire and apply new knowledge The know-how to apply essential 21st century skills—problem solving, communication, teamwork, technology use, innovation, and the rest—to each and every project, the primary unit of 21st century work” (Trilling & Fadel, 2009, p.11).

  11. What Researchers Say - International Studies “Recent studies highlight the importance of English for informal interaction and socializing in workforce context. English learners urgently need to be sensitized to communicative strategies for establishing relationship and maintaining rapport in the workplace. In meetings, the ability to take part in discussions is considered much more important than actually carrying our formal presentations. In addition, participation in teamwork is vital for success” (executive summary, pp 5-6). From: Fitzpatrick, A., & O’Dowd, R. (2012). English at Work: An analysis of case reports about English language training for the 21st century workforce. www.tirfonline.org

  12. What Employers Say “ [Workers] problems rarely stemmed from a shortfall in technical or professional expertise, but rather from a shortcoming in the soft skills arena with their personal, social, communication, and self-management behaviors.” from Klaus, P. (2008).The Hard Truth about Soft Skills: Workplace Lessons Smart People Wish They’d Learned Sooner. New York: Collins. .

  13. What Learners Say: Needs Assessment

  14. For Evidence-based Learner-Centered Resources, go to…. http://lincs.ed.gov/lincs/resourcecollections/Workforce www.cal.org/adultesl/resources/ http://www.quia.com/pages/donna/workshops 13

  15. Soft Skill Practice… • Teamwork/problem solving • Jobs in the classroom (Magy/Price work from http://www.quia.com/pages/donna/workshops)– What I can do…

  16. Skills... But we know that reading and other English skills are important as well…

  17. Review of the Research • What reading skills need to be developed? • Alphabetics & Word Analysis • Vocabulary • Fluency • Reading Comprehension

  18. Go to one of these! Reading Components: 4 Corners • The four corners are Alphabetics & Word Analysis, Vocabulary, Fluency, and Reading Comprehension • Select the component you have the most knowledge about or interest in and go to that corner • Explain to the others in your corner why you choose that corner • Share your ideas with the whole group: Before speaking, paraphrase what the group before you has said

  19. Treasure Hunt! In pairs or at your table, answer the questions about the brief. Raise your hand when you have finished. Debrief as a group.

  20. Social Bingo: Talking to Colleagues

  21. Social Bingo – Part 2 Stand up and walk around the room. Find someone who fits the description of one of the bingo squares. Have them write their name in the square. Then – ask them a follow up question about the topic on the square. Yell “bingo” when you complete a row Debrief in full group

  22. Alphabetics Alphabetics & Word Analysis Sounds & Sense

  23. Activities Cups – for prefixes and suffixes Workplace memo with final pronunciation of past tense morpheme

  24. Vocabulary Vocabulary

  25. Vocabulary Activities Stand up! Edgar Dale Depth of Word Knowledge

  26. Fluency

  27. 2 – 1 – ½ : Talk to Each Other Instructions: 1. Line up in two lines facing each other. Those with their backs to the wall are the speakers; those facing them are the listeners. The speakers will have two minutes to talk to their partners about this topic: My First Job 2. When the facilitator rings the bell, the listeners will become speakers and follow the directions above. 3. When the facilitator rings the bell, the listener line will move to the right so each speaker and listener has a new partner. Each speaker will now give the same talk to a new partner, but this time, speakers will only have one minute to do this. Continued….

  28. 2 – 1 – ½ (continued) 4. Listeners become speakers and repeat #3 5. When the facilitator rings the bell, the listener line will move to the right one more time; each speaker and listener has a final new partner. Each speaker will now give the same talk to a new partner, but this time speakers will only have 30 seconds to do this. 6. Listeners become speakers and repeat #4

  29. Group Debrief Discussion – Speakers: What did you notice about the language you used as you moved from two to one to ½ minute of speech? Listeners: What did you notice about the content and quantity of information conveyed as time decreased? How does this activity increase fluency? How might you use this activity in your work-based class?

  30. Reading Comprehension

  31. Build Background for Comprehension Concepts explicitly linkedto student background & experiences Links explicitly made between past learning and new concepts Key vocabulary emphasized: but not more than about 8 new words per day Predicting

  32. Activity: Learner-Controlled Reading (LCR) “Developing Effective Interpersonal Relationships” Read the title and look at the picture above. Then do the following: What do you think the article will be about? Share your ideas with a partner. As you read the article, jot down (or circle) any vocabulary you would like to discuss.

  33. LCR 2: Group Work (Round Robin) Within each group, prepare 2-4 questions that can be answered from the text. Leave space for answers under each question. Pass the paper with your questions to the next group (clockwise). Answer the questions from the other group. REPEAT passing Q&As until all (most) questions have been answered. Write any vocabulary terms the students may have problems with on the flipchart. Full group debrief on skills

  34. Reflection Please take a moment to reflect on what you have heard in this session and how it might apply to your own educational setting. Share your ideas with those sitting at the table with you. Then use your Wow Wonder and What If handout to further reflect on the workshop and to provide feedback on the workshop to the facilitator.

  35. Wows Wonders What If Things that caught your eye and made you go WOW! Questions you would like to raise and discuss with the facilitator Suggestions that the facilitator may want to think about

  36. Thank You and…

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