ABE/ASE Transition Academy Master Teacher College Readiness Project

1. ABE/ASE Transition AcademyMaster Teacher College Readiness Project Ana Rivera College of the Mainland ESL/ABE/Civics Instructor

2. Introduction This project has the purpose of assisting students in the “Transition”, from GED/High School, to a higher learning institution: College, vocational school, or university. In the project these tools were used: 1. The BASIC model skills in the classroom 2. One main chosen skill suggested by Marcia Tate (2004), besides using other secondary skills 3. Gather information about the results of using the designed project.

3. Project Tools 1. The BASIC model stands for: B = Behavior and Attitudes A = Active Learning S = Summarizing I = Independence C = College Information

4. Project tools…….continuation • Selected Strategies from Marcia Tate’s Book: Main Strategy 13: Reciprocal Teaching, Cooperative Learning and Peer Coaching Secondary Strategy 5: Graphic Organizers Strategy 7: Manipulatives and models Strategy 11: Music, Rhythm, Rhyme and Rap. Strategy 14: Role-Plays, Drama, Pantomimes & Charades Strategy 16: Technology Strategy 20: Writing and Reflection

5. Project Description • My main focus was “Cooperative Learning.” As suggested by Mrs. Heide-Wrigley, in her previous “Master Reading Workshop,” (Galveston, TX, 2006). The groups must be formed first. By pairs, by numbering them and switching group formation, using double circle, by age, size, so on. I used many types of combinations to form the groups first. • I tried to sit a beginner, with an advanced student, or two who spoke different languages. • After becoming familiar with the setting, we started with some project:

6. Project Description… continuation Activity ONE Their “progressive and gradual” learning, started with music. They listened to the first song, “What’s Your Name” of “Word by Word”, audio CD (2nd Edition) from Steven J. Molinsky and Bill Bliss. Later, they learned other 5 songs, “Another Day”, which relates to jobs and expectations, “To Be With You” teaches them time, schedules, “In My House”, parts of the home, “Opposites” and “Supermarket Sally,” about shopping, First, the students had to listen to the lyrics and work in groups of 3, helping each other and writing the lyrics they were hearing. Then, they sang it twice, and they with no supporting singer. Last, they went to the front, by groups and each had setup a small choreography, besides singing the song. Since the lyrics have a very contagious tune, they learned with it, to say their name, greet other people and introduce themselves and their family. They left the class humming and singing the song. Even the next few days, they could remember the words. Click on the speaker, to listen to the song.

7. Reflection on 1st Group Activity • What BASIC skills did they learn? They learned: • B-Behavior-learning can be fun • A-Active Learning-They sang, danced, wrote, became engaged. • S-Summarize-They could later talk about what they learned and use the new vocabulary • I-Independence-Once they learned what was expected, the other 4 songs were learned faster • C-College Information-They learned different processes of learning. By working in groups, by matching, by completion, etc. • This activity helped students to bond and learn to cooperate with each other, no matter how hard it seemed. They accomplished listening and writing the song themselves, and feeling at ease while doing it. This was great. No need for improvement. I learned that having music, singing and with a slight choreography, the students can learn faster. Some of them, even at the end of the 9-week course, could still hum the song and remember some words to it. • I will definitely continue using music , cooperative learning and definitely, choreography or some kind of dancing. This is the first time I have tried this!

8. 2nd Group Activity • After singing the song of the “Opposites,” the students learned about adjectives, and how to use them. They were given a page with opposing adjectives, they repeated them, explained them, made sentences, by paired groups. • Last, they were given one label, with the names of the other students. The task was to write the “first impression” about the other student. This was an anonymous exercise. They were warned that only positive things should be used. • They came out elated, since they praised each other very unexpectedly. Since it is known that every person loves to talk about themselves. They were surprised at what other people see in them. They could remember the complements they received.

9. Reflection on the 2nd activity • This activity went very well, since everyone likes to be praised. • They were all static and quiet, listening eagerly at what the other students were saying about them. • It went very well. • Some very low level students, could have investigated at home about “opposing” adjectives and received the sample page of opposing adjectives, the previous day, so they could start working before the other students. • I realized that only with simple materials, such as tags, and a nice group activity, the class could be engaged and learning. • I can start using this exercise, for other grammatical purposes, and having them work in pairs.

10. 3rd Group Activity • Since they had already trained their ears to listen to songs, and different inflections, we continued using the book “Transitions” (2010) • Pages 2-35, Lessons 1-4: • 1. Setting yourself, “hard” and “soft” job skills • 2. Building self confidence • 3. Volunteering – Discuss what it is and how it can help in their resume • 4. Effective job applications-A draft of a job application was filled. This book has a listening lesson, then a discussion (used graphs to build up the main points) and a summary of learned information. The K-W-L map was used, to discuss what was their previous life experience on the topic, what they learned abut soft and hard job skills, and what they would like to learn. They also used higher thinking skills, to see how they can be promoted in their jobs, and what it is expected from them in their present jobs.

11. Reflections on 3rd Group Activity • The students did not have any problem understanding the audio information, after doing the first musical activity; in this 3rd activity, they were also looking at a visual image, but no written information, maybe just a few words, and they were able to complete the blanks, after elaborating a draft and working with diagrams, the make a draft of the information. • What did not work: The lower level students acted “bored.” They just gave up from the beginning (about 1/5). I wish I could have more worksheets with easier exercises for them, or more hints. • In the future, I will elaborate exercises for the different levels of students.

12. Overall Result • The activities by themselves, 1, 2 and 3, went very well. • Except: I had to be watching them, because even switching groups constantly, they bonded so well, that anywhere they sat, they would be talking, non-stop! • Another negative outcome, was that, with the new generation of cyberspace, the students are texting or on the phone, while the teacher is trying to explain something, write it on the board,or bring someone, specially when 12 or more students are gathered and everyone wants to speak.

13. End Result • I will use Mrs. Marcia Tate’s techniques of the “Sit and Talk Won’t Grow Dendrites,” to cover more learning styles and modes. • I will use more classroom management skills, because a few disrupting students may make the whole exercise fail.

14. References Molinsky, S and Bliss, B. (2008) What’s Your Name Wordsong. Pearson, Word by Word Basic with WordSongs Music CD, 2/e, Longman Pearson Education ESL| Book w/Audio Bitterlin, G., Johnson, D., et al.(2010) Transitions, pages 2 -33. Cambridge Ed. Tate, Marcia (2004) “Sit & Get” Won’t Grow Dendrites, 20 Professional Learning Strategies That Engage the Adult Brain. Corwin Press.