1 / 56

ACES Hybrid Professional Learning Community II Meeting One

ACES Hybrid Professional Learning Community II Meeting One. Welcome!. Introductions – please tell us your name, what and where you currently teach, and your history with ACES. Meeting One Agenda. Introductions & expectations Goal-setting and reflection Name that TIF category!

evita
Download Presentation

ACES Hybrid Professional Learning Community II Meeting One

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ACES Hybrid PLC II, ATLAS, February 2015 ACES Hybrid Professional Learning Community IIMeeting One

  2. Welcome! • Introductions – please tell us your name, what and where you currently teach, and your history with ACES. ACES Hybrid PLC II, ATLAS, February 2015

  3. Meeting One Agenda • Introductions & expectations • Goal-setting and reflection • Name that TIF category! • Zoom in on Developing a Future Pathway (DFP) • Pre-Task #1 Student Interview • DFP sample activities in the complete TIF • Planning with ACES in mind: Instructional Planning Tools (IPTs) • A Tale of Two Contexts: The ACES Process: • The Classroom • The One-room schoolhouse • Work Time! TIF-ed Instructional Planning • Ready, Set, Go-To! • Outside Tasks Preview • Wrap-up, questions, plans for Meeting Two ACES Hybrid PLC II, ATLAS, February 2015

  4. PLC Scope: PLC II Meeting TWO: • Sharing Outside Task #1 • Quiz: LS Match It! • The Complete TIF: LS Sample Activities • Exploring 2 Contexts: the classroom & Low-level ELL • Exploring TIF Methods • Sharing Outside Task #2 PLC II Meeting THREE: • Sharing Outside Task #4 • Sharing Outside Task #5 • Quiz: NS Match It! • The Complete TIF: NS Sample Activities • Exploring 2 Contexts: the classroom & Corrections • Exploring TIF Methods • Review ACES Journey ACES Hybrid PLC II, ATLAS, February 2015

  5. Expectations for PLC • Engage in PLC activities • Complete Outside Tasks between meetings • Adapt materials, techniques, and knowledge to your own setting and students • Challenge yourself to take risks • Ask questions, go deep! • Provide positive and constructive feedback ACES Hybrid PLC II, ATLAS, February 2015

  6. Expectations for THIS PLC • Please see the hand-out with information about this specific PLC – meetings schedule, contact information, logistics, etc. Any questions from the group at this point? ACES Hybrid PLC II, ATLAS, February 2015

  7. 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. ACES Hybrid PLC II, ATLAS, February 2015

  8. Where have we been? Since the last ACES PLC until now… • What have been some of your ACES highlights? • What have been some of the challenges? Take some time to reflect on your ACES work. What do you want to make happen this time around? Write your ACES goal on handout p. 12. ACES Hybrid PLC II, ATLAS, February 2015

  9. Name that Category! Here are some of the greatest blockbusters to ever sport TIF categories! See if you can figure out which TIF category each hit movie promotes! ACES Hybrid PLC II, ATLAS, February 2015

  10. Numeracy Name that Category! ACES Hybrid PLC II, ATLAS, February 2015

  11. Learning Strategies Name that Category! ACES Hybrid PLC II, ATLAS, February 2015

  12. Name that Category! Academic Language & Skills ACES Hybrid PLC II, ATLAS, February 2015

  13. Effective Communication Name that Category! ACES Hybrid PLC II, ATLAS, February 2015

  14. Navigating Systems Name that Category! ACES Hybrid PLC II, ATLAS, February 2015

  15. Critical Thinking Name that Category! ACES Hybrid PLC II, ATLAS, February 2015

  16. Self-Management Name that Category! ACES Hybrid PLC II, ATLAS, February 2015

  17. Developing a Future Pathway Name that Category! ACES Hybrid PLC II, ATLAS, February 2015

  18. TIF Categories ACES Hybrid PLC II, ATLAS, February 2015

  19. My learner’s goals • Take out Pre-Task #1 • In 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 Skills.” • Take out the TIF @ a Glance and look at the DFP category (p. 11). • Together, consider (and jot down on handout pg. 4) which DFP skills and sub skills your students need to develop in order to take the steps they need to achieve their long-term goals. • Note: We will return to this activity in meetings TWO & Three as well. ACES Hybrid PLC II, ATLAS, February 2015

  20. Helping my student meet his/her goal… Given the DFP skills and sub skills your student needs to succeed… • Which DFP skills do you already teach? • Which DFP skills do you need to add? ACES Hybrid PLC II, ATLAS, February 2015

  21. Transitions Integration Framework TIF: Transitions Integration Framework Outlines the skills needed for successful transitions . Serves as a guide for integrating transition skills into instruction. Complete TIF contains: • Categories & definitions • Skills & sub skills • Sample activities ranging from simple to complex • Sample technology ideas to practice skills • Ideas to contextualize for community, school, or work ACES Hybrid PLC II, ATLAS, February 2015

  22. ACES Hybrid PLC II, ATLAS, February 2015

  23. Transitions Integration Framework The Complete TIF • Navigate the complete TIF to find sample activities for the DFP sub-skills. • Choose 2 sample activities you could tweak and use with your students. (1 must be a technology activity.) • Discuss your choice with your partner/group. Then share out sample activity “finds” with the large group. How could this activity work in different contexts? ACES Hybrid PLC II, ATLAS, February 2015

  24. Planning with ACES in Mind Discuss these questions with the group: • Why plan instruction? • Why use an instructional planning tool? (IPT) Pre-Task #2: Choosing an instructional planning tool. • Which IPT did you choose? Why? • Did you tweak it? How? • Did you bring an IPT of your own? How do you use it? Which IPT will you use during our Working Time? ACES Hybrid PLC II, ATLAS, February 2015

  25. Break ACES Hybrid PLC II, ATLAS, February 2015

  26. Give me an A!The ACES Process ssess instruction/materials/curriculum to identify where TIF skills are addressed A C E S omplement to intentionally integrate TIF skills valuate outcomes after delivering lesson/using materials/trying the activity tudy and reflect • What else do students need? • What else do I need? ACES Hybrid PLC II, ATLAS, February 2015

  27. A Tale of Two Contexts… The Classroom: The One-room Schoolhouse • How does ACES look in these different settings? • How does planning differ? ACES Hybrid PLC II, ATLAS, February 2015

  28. ACES Process: Step 1: Assess a LessonSample “Pre-ACES” Lesson Read and ASSESS the Pre A-C-E-S Lesson Plan to identify the Developing a Future Pathway(DFP) skills/sub skills being addressed. • Read the description of each lesson component and identify the DFP skills and sub skills addressed. • Refer to the “TIF @ a Glance” DFP category. • Note the skills and sub skills in the “Assess” column for each lesson component (e.g. DFP 1a, 2b) 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! ACES Hybrid PLC II, ATLAS, February 2015

  29. Pre-ACES Lesson PlanWarm-up Warm-up: • Teacher leads students in a brainstorming activity to think of ways to look for and learn about jobs. • Teacher introduces the concept of an informational interview as a way to learn more about a job. ACES Hybrid PLC II, ATLAS, February 2015

  30. Pre A-c-e-s Lesson: Assess DFP 3c ACES Hybrid PLC II, ATLAS, February 2015

  31. Pre-ACES Lesson PlanIntroduction Introduction: • Students (Ss) brainstorm different types of jobs in small groups. They try to list as many as they can within 5-10 minutes. • The groups share out their ideas while the teacher writes them on the board. • Teacher explains that one way to learn more about a job is by doing research. Today Ss will have the opportunity to research a particular job which is of interest to them. ACES Hybrid PLC II, ATLAS, February 2015

  32. Pre A-c-e-s Lesson: Assess DFP 3c DFP 2b ACES Hybrid PLC II, ATLAS, February 2015

  33. Pre-ACES Lesson PlanGuided Practice Guided Practice: • Ss choose one of the jobs that has been listed. It can be a job they are interested in learning more about. • Teacher helps Ss write 7-10 questions that they have about the job they have chosen. These questions will serve to guide the students in their research. ACES Hybrid PLC II, ATLAS, February 2015

  34. Pre A-c-e-s Lesson: Assess DFP 3c DFP 2b DFP 2a-2c ACES Hybrid PLC II, ATLAS, February 2015

  35. Pre-ACES Lesson PlanIndependent Practice Independent Practice: • Ss research their given job by reading an article or watching a video: www.citytowninfo.com/career-stories • Ss take notes and try to answer the questions they have written. ACES Hybrid PLC II, ATLAS, February 2015

  36. Pre A-c-e-s Lesson: Assess DFP 3c DFP 2b DFP 2a-2c DFP 2a-2c NA ACES Hybrid PLC II, ATLAS, February 2015

  37. ACES Process: Step 2: Complement • Now watch the video clip of the “Post-ACES” TIF-edlesson one segment at a time. Access video: https://www.youtube.com/watch?v=ZVXETVjmvB4 • How did the teacher COMPLEMENTeach segment of the lesson with additional DFP skills and sub skills? • Refer to the TIF @ a Glance DPF Snapshot. • Note the skills and sub skills on the GRID in the “complement” column. • Share out skills & sub skills ACES Hybrid PLC II, ATLAS, February 2015

  38. Post-ACES Lesson PlanWarm-up Warm-up:[video time: 0:00-5:00] • Teacher leads students in a brainstorming activity to think of ways to look for and learn about jobs. • Teacher introduces the concept of an informational interview as a way to learn more about a job. ACES Hybrid PLC II, ATLAS, February 2015

  39. Post A-c-e-s: Complement DFP 3c ACES Hybrid PLC II, ATLAS, February 2015

  40. Post-ACES Lesson PlanIntroduction Introduction:[video time: 5:00-8:03] • Teacher distributes half sheets of paper that give basic information about a job. • Students (Ss) work in pairs or small groups to complete a K-W-L Chart about the job they were given. • Ss work together to make the ‘K’ section of their charts as complete as possible ACES Hybrid PLC II, ATLAS, February 2015

  41. Post A-c-e-s: Complement DFP 3c DFP 1a; 2a-2c ACES Hybrid PLC II, ATLAS, February 2015

  42. Post-ACES Lesson PlanGuided Practice Guided Practice:[video time: 8:03-17:38] • Ss use the ‘W’ section of their chart to create 7-10 questions about the job. • Teacher helps Ss create the questions as needed. • Working in small groups, Ss choose their best questions to write on a large sheet of poster paper. • Ss share out their questions. ACES Hybrid PLC II, ATLAS, February 2015

  43. Post A-c-e-s: Complement DFP 3c DFP 1a; 2a-2c DFP 2a-2c ACES Hybrid PLC II, ATLAS, February 2015

  44. Post-ACES Lesson PlanIndependent Practice Independent Practice:[video time: 17:38-19:39] • Ss research their given job by reading an article or watching a video: www.citytowninfo.com/career-stories • Ss take notes and try to answer the questions they have written. • Ss complete the 4-Square graphic organizer with information about the job. ACES Hybrid PLC II, ATLAS, February 2015

  45. Post A-c-e-s: Complement DFP 3c DFP 1a; 2a-2c DFP 2a-2c DFP 1a-1b; 2a-2c ACES Hybrid PLC II, ATLAS, February 2015

  46. Post-ACES Lesson PlanExtension Extension:[Not featured in video] • Help Ss to write a letter or e-mail to someone who works in the job that they researched. Ss ask 3-5 questions requesting more information about the job. • Ss prepare short presentations for the class in which they give 3-5 pieces of information that they learned from reaching out to someone in a given job. ACES Hybrid PLC II, ATLAS, February 2015

  47. Post A-c-e-s: Complement DFP 3c DFP 1a; 2a-2c DFP 2a-2c DFP 1a-1b; 2a-2c DFP 2b-2c; 3a ACES Hybrid PLC II, ATLAS, February 2015

  48. One-Room Schoolhouse Watch the interview with the instructor of a one-room schoolhouse. Link: [https://www.youtube.com/watch?v=KDsQLS4V6yU] • Observe the system she uses to TIF the lessons for her learners. • What kind of IPT does she use? How does she use it? • What kinds of pre-ACES materials does she use and how does she TIF them? ACES Hybrid PLC II, ATLAS, February 2015

  49. What works best in my setting? Consider both the classroom and the one-room schoolhouse contexts. In small groups, discuss these questions: • Which process would work best in your setting? (Classroom or 1-room schoolhouse?) • Why did you choose that option? • How would you tweak either process to better fit your setting and learners? • Is there a way to combine the two processes to get the best of both worlds? ACES Hybrid PLC II, ATLAS, February 2015

  50. Work Time! Tools: • Instructional Planning Tool • Lesson materials Instructions: • Team up with someone with a similar context or learner group • Discuss your IPTs • Discuss your proposed ACES lessons • Identify the DFP skills/sub skills to be addressed & note them on the IPT • Provide input and feedback to one another ACES Hybrid PLC II, ATLAS, February 2015

More Related