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The TIF-Lens Series : “Zoom in” on Navigating Systems

The TIF-Lens Series : “Zoom in” on Navigating Systems. Stephanie Sommers and Heather Turngren ACES Project Team ATLAS, Hamline University, MN. Who’s who?. Who teaches… GED? Low/Inter. ABE? Low-level ESL? Inter/Adv. ESL? Multi-level? In a 1-room schoolhouse?

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The TIF-Lens Series : “Zoom in” on Navigating Systems

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  1. The TIF-Lens Series: “Zoom in” on Navigating Systems Stephanie Sommers and Heather Turngren ACES Project Team ATLAS, Hamline University, MN

  2. Who’s who? Who teaches… • GED? • Low/Inter. ABE? • Low-level ESL? • Inter/Adv. ESL? • Multi-level? • In a 1-room schoolhouse? Who’s a manager or coordinator? Who did I miss? ACES TIF Lens Series – April 2015

  3. AGENDA: Today we will… • Recognize the purpose of the Transitions Integration Framework (TIF) • Explore the Effective Communication (EC) category of the TIF and its skills • Use the A-C-E-S process to integrate EC skills into a lesson • Explore TIF-ing methods to integrate EC skills into a classroom at all levels

  4. ACESAcademic, Career, & Employability Skills MISSION 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.

  5. Navigating systems: Matching Skills & Sub Skills • Read the Navigating Systems (NS) skills on your handout. • Read through each of the NS sub skills below. • Decide which NS skill (1, 2, or 3) goes with each of the sub skills. • Write the number of the skill (1, 2, or 3) in the small box to the left of each sub skill • Check you answers with the NS snapshot.

  6. 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 TIF Lens Series – April 2015

  7. “Zoom in” on Navigating Systems: Complete TIF Sample Activities • Given one NS skill (1, 2, or 3), look at the sample activities provided for that skill. • Look at the column of the grid that most closely corresponds to the level of your students. • Find one sample activity to consider using with your students. (Consider tech examples as well) • Fill out the chart w/ the sub skill, level, activity description and “tweaks” you would make to the activity for you students • Share with the group.

  8. 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?

  9. 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?

  10. Step 1: assess • Look at the Pre A-C-E-S Lesson components and ASSESS each for the NS skills and sub skills it contains • Refer to the “TIF @ a Glance: NS Snapshot” on p. 3 • Note the skills and sub skills in the “Assess” column of handout p. 6 (e.g. NS 1a) • Chat the skills and sub skills you identify in each lesson component

  11. Pre- ACES Lesson Plan • Warm-Up: N/A • No warm-up listed

  12. Pre A-c-e-s Lesson: Assess N/A ACES TIF Lens Series – April 2015

  13. Pre- ACES Lesson Plan • Introduction: Online Learning Style Inventory • Explain the basic concept of a learning styles inventory to students (Ss) (Auditory – Visual – Kinesthetic) • Brainstorm with Ss examples of each learning style and what it could look like in a classroom setting • Explain to Ss that they are going to have an opportunity to take a learning style inventory online

  14. Pre A-c-e-s Lesson: Assess NS 1a ACES TIF Lens Series – April 2015

  15. Pre-ACES Lesson PlanGuided Practice: Online Learning Style Inventory • Model with Ss how to use the online learning style inventory by going to the URL and reading the questions aloud and choosing the answer that represents themselves • Remind Ss they should think about the statement carefully before choosing their answer

  16. Pre A-c-e-s Lesson: Assess N/A NS 1a NS 1a ACES TIF Lens Series – April 2015

  17. Pre-ACES Lesson PlanIndependent Practice: Online Learning Style inventory • Ss will perform an online learning style inventory • Help Ss complete the learning style inventory and note or print results as needed • The online learning style inventory (http://www.personal.psu.edu/bxb11/LSI/LSI.htm) consists of 24 questions and should take about 10 – 15 minutes.

  18. Pre A-c-e-s Lesson: Assess N/A NS 1a NS 1a NS 1a N/A NS 1a

  19. 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=V9t1z23_Y40&list=PL-NrZkT8VAsakjdQms-r7pwYmonTTPFup&index=11 • How did the teacher COMPLEMENTeach segment of the lesson with additional NS skills and sub skills? • Refer to the TIF @ a Glance NS Snapshot. • Note the skills and sub skills on the GRID in the “complement” column. • Share out skills & sub skills ACES TIF Lens Series – April 2015

  20. Post-ACES Lesson PlanWarm-up Warm-up:[video time: 0:00-5:00] • Brainstorm with Ss on learning styles and methods of learning. Try to elicit examples of each learning style and what it could look like in a classroom setting (Auditory – Visual – Kinesthetic) ACES TIF Lens Series – April 2015

  21. Post A-c-e-s: Complement NS 1a ACES TIF Lens Series – April 2015

  22. Post-ACES Lesson PlanIntroduction Introduction:[video time: 5:00-8:03] Explain to Ss that they are going to have an opportunity to take a learning style inventory online Model with Ss how to use the online learning style inventory by going to the URL and reading the questions aloud and choosing the answer that represents themselves Remind Ss they should think about the statement carefully before choosing an answer Model how to submit answers and review the corresponding learning style inventory Ss then perform their own learning style inventory and record results ACES TIF Lens Series – April 2015

  23. Post A-c-e-s: Complement NS 1a NS 1a & 2b ACES TIF Lens Series – April 2015

  24. Post-ACES Lesson PlanGuided Practice Guided Practice:[video time: 8:03-17:38] • Explain to Ss that they will do a jigsaw reading on learning style inventories and strategies for each learning style. There are 3 sections with information on the three learning styles. Ss will learn the information to become content experts and then present to the class. • Put Ss into 3 groups based on their learning style Group A = auditory learners, Group B = visual learners, Group C = tactile/kinesthetic learners • Distribute the various parts of the handout to the groups. They will follow the directions on the top of each page • Ss present their sections to the class while other Ss take notes on each style presented on a separate notes page • Check for comprehension orally to review of the main points covered in each presentation ACES TIF Lens Series – April 2015

  25. Post A-c-e-s: Complement NS 1a NS 1a &2b NS 1c & 2a,c,d,e ACES TIF Lens Series – April 2015

  26. Post-ACES Lesson PlanIndependent Practice Independent Practice:[video time: 17:38-19:39] • Ss will review material pertaining to their own learning style and develop a plan that includes strategies that support their preferred method of learning. • Ss will fill out information in Educational Plan and Testing Log document ACES TIF Lens Series – April 2015

  27. Post A-c-e-s: Complement NS 1a NS 1a & 2b NS 1c & 2a,c,d,e NS: 1a; 2b; 2d; 2e ACES TIF Lens Series – April 2015

  28. Post-ACES Lesson PlanExtension Extension:[Not featured in video] • Ss will use the Education Plan and Testing Log with teacher during conferences. • After a few weeks of learning plan implementation, Ss will reflect on the plan and make adjustments as needed. ACES TIF Lens Series – April 2015

  29. Post A-c-e-s: Complement NS 1a NS 1a & 2b NS 1c & 2a,c,d,e NS: 1a; 2b; 2d; 2e NS: 1a; 2b; 2d; 2e ACES TIF Lens Series – April 2015

  30. TIF-ing your classroom

  31. TIF Methods Definitions • Routines: a sequence of actions regularly followed; a routine process • Norms: standards of acceptable behavior; expectations within a specified context • Learning Task Formats: routine structures for activities and tasks that provide practice of lesson content • Language:vocabularyand language structuresthat are necessary to effectively address a specified TIF skill • Technology: technology use that mirrors what is necessary in the “target” environment.

  32. Which TIF method is which? • TIF methods can be labeled in more than one way: • Expecting students to email assignments is both technologyand a norm. • Expecting students to speak courteously is a norm but when you highlight the language structures (e.g. Could/can/may I…), it is also a language method. • The important thing is that all of these methods reinforce TIF skills consistently and authenticallyregardless of lesson content.

  33. Which is Which? Group Activity • Look at the example of each TIF method on the following slides • Although there is one primary method for each example, they may match to other methods as well. • Prepare to give a rationalization for matching the methods the way you did.

  34. Name That TIF Method!! Routine! Example 1: Testing Log • Teacher gives testing log document to students (Ss) • Ss use the Student Portal in MABE to obtain their most recent TABE or CASAS scores and enter information in testing log • Ss repeat this process after every testing cycle and as they advance in the ABE program

  35. Name That TIF Method!! norm! Example 2: Report Absences • Reporting absences is an important part of education and the workplace. In this class, you will be required report your absences to your teacher. It is important that you take responsibility for your learning and missed assignments. Teacher contact information is available on the syllabus you will receive each quarter.

  36. Name That TIF Method!! language! Example 3: Accountable Talk • It is an expectation in this class that we treat each other with respect and courtesy. One way to show respect is to express our different opinions using polite language and tone. When you want to express your disagreement or you want to affirm someone else’s opinion, using the following phrases is the courteous way to achieve this: • I would like... --Instead of -- I want/need… • Could you…/Can you… --Instead of -- Give me… • Could I…/Can I…/May I… --Instead of -- I’m going to…

  37. Learning Task Format! Name That TIF Method!! Example 4: Responding to a Survey • Teacher introduces students (Ss) to different instances when they may be asked to give an opinion by completing a survey • Ss practice with Likert scale vocabulary (very interested, somewhat interested, often, seldom, strongly agree, disagree, etc.) • Teacher designs opportunities for Ss to use in class

  38. Name That TIF Method!! Technology! Example 5: Online Student Portal in MABE • Teacher gives students link to MABE Student Portal so students can access their testing records and attendance data collected by the local ABE program. • Ss log in to Student Portal in MABE • Ss can track their own testing and attendance records for their own purposes

  39. Think-Pair-Share: TIF-ing your Classroom: Discussion 1. What is a TIF method in your classroom that already addresses one or more of the NS sub skills? 2. Briefly describe it to your partner.

  40. ACES 6-pack ABES*! The Muscle Behind the mission!*Adult Basic Education Support • ACES Resource Library 6-pack: www.atlasabe.org/resources/aces • Pre & Post A-C-E-S Lesson Plan (3-pack) • TIF-ed Lesson Video • PowerPoint with Workshop Handouts and Activities • Bonus pack of TIF methods • ACES Face-2-Face PLC s • ACES Hybrid PLCs • ACES Regional Workshops • ACES Webinars • ACES Collaborations

  41. ACES Resource library • ACES Transitions Integration Framework (TIF) at ATLAS website: www.atlasabe.org/professional/transitions • Complete TIF with sample activities and technology activities • ACES PLC and Support Materials www.atlasabe.org/resources/aces • Under construction: Sample pre and post TIF-ed lessons and classroom videos for each category of the TIF

  42. ACES Resource library http://atlasabe.org/resources/aces

  43. Thank you!! ATLAS/Hamline

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