FOUNDATIONS

Effective instructors of adult ESL demonstrate the following skills and knowledge.

SIPDC Workshop(s)

Background Knowledge: The Adult Second Language Learner

1

Possess knowledge of adult secoacquisition.

21,22,23

2.

Possess knowledge of language learning styles and strategies.

22,23

3.

Possess general knowledge about exceptionality in learning, including learning disabilities.

69,70

4.

Are familiar with the NRS (National Reporting System) educational functioning levels for ESL.

5.

Demonstrate sensitivity for cultural, gender, and age differences in adult language learners.

32

Needs Assessment and Lesson Planning

1.

Use a variety of techniques to assess learners’ needs, including informal assessment and self-assessments.

55

2.

Select materials appropriate to learners’ needs.

21,22

3.

Select materials appropriate to learners’ NRS levels.

21,22,43

4.

Develop lesson plans which integrate presentation, practice, application, and review.

15,20,21,22,23

5.

Incorporate learners’ prior experiences, cultural heritage, and community resources into instruction.

20,21,22,23,43

6.

Plan lessons to accommodate a wide range of ESL learning styles and strategies.

21,22,43

7.

Provide learners with the opportunity to apply new information and skills in a wide range of contexts.

20,21,22,23,32

8.

Individualize instruction as appropriate.

21,22,23,43

9.

Integrate appropriate technology into the needs assessment process and lesson planning as appropriate.

55

FOUNDATIONS

Effective instructors of adult ESL demonstrate the following skills and knowledge:

SIPDC Workshop(s)

Classroom Management

1

Manage a multilevel classroom effectively.

22,23

2.

Deal with errors (both oral and written) in a meaningful and productive manner.

21,23

3.

Use cooperative learning structures as appropriate.

20,21,22,23,41,43

ESL Skill Areas

1.

Teach effective ESL literacy lessons.

21,22,43

2.

Teach effective ESL listening lessons.

78

3.

Teach ESL conversation effectively.

21,22,43

4.

Teach narrative reading effectively.

43

5.

Teach ESL writing skills effectively.

21,22,23

6.

Teach ESL grammar communicatively.

21,22,23

7.

Teach effective pronunciation lessons.

21,43

8.

Use effective teaching strategies in above skill areas for learners who have special learning needs

(e.g., nonliterate learners or learners with learning disabilities.)

9.

Integrate technology into above content areas to promote learning.

FOUNDATIONS

Effective instructors of adult ESL demonstrate the following skills and knowledge:

SIPDC Workshop's

Professional Development

1

Attend ESL-related professional development workshops and conferences.

2.

Are active in ESL professional organizations.

3.

Keep abreast of the field by reading ESW books and journals.

Assessment                              

1.

Are able to assess student level to ensure appropriate placement within a program.

55

2.

Monitor student comprehension during each lesson or class meeting.

3.

Provide evidence of student progress so that gains can be demonstrated.

49

Technology

1.

Use and maintain a computer with the installed operating system.

55

2.

Use utility and content software and access the Internet to promote student knowledge in areas of ESL.

80

3.

Evaluate software and Internet sites to assist in developing instruction for diverse learners.

4.

Integrate software and the Internet into instruction to encourage learning for diverse learners.

5.

Discover and utilize professional development through technology with online classes, listservs, online lesson plans and issues in adult education.

6.

Create your own technology resources by creating web pages, utilizing authoring systems and participating in online collections of materials.

7.

Utilize other technologies in addition to computers to augment classroom lessons.

CORE WORKSHOPS FOR ESL INSTRUCTORS

SIPDC recommends that all new ESL instructors take the following core workshops:

§         What Do I Do Now? A New(er) ESL Teacher Orientation

§         NRS Phases I, II, and III (Mandatory)

Background Knowledge:  The Adult Learner

1.      Possess knowledge of adult learning theory.

6,13,14,16,22,23,25,26,

27,31,32,34,40,43,47

2.      Apply current brain research to maximize student learning.

34

3.      Acquire knowledge of adult learning styles including how these styles relate to culture, gender, and age differences.

1,2,3,10,32,35,42,44,45,46,70

4.      Acquire knowledge about exceptionality in learning including learning disabilities.

32,46,47,48,69

5.      Acquire general knowledge of ABE/GED organizational structure, practices, mission and goals.

6,13,14,19,24,40,43

6.   Identify the NRS levels of adult learners.

67

Needs Assessment and Lesson Planning

1.      Use a variety of techniques to assess learners’ needs, including informal assessment and self-assessment.

6,7,21,24,30,31,43,46,47,48, 51,62

2.      Select materials appropriate to learners’ needs.

4,5,6,7,13,14,16,19,21,24,29,30,46,47,51

3.      Develop lesson plans that integrate presentation, practice, performance, and application.

4,6,11,12,13,14,15,16,17,19,

20,21,22,23,24,28,29,30,34,36,37,

38,40,46,47

4.      Incorporate learners’ prior experiences, cultural heritage, learning styles, and community resources into instruction.

4,5,6,8,10,12,15,20,21,22,23,24,25,26,32,39,43,46,47,73

5.  Provide learners with the opportunity to apply new information and skills in a wide range of contexts.

1,2,4,5,6,7,9,11,12,14,16,17,19,21,

22,23,24,25,26,27,30,32,33,34,36,

37,38,40,43,47

6.   Individualize instruction as appropriate.

6,7,12,13,15,21,22,23,24,30,33,

43,48

7.   Integrate appropriate technology into the needs assessment process and lesson planning.

6,30,47

Classroom Management

1.   Manage a multilevel classroom effectively.

6,13,22,23,33,41,48

2.      Use cooperative learning structures as appropriate.

4,6,7,9,11,12,14,18,20,

21,22,23,224,25,26,27,28,29,31,32,

33,34,35,39,40,41,42,43,44,45,47,

48,73

3.    Use effective communication strategies to convey ideas, share information, and generate discussion.

5,6,10,12,13,18,21,25,26,27,28,
29,30,32,33,34,35,36,37,41,42,43,

44,45,46,48

4.    Support learning for students whose first language is not English.

10,22,23,32

ABE/GED Content Areas

1.      Teach lessons which reflect knowledge of content areas such as social studies, science.

9,11,12,16,19,34,65,68

2.      Teach lessons which reflect an understanding of the structure of spoken and written language.

6,20,21,24,27,30,43

3.      Teach lessons which reflect knowledge of evidence-based reading instructional practice.

2,6,7,11,12,15,16,19,21,24,27,33,34,40,43,52,59,63

4.   Teach lessons which reflect knowledge of the writing process.

6,7,11,12,19,21,30,33,34,43,57,

5.   Teach lessons which reflect an understanding of math computation and reasoning.

4,14,19,25,30,34

6.    Use effective teaching strategies in the above content areas for learners who have special learning needs.

4,6,20,21,24,43,47,69,70

7.    Integrate technology into the above content areas to promote learning.

6,24,47,71

1.   Attend ABE/GED related professional development workshops and conferences.

2.   Participate in ABE/GED professional organizations.

3.   Keep abreast of the field by reading ABE/GED books and journals.

Assessment

1.   Assess students’ learning levels to ensure appropriate placement within a program.

7,47,51,67

2.   Develop instructional objectives that clearly reflect what students will learn and how progress will be measured.

6,7,24,33,47,48,51

3.   Monitor student progress through a variety of methods to ensure academic success.

7,47,48,51

4.   Develop and implement a plan for integrating assessment into the instructional process.

5,6,7,46,47,48,51

5.  Provide evidence of student progress so that gains can be demonstrated.

6,7,33,47,48,51

1.   Use and maintain a computer with the installed operating system.

2.   Use utility and content software and access the Internet to promote student knowledge in areas of ABE/GED.

3.   Evaluate software and Internet sites to assist in developing instruction for diverse learners.

4.   Integrate software and the Internet into instruction to encourage learning with multiple learning styles. 

47,71

5.  Discover and utilize professional development through technology with online classes, listservs, online lesson plans and issues in adult education.

6.  Create your own technology resources by creating web pages, utilizing authoring systems and
      participating in online collections of materials

7. Utilize other technologies in addition to computers to augment classroom lessons.

9,11,14,16,17,19,25

CORE WORKSHOPS FOR ABE/GED INSTRUCTORS

            SIPDC recommends that all new ABE/GED instructors take the appropriate following core workshops:

§         New(er) ABE/GED Teacher Orientation

§         NRS Phases I(available on DVD/VCR), II, and III (Mandatory)