The 2018 Rendezvous

From Here to Anywhere: Innovation, Opportunity, and Action

Presenters

  • Digital Literacy Faculty

Using Online Distance Learning with Adult ESL Students to Enhance Program Outcomes

  • Tuesday, Session 1 Ballroom A
Objective

  1. Participants will examine survey results measuring student engagement, enjoyment and critique of the online component.
  2. Participants will reflect on the benefits and challenges of using online course tools.
  3. Participants will determine how to align program goals and outcomes with students’ goals.

Abstract

How do adult ESL students perceive using an online learning course component in addition to in-class work? How does the component help students enhance their proficiency in English and improve their career skills? How do students’ perceptions align with program goals and outcomes? Presenters will convey the results of a survey measuring students’ perceptions of the benefits and challenges of an online learning component. Participants will analyze and discuss implications of students’ use of technology in language learning as it relates to career building and program outcomes.

  • Allie Needham Spring Institute for Intercultural Learning
  • Best Practices, Diverse Learners, Evidence & Research to Practice Students, Faculty, Admin, Partners

The Cooperative Enterprise: Facilitating Multilevel & Multidisciplinary Classes

  • Tuesday, Session 1 Ballroom B
Objective

  1. Identify strengths and weaknesses of teaching multilevel, multidisciplinary classes.
  2. Analyze different classroom structures to fit each program’s needs.

Abstract

Multi-level, multi-subject classes? Limited number of instructors? Students in need of math instruction, but restricted to a language location or schedule? Learners entering the class mid-term? These are common adult education struggles. Learn from Pikes Peak Library District Adult Education’s ongoing journey as we adapt from traditional instruction to multiple levels and subjects in a single classroom, without students feeling neglected. In this session, we will discuss program struggles and successes, apprehensions and initial resistance to this shift, and provide suggestions and resources to take this dialogue into your own programs.

  • Teona Shainidze Krebs Pikes Peak Library District
  • Policy and Legislation Faculty, Admin, Partners

CDE AEI Team Meet and Greet

  • Tuesday, Session 1 Ballroom D 1
Objective

Meet Colorado Department of Education Office of Adult Education Initiatives team members in an informal setting and get questions you may have answered.

Abstract

Participants will meet Colorado Department of Education (CDE) Office of Adult Education Initiatives (AEI) team members and discuss areas of interest related to the federal Adult Education and Family Literacy Act (AEFLA) grant and/or the state Adult Education Literacy (AELA) grant. Team members will be available to answer questions about such topics as Adult Basic Education Authorization (ABEA), the LACES data system, assessments, Accessible Design and data reporting. Everyone is welcome to attend this session! Please consider attending not only if you have questions but also if you have feedback for the team.

  • Danielle Ongart Colorado Department of Education
  • Advocacy (Emphasis Educate and Elevate), Vendor/Business, High School Equivalency Faculty, Admin

ETS High School Equivalency Testing (HiSET®) Program Updates

  • Tuesday, Session 1 Bentley upstairs
Objective

The HiSET presenter will discuss:

  1. How the HiSET exam aligns with the College and Career Readiness Standards for Adult Education;
  2. 2019 HiSET Program updates;
  3. A quick overview of the HiSET Data Manager and Online Portal;
  4. An overlook of the HiSET Website. Where to find key information, and how to use it;
  5. Free HiSET marketing materials available to promote your program;
  6. Test prep strategies using HiSET resources to prepare and assess your students readiness;
  7. An overview of the test preparation, test administration, accommodations options, ETS customer service, scoring and reporting.

Abstract

In this proposed session the presenter will demonstrate how the HiSET exam aligns with the College and Career Readiness Standards for Adult Education granting individuals without a high school diploma an opportunity to earn a state-issued high school equivalency credential and move toward post-secondary education or a better career. A slide deck will be shown to provide an overview and facilitate a discussion on all program updates and teaching resources. Participants will hear an overview of the program, test preparation, test administration, accommodations options, ETS customer service, scoring and reporting. The presenter will discuss any new program initiatives, and provided with an update on new marketing materials created and successful efforts taken as part of the test taker outreach campaign. Information about partnerships with preparation providers will also be highlighted. Participants will also be able to converse with and ask questions regarding the exam with a HiSET Program Manager.

  • Adam Springwater Educational Testing Service (ETS) HiSET
  • Best Practices, Digital Literacy Faculty, Admin

Online Learning - Yes, you can!

  • Tuesday, Session 1 & 2 Ballroom C
Objective

  1. Explore the value in integrating digital literacy skills and using online learning platforms in ESL, ABE and ASE courses
  2. Identify barriers in using blended and/or distance learning models
  3. Reflect on your use of blended and/or distance learning and compare this to to the experience of adult educators at ACSD14 Adult Learning Center
  4. Identify opportunities to integrate blended and/or distance learning at your program or expand upon what you are doing

Abstract

Is your goal to help your learners be independent and self sufficient - in and out of your classroom? If so, it is imperative that they are able to take control of their learning. In the 21st Century, one way to do this is through the effective use of portable electronic devices and computers. Participants will begin by exploring the value of integrating digital literacy skills and using online learning platforms in ESL, ABE and ASE courses. It is easy to get hung up on all the reasons why this is difficult. We will acknowledge the elephant in the room…provide a resource list for adult educators and learners to get low cost internet service and computers…and move on. We will share our program’s unique, recently implemented, approach to introducing online learning. It has been a bumpy road, but it is worth it. We will share what learners say about our approach. We will share about the platforms we use. There will be opportunity for questions and for you to share what has worked for you. End your time with us by identifying opportunities to integrate online learning at your program or expand upon what you are doing.

  • Jessie Hawthorn ACSD 14 Adult Learning Center
  • Best Practices, Digital Literacy Faculty

Teaching Teachers How to Tech

  • Tuesday, Session 2 Ballroom A
Objective

Participants will learn: best practices for effective technology use in the classroom and beyond; how to identify effective technology for your students; ways to increase your own tech abilities.

Abstract

Do you want to use technology, and don’t know how? Are you overwhelmed by the number of websites that offer OER (open educational resources)? Are you unfamiliar with using some aspects of technology? Digital literacy is important for all students, but if you struggle with integration of technology, this session is for you! We will discuss some best practices for effective technology use in the classroom (and beyond), provide ways to identify effective technology for your students, and learn about ways to increase your own tech abilities. Come ready to learn about technology! Access to the internet will be helpful, but not required.

  • Stephanie Lindberg Community College of Denver- Foundational Skills Institute
  • Best Practices Faculty, Admin, Partners

A Tale of Two Career Pathway Programs

  • Tuesday, Session 2 Ballroom B
Objective

  • Learn about the two Career Pathway models CCA has implemented
  • Learn about some of the challenges the program has faced, and how they arrived at effective practices
  • Hear about specific best practices that have been developed in areas such as student screening and intakes, working with partners, implementing wrap-around supports, messaging to students, and building relationships with internal and external partners, as well as with students
  • Learn about the challenges and successes the program has experienced in coordinating between the non-credit and credit sides of the college
  • Hear about student success stories!

Abstract

This presentation will give an overview of the Career Pathways programs that have been implemented at the Community College of Aurora, and lessons that have been learned. Specifically, the presenters will discuss best practices they have developed around vetting participants, working with partners, messaging to students, the value of wrap-around supports, and the importance of relationship-building, and share some student success stories!

  • Anne Petti Community College of Aurora
  • Advocacy (Emphasis Educate and Elevate), Students and Young Ambassadors Faculty, Admin, Partners

Panel of Students Ambassadors and their barriers.

  • Tuesday, Session 2 Ballroom D 1
Objective

Learn the students barriers first hand, understand what they learned in the student ambassador training, understand what they will do for the next year to promote Educate and Elevate.

Abstract

The participants of the this session will be able to have a question and answer time directed to the students and ambassadors. The participant will learn the students barriers first hand, understand what they learned in the student ambassador training, understand what they will do for the next year to promote Educate and Elevate.

  • George O'Clair Cargill/MCC
  • Vendor/Business Faculty, Admin

Promises Kept: GED® Innovation: New Tools and Resources for Students and Educators, and Updates on GEDWorks, Student Outcomes and Postsecondary Success

  • Tuesday, Session 2 Bentley upstairs
Objective

Participants will learn about student outcomes and resources to help students and educators be better prepared for and persist to the GED test.

Participants will learn about the new website filled with free tools for educators and administrators including handbooks, assessment guides, study guides and more. In addition, participants will learn about tools to assist them in increasing student volume and using data to drive outcomes: GED PrepConnect, GED Manager and GED Analytics.

Participants will also learn about new partnerships creating tools including free extended response videos as well as tools available to purchase for the classroom, such as GED Flash.

Abstract

This session will focus on the new resources available to learners and educators to help them prepare for the GED test. Participants will hear about the new GED.com student experience (based on extensive student research), the study guides, GED Flash, updates on GEDWorks and student success outcomes and postsecondary success.

  • Liz Lanphear GED Testing Service
  • College & Career Transitions, Digital Literacy, Evidence & Research to Practice Faculty, Admin

Practice for Knowledge Acquisition Towards GED Success

  • Tuesday, Session 3 Ballroom B
Objective

It doesn’t matter what subject you are teaching, differences in students’ performance are affected by how much they engage in deliberate practice and preparation. Deliberate practice occurs when an individual intentionally repeats an activity in order to improve performance. Come learn how Aztec Software’s Continuum of Learning series provides students with the goal of transferring knowledge that can purposely lead to improved learning performance, especially with the GED Test as we unveil GED Flash. Participants will be able to leave with their own demo log-in account.

Abstract

It doesn’t matter what subject you are teaching, differences in students’ performance are affected by how much they engage in deliberate practice and preparation. Deliberate practice occurs when an individual intentionally repeats an activity in order to improve performance. Come learn how Aztec Software’s Continuum of Learning series provides students with the goal of transferring knowledge that can purposely lead to improved learning performance, especially with the GED Test as we unveil GED Flash.

  • Tara Keily Aztec Software
  • Evidence & Research to Practice Faculty

Developing an integrated curriculum project in math and language arts using the CCR Standards.

  • Tuesday, Session 3 Ballroom D 1
Objective

This session will demonstrate how to use both the math and language arts CCR standards to create a unit of study within the ABE/ASE classroom. Participants will have the opportunity to explore a comprehensive unit that demonstrates the crossover of math and language arts in two specific classroom projects. Following this session, teachers will then be able to replicate these projects in their own classroom. There are many faucets to developing this type of curriculum, and can be used in either an ABE or ASE class or even a mixed class of students. Students who participate in this type of project are engaged both mentally, and physically. Participants in the session will have the opportunity to use smartphone technology, and learn how it can be useful in a classroom, as a tool to gauge student learning.

Abstract

This session will demonstrate how to develop a curriculum project that encompasses both the Language Arts and Math CCR Standards. Participants will enjoy learning different ways to involve students so they take ownership in the process. They will also enjoy using smartphone technology to encourage immediate feedback, which is very useful while working through the project.

  • Brenda Gierczak Community College of Aurora
  • Best Practices, College & Career Transitions, Digital Literacy Faculty, Partners

Preparing your adult learners for success in the workforce

  • Tuesday, Session 3 Bentley upstairs
Objective

Do your adult learners struggle to find a job, retain a job or move up the career ladder? Do they need help understanding available career options, making informed career choices and developing essential workplace soft skills? BurlingtonEnglish new Career Exploration & Soft Skills course provides a blended curriculum that supports learners as they explore career clusters, plan career pathways, and learn critical interpersonal and workplace soft skills. Join our interactive session to see how our curriculum can help you meet the demands of WIOA by preparing your learners for success in today’s demanding workplace.

Abstract

Do your adult learners struggle to find a job, retain a job or move up the career ladder? Do they need help understanding available career options, making informed career choices and developing essential workplace soft skills? BurlingtonEnglish new Career Exploration & Soft Skills course provides a blended curriculum that supports learners as they explore career clusters, plan career pathways, and learn critical interpersonal and workplace soft skills. Join our interactive session to see how our curriculum can help you meet the demands of WIOA by preparing your learners for success in today’s demanding workplace.

  • Martin Loa BurlingtonEnglish
  • College & Career Transitions, Evidence & Research to Practice, Workforce Development Faculty, Admin, Partners

Colorado Adult Education: a Participatory Workshop for Innovation, Opportunity and Action

  • Tuesday, Session 3 & 4 Ballroom C
Objective

This session will have three sections. In the first section, participants will learn the results of an NRS-sponsored study conducted by the American Institutes for Research, which examined AEI collaboration efforts throughout the state of CO from their partners’ perspectives. In the second section, participants will work in small groups to comment upon, validate and further inform this study’s findings. In the third section, participants will engage in a discussion that will help AEI to prioritize its strategy efforts (based on input) and support efforts to improve CO adult education outcomes.

Abstract

CO AEI welcomes you to join us for this participatory session, where we will collectively discuss and plan for future CO adult learning success. The session will have three sections. In the first section, participants will learn the results of an NRS-sponsored study conducted by the American Institutes for Research, which examined AEI collaboration efforts throughout the state of CO from their partners’ perspectives. In the second section, participants will work in small groups to comment upon, validate and further inform this study’s findings. In the third section, participants will engage in a discussion that will help AEI to prioritize its strategy efforts (based on input) and support efforts to improve CO adult education outcomes.

  • Danielle Ongart Colorado Department of Education
  • Workforce Development Faculty, Partners

Disability Employment Initiative: An Innovative Approach to Working with Individuals with Disabilities

  • Tuesday, Session 4 Ballroom B
Objective

  1. Creating Seamless, Customer-Focused American Job Centers
  2. Delivery of Financial Services to SSA Disability Beneficiaries
  3. Collaboration with Businesses and Employers

Abstract

Learn about the Disability Employment Initiative Grant (DEI), and how you can implement key strategies in order to better support adults with disabilities. Colorado has been awarded the eighth round of funding for this grant in Arapahoe/Douglas, Denver, and El Paso/Teller counties. The purpose of the grant is to create sustainable systems and supports to improve the education, training, and employment outcomes of adults with disabilities. DEI focuses on making career pathways for adults with disabilities more inclusive and accessible. DEI is not a program, and is instead an initiative, that enhances our ability to serve adults with disabilities. The focus of DEI is to sustain practices long after the grant sunsets in September 2020. This session will touch upon core DEI strategies, including increasing programmatic accessibility, engaging businesses and employers to overcome hiring barriers, and collaborating with various community partners.

  • Chelsea Beard Arapahoe Douglas Works! Workforce Center
  • Best Practices, Diverse Learners, Evidence & Research to Practice Faculty, Admin

Learning is Hard: Growth Mindset in Adult Education

  • Tuesday, Session 4 Ballroom D 1
Objective

  • Discuss the concept of growth mindset and its impact on student persistence.
  • Develop strategies to build a classroom environment that enhances student retention and persistence.
  • Take away at least one classroom-ready growth mindset activity.

Abstract

Growth Mindset is the new buzzword! What’s it all about? Let’s explore the concept and consider how we can strengthen our students’ educational resilience by building a growth mindset environment in our classrooms. Takeaways will include at least one classroom-ready growth mindset activity for immediate use.

  • Donna Kapp FSI/Community College of Denver
  • Workforce Development, Vendor/Business Faculty, Admin

Online Tools for Test and Work Prep

  • Tuesday, Session 4 Bentley upstairs
Objective

Participants will create free accounts in PBS LearningMedia and leave the session armed with information and tools to access over 100,000 free resources found in this online repository. You’ll receive a list of workplace-specific folders already created to get you started! Participants will also receive a two-week free trial of Fast Forward, KET’s online study system for the GED®, HiSET® and TASC tests, as well as access to a sample of Workplace Essential Skills, KET’s online study system offering language arts and math lessons contextualized to workplace sectors.

Abstract

In this session, participants will learn how to find videos, lesson plans, interactives, and more in PBS LearningMedia, an online repository of over 100,000 classroom resources. You’ll also learn about Fast Forward and Workplace Essential Skills, KET’s online study systems for high school equivalency tests and contextualized workplace prep.

  • Sarah Wilkins Kentucky Educational Television (KET)
  • Best Practices, Digital Literacy Faculty

Teaching Teachers How to Tech

  • Wednesday, Session 5 Ballroom A
Objective

Participants will learn: best practices for effective technology use in the classroom and beyond; how to identify effective technology for your students; ways to increase your own tech abilities.

Abstract

Do you want to use technology, and don’t know how? Are you overwhelmed by the number of websites that offer OER (open educational resources)? Are you unfamiliar with using some aspects of technology? Digital literacy is important for all students, but if you struggle with integration of technology, this session is for you! We will discuss some best practices for effective technology use in the classroom (and beyond), provide ways to identify effective technology for your students, and learn about ways to increase your own tech abilities. Come ready to learn about technology! Access to the internet will be helpful, but not required.

  • Stephanie Lindberg Community College of Denver- Foundational Skills Institute
  • Effective use of Data Faculty, Admin, Partners

Who’s Your Data? Part II

  • Wednesday, Session 5 Ballroom B
Objective

  • Understand National Reporting System Measures: Attendees will gain an understanding of NRS measures and where Colorado is in the national ranking of achieving these measures.
  • Utilize LACES to provide you with the data your program needs: A brief overview of LACES and how to utilize the various views in order to determine where your program stands at any point in time without having to run fiscal year summaries.
  • Recognize the importance of messaging when testing: Since we can’t get around pre and post testing, how to we make it more palatable and valuable for instructors and students?

Abstract

This presentation will provide information on the importance of National Reporting System (NRS) data and how the national database (via) LACES determines the primary goals of the AEFLA program: total number of NRS fundable students and percentage of learners who made measureable skills gains. The presentation will discuss how the Community College of Aurora (CCA) uses data from LACES to monitor these goals. The presentation will also discuss how messaging around pre and post-testing has helped increase outcomes.

  • Valerie M. Gantzler Community College of Aurora
  • Evidence & Research to Practice Students, Faculty, Admin

Growth Mindset

  • Wednesday, Session 5 Ballroom C
Objective

  1. How do we praise students?
  2. How do we react to mistakes?
  3. Tie achievement to effort rather than talent

Abstract

Dr. Carol S. Dweck has pioneered some of the most influential research on the concept of Growth Mindset - the influence of the way in which students are praised and interacted with that can either greatly increase/decrease persistence. As a person’s outlook can change, their concept of what is possible for them can change, too. Our question now becomes: How do we use this methodology and concept to better serve adult learners? Attend this session to become more familiar with Growth/Fixed Mindsets and how student’s perceptions of their mistakes and accomplishments affect their willingness to persist.

  • Cedric Lindsay The Learning Source
  • College & Career Transitions, Digital Literacy, Workforce Development Faculty

Preparing Students for Success in the 21st Century with authentic National Geographic content

  • Wednesday, Session 5 Bentley upstairs
Objective

  1. Participants will explore concise Grammar instruction to assure adult learners understand basic structures of English
  2. Participants will see how updated academic, workforce and civics content in the 3rd edition of English in Action meet the goals set forth in WIOA
  3. Participants will learn how to use authentic content effectively including TED Talks

Abstract

How can you prepare adult ESL students for work and academic readiness while keeping them engaged and motivated? English in Action is a standards-based, integrated language learning program featuring authentic National Geographic content. Learners will improve their English proficiency while learning 21st century skills for further education or career pathway.

  • Talya Clay National Geographic Learning
  • Best Practices, Evidence & Research to Practice Students, Faculty, Admin, Partners

Experiential Learning Step By Step: How to Plan and Facilitate Using This Powerful Teaching Method

  • Wednesday, Session 5 & 6 Ballroom D 1
Objective

  1. Participants will be introduced to the five tenets of experiential learning and when/why to use it.
  2. Participants will engage in experiential learning activities and recognize how/were the five tenets are present in these activities.
  3. Participants will be guided in a process to help them create an experiential learning lesson for use in their own professional context.

Abstract

Experiential learning is a popular concept and many adult educators find value in using it as a teaching method. But successfully planning and facilitating experiential learning takes skill, practice, and knowledge.

During this session the presenter will explain the five tenets of experiential learning. When and why experiential learning can be an effective facilitation method to use will also be explored. During the session, participants will have the opportunity to actually engage in experiential learning activities in order to understand, first-hand, how the five tenets can be applied in practice. Participants will also have the opportunity to begin designing their own experiential learning activity that they can utilize with learners in their own professional teaching settings.

  • Leann Kaiser Colorado State University
  • Best Practices Faculty

Expanding Your ESL Toolkit

  • Wednesday, Session 6 Ballroom A
Objective

Participants will leave this session with several easy to implement ideas using everyday materials that will increase student engagement in ESL classes. Ideas for pronunciation, grammar and speaking practice will be demonstrated. Additionally, creative methods for getting feedback will be offered.

Abstract

What’s in your teaching toolkit? What are the items you can take to every class and use in multiple ways? Both novice and experienced teachers may benefit from this hands-on session where participants will experience activities that they can immediately implement in their ESL classes. New uses for items such as flashcards, magazines, and household objects will be explored in order to increase student engagement. Ideas for grammar, pronunciation, and speaking activities and games will be demonstrated. Creative ideas for getting feedback will also be presented.

  • Debbie Goldman Intercambio Uniting Communities
  • College & Career Transitions, Workforce Development Faculty, Admin, Partners

Trade classes all students know this before entering into class.

  • Wednesday, Session 6 Ballroom B
Objective

This will be a panel of various trade teachers to inform ELA and HSE teachers and directors what is needed for the student to be successful in their class. What level of math, english, listening, and reading from the students.

Abstract

The participants of this session be able to ask questions to tradesman. This will be a panel of various trade teachers to inform ELA and HSE teachers and directors what is needed for the student to be successful in their class. What level of math, english, listening, and reading from the students.

  • George O'Clair Cargill/MCC
  • Best Practices, College & Career Transitions, Workforce Development Admin

Career Pathways Navigators Meeting

  • Wednesday, Session 6 Ballroom C
Objective

Venue for navigators to come together and share ideas:

  • What are some successful strategies for career pathways navigation?
  • How do we help students identify and select viable careers?
  • Are there standardized tools we should all be using?
  • How do we measure success in career pathways navigation?
  • Should we develop a centralized list of navigation resources?
  • Or is it sufficient to leverage existing resource lists like AuntBertha.com?
  • How can we avoid duplication of services for referrals?
  • What challenges do we all have in common?
  • Are there any ongoing PD resources for navigators?

Abstract

Calling all adult education career pathways navigators for an open discussion! If you are helping students plan post-secondary education and/or training while they balance life, work, and school, please consider coming together at CAEPA to share successes and challenges. All navigators and program coordinators are welcome, and should expect to come away with helpful ideas from colleagues. We will discuss reestablishing a Navigators Group to participate in the AE Partners collaborative.

  • Marsea Wynne Community College of Denver
  • Best Practices, College & Career Transitions, Workforce Development Students, Faculty

How Big Is It?

  • Wednesday, Session 7 Ballroom A
Objective

  1. Gain a better physical sense of Power of 10 relationships (positive and negative exponents) in place value.
  2. Learn the vocabulary of very small numbers and their size relationships.

Abstract

We measure things to know how big or small they and to know where they are. We count by “10s” (addition) and “groups of 10” (multiplication) and “groups of groups of 10” (exponents) to make the numbers more manageable when we write them. Adult learners need to understand the size relationships of exponents for science and math tests, and even more so when working in medicine, engineering and other fields. This workshop will provide examples for teaching how exponents change the size of numbers. It will also introduce the vocabulary of very small numbers.

  • Dorothea Steinke NumberWorks LLC
  • Best Practices Faculty, Admin, Partners

A Tale of Two Career Pathway Programs

  • Wednesday, Session 7 Ballroom B
Objective

  • Learn about the two Career Pathway models CCA has implemented
  • Learn about some of the challenges the program has faced, and how they arrived at effective practices
  • Hear about specific best practices that have been developed in areas such as student screening and intakes, working with partners, implementing wrap-around supports, messaging to students, and building relationships with internal and external partners, as well as with students
  • Learn about the challenges and successes the program has experienced in coordinating between the non-credit and credit sides of the college
  • Hear about student success stories!

Abstract

This presentation will give an overview of the Career Pathways programs that have been implemented at the Community College of Aurora, and lessons that have been learned. Specifically, the presenters will discuss best practices they have developed around vetting participants, working with partners, messaging to students, the value of wrap-around supports, and the importance of relationship-building, and share some student success stories!

  • Anne Petti Community College of Aurora
  • College & Career Transitions, Workforce Development Faculty, Admin, Partners

Education, Working inside a corporation.

  • Wednesday, Session 7 Ballroom C
Objective

Benefiting the public, the corporation, classes that work.

Abstract

The participants will see the making of Workplace Education working on site of a plant. They will see what benefits come from working so close to a corporation and how education is changing to accommodate the workforce.

  • George O'Clair Cargill/MCC
  • College & Career Transitions, Digital Literacy, Evidence & Research to Practice Faculty, Admin

Practice for Knowledge Acquisition Towards GED Success

  • Wednesday, Session 7 Bentley upstairs
Objective

It doesn’t matter what subject you are teaching, differences in students’ performance are affected by how much they engage in deliberate practice and preparation. Deliberate practice occurs when an individual intentionally repeats an activity in order to improve performance. Come learn how Aztec Software’s Continuum of Learning series provides students with the goal of transferring knowledge that can purposely lead to improved learning performance, especially with the GED Test as we unveil GED Flash. Participants will be able to leave with their own demo log-in account.

Abstract

It doesn’t matter what subject you are teaching, differences in students’ performance are affected by how much they engage in deliberate practice and preparation. Deliberate practice occurs when an individual intentionally repeats an activity in order to improve performance. Come learn how Aztec Software’s Continuum of Learning series provides students with the goal of transferring knowledge that can purposely lead to improved learning performance, especially with the GED Test as we unveil GED Flash.

  • Tara Keily Aztec Software
  • Advocacy (Emphasis Educate and Elevate), Digital Literacy Faculty, Admin

Engaging Learners thru Social Media & Free Marketing Tools

  • Wednesday, Session 8 Ballroom A
Objective

  1. Participants will be able to develop a basic social media plan that includes identifying an audience, objectives, content and metrics.
  2. Participants will be able to describe how online tools (e.g. Facebook) can be used to engage learners, in and outside of the classroom.
  3. Participants will be able to use marketing tools (e.g. MailChimp) to boost engagement, share resources and successes, and improve outcomes.

Abstract

In business, having an online presence is fundamental. It cultivates a wider audience, improves accessibility and builds trust. So how can you harness this awesome power to engage your learners (or other stakeholders) and even improve outcomes? This presentation will provide an overview of social media and free marketing tools that can be used by individuals, programs or organizations to build their online communities. Participants will get a head-start on developing a basic social media plan for their classroom or program; and participants will leave this session with practical uses for social media and innovative ways of using common technologies (such as Google)!

  • Alexandra Soto Spring Institute for Intercultural Learning
  • Diverse Learners Faculty, Admin

Emotions in Motion

  • Wednesday, Session 8 Ballroom B
Objective

Attendees will learn body cues based on Somatic Psychology to mirror and validate the student’s internal experience. Attendees will learn next steps for moving the student to another emotional or mental mindset.

Abstract

Learning is both a mental and physical activity at the same time. By becoming more aware of what may be happening internally for students within your classroom, learn how to assist them with finding a new way of relating to their challenges and beliefs.

  • Ellen Klement Foundational Skills Institute @ CCD
  • Best Practices, Evidence & Research to Practice Students, Faculty, Admin, Partners

I'm Not a “Theory” Person: Practical Ideas and Applications to Help YOU Use Theory to Improve Your Teaching

  • Wednesday, Session 8 Bentley upstairs
Objective

  1. Participants will be introduced to major theoretical foundations on how adults learn and how to facilitate learning.
  2. Participants will share their own questions and issues related to teaching adults and apply adult learning theory to address those items.
  3. Participants will be given tools to apply what they have learned during the session to improve their own teaching practice.

Abstract

Whether you have been teaching adults for 2 months or 20 years, there is always more we can learn to be effective educators. For many adult educators, what we have learned has been gained “on the job” and we may have little formal background on how or why what we do works, nor ideas based on solid evidence on how to improve in areas where we struggle. Luckily, there is a depth of knowledge about how adults learn and how to facilitate that learning.

During this session the presenters will share the major academic foundations of adult education. The presenters are professors of adult education and work in a university graduate program, teaching adult education practitioners. The information they present will be drawn from their knowledge of theoretical underpinnings and how application of those can lead to improved instructional methods and design. During this session the knowledge and experience of the participants will be utilized as their questions, struggles, and areas in which they want to improve will form the basis for the content presented. These issues presented by the participants will be directly addressed through the lens of adult education theory and foundations to assist participants to both understand the importance of these foundations and also to use them to improve their own teaching practices.

  • Leann Kaiser Colorado State University