Our Best from IBEST Components of an IBEST
Our Best from I-BEST • Components of an I-BEST classroom that can be implemented in any adult education classroom at low budget impact
How Do Adults Learn? • Adult learning is selfdirected/autonomous • Adult learning utilizes knowledge & life experiences • Adult learning is goal-oriented • Adult learning is relevancy-oriented • Adult learning highlights practicality • Adult learning encourages collaboration Malcolm Knowles
I-BEST is a special type of IET What’s an IET? What is I-BEST Integrated Education and Training (IET) is defined in WIOA Section 203(11) as: A service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement.
I-BEST • 2004 Washington State • Began with 10 pilot classrooms • Challenged the traditional belief that students must first advance through all levels of basic education in order to begin workforce training • Faster for students to complete than traditional approach • Whole class works towards the same professional goal • Goal is to receive an industry recognized credential
Traditional Instructional Model vs I-BEST G E D BASIC SKILLS CLASSES SESSSES I-BEST G E D OCCUPATIONAL CERTIFICATE FSW CAREER FAMILY SUSTAINING WAGE CAREER SUPPORT Thanks to Laurie Kierstead-Joseph and Wendy Scheder Black of Pima Community College Adult Education Program for the inspiration for this slide!
Expensive Class do not have high enough TABE/reading levels Why not I-BEST? Lack of sufficient students with same professional goals, so unable to form a class Fingerprint/background clearance issues
Learning Communities • “Adult learners thrive in collaborative relationships with their educators. When learners are considered by their instructors as colleagues, they become more productive. When their contributions are acknowledged, then they are willing to put out their best work”. Knowles • “Learning communities are connected, cooperative and supportive. Peers are interdependent in that they have joint responsibility for learning … A positive learning community is characterized by feelings of safety among participants, as well as willingness to ask questions and make mistakes. This supported engagement encourages students so that they are more willing to persist when they are challenged or confused”. http: //learningandtheadolescentmind. org/ideas_commun ity. html
Learning Communities Set goals Empowering for learner Instructor models how to learn Learners become instructors Adult learners bring expertise/prior knowledge Mistake based learning, safe environment Time to make mistakes and correct them Eureka moment after a struggle Provides relevant reflection material for instructor Diverse expressions of competency and expertise Start in classroom, but extend beyond
How We Facilitate Learning Communities • Encourage learners to set aside time to learn • We talk about learning communities • Build community in our classrooms (common interests, goals, project based learning, large group work, puzzles and critical thinking games, riddles) • Social network (text groups, Whats. App groups) • Provide a space • Provide incentives ~ food and rewards • Provide access to support material (Smart board, white board) • Take a hands off approach, but a supportive environment
Learning How to Learn Pig, Sheep, Hen, Cow
Logical and Critical Thinking • Alex Bellos, The Guardian (online every other Monday) • Brilliant. org • Raymond Smullyan • David J Bodycombe • Socratic teaching • https: //puzzlersworld. com • Mathfor. Love. com “Puzzles are compelling and fun. . . The arithmetic is a means to an end, rather than an end in itself, so it’s clear why you need it. Puzzles provide a humane way to get a huge amount of arithmetic practice. And finally, even though everyone can get started playing around with a puzzle like this, it resists an easy answer. Math isn’t just about getting a question and giving an answer, it’s also about engagement that leads to new questions. ”
Team Teaching • “The demands of co-teaching in higher education are offset by the benefits that teachers and learners derive from collaborative knowledge construction”. Candace Harris, Anne N. C. Harvey • “… a key feature of teaming is the ongoing construction of knowledge by teachers and by students. Too often students see formal researchers as constructors of knowledge, and teaching faculty as disseminators of knowledge. But team teaching and a collaborative pedagogy enhance the possibility that students will see themselves and their peers as constructors of new knowledge. ” Eisen & Tisdale https: //podnetwork. org/content/uploads/V 14 -N 7 -Eisen_Tisdell. pdf
Team Teaching • A budget buster? • Large class, with lots of opinions, ideas, experiences • Debate! • Research • Project based learning • Low level readers (who often aren’t low level thinkers) work with high level readers (who sometimes aren’t high level thinkers) • Universal Design Learning • Individualized attention when necessary • Instructors model how to be a learner
Resources! • World. ED. org Team Teaching Models and Practice Free! Self Paced! 6 methods of team teaching (traditional, collaborative ~ my favourite!, complementary/supportive, parallel instruction, differentiated split class, monitoring teacher) 3 hours of online class • Watch a team taught class in person
Types of Team Teaching • Traditional ~ one instructor introduces content, the other provides support for the instructor • Collaborative ~ teachers model in an exchange of ideas, students are encouraged to participate in small groups, student led discussion • Complementary/Supportive ~ one instructor presents content and the other models activities to support learning
Types of Team Teaching • Parallel Instruction ~ 2 smaller classes, same content • Differentiated Split Class ~ class is split according to learning needs • Monitoring Teacher ~ one teacher instructs, the other monitors for understanding
Contextualized Instruction Adult learners learn best from real experiences See connection in what they learn and life Text books as resources, not sources of instruction No more “I’ll never use algebra in my life” Empower Math books No more memorization Go mile deep, not a mile wide Tie teaching with career pathway
Goals of 100% Up your game Teacher Investment Text your students! Communicate with them Model for them Emotional Investment
Contact me • Heather. Patterson@Friendly. House. org • www. Friendly. House. org • 113 West Sherman Street Phoenix, AZ 85003 • Direct: 602. 416. 7236 • Main Line : 602. 416. 7219 • Fax : 602 -416 -7299
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