Adult Education and Family Literacy Resources

New Pennsylvania Adult Ed Resources website

2012-01-25T10:26:00.004-05:00

Pennsylvania has a new adult education resources website. Please visit www.paadultedresources.org for the latest news, resources, and information about adult education and family literacy.

**Please note: this page will no longer be updated. Visit the new website at www.paadultedresources.org for current information and resources.

A Video Resource for Effective Professional Development

2010-11-10T13:19:00.001-05:00

The following message was posted by David J. Rosen on the LINCS Professional Development listserv on November 9, 2010:

Colleagues,

Over three and a half years ago the Media Library of Teaching Skills [http://mlots.org ] was launched with two short adult education classroom videos. Today there are 20 short, standards-based adult education videos that MLoTS staff have made, and links to over 50 videos made by others. The categories of classroom and tutoring videos include: reading, writing, numeracy/math, ESL/ESOL, basic literacy, adult secondary education, family literacy, and integrating technology.

At the COABE AALPD pre-conference presentation in 2007 I was asked how many videos we hoped to have on the MLoTS web site and I answered "MmmmmLOTS!" We aren't there yet but we've come a long way, and these free videos are used by adult education teachers and professional developers across the country, in program-based discussion groups, and in face-to-face and online courses.

At a COABE conference presentation in 2008 a professional developer told us that MLoTS was perfect for use at her program where teachers could view and discuss the videos during a 30-minute brown-bag lunch.

Recently we have added two new Pre-GED/GED numeracy videos made this spring at JFYNetWorks in Boston, Massachusetts. We have also just added a comments section on this page http://www.mlots.org/Elana/Elana.html, and also on another numeracy page, http://www.mlots.org/abby/abbypage.html. Please visit these pages and leave your questions and comments about the videos. I will invite the teachers in the videos to look at and reply to your questions.

David J. Rosen
djrosen@mlots.org

EL/Civics Online: Integrating EL/Civics into Adult ESL Classes

2010-10-20T12:57:00.001-04:00

This four-part series of online courses prepare ESL instructors and tutors to integrate U.S. history, U.S. government, civic engagement, and the naturalization process into adult ESL classes.

This program is free of charge and will help practitioners improve students' understanding of both English and EL/Civics. The courses are appropriate for both new and experienced ESL instructors. Courses are self-paced and the system “remembers” which courses a user has completed and where she left off the last time she was logged in.

Participants can take as long as they need to complete courses. The time to complete courses depends on the participant's speed in reading, how much she writes in journal entries and lesson plans, and how many of the links, resources, and handouts examined. A general estimate of the time it takes to complete each course is 3 to 6 hours. A certificate of completion will be sent to participants as they complete all activities in a course.

To learn more about EL/Civics Online visit www.elcivicsonline.org .

The EL/Civics Online is a collaborative project of the U.S. Department of Education / Office of Vocational and Adult Education (OVAE) and the U.S. Citizenship and Immigration Services / Office of Citizenship (USCIS).

New PA Career Guide Now Available

2010-10-13T12:19:00.000-04:00

Order copies of the new PA Career Guide by email. Address your request to workforceinfo@state.pa.us . Provide your name/program name, mailing address, and number of copies needed.

New research on ESL learner engagement

2010-10-04T06:42:00.000-04:00

Submitted on behalf of Mary Mingle, CNEPDC Co-Coordinator, Central Intermediate Unit #10

The Center for Applied Linguistics recently announced the availability of a new research brief through the CAELA Network -- Promoting Learner Engagement When Working with Adult English Language Learners.

The July 2010 brief was authored by Susan Finn-Miller of Lancaster-Lebanon IU 13. This brief is written for teachers working with adult English language learners and for program administrators and trainers seeking to help teachers engage learners in instruction.

New LINCS Site Launched Today

2010-10-01T16:17:00.001-04:00

The new Literacy Information aNd Communication System (LINCS) website opened today at:
http://lincs.ed.gov/

This is a fantastic program improvement and professional development resource! Subscribe to the site's RSS feed to see site additions and announcements. An email newsletter will be available soon.

More Soft Skills Resources

2010-09-30T06:41:00.003-04:00

Submitted on behalf of Angie Hardy, Workforce Education Training Specialist, Workforce Education Research Center.

The road to opportunity: Sustainable employment best practices
This resource is a goldmine of best practices (and sample programs) from the network of non-profit agencies that contribute to sustainable employment programs in eastern Massachusetts. It is organized along a continuum moving from basic education to skills training for job seekers and incumbent workers. See the following pages for best practices and model programs related to:

Soft Skills (p.6), including appropriate dress, interview practice, technology, financial
Transitioning through education and training levels (p.8), including placement screening and assessment, mini-course, progressive learning levels
Strategic planning and management (p.10), including target performance and outcomes, tracking, evaluation, information management
Case management and career advisors (p. 10), including deep, comprehensive supports, long-term or wide, small client to advisor ratio
Reduce barriers to attendance and participation (p.11), such as specific referrals, follow-up client referrals
Outreach and access (p. 12), target the most vulnerable populations, actively recruit, encourage clients to refer their friends
Post-placement for incumbent workers (p.22), provide regular support and referral services, set up workplace mentoring, work with company to reduce turnover.

See also the sections in the resource on Vocational Skills Training and Systemic Advocacy (pp.18-32).

TLC's Online Resources (2010-11)

2010-09-29T09:07:00.007-04:00

Below is a list of resources maintained by Tutors of Literacy in the Commonwealth:

Adult Literacy Tutoring Programs' Google Site
(You will need to be a member to access the information on this site. Contact Kim for an invitation.)

Blackboard Course Site
This site requires a user name and password which can be requested from Kim.
It includes complete tutor trainings and self-study opportunities.

TLC's Facebook Page

TLC's Resource Site for Tutors

TLC's Website

Tutor Coordinator Resources

Tutoring Adult Learners Using the Internet

Tutors of Adults Google Group

Tutoring TA Resources

Free online collaborations with Wiggio

2010-09-28T06:16:00.012-04:00

This is one of the free, web-based collaborations tools that help with group work and project management. Wiggio can provide one central location for messages, documents, links, project calendars, and to-do lists. It also offers a webinar environment, a chat tool, and under the folder section, the ability to create a new document or spreadsheet. This particular feature opens an editable document (in a new Internet browser tab or window) that has most of the features found in MS Word and MS Excel. This document is saved within Wiggio and can be edited by anyone.

If you go to www.wiggio.com, there is a tour/demo you can do before registering. Wiggio is an ad-free service available at no cost. There are FAQs that explain the features, all easy to use.

For more information, enjoy this video:

CAELA Network Project Ending - ESL Resources Remain

2010-09-27T10:46:00.000-04:00

The CAELA Network – a project of the Center for Applied Linguistics and the U.S. Department of Education, Office of Vocational and Adult Education – will be ending on September 30, 2010. Through this network, 12 states have received technical assistance and data-informed professional development to improve the instructional offered to adults learning English.

The CAELA Network website and all CAELA ESL resources will continue to be available. Resources include:

15 Research-to-Practice CAELA Network Briefs

Nearly 300 Documents in the ESL Resource Database

Eight Publications for ESL Instructors and Professional Developers

MS Excel lesson prompts student competition

2010-09-23T05:31:00.001-04:00

Submitted on behalf of Mary Ann Arrigo, Instructor at the Private Industry Council of Westmore land/Fayette.

This is a fun lesson plan that develops students' basic knowledge of MS Excel. Students will be given a fictitious beginning balance of $1,000 to purchase 15 items from at least eight stores. The object is to end up with the least amount of money remaining in the class.

Title

Creating a Shopping Chart in Microsoft Excel

Purpose

To allow students to put into practice what they have already learned about in Microsoft Excel basics.

Objective

For students to be able to create spreadsheets and charts in Excel on their own.

Materials

Computers with Microsoft Excel
Flyers and ads from various retail stores

Procedure

1. Students will open MS Excel on their computers and create and format a 4-column chart which includes:

increasing row height and column width
using a business-like font and size
centering titles and subtitles
changing the number format in the 3rd and 4th columns from general to currency
adding borders

2. The four columns will contain:

Column #1 - name of store
Column #2 - item to be purchased
Column #3 - item's price
Column #4 - cash balance

3. The calculation formula will be given to the students, and they will put it in the first row under the subtitle in Column #4 and copy it to all the rows in Column #4.

4. Students will be given $1,000 and told to buy 15 items from at least eight stores. With their purchases, they should get as close to $0 as possible.

5. Students will be able to choose from approximately 35 store flyers and ads to find items they would like to buy.

6. Students may make as many changes in stores or items as they wish to spend as close to $0 as possible.

7. Students will put the title "Price is Right" and merge and center it at the top (or place this in the header of the document). They will also put their name in a different font somewhere near the top (or place this in the footer of the document).

8. There is no time limit. When students feel they have done their best, they will print out their charts.

9. The student closest to $0 will have the distinction of being a shopper who "gets the most for the money."

Extension

This activity could include:

meal planning on a budget (talking about healthy, balanced meals too)
back to school shopping for kids
holiday/party meal planning

Mary Ann writes...

They love it! I have about 10 copies of each store's flyers, so they can choose whichever they like: groceries, drug stores, dept. stores, discount, home improvement, etc. They become very competitive and really want to be the one to end up with the least amt. of money. There is no prize...just the distinction of being #1. That's all they need!

Launch of New LINCS Website October 1st

2010-09-22T12:27:00.000-04:00

With the closing of the National Institute for Literacy (NIFL) September 30, the Literacy Information and Communication System (LINCS) is being transitioned to the Office of Vocational and Adult Education (OVAE). The new LINCS website premiers on October 1, 2010.

Visit the site for an array of new, final publications from NIFL, other publications in adult education and literacy, the LINCS Resource Collections (online subject-oriented collections of high-quality instructional resources), archives of all NIFL webcasts, and a continuation of popular resources such as the calendar of events, news items, and discussion lists.

Register with your email address at “Stay Informed” on the homepage and receive information about upcoming face-to-face and online professional development opportunities; links to the monthly Resource Collection Newsletters; announcements of discussion list guests and webcasts; and other items of interest to the adult education and literacy community.

We invite you to visit and bookmark the new website on October 1.

Noreen S. Lopez

Senior Program Officer, Technology

National Institute for Literacy

New ESL Resource from CAELA

2010-09-20T09:27:00.000-04:00

Using Oral Language Skills to Build on the Emerging Literacy of Adult English Learners

Patsy Vinogradov and Martha Bigelow
University of Minnesota
August 2010

This brief reviews the research, describes ways to capitalize on adult learners’ oral skills to create successful literacy learning experiences, and suggests areas for further research to bolster the knowledge base in working with adult second language learners who are in the process of becoming literate.

The CAELA Network is a project funded by the Office of Vocational and Adult Education (OVAE), U.S. Department of Education to provide assistance to professional developers, teachers, administrators, and others who work with adult English language learners.

The CAELA Network provides information and resources focusing on high quality professional development for educators working with adult ELLs and makes research findings and evidence-based resources available to practitioners across the nation who work with this population.

Soft Skills Resources

2010-09-16T06:40:00.007-04:00

Submitted on behalf of Angie Hardy, Workforce Education Training Specialist, Workforce Education Research Center.

This SoftSkills Discussion Resource (Brief)contains pages taken from a Comprehensive Manual of the same name. It providesexamples of materials available to educators and trainers concerned withdeveloping the interpersonal skills of people in academic, occupational andother credit and non-credit courses, workshops or on-the-job.

EastBaltimore Pipeline Job Readiness Training Curriculum
A job readiness training curriculum that focuses on preparingindividuals who lack a high school diploma and/or read and write at a 6^thgrade level with the skills they need to secure an entry-level job. Thecurriculum is focused on enabling participants to achieve the minimum standardset by employers interviewed for this project.

The 2000 Families First Idea Book,like the 1999 edition, is a collection of lesson plans by Tennessee adulteducation instructors in the educational component of Families First,Tennessee’s welfare reform program. These instructors have continued to breaknew ground for all adult educators as they create learning activities that integratework preparation and basic skills.

Career Pathways Instructional Materials Library

2010-09-14T06:25:00.000-04:00

Submitted on behalf of Mary Mingle, CNEPDC Co-Coordinator, Central Intermediate Unit #10

The National Institute for Literacymaintains an online CareerPathways Instructional Materials Library – a collection of resources andmaterials “to help educators develop and implement work-based educationprograms and career pathways for adult learners in their Adult Basic Educationand General Educational Development programs.” NIFL has organized the materialsusing the U.S.Department of Education’s 16 career clusters.

TheLINCS Resource Collection Newsletter recently featured a resource from thelibrary that will help your program staff understand and integrate careerpathways into your instructional services -- ABECareer Connections: A Manual for Integrating Adult Basic Education into CareerPathways.

The NIFL materials library provides the followingsummary:

“To further the efforts to connecting Adult Basic Education (ABE) withpostsecondary career pathways, the U.S. Department ofEducation, Office of Vocational and Adult Education (OVAE) funded the AdultBasic Education Career Connections (ABECC) project in 2006-2010. Participatingsites developed and implemented work plans to improve adults’ basic skills toprepare them to enter career pathways. This manual provides an overview ofcareer pathways and describes efforts to align basic skills training andpartnership efforts with local career pathways. This manual is organized intosections describing approaches to implementing pathways components, examplesfrom participating sites, challenges, resources that sites received, lessonslearned, and possible implications for policy and practice.”

ESL/EFL Business Writing Handbook

2010-09-09T06:27:00.016-04:00

The Practiced Business Writer: An ESL/EFL Handbook
by Veronica Sardenga and Joanne Slutsky

For non-native English speakers who want to excel with business writing, this is a wonderful resource from Briefings Media Group.

The book and accompanying CD contain oodles of real-world examples and in-depth answers that explain why each answer is correct.

For more purchasing information and a table of contents, visit their website.

Great resources for tutors

2010-09-07T06:12:00.002-04:00

Submitted on behalf of Kim Rossman, Executive Director, Tutors of Literacy in the Commonwealth

I wanted to make you aware of a new website that Tutors of Literacy in the Commonwealth (TLC) has developed for tutors. It is called Tutoring Adult Learners Using the Internet and can be found at http://sites.google.com/site/tutoringandtheinternet/home.

The site has a variety of information for tutors to use when working with adult learners. This site is a work in progress, and I would appreciate feedback on the “usability” of the site as well as content that could be added.

Please feel free to share this site with any interested adult literacy practitioners.

TLC also has a Twitter account!

Teaching American Slang and Idioms

2010-09-02T06:32:00.002-04:00

Submitted on behalf of Marilyn Lydic, Adult Educator, Lancaster-Lebanon IU 13

Want a different way to teach American slang and idioms to advanced learners? While studying at the University of Arizona this past summer, I discovered how to use movies to teach slang and idioms and my students love it. I love it because it includes listening, reading, and speaking. The way in which I have adapted this to my class is to designate two specific times each week over a period of five or six weeks to this process. On Friday students watch a segment of approximately 20 minutes of the movie. On Monday students role play, reading from the script.

I introduce the students to the movie using semantic circles in which specific vocabulary, such as the city in which it takes place, and other meaningful words from the movie, are introduced. Students then find partners to tell each other what comes to their minds when they think of these words. After this activity, we watch the first part of the movie. Scripts are then distributed to students and time is given for them to begin reading and underlining things they do not understand. In my class I do this at the end of class on Friday, so students may take the scripts home over the weekend and finish identifying these troublesome spots.

On Monday we define any idioms, slang, or vocabulary which students do not understand. The students are then grouped (with the appropriate number of students for the appropriate number of characters) and assigned a specific number of lines to learn. Students practice reading together in their groups and then perform in front of the class. The focus of this activity is pronunciation, fluency, and expression.

The next Friday we watch the previous week’s part of the movie and continue with the next part. The students indicate they appreciate this because during the second viewing they are able to better understand the previous week’s part.

Admittedly, there is much preparation involved in this activity, but it is well worth the effort in terms of student enthusiasm, learning of idioms and slang, pronunciation, fluency and expression. The website I’ve used for scripts is script-o-rama.com. The closest scripts to the movies are Transcripts. Scripts are free, but need to be edited to match the movie and sometimes to remove the stage directions. I number the lines in order to better facilitate discussions for understanding and the assignation of lines for the role play reading.

Free websites for instructors

2010-08-31T06:00:00.003-04:00

Summited on behalf of Lisa Bailey Distance Learning Associate, Tuscarora Intermediate Unit 11

Is this you?

I feel stuck with my lessons.
I need more resources.
I don't have all day to look for free adult educational websites.

Look no further. Many of us at the Distance Learning Project have felt the same way. We have been creating a wiki list of great free resources for teachers and students (not just for distance learning).

If you come across a great, easy to use, free website, please feel free to share it on our wiki. Let's put our heads together and share!

Changes to Google Docs

2010-08-16T05:56:00.000-04:00

If you have used a Google doc recently, you may have noticed a few changes. Here is what Google announced...

Introducing Google drawings
Google Docs now has a collaborative drawings editor that makes it easy to build organizational charts, flow charts, design diagrams and much more. Learn more about Google drawings

New version of Google documents
We're previewing a totally re-built version of Google documents that adds a lot of new features and makes editing much snappier. The new version has chat, character-by-character real time co-editing, and makes imports and exports much better. Learn more about the new version and how to start using it

Faster Google spreadsheets
We're previewing a slicker interface that adds new features and makes Google spreadsheets faster and easier to use. In the new version, columns can be dragged and dropped, the formula bar is editable, auto-complete speeds up data entry, and you can link directly to sheets. Click New version (upper right corner in Google Docs) to get started, or learn more in the Help Center.

Upload any file
Over the next couple of weeks, we're rolling out the ability to upload, store, and share any file in Google Docs. Your files will be stored in their original format and downloadable from anywhere. Uploading files to the cloud allows them to be safely stored and accessible at all times. Learn more

Need to send very large files?

2010-08-12T05:12:00.001-04:00

Whether you've tried to send a fancy MS PowerPoint presentation, a podcast, or very large PDF, I'm certain you've been frustrated with your work or personal e-mail's file size restrictions.

Some web-based e-mail accounts allow you to hold oodles and oodles of files (for example, Gmail lets me store 7468 MB; however, there are file attachment limits when sending (25 MB).

Before you burn your files to a disc or upload them to a USB flash drive, consider these free web-based file sharing services:

https://www.yousendit.com/ (up to 2GB)
http://www.filedropper.com/ (up to 5GB)
http://www.4shared.com/ (up to 10GB - max. single file size 200MB)

note: sites may have restrictions on the types of content that cannot be uploaded [i.e. copyrighted] - read the terms of usage carefully before you begin. All the services mentioned also have enhanced services for a fee.

10 Steps to Using Email Lesson

2010-08-10T05:15:00.000-04:00

Submitted on behalf of Adjua N. K. McNeil, M.Ed., Volunteer Tutor at the Center for Literacy

Students will learn how the basic functions of email usage including composing, deleting, and managing simple messages and email with attachments. Students will apply these skills in the home, the classroom, and the search for employment.

The lesson's design and sequence emphasize certain features which have been found to facilitate independent learning among this group of learners. These include:

tasks which increase in complexity and number of steps
grouping/chunking of tasks and concepts
large, simplified text
simplified color scheme and use of graphics
realistic screen views
familiar semiotics (i.e., steps, caution symbols)
repeated trials

Upon completion of this lesson, students will be able to open, delete, move, and send email!

Lesson (MS PowerPoint)
Student Guide (PDF)

Homophone/Homonym Lesson

2010-08-02T05:24:00.001-04:00

Submitted on behalf of Barb Williams, Program Director/Instructor for Bradford County Action, Inc.

Lesson Plan

Students will be able to use homophone words correctly. This skill is used for preparation for GED language arts and is a skill that adults should possess in employment, community activities, and personal written communication.

Supplemental Material
Websites
Newspaper Review

Barb generated this lesson plan as part of the Adult Learning Theory online course after learning about the importance of scaffolding in adult education. Barb writes, "scaffolding is provided throughout the lesson and verification of student understanding. Scaffolding is removed slightly for the group activity but is still available when needed. Scaffolding is removed for the follow up activities and independent practice, but can be put back in place for students who continue to struggle with the concept."

Her lesson plan is aligned with the PA State Standards. For more information, visit this interactive site.

Professional social networking offers informal PD

2010-07-29T05:30:00.000-04:00

Professional social networking sites such as LinkedIn are a great way to connect with similar professionals and share best practices. With over 55 million professional on LinkedIn, the possibilities are endless!

With a LinkedIn account, you create free profile to showcase your education, experience, credentials, and areas of professional interest. LinkedIn offers opportunities to connect and network with current and previous colleagues, coworkers, and classmates who also have a LinkedIn profile.

This is different than Facebook and MySpace in that it is a more professional way to engage in collaborations, contracting, identify job opportunities, and engage in mentoring.

There are a number of open groups (anyone can join) on LinkedIn related to adult education including:
- Metacognition
- Andragogy
- Career and Technical Education Professionals
- Adult Educators in Action
- English Language Teachers and more!

There are groups that require professional membership such as:
- American Association for Adult & Continuing Education (AAACE)
- Pennsylvania Association for Adult Continuing Education (PAACE)

New Distance Learning Lessons for Even Start/Family Literacy

2010-07-27T05:53:00.000-04:00

Newly adapted Parenting and Interactive literacy distance education lessons will beavailable soon. The PA Family Literacy Professional Development Project hascollaborated with national partners, the Center for Early Literacy Learning (CELL)and the Center on the Social Emotional Foundation for Early Learning (CSEFEL) toadapt evidenced based parent education resources into engaging, interactive distancelessons that will be part of a family literacy parent education portal. Parents willbe able to access the lessons via web or CD.

Ten lessons which include anopportunity for parents to learn and practice new skills related to the earlylanguage and literacy development of their children as well as important strategiesfor encouraging positive behaviors will be available. Some of the lesson titlesinclude HOmespun Fun, World of Words, Scribble Scribble, Why do Children do whatthey do, and Facing the Challenge. Each lesson adapted from the Center on EarlyLiteracy Learning will include an opportunity for 1 hour of parenting education andone hour of interactive literacy activities. The lessons adapted from CSEFEL willinclude an opportunity for two hours of parenting education and one hour ofinteractive literacy activities.

Watch for the new resources to be released in lateJuly or early August. f you have questions,please contact Rose Gioia-Fine.

ABLE in Context: career pathways edition

2010-07-20T05:24:00.026-04:00

ABLE in Context is a publication of the Bureau of Adult Basic and Literacy Education (ABLE), Pennsylvania Department of Education, aimed to bring to the field and community the latest ABLE news, activities, practices and trends.

The third edition of ABLE in Context offers readers articles from adult education practitioners on:

Career Pathways: Where adult basic education and workforcereadiness converge
What career pathways programs look like in Pennsylvania
Aligning adult education and the labor market in Philadelphia
A contextual pathway for future Nurse Aides
Support for transitioning students
Interview: NCTN provides direction for transitions to college
Advice from transitions trailblazers
Essential resources for your transitions program
On the Horizon: Clearing a path for career pathways services
Do-it-yourself professional development

To view this publication, click here.

ABLE in Context publications are great for professional development discussion or personal reading.

Transitioning resource

2010-07-15T05:20:00.000-04:00

Transitioning Adults to College: Adult Basic Education Program Models
Cynthia Zafft, Silja Kallenbach, and Jessica Spohn of World Education, Inc.
NCSALL Occasional Paper, December 2006

{Abstract]
While the majority of adults who take the General Educational Development (GED) testdo so in order to continue their education, few go on to enter postsecondary education(Tyler, 2001). Yet, these same adults stand to make substantial economic and personalgains when they use their adult secondary credential to move from the ranks of highschool dropout to postsecondary graduate, with the possibility of going from low-wagejobs to careers with a livable wage and benefits. Unlike transition services for highschool graduates, which are well-established, the transformation of adult basic education(ABE) programs to include transition services for adults is an emerging area of concernfor the field of adult education (Office of Vocational and Adult Education, 2004).Identifying adult education models that help adult learners avoid cycles of remediation atthe beginning of their college careers is more likely to produce students who can persistand obtain a postsecondary education credential.

In the first five years of adult transition work done by staff at the New England LiteracyResource Center (NELRC) at World Education, Inc., the team noticed distinct modelsemerging in the field. To capture and categorize these models, NELRC surveyed adulteducation centers with transition components from around the United States, guided bythe question: Do ABE-to-college transition programs fall into discrete models and, if so,what are the key features of these models? Through the development of programsnapshots and four state profiles, the team discovered commonalities, allowing for anextension of an earlier typology of adult transition programs (Alamprese, 2004) now toinclude five models: Advising, GED-Plus, ESOL, Career Pathways, and CollegePreparatory. In addition, analysis of the aggregated data produced a series of themes andrecommendations that other states contemplating adult transition services might findhelpful.

To view this resource, click here.

Career Gateway tools and resources

2010-07-13T05:23:00.000-04:00

Transitioning resources from PA's Career Gateway project are available for download.

Career Gateway: Tool Kit (PDF, 3.76MB)
Tool Kit contains the detailed stories of the processes used by various Adult Basic and Literacy Education (ABLE) agencies in the planning, implementation and evaluation of materials and procedures that support the
transition of adults to postsecondary education and training.

Career Gateway: Resources for Practitioners (PDF, 972KB)
This document combines the practitioner and curriculum guides, which were designed to be used with the Career Gateway Tool Kit. Many of the resources referenced can be found in Section 2 of the Tool Kit.

The COMPASS test

2010-07-08T06:37:00.031-04:00

Submitted on behalf of Rachel Baron, Instructor at Greater Pittsburgh Literacy Council.

The COMPASS^® test is a computer-adaptive test used to assess mathematics, reading, and writing skills of entering college freshman. The results of the test are used by academic advisors to determine course placement.

There are free practice questions available for download:

Numerical Skills/Pre-Algebra and Algebra (14 pages; 643KB)
College Algebra, Geometry, and Trigonometry (17 pages; 663KB)
Reading (11 pages; 612KB)
Writing Skills (28 pages; 656KB)

After taking the COMPASS herself, Rachel developed this guide for her transitioning students.

For more information on the COMPASS test click here.

Help students transition with free college prep courses

2010-07-06T05:51:00.017-04:00

Submitted on behalf of Lori Waylonis, Instructor at Somerset County Technology Center

University of California college prep courses are free for students and educators to use.

There is no pre-registration required for these courses which include:

Algebra One
AP and Honors Biology
AP Calculus
AP Environmental Science
AP Government & Politics
AP and Honors Physics
AP U.S. History
General College Prep

There are also virtual labs for biology and environmental science, as well as an introductory course to online learning.

These resources are great supplemental materials to use when preparing adult learners to transition to post-secondary education and training.

Transitioning webcast on research-based best practices

2010-07-01T05:11:00.001-04:00

The California Adult Literacy Professional Development Project (CALPRO) in conjunction with the California Department of Education conducted the California College Transition Summit Meeting. At this event, California’s adult education administrators and leaders were introduced to the policy, research, and program practice associated with transitioning adult learners to college.

Videos of presentations are posted on the CALPRO website. Of particular interest to PA adult education practitioners is the What Research Says About Effective College Transitions For Adults, presented by Silja Kallenbach, New England Literacy Resource Center (NELRC) Coordinator.

Another presentation on college readiness discusses bridging classes between non-credit and credit courses, presented by Sylvia Ramirez and Ruth Gay of Mira Costa Community College.

Adult Learning Theory online course

2010-06-30T13:01:00.001-04:00

The ABLE Adult Learning Theory online course will continue during the 2010-11 program year. This 18-hour course will provide practitioners with a baseline of information on adult learning theorists and theories, as well as an opportunity to explore how the theories apply to and enhance your current practice. Whether you are tech-savvy or a little hesitant to participate in an online course, consider this professional development opportunity.

Tentative cohort dates for the two-month course are August through September and October through November, 2010. Registration information will be available mid-July.

Technology Requirements for Adult Education Overview

Computer with an Internet browser
Internet connection
E-mail address
Adobe Reader to view PDFs (link on main page of the course to download and install Adobe Reader for those who need this free program)
Speakers to listen to audio portions of videos embedded in the course.
A Google account.

How do you know if you have a Google Account?
If you have ever used any of the following Google-based services, the email address you utilized to access those services is your Google Account:

Google Groups
Google docs
Google Sites
iGoogle
Google Voice
Blogger (Blogspot)
Gmail
Picasa
YouTube

Dr. Ford Videos Part III

2010-06-28T05:24:00.005-04:00

From PAACE 2010 Conf Pics

If you missed her session at the annual PAACE conference, here are more great videos featuring Dr. Beverly Ford discussing case management techniques.

Her book, Making Case Management Work, is used as the basis for an online book study that will be facilitated by Kim Rossman (Tutors of Literacy in the Commonwealth) and Sue Snider (SWPDC). The online course will resume August 2010.

Kim says, "We will share experiences, do activities, post ideas, and learn from each other! Fortunately, this book study is appropriate for a diverse group of adult literacy practitioners; from tutors to administrators, experienced to novice, this study can provide insights for all. There will be very rich and refreshing posts; remember, no matter what your experience or your position your responses are greatly valued! Some questions may be easier for you to answer than others - just use your judgment and respond in the best way possible. We will all be able to learn and grow from the variety of posts."

Dr. Ford Videos Part II

2010-06-23T05:14:00.016-04:00

The Oregon Department of Human Services developed a series of videos on YouTube for their staff members. Many of Dr. Ford's answers to the interviewer's questions are applicable to our work with adult learners.

If you are interested in learning more about case management best practices, there will be an online course available in August 2010 for ABLE-funded practitioners. For more information on Dr. Beverly O. Ford, visit ASM Associates.

Computer lesson plans

2010-06-21T08:34:00.005-04:00

The Saint Paul Community Literacy Consortium offers a computer curriculum developed by SPCLC teachers. This curriculum lesson modules include:

basic computer usage and vocabulary

using the Internet

MS Word

MS Excel

MS PowerPointTo access these step-by-step lessons, visit this website.

Dr. Ford Videos Part I

2010-06-16T11:43:00.003-04:00

Miss the opportunity to hear Dr. Beverly Ford at the annual PAACE conference on adult education?

The Oregon Department of Human Services developed a series of videos on YouTube for their staff members. Many of Dr. Ford's answers to the interviewer's questions are applicable to our work with adult learners.

We will post the videos in a series of post to the blog. For more information on Dr. Beverly O. Ford, visit ASM Associates.

The Breaking Through Practice Guide

2010-05-24T05:23:00.001-04:00

(copied from Jobs for the Future website)

JFF developed the Breaking Through Practice Guide to help practitioners serve adults who have low literacy and math levels and who want to succeed in postsecondary education. The Practice Guide highlights innovations from community colleges that participating in the Breaking Through initiative between 2005 and 2009. Since then, the colleges have continued to collaborate in Breaking Through, exploring, refining, and implementing these innovations.

The Practice Guide has four components, each devoted to a “high leverage strategy” that community colleges and other programs can adopt to increase their success with low-skilled younger and older adults.

Accelerated learning
Comprehensive support services
Labor market payoffs
Aligning programs for low-skilled adults

These components can be used individually or as a set to put low-skilled adults on the path to family-sustaining incomes. The Practice Guide also includes:

The Contextualization Toolkit
Supplementary materials, including information about JFF's Advisor Training Toolkit

Learners’ Lives as Curriculum© Thematic Units

2010-05-21T14:11:00.014-04:00

Teachers in Pennsylvania, either individually or as part of a team, developed Learners’ Lives as Curriculum© Thematic Units. To access these units, click here.

For more information on LLC© click here.

New LLC© Thematic Units were created during the 2009-10 program year:

The Rate of Exchange (student workbook)
The Rate of Exchange (teacher workbook)
Finding a job in the US
Computers and the Internet
A Time When I Was Nervous About Getting A Job
Childhood Stories and Reading Time
Citizenship: Who In the World Am I?
Our Children

To view a MS PowerPoint Presentation on LLC©, click here.

More free images on the web

2010-05-20T03:17:00.002-04:00

We've all done it. Surf the web, find an image that works, right-click, "save image as...", and use it for fliers, lessons, trainings, etc.

Not all images on the web are free to use.

You cannot use it because Google lets it show up in its image search.

Here are five websites that offer free, public domain images for you to use with your presentations, lesson plans, thematic units, fliers, and beyond!

Wikimedia Commons
Wikimedia Commons houses nearly 5.5 million public domain and freely-licensed educational media (images, sound, video).

Public Domain Image
Great quality photography available for commercial and non-commercial use (no restrictions).

Public Domain Photos

PublicDomainPictures.net
PublicDomainPictures.net has photos and allows for the uploading and sharing of your own work.

Public Domain Clip Art

Handbook of Adult and Continuing Education

2010-05-18T05:05:00.001-04:00

American Association for Adult and Continuing Education (AAACE) is pleased to announce the publication of the Handbook of Adult Continuing Education: 2010 Edition, edited by Carol Kasworm, Amy D. Rose, and Jovita M. Ross-Gordon. This is the latest installation in a series of Handbooks that goes back to the 1930s. Many AAACE members are authors of chapters in this edition of the Handbook.

For more information visit:
SAGE Books and Reference Books: Adult Education, Higher Education, Handbook of Adult and Continuing Education: Carol E. Kasworm, Amy D. Rose, Jovita M. Ross-Gordon: SAGE the natural home for authors, editors and societies.

May 18 election information

2010-05-11T09:12:00.007-04:00

The Pennsylvania Primary will be held on Tuesday, May 18, 2010. Talk the primary in your classroom this week!

VotesPA is a great resource to determine your local polling place, learn about the incumbents, and see a demonstration of the voting machines. Though it is too late to register for the primary, students can learn more about how to register to vote as well.

The website has been translated in French, Chinese, Russian, Vietnamese, Spanish, Korean, and more!

How are you talking about the primary in your classroom?

Fun computer orientation for students

2010-05-10T05:17:00.001-04:00

Computer Tutor (produced by the BBC) is for people who do not know how to use a keyboard, mouse or computer screen. This interactive tutorial is incredibly user friendly and offers a virtual tour guide to interact with the user throughout the process.

Users will need Flash Player version 6 or above to use Computer Tutor. If they do not have it installed already, an free upgrade is available from Adobe.

After your student is comfortable with the keyboard, mouse and screen, there is a second course produced by the BBC called WebWise. This course offers instruction in Internet use, e-mail communication, and online safety. There are ten total units and each one lasts no longer than one hour.

Help students learn about the stock market

2010-05-06T06:16:00.001-04:00

Resource submitted by Laura Mares, ESL Instructor from Allegheny Intermediate Unit 3

Stocks Quest is a web-based learning tool to help students learn more about the stock market, critical thinking, and financial skills.

The MyStocks page is the one-stop place where you can trade stocks with virtual money. The Global Stock Game (GSG) is the world's most realistic stock market simulation, where you can have fun and learn the stock market at no cost.

There is a section for educators with 15 lesson plans - highly recommended from an advanced ESL and ASE (adult secondary education) instructor.

Free EL/Civics Online PD

2010-04-30T05:44:00.003-04:00

Submitted on behalf of Kaye Beall of World Education

There are four free, self-paced online learning opportunities for ESL teachers and tutors that will help students learn about US history, civics, the process of government and citizenship.

U.S. History
Explains how historical turning points affected our country’s development and shows ways to relate historical content to what students already know

U.S. Government
Shows the workings of the U.S. Government, explains the major documents that form the basis of the government, and makes connections between the government and students’ daily lives

Civic Engagement
Develops strategies for increasing students’ awareness of and involvement in their communities

The Naturalization Process
Outlines skills students need to pass the citizenship interview and tests and demonstrates effective classroom practices

For more information on these new online professional development opportunities, visit www.elcivicsonline.org.

MS Word tip via a screencast

2010-04-27T20:02:00.006-04:00

Learn more about the "paste options" feature in MS Word.

The screen cast was created using the free, web-based service called Screenr.

Strategies to encourage participation

2010-04-26T05:19:00.002-04:00

Define your expectations
Clearly specify your expectations regarding what constitutes meaningful participation. For example, tell students that asking thoughtful questions, making connections to theory, building on previous comments, and identifying real world examples or applications make valuable contributions toward learning. The reason this is beneficial is because it allows student to engage in learning behaviors that align with the goals of the course and to monitor their progress toward those goals.

Articulate ground rules
Lay ground rules for participation that clearly defines acceptable and unacceptable behavior (e.g., turn-taking, language). For example, it is not acceptable to belittle, use labels, or sarcasm; it is inappropriate to verbally attack a person rather than their idea; it is important to allow others to speak rather than interrupt or usurp the floor. The need for ground rules is even more important if you are dealing with a controversial issue where students in the minority perspective could potentially feel inhibited to participate. You may even involve students in this process to insure greater student buy-in.

Model appropriate behavior
As you participate and lead the discussion, demonstrate for students meaningful interaction. For example, show students how to respectfully disagree with an idea or perspective rather than attack a peer.

Diplomatically deal with violators
Tactfully indicate to students who violate ground rules that their behavior is detrimental to the discussion. This can include the use of humor (e.g., “Folks, this isn’t the British parliament or a rugby game”) or depersonalization (e.g., “Without realizing it, some of you use a tone that can be perceived as confrontational”).

Source: http://www.cmu.edu/teaching/solveproblem/strat-dontparticipate/dontparticipate-04.html

Using color overlays

2010-04-21T06:36:00.001-04:00

The use of color overlays can improve:

reading rate
visual tracking
comprehension
eye comfort
sustained attention

It is a problem in processing visual information, not an optical problem. Twenty years ago, Helen Irlen, MA, LMFT discovered the use of transparent colored overlays improved the reading abilities of adults and children. She further developed her theory, creating a diagnostic assessment tool and patenting color filters. For more information visit her website, where you can explore assessment and adaptive devices.

An inexpensive option would be to search for Translucent Poly File Folders on office supply Web sites such as Staples or Office Max. There are a variety of options (yellow, purple, red, blue, orange, pink, green). Trial and error would be used to determine which color(s) work best for your student. More expensive color overlays and assessment tools are also available.

Color overlays is also an approved adaptation to the GED_® Tests. Let the test administrator know of the adaptation in advance and be sure that this adaptation will improve a student’s performance by administering the Official GED Practice Test with the overlay.

Plant layoffs/closures and YOUR program

2010-04-19T09:11:00.005-04:00

Submitted on behalf of KayLynn Hamilton, Project Director of the Workforce Education Research Center (WERC)

Pennsylvania Department of Labor and Industry's WARN notice web site provides information about upcoming plant closures and layoffs across the Commonwealth.

This information should be useful for possible enrollments and program planning.

Set some time aside to talk with your administrator about how the local labor market affects adult education in your community.

Transformative Learning Podcasts

2010-04-14T05:52:00.002-04:00

Adventures in Transformative Learning: Podcast for Teachers and Learners about Change in the Lives of Adults

Adventures in Transformative Learning is all about life, learning and change for adults in 2007 and beyond; it is produced by Fordham University's GSE and graduate program in Adult Education and Human Resource Development in New York City. The 21 episode series hosts provide revealing discussions, interviews and resources about transformative learning- its meaning for adults in a busy world, for adults, trainers, teachers and educators of all ages.

Resources, interviews, stories, tips and strategies for successful coping and learning will be included in this series of podcasts. Life is about change, and learning through change can be transformative.

Hosts
Dr. Barbara Heuer, adult education specialist, and visiting professor at Fordham University and author, adult education and Fordham professor Dr. Kathy King are the series cohosts for this new experience in thinking about learning and change in the lives of adults.

Family Literacy resource

2010-04-12T05:48:00.001-04:00

Washington Learning Systems has free, reproducible language and early literacy activities that are great for family literacy. "On the Go" offers 14 activities designed to be used outside the home, in the car, while walking, during bus rides, etc. The activities encourage early language and literacy development from birth through preschool.

Click here to view this resource.

Ethics in the workplace

2010-04-08T05:19:00.001-04:00

The Department of Workforce Education, Leadership, & Social Foundations at The University of Georgia generated a website that addresses work ethics.

Students or employees have the opportunity to complete an online-based Occupational Work Ethic Inventory (OWEI); however the Employability Skills Assessment (ESA) results page is currently under construction. One of the best features of this Web site is the online lessons in work ethics, interpersonal skills, initiative, dependability and other soft skills.

Distance Learning Project's wiki features great list of resources

2010-04-02T06:10:00.021-04:00

Submitted on behalf of Lisa Bailey, Distance Learning Project, Tuscarora Intermediate Unit 11

Is this you?

I feel stuck with my lessons.
I need more resources.
I don't have all day to look for free adult educational web sites.

Look no further. Many of us at the Distance Learning Project have felt the same way. We have been creating a wiki list of great free resources for teachers and students. Resources include:

Math
Reading
Science
Social Studies
Writing
ESL
Technology and more!

If you come across a great, easy to use, free website, please feel free to add it to our list. Let's put our heads together and share.

Keyboard shortcuts for Internet Explorer

2010-03-31T05:07:00.001-04:00

Keyboard shortcuts are a great way to make your browsing in Internet Explorer more efficient.

Twitter and your students

2010-03-29T05:23:00.004-04:00

On NIFL's technology and literacy listserv, there was a fascinating discussion on ways to use the newest social media, such as Twitter, with students and volunteers. Twitter is a microblog that allows users to post up to 140 characters via the Internet or cell phone.

For those new to Twitter, this is a great crash course in the terminology and practice of Tweeting.

Some use it as a way of giving quick tips to tutors (or answering quick questions), others use it as part of class assignments for ABE and ESL. One university professor in Texas found it useful to encourage concise ways for students to express themselves (after all, they are limited to 140 characters) and to provide a venue for shy students to participate in group discussion.

Case study of two ESL learners

2010-03-26T05:36:00.001-04:00

Written by Allegra Elson, ESL Instructor, Greater Pittsburgh Literacy Council

In this case study, personalities, learning styles, and goals affect the development of communication competencies between two ESL learners. To view the complete article, visit this page.

[excerpt]
If we look at these two students’ educational backgrounds (medical degree vs. associates), exposure to input (attending three classes vs. only one), cognition (an assumption that one person’s general intelligence is higher than the other‘s), we might guess that the stronger language learner and more accomplished English speaker is Julia. Our guess would be incorrect. Whereas Mayumi builds on the grammatical knowledge of English she learned in Japan while acquiring the nuances of the language that help her get along with other people, Julia has a great deal of trouble with linguistic, pragmatic, and discourse competence.

Why is there such a difference between these two students when they are receiving the same kind of instruction?

Adult ESL Training Videos

2010-03-23T12:26:00.006-04:00

Here are two Adult ESL Training Videos developed by the New American Horizons Foundation. Both videos are about 30 minutes long.

Building Literacy with Adult Emergent Readers, with Andrea Echelberger of Saint Paul, Minnesota, who works with a Whole-Part-Whole approach to teaching literacy, using a learner-generated story of a shared experience and demonstrating activities to develop beginning literacy skills.

Lesson Planning for Life Skills, with Betsy Lindeman Wong of Alexandria, Virginia, who guides beginning level learners through highly structured to open-ended activities, showing the progression of a life-skills lesson in talking on the telephone.

Advanced writing lesson plans

2010-03-22T05:43:00.001-04:00

ReadWriteThink is a partnership between the International Reading Association, the National Council of Teachers of English, and the Verizon Foundation, working to provide educators and students with access to quality practices and resources in reading and language arts instruction through free, Internet-based content.

Under the grades 9-12 category, there are three writing lessons that are applicable to our adult learner population. Each lesson plan link includes resources, preparation details, a guide for instruction, and extension activities.

Resume Writing

Writing a Persuasive Letter

Writing Technical Instructions

NIFL Webcast archive available

2010-03-17T05:57:00.002-04:00

The archive is now available for the January 20th NIFL webcast, Achieving Student Success: Transitions to Post-secondary Education.

Description

Transitioning students through their educational experience and on to post-secondary education can be a challenging process.

Learn what local programs, in partnership with colleges, are doing to ensure that students are ready to move from adult literacy classes to post-secondary education and beyond. In this Webcast, designed for program administrators, experts explore successful student transitions as well as discuss current research, state office technical assistance, and adult education program perspectives.

Presenters
Jeffrey A. Fantine, State Director of Adult Education, Maine
Ellen Hewett, Director of the National College Transition Network (NCTN) at World Education, Inc.
Daniel J. Miller, Acting Director, National Institute for Literacy
Julie Scoskie, Director, Jefferson County Public Schools Adult and Continuing Education, Louisville, Kentucky
Ronna Spacone, Education Program Specialist, U. S. Department of Education, Office of Vocational and Adult Education

Topics include:

Elements of successful transitions programs
Research-based and best practices for providing transitions programming
Forming college-adult education partnerships
How states support transitions programming
Resources on transitions to post-secondary education

Helping students with word problems

2010-03-09T05:28:00.018-05:00

Submitted on behalf of Jenny Remmington, Lead Case Manager & Tutor Coordinator, Grove City Education Center for Adults

I read the problem with my student, and I think aloud initially while writing my thoughts on the board of how I would design the problem. I would then have them read me a similar problem while I still had the previous expression/answer on the board. The first day I send them home with problems and ask them to simply underline the key words and numbers that will tell them what operation to perform and write that operation symbol beside the problem.

The next day we go through the problems and write out all of the expressions. We work hard explaining why we would pick that operation for that particular problem. I then give them the list of key word indicators and ask them to keep referring to them so that they will soon become a part of their memory everytime they read any word problem.

The next session, I have them tell me how to write the expression, and I also have some pre-made answers that have omitted numerator, denominators, and/or operation symbols. Eventually, we get into the student writing and solving the problem on the board with my guidance. I often question mistakes that they make either while they are writing the problem or have already completed it. We then talk through their reasoning, correct their thinking, and we do more and more.

Finally, the student can read the word problem, write the expression with the correct operations symbol, and solve it all by themselves!

Retail industry career ladder info

2010-03-08T10:25:00.003-05:00

(text for this post was copied from Jobs for the Future's website)

Retention and Advancement in the Retail Industry: A Career Ladder Approach

With funding from the Rockefeller Foundation, JFF and the Business for Social Responsibility Education Fund collaborated in a project to help employers develop career advancement strategies in the retail sector.

Given the importance of the industry as both an entry point into the labor market for new workers and, increasingly, as one in which more experienced workers make a career, this project highlighted the emerging role for workforce intermediaries in the efforts to improve retention and advancement in the retail industry.

Retention and Advancement in the Retail Industry, from JFF, addresses the key elements in creating career ladders, examines what makes career ladders work, and presents their potential benefits to the retail industry. BSR produced the companion report, Retention and Advancement in the Retail Sector: A Summary of Recommendations.

To view the report, click here.

Help students use a mouse

2010-03-05T05:16:00.002-05:00

A practitioner recently asked SWPDC for resources on improving his student's mouse skills. Here are three recommendations:

Mousercise was developed by Maria Jolley, Calvert County Public Library in Prince Frederick, MD. In addition to moving the mouse, students experience:

Clicking with the mouse
Radio buttons
Check boxes
Drop-down menus
Scrolling
Scroll-bar menus
Pop-up windows
Highlighting
Forms

Another useful web-based activity is Mouse Program.

Finally, have your student play 52 Pick Up on the desktop. Create 52 .txt files, naming the file to represent the name of a card found in a deck of cards. For example:

eight_diamonds.txt
jack_hearts.txt
ace_clubs.txt

To create a .txt file, click on the Start Menu, select All Programs, click on the Accessories folder and then select Notepad.

Next, create 5 file folders on the desktop:

Deck of Cards
Diamonds
Hearts
Clubs
Spades

Scatter the file folder and .txt icons across the computer desktop and have your students put the "cards" (.txt files) where they belong. Once the "cards" are in the correct folder, students move the folders into the larger Deck of Cards folder. As skill develops, have students practice moving multiple icons at one time.

Preparing students for a job fair

2010-02-23T05:41:00.019-05:00

Submitted on behalf of Reagan Williams, Career Coach at PathwaysPA

We use a scaffolding technique in terms of preparation for a job fair that we sponsored. There were four areas that we are focusing on:

resume preparation
dress
interviewing
cover letters

We have the clients paired up on computers to begin writing their resume. The instructor is very hands on in terms of getting them started, with the information they have written down and the pair relying upon another.

After two days of group/paired instruction, she has them work on it individually and doesn't have them necessarily rely upon the person with whom they are paired. She has them try to come up with a solution before she attends to their problem. To help them prepare for the job fair, instruction is replicated with the other three areas as well.

At the job fair, we have learners go to the booths by themselves without our assistance, and they came back at various points to share how it was going.

Great web resource for ESL

2010-02-17T06:03:00.027-05:00

Literacy Development Among Adult English Learners offers eight sections on teaching English as a Second Language to those who are non-literate, pre-literate, or semi-literate in their own language.

Each section is presented as a video with the transcript provided to read on screen and to download as a PDF. There are eight sections:

literacy
phonological processing
intercultural communication
vocabulary development
syntactic processing
schema activation
FAQs
test your knowledge

There is also a resources page that offers additional web links and PDF resources.

Even Start sponsors this fabulous web resource for ESL Instructors.

Podcasts on US Presidents

2010-02-15T05:09:00.001-05:00

LearnOutLoud presents the U.S. Presidents Podcast. Each free episode will provide a brief biographical portrait of each president, explore the eras in which they led the country, and access the historical significance they hold for us today. This is a podcast for those that wish to gain a complete knowledge of the commander in chief.

Presidents featured include:

John Adams
Andrew Jackson
Theodore Roosevelt
John F. Kennedy
Ronald Reagan

You can stream audio directly from your browser or download the MP3 files for your iPods, Zunes, or other devices.

Independent Lens (PBS) offers teachers great videos and resources

2010-02-11T05:52:00.002-05:00

Airing weekly on PBS, the four-time Emmy Award-winning series Independent Lens is like an independent film festival in your living room. Each episode introduces new documentaries and dramas made by independent thinkers: filmmakers who are taking creative risks, calling their own shots and finding untold stories in unexpected places.

Under Community Classrooms, there are curricula paired with specially edited video modules taken from the best of Independent Lens films for teachers. Standards-based curricula accompany and video modules Independent Lens films on a broad range of topics including immigration, civil rights, political cartoons, women’s rights, religion and more!
(reprinted from website)

Visit the website to view the videos, download educator guides, and obtain handouts.

GED® Test Centers list - updated

2010-02-04T05:31:00.019-05:00

Submitted on behalf of Tana Reiff, Communications Specialist at Pennsylvania Department of Education, Bureau of Adult Basic and Literacy Education.

GED_® Test Centers list has been completely updated and posted to the ABLE portion of the Pennsylvania Department of Education's website. Listings are by county, and you can sort in other ways.

There are related links at the bottom of the page as well.

The Vision: NVLP's African American History Podcast

2010-02-01T05:57:00.003-05:00

The Vision: NVLP's African American History Podcast series offers great resources for you to incorporate into your classrooms during African American History month. The Vision has 12 podcasts (MP3 format) to serve as a source for African American history and stories. National Visionary Leadership Project (NVLP). NVLP is a nonprofit, organization uniting generations to create tomorrow's leaders by recording, preserving, and distributing the wisdom of extraordinary African-American elders - Visionaries - who have shaped American history. They also have a YouTube channel with numerous uploaded resources for your classroom.

There are also a number of discussion starters hosted prominent African American figures on topics such as:

March from Selma to Montgomery

Malcolm X

Martin Luther King Jr.

Brown vs. Board of Education (1954)

Registering to Vote in the Segregated South

Montgomery Bus Boycott

Freedom walks

Jim Crow & Segregation

Reconstruction

The Klan and more!

The volume on some of the videos is a little low, so be prepared to increase your speakers if needed.

2009-2010 PA Career Guide - updated

2010-01-27T04:50:00.009-05:00

Submitted on behalf of Angie Hardy, Workforce Education Training Specialist, Workforce Education Research Center.

The 2009-2010 PennsylvaniaCareer Guide has been updated. Click here to view and download the guide.

Whether you are a student, an educator, a first-time jobseeker,parent or a person considering a career change, you will find the CareerGuide a valuable tool as you make those all-important career decisions. Itcontains:

wage and job outlook information for more than 250occupations
interest assessments
tips for marketing yourself
sources of financial aid
contact information for Pennsylvania's publicschools
PA CareerLink offices
selected state agencies

Educatorsconducting career development classes may wish to consult the Resource Guidefor assistance planning activities.

For additional information on using this Career Guide with youradult learners, please give Angie a call at 814-867-1405.

Census Taker - Impersonators

2010-01-22T12:13:00.006-05:00

Posted on behalf of Diane Richard, Public Information Officer, Pittsburgh Bureau of Police
(please share this information with staff and students)

If a U.S. Census worker knocks on your door, they will have a badge, a handheld device, a Census Bureau canvas bag, and a Confidentiality Notice.Ask to see their Identification and their Badge before answering their questions. However, you should never invite anyone you don't know into your home. Census workers are currently only knocking on doors to verify address information.

Do not give Your Social Security number, credit card or banking information to anyone, even if they claim they need it for the U.S. Census. You are only required to tell them how many people live at your address. While the Census Bureau might ask for basic financial information, such as a salaryrange,

YOU ARE NOT REQUIRED TO PROVIDE ANY ANSWERS REGARDING YOUR FINANCIAL SITUATION.

The Census Bureau will not ask for Social Security, bank account, or credit card numbers, nor will employees solicit for donations. Anyone asking for this type of information is **NOT** with the Census Bureau.

THE CENSUS BUREAU HAS DECIDED NOT TO WORK WITH ACORN ON GATHERING THISINFORMATION.

No Acorn worker should approach you saying he/she is withthe Census Bureau. At some point Census workers may contact you by telephone, mail, or in person at your home.

The Census Bureau will not contact you by e-mail. Be aware of e-mail scams impersonating the Census Bureau. Never click on a link or open any attachments in an e-mail that are supposedly from the U.S. Census Bureau.

Graphically represent text

2010-01-21T05:14:00.002-05:00

Wordle is a web-based application that allows users to create word clouds with text or from a web source that has an RSS feed (like a blog). SWPDC made a how-to guide to walk you through the steps. If you need a copy, contact me.

The guide also talks about the most common problem using Wordle (some may need to update their Java).

Here is a sample word cloud I made based on feedback from SWPDC evaluations for Lori Forlizzi's Reading & Spelling Words training. From this image, you can see what participants found most relevant from the session:

This is a great tool to introduce new text or concepts to students. Though this may not meet your preferred learning style, it may benefit someone in your class.

Here is a related site that doesn't offer a word cloud, but web. It is great for vocabulary development. Also, if you want more word-cloud samples, this site offers word cloud analysis of Obama's Inaugural speech, when compared to Bush, Clinton, Reagan, and Lincoln.

Multimedia presentations on topics of interest

2010-01-19T04:48:00.003-05:00

South Central Professional Development Center (SCPDC) produced short multimedia presentations on topics of interest to the field using Articulate. Current topics include:

Contextualized Instruction

Workforce Development System Overview

TABE 9&10 Handbook

CASAS Handbook

Classroom Observation

SCPDC says these professional development resources are a work in progress and look forward to producing more topics of interest in the future.

New Math & Numeracy Discussion List

2010-01-14T05:35:00.003-05:00

Submitted on behalf of Brooke E. Denney, Math & Numeracy Discussion List Moderator

On behalf of the National Institute for Literacy I’d like to extend an invitation to join the new Math and Numeracy Discussion List. The list is moderated by Brooke Denney from the Adult Education Program at Cowley College.

The purpose of this list is to provide an on-going professional development forum where adult educators, advocates, researchers, policy makers, adult education providers, and others can discuss mathematics and numeracy issues in adult basic education and GED programs. This list promotes the sharing of information, research, expertise, and resources on topics such as motivation and math, math skills for GED completion and transitions to post-secondary and workplace settings; common math and numeracy instructional issues; technology in math education; and current on-line numeracy or math classes being piloted in ABE/GED settings. The list will share information and resources on these and other related topics so that participants can increase their breadth and depth of understanding of adult numeracy and mathematics issues.

To view the current discussion or archives, visit http://www.nifl.gov/mailman/listinfo/numeracy/.

Procrastination to feed the hungry

2010-01-12T05:44:00.005-05:00

**WARNING**
This site is exceptionally addictive.

It is also great for GED_® Tests preparation and students transitioning to post-secondary education.

If you click on the subjects tab at the top of the page, you will see questions about:

chemistry
English grammar
vocabulary
world capitals
location of countries
basic math (10 levels of pre-algebra)
multiplication tables

There are even multiple levels of foreign language questions. Languages include:

French
German
Italian
Spanish

Publicity for this site includes:

“What if just knowing what a word meant could help feed hungry people around the world? Well, at FreeRice it does . . . the totals have grown exponentially.”
- Washington Post

“Web game provides rice for hungry . . . FreeRice went online in early October and has now raised 1 billion grains of rice [by November 9].”
- BBC News

“Addictive, yes. But . . . each correct answer results in the donation of rice to help feed the hungry around the globe. Perhaps that qualifies the game as a good addiction . . . one with redeeming qualities, something that’s, oh, didactic and edifying.”
- Kansas City Star

“FreeRice.com is one of the most ingenious websites of 2007. In the best spirit of the Internet, it offers education, entertainment and a way to change the world ― all for free.”
- Los Angeles Times

Beginning to Teach Reading Skills to Low-Level ESL Students

2010-01-06T05:14:00.001-05:00

Written by Allegra Elson (ESL Instructor) and Nancy Krygowski (ABE/GED Instructor) from Greater Pittsburgh Literacy Council.

[excerpt]
How can research-proven methods of teaching reading to native-born speakers of English be adapted for work with literacy level ESOL learners? This question has guided the work in a reading class for pre- and low-literate ESOL learners, co-taught by an ESOL instructor and an Adult Basic Education instructor.

Our reading class for pre- and low-literate nonnative speakers of English started with a request: Somali-Bantu women enrolled in a Family Literacy program run by Greater Pittsburgh Literacy Council told their instructor they wanted to learn how to read. Eager to help, and excited by their perceived need, the family literacy instructor enlisted the help of an experienced ESL instructor and an experienced ABE instructor with a special interest in reading instruction.

What ensued is an ongoing, mutating teaching experiment centered on adapting research-proven methods of teaching reading to native-born speakers of English for work with literacy level ESOL learners.

To read more about their experience and techniques visit this page.

One Book, Every Young Child for 2010

2010-01-04T07:45:00.002-05:00

It is once again time to begin work on next year’s One Book, Every Young Child program. The program will kick off April 13, 2010 at the Capitol Rotunda.

This year’s book is What a Treasure! by Jane and Will Hillenbrand.

Please visit the One Book, Every Young Child website for more information.

Pike's Experience Application

2009-12-23T05:48:00.001-05:00

Submitted by Rose Gioia-Fine, Professional Development Projects Manager (TIU11), Family Literacy Technical Assistant for the Southwest Region

90 Minutes
Average length of time an adult can listen with understanding. Each module should run approximately 90 minutes.

20 Minutes
Average length of time an adult can listen with retention. Change the pace of instruction every 20 minutes (e.g., lecture, small group activity, overhead transparency, video, etc.).

8 Minutes
Learners will retain more of the information if interactive techniques are used. Try to involve people in the training material every 8 minutes (filling in a worksheet, answering questions, reviewing notes, etc.).

_{Pike, R.W., (1994), Creative training techniques handbook, tips, tactics, and how-to’s for delivering effective training, 2nd edition. Minneapolis (MN): Lakewood Publications, Inc.}

Fun, interactive PA-specific resource for job seekers

2009-12-16T05:19:00.004-05:00

PA Career Zone
All of the great resources from Pennsylvania Department of Labor and Industry are located on a user-friendly website called PA Career Zone. Users to explore careers, view videos, take self-assessments, learn about wages and job outlooks, and determine the minimum salary they require. Two of my favorite sections are assess yourself and budget your life.

Assess Yourself
There are three types of web-based assessments in this section:

a quick 5 minute assessment
a more in-depth, 30 minute interests profiler that asks if you like, dislike, or feel unsure about 180 different statements - this is similar to what is found in the PA Career Guides - users can save and return to this assessment at any time - it will highlight your top three areas of interest then display a report of the closest matching jobs
a 30 minute work importance profiler that has users prioritize statements to describe an ideal job - this assessment will determine the top two work values the user holds, then display jobs that match

Budget Your Life
This resource allows users to guesstimate their monthly expenses based on the county in which they live. Students will be asked about housing, utilities they use, food preferences, how often they go out, the type of transportation they use, and more. The website calculates their average monthly expenses. What is not factored into the assessment are variables such as personal debts, health care costs, child care services, insurance, fuel so make sure you add that monthly number to what is calculated by the site.

All occupations are organized into five Job Zones to designate the level of education and experience required by the position:

No previous work-related skill, knowledge, or experience is needed for these occupations. For example, a person can become a cashier even if he/she has never worked before.
Some previous work-related skill, knowledge, or experience may be helpful in these occupations, but usually is not needed. For example, a teller might benefit from experience working directly with the public, but an inexperienced person could still learn to be a teller with little difficulty.
Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.
A minimum of two to four years of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.

Free online leadership journal

2009-12-11T05:01:00.002-05:00

Advancing Women In Leadership represents the first on-line professional, refereed journal for women in leadership.

The journal publishes manuscripts that report, synthesize, review, or analyze scholarly inquiry that focuses on women’s issues.

Editors invite authors from all professional fields to submit manuscripts regarding women’s professional issues for review for publication in the journal.

Creative Commons

2009-12-09T05:09:00.005-05:00

Creative Commons is a flexible way to "copyright" or "all rights reserved" media you create and specify how people use it. Perhaps they can just link and share your images/videos? Maybe you're happy for perhaps you do not want them changed or edited.

Its free and easy to do! Here are two overview Videos explaining Creative Commons:
1) from Creative Commons
2) from Chris Pirillo (web guru)

There are six types of licenses you could have for your work.

PA Literacy data from CAEL

2009-12-01T05:00:00.001-05:00

Pennsylvania Profile of Adult Learners 2008 is a full color, two-page PDF available from The Council for Adult and Experiential Learning (CAEL) and The National Center for Higher Education Management Systems (NCHEMS), with support from Lumina Foundation for Education.

The full report with access to the detailed state-by-state data is available as well.

Leadership blog worth bookmarking

2009-11-30T05:08:00.001-05:00

The Center for Creative Leadership has a blog that highlights topics such as:

Change
Coaching
Communication
Conflict
Creativity
Culture
Evaluation
General Leadership
Innovation
Leadership Secrets
New Ideas
Teams
Trust
Youth & Early Leadership

They also list additional blogs on leadership listed along the left column of their page.

Media Library of Teaching Skills—Math

2009-11-25T05:51:00.006-05:00

Abbey Magee of the Notre Dame Education Center (South Boston) demonstrates a strategy for accepting student responses when teaching ration and proportion using the EMPower Math Curriculum. Viewers have the option of viewing the four and a half minute video in three different formats: Flash, Quicktime, and Windows Media. To watch the video visit the Media Library of Teaching Skills website.

Readability feature in MS Word 2003 & 2007

2009-11-24T06:26:00.001-05:00

The readability feature in MS Word is a useful feature for adult education instructors, as well as those writing agency policy/procedure or creating promotional materials.

The readability feature will work anytime users check the document's spelling and grammar (Tools > Spelling and Grammar or press the F7 key). After the document has been reviewed for spelling and grammar, a dialogue box will appear that tells the user:

word count
percentage of passive sentences
Flesch reading ease
Flesch-Kincaid grade level

If you are using MS Word 2003, go to Tools > Options and select the Spelling & Grammar tab in the dialogue box. Under the Grammar heading, select the box that says Check grammar with spelling. This will activate the Show readability statistics option for you to select.

To enable the readability feature in MS Word 2007, click the Microsoft Office Button then click Word Options button at the bottom of the menu. On the left column, click Proofing and make sure Check grammar with spelling is selected. Under When correcting grammar in Word, select the Show readability statistics check box.

Videos and lesson activities for your classes

2009-11-23T05:47:00.001-05:00

The Futures Channel contains free educational videos that require Flash 7 or higher (get update here) and PDFs of activities that introduce a career and education concept(s).

Users have the option of viewing the video in a small or large scale version. Depending on your Internet connection speed, the short videos may take a moment to buffer. This site is a great way to offer contextualized instruction to students and show the transferability of new skills learned. Users can search by category of real world video or academic subjects covered by the video and its associated lesson.

How do you incorporate technology into your classes?

Audio resources for instructors

2009-11-18T06:40:00.008-05:00

Profile America is a free daily, 60-second feature that uses interesting vignettes from key events, observances, or commemorations for that day to highlight information collected by the Census Bureau.

Users will see the listing of two month’s worth of vignettes (date and topic), have the option to listen to them in .MP3 or .WAV format, view the transcript (great for using with adult learners), and download the entire month’s vignettes with ease.

New transitioning resource

2009-11-17T06:06:00.001-05:00

The College for Adults Web site is designed by the National College Transition Network (NCTN) for independent study or as a supplement for in-class study. It teaches study skills, links to sites with academic online preparation, and guides prospective college students through offices such as Admissions and Student Support.

GED classes and tests by themselves do not prepare adults for college.

They do not teach adults how to write term papers, read college texts, understand college terminology, take notes at a lecture, or how to navigate the college environment. The NCTN’s College for Adults website helps to fill these gaps. The site was piloted at three Massachusetts adult ESOL programs and redesigned this year with funding from Verizon Foundation, Massachusetts.

Demonstrate spread of germs to students

2009-11-13T05:08:00.004-05:00

Submitted on behalf of Alyssa Herzog, Literacy*AmeriCorps Member, Volunteer Coordinator, Community Human Services Youth Programs

Demonstration = Flour handoff

Students should like up in 2-3 lines of no more than 5 students per line. Have a small bowl of flour ready. Reinforce for students that germs are easily spread through hand contact, such as shaking hands, giving high fives, and touching objects. The flour is going to act like all the germs on our hands to show us how easily germs are spread.

The first student in the line should dip their hands into the flour and shake off any excess. They should then turn to the person next to them and shake their hands. Then the 2nd person should turn to the person next to them and shake hands and so on down the line.

Students should analyze the decreasing—but still present—flour as the line gets passed down.

They will want to do this again and again and again!!

Demonstration = Washing hands

(If you have the resources and space, use soap and water; if not, use hand sanitizer)

What is the correct way to wash our hands?
• Use warm or hot running water
• Use soap (preferably antibiotic)
• Wash all surfaces thoroughly, including wrists, palms, back of hands, fingers and under fingernails (if possible with a nail brush)
• Rub hands together for at least 10 to 15 seconds—sing “HAPPY BIRTHDAY” two times and you’ve got it!
• When drying, begin with your forearms and work toward your hands and finger tips, and pat your skin rather then rubbing to avoid chapping and cracking
• Apply hand lotion after washing to help prevent and soothe dry skin

Though this is geared for kids, it could easily be adapted to a family literacy class for adults and kids, or presented in a manner appropriate for adult learners.

Adapted from the website http://www.dshs.state.tx.us/kids/lessonplans/1st-ip.shtm

Online Certificate in Family Literacy from PSU

2009-11-11T05:39:00.012-05:00

A Certificate in Family Literacy is offered via distance learning through the Penn State World Campus. This Certificate has been developed collaboratively with the National Center for Family Literacy and the Institute for the Study of Adult Literacy and integrates research findings and best practices identified through research efforts.

Credits earned through the Certificate Program are applicable toward a family-literacy-focused Penn State's Masters Degree in Adult Education. These credits may also be transferred into another program of study at Penn State or at another university.

For information about the Certificate in Family Literacy, contact Dr. Sheila Sherow.

LD and employment resource

2009-11-09T05:14:00.005-05:00

Accommodations and Compliance Series: Employees with Learning Disabilities
by Suzanne Gosden Kitchen and Sarah Dufalla [Job Accommodation Network (JAN)]

Website: http://www.ldonline.org/article/12081

Abstract

The article gives a general explanation of learning disabilities, states what is covered under the Americans with Disabilities Act (ADA), and lists some accommodation ideas for the workplace. It includes several examples of job situations and how the employee was provided with an accommodation to help them succeed.

What the experts say

This article offers suggestions to help students successfully transition to the workplace. For students with learning disabilities, knowing how to choose appropriate and effective accommodations can be one of the most significant factors in their ability to succeed in meeting their adult education goals and in employment. Instructors can work with learners to help them choose appropriate accommodations.

Some useful features of this article are

The article's introduction, which explains JAN (Job Accommodation Network) and the purpose of its series on accommodations, as well as a link to their online accommodations search resource.
The specific accommodation suggestions for specific areas of difficulty for people with learning disabilities.
Sample "Situations and Solutions," a collection of scenarios in which appropriate and effective job accommodations were successfully implemented.

The article is limiting in the information it provides on definitions and causes of learning disabilities. Links could have been provided to further definitions and research on potential causes. However, the article has significant value to learners with LD, instructors, and employers in helping adults succeed in the workplace.

Lesson tip: X, Y Coordinates

2009-11-03T05:59:00.003-05:00

Submitted by Bridget Dennison, Instructor II at Community Action Southwest.

I had a student that could not grasp the concept of plotting points on a grid using the (X,Y) axis.

I knew this student loved to cross stitch so I marked a point on the grid and told her to pretend she was teaching me to cross stitch and she wanted me to start at the point I had marked.

She was able to give me the coornidates of the point and from there on out she could plot the points that I was giving her.

Everything clicked together when I related it to something she already knew.

Easy GED Accommodations

2009-11-02T06:20:00.004-05:00

Not all GED_® testing accommodations require a student to have a documented disability. There are a number of ways students can receive assistance during their exam that are permissible with advanced notice to the GED Test Administrator. Make sure the students have practiced exam questions using the accommodation(s) they require to ensure the accommodations have an impact on the students' performance.

The following modifications do not require documentation because they do not change the administration, interpretation or the test itself:

Large print test
Magnifying device
Graph paper
Colored transparent overlays
Ear plugs
Seat cushion
A hat reducing effects of fluorescent lighting
A straight edge
Clear transparent overlays & a highlighter
One test per day
Post-it_® notes for spatial directions
Priority seating

Health resource in 19 languages

2009-10-30T12:08:00.006-04:00

The Healthy Roads Media site contains free health education materials in a variety of formats including multimedia, sound (.mp3), video (.mp4), print (.pdf), and webpages. Content is available in 19 different languages!

Topics include:

Abuse
Asthma
Cancer
Infants/Children
Dental
Diabetes
Diseases/Conditions
Emergencies
Heart
Housing
Immunization
Jobs
Medicines
Medical Tests
Mental Health
Nutrition
Smoking
Staying Healthy
Tuberculosis
Women's Health

More tips for taking kids to the doctors

2009-10-30T06:00:00.029-04:00

Submitted by Rebecca Carpenter, Director of Special Projects at Greater Pittsburgh Literacy Council.

This is important information to share with your adult learners who have children.

How to Prepare Yourself and Your Young Child for a Doctor Visit

1. If your child is old enough to understand, explain why your child will be going to the doctor. Tell your child that the doctor will be helping to solve the problem that the child is having. Help the child understand that the doctor and his staff are going to help, not hurt. Avoid saying, “This might hurt” or “He won’t hurt you.”

2. Before the visit, prepare 2 lists for the doctor: the information you want the doctor to know and questions you want to ask. If you don’t prepare ahead of time, you may become too busy or distracting with your child to remember everything.

3. Take some of your child’s favorite books or some new books from the library with you. They will help to distract your child both in the waiting room and while waiting in the examination room.

4. If your child misbehaves, be patient. Young children may be anxious, frightened, or confused and not be able to express these feelings. Don’t punish them because they may associate punishment with the doctor’s office.

5. When speaking to the doctor, let your child talk if they are old enough to communicate and answer for themselves. At least at the beginning of the visit, let your child describe what’s wrong and answer the doctor’s questions. It’s possible your child may tell the doctor more than he or she has told you. Plus, it’s good practice for the child to be able to tell someone else what is wrong. You can then add any information that you feel is important.

6. Don’t reward your child after the doctor’s visit. You don’t want to set up a pattern that you aren’t willing to continue. If the doctor’s office offers a lollipop, that’s enough of a reward!

Tracking Swine Flu

2009-10-28T10:00:00.009-04:00

Find out about the progress and prevalence of swine flu in the United States on a weekly basis on the CDC Web site: FluView.

For Pennsylvania-specific information, please visit the PA Dept. of Health's website.

The information is technical, but there is a map and some charts that could be used with students. For less technical information to share with your adult learners, visit this site, which was created by Nadia Ali, M.D. (Internal Medicine).

Health literacy guru, Rebecca Carpenter, is happy to serve as a guest speaker for your adult education classrooms. Contact her via e-mail or phone (412) 661-7323 x118.

ILA Resource from Goodling Institute

2009-10-27T09:28:00.004-04:00

Submitted on behalf of Esther Prins, Assistant Professor and Co-Director of the Goodling Institute for Research in Family Literacy

I'm writing to let you know about a new resource from the Goodling Institute: A Practitioner's Guide to Interactive Literacy Activities (ILAs).

The guide provides an overview of ILAs and to suggest ways to implement them more effectively. After summarizing the research basis for ILAs, the brief describes what ILAs entail and the ways in which they are being used in family literacy, provides examples of ILA activities with a solid research base, and offers suggestions for designing culturally appropriate ILAs.

Math lesson about smoking costs

2009-10-27T08:32:00.003-04:00

Math Lesson: Calculating the Costs of Smoking

The 24-page PDF has the lesson plan, activities, handouts, and additional resources.

The lesson plan was developed by JSI Research & Training Institute, Inc., New Hampshire Bureau of Adult Education, New Hampshire Department of Education, and with funding from the American Legacy Foundation.

Wisdom from Elmo!

2009-10-26T07:00:00.001-04:00

"Elmo knows how to sneeze" was the advice Chuck Todd, NBC White House correspondent, received from HHS Secretary Kathleen Sebelius when he improperly sneezed during a briefing.

Sesame Street has a fun and interactive webpage for parents and children about the flu. There are new sneeze videos from Elmo and friends too!

Tips for taking a child to the doctor

2009-10-23T05:23:00.026-04:00

Submitted by Rebecca Carpenter, Director of Special Projects at Greater Pittsburgh Literacy Council.

When covering health literacy topics in your classes, consider tips for parents to know for when their children need to see the doctor.

Parents should need to go to the doctor's office:

a notebook and pen
questions for the doctor
questions your child wants answered
patience!
respect for the doctor
know about doctor's office policies (what happens if you cancel last minute or do you need to have a copay with you)
medical insurance cards
child birth certificate or identification
family medical history
a coloring book, book to read together, or quiet activity for your child while waiting to see the doctor (calms child and distracts them)

Short adult illiteracy video

2009-10-22T06:00:00.002-04:00

A troubling report released by the Department of Education suggests that a shocking number of Americans can barely read. One in seven American adults lack sufficient reading skills. Seth Doane of CBS reports.

Medicines and Your Child (part 2)

2009-10-21T06:16:00.002-04:00

Submitted on behalf of Rebecca Carpenter, Director of Special Projects at Greater Pittsburgh Literacy Council.

Don't give decongestants (nose drops) to any infant. Rather, give your baby saltwater nose drops with a bulb syringe. Ask your doctor or pharmacist for directions. Use decongestants sparingly with older children. The more decongestants are used, the less effective they become. As a result, the symptoms can become worse.
Avoid using cough suppressants with children; coughing helps to clear the lungs.
Cough expectorants help to loosen mucus, as will a humidifier in a child's bedroom. Cough syrups may not relieve coughs caused by asthma.
Giving your child more than one cold medicine to treat different symptoms can be dangerous. Giving your child acetaminophen or ibuprofen in addition to a cold medicine could lead to overdose.
Use mild cortisone cream for insect bites, mild skin rashes, poison ivy, or small patches of eczema. Never use cortisone cream for chickenpox, burns, infections, open wounds, or broken skin.
Heartburn gas, constipation, and diarrhea usually go away by themselves or can be relieved by a temporary change in diet. Talk to your doctor before using medicine for these conditions.