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Welcome to “The Why, What and How of Promoting Learner Transitions” with Sylvia Ramirez
The webinar will begin in a few moments.
Reminder: Everyone’s phone lines are muted. If you’d like to ask a question, please use the chat box to the right. Choose Cambridge in the “Send to” field, type your question in the blank box underneath the “Send to” field, then click send. Sylvia will answer any questions she doesn’t get to in a follow-up email.
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The Why, What and How of Promoting Learner Transitions
Presented by Sylvia G. RamirezMiraCosta College Noncredit ESL Department Chair and
Ventures Author
Today we are joined by 125+ attendeesin 25 states.
• Community Colleges• Adult Ed Programs
• Community Based Organizations• Job Training Centers• Language Centers
Webinar Objectives:
• Discuss WHY transition programs have become increasingly important.
• Describe WHAT are key components of a successful transition program.
• Identify HOW academic skills are taught in a transition class.
Why Transitions?
“ . . . Adult education should be redesigned to promote postsecondary and work-place readiness for all learners . . .”
National Center on Education and the Economy (2009)
POLICY
Why Transitions?
“…Tonight, I ask every American to commit to at least one year or more of higher education or
career training. This can be community college
or a four-year school; vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school diploma.”
President Barack Obama (February 2009)
POLICY
Why Transitions?
“….there will be 2.7 million “middle skill” job openings for Californians. Middle skill jobs require more than a high school diploma and less than a Bachelor’s degree.”
Skills2Compete – California’s Forgotten Middle-Skill Jobs: Meeting the demands of a 21st century economy.
(2009)
ECONOMIC
Why Transitions?
• Our programs need to prepare students for the future.
• If our programs fail to provide students with the skills needed to be successful in postsecondary education, then we have increasingly relegated our students to the “working poor.”
Why Transitions?
Dear Teacher Ramirez,
It has certainly been a long time since we last touched base with each other. I am emailing you to share with you the news of my PhD graduation.
Former ESL Student, Alfredo Martinez-Morales
STUDENT
Questions
• To ask a question, go to the “chat” section on the right-hand side of your screen.
• Next to the “Send To” pick list, select “Cambridge”
• Type your question in the box below “Send To”
• Then hit send (on the right)
What do you think?
Key Components ofTransition Programs
• Program structure• Formal or informal agreements • Curriculum Alignment• Transition Support
Where Do Students Transition To?
• ABE/GED classes• Academic credit and career technical courses
• Job-skills training programs
• The workplace
Program Structure atMiraCosta College
• We implemented 8-week terms and student learning outcomes for each level.http://www.miracosta.edu/noncreditESL
• Advanced level students exit the program when
they meet level 7 SLOs. (100 – 150 ESL students exit per year).
Know Where You AreTransitioning Students
• Placement tests, course pre-requisites• Course catalogue – sequence of courses• Course syllabi and books used• Meetings with college instructors
Faculty at MiraCosta College
• Hired full-time credit and noncredit faculty members
• Meet regularly to discuss curriculum and student needs and goals
• Piloted credit portfolio assessments with noncredit students
• Visited Level 7 students regularly
Transition Support
Counseling, Advising, Coaching– Students create an education and career plan– Students make personal connections
Transition Support
• Provide presentations on financial aide, registration, academic support services.
• Select additional activities such as college tours class visits, college activities, student success workshops.
• Provide onsite testing and assistance in completing applications
What do you think?
How Academic Skills Are Taught?
Some common skills identified in multiple studies are:
Writing
Reading
Vocabulary Building Skills
Critical Thinking/ Problem Solving
Listening/Note taking
College / Career Success Skills
• Goal Setting• Career Exploration• Time Management• Stress Management• Problem Solving• Self Advocacy• Study Skills
MiraCosta CurriculumMCC Faculty Agreement on
Top 7 Skills Essential for Student Success
1) Writing• Writing Process• Portfolios
2) Reading• Vocabulary strategies• Identifying main ideas • Skimming and scanning
3) Critical Thinking• Making inferences
MiraCosta Curriculum (cont.)
4) Study and Learning Skills• Graded homework and end of term grades• Encouraging self efficacy skills• Group work• Class participation
5) Grammar and Usage
MiraCosta Curriculum (cont.)
6) Oral Communication Skills• Individual and group presentations
7) Listening• Note taking (guided handouts)
MiraCosta Curriculum
• El Civics Education Unit - complete credit application and select courses
• Collaboration among credit and noncredit faculty meet to align curriculum
• Portfolio Assessments
See Portfolio Assessment at:
http://www.miracosta.edu/noncreditESL
“The skills learners need in order to transition successfully to higher levels of education or employment should be integrated at every level of instruction ….”
Betsy Parrish and Kimberly Johnson
Promoting Learner Transitions to Postsecondary Education and Work (2010)
Writing Skills
• Text organization (rhetorical style)
• Summary skills
Text Organization
Ventures
Transitions
P. 60, Ex. 1C
Ventures
Transitions
P. 21, Ex. B
Text Organization
Ventures Transitions P. 101, Ex. 1D
(Text Organization: Problem / Solution)
Text Organization
Summary
Ventures Transitions P. 31, Ex. D
Reading Comprehension Skills
• Predicting
• Ask Questions
• Use Graphic Organizers
.
Predicting
P. 18, Ex. 1, question 1
P. 56, Ex. 1, question 1
P. 7, Ex. A
Reading Comprehension: Ask Questions
Use Graphic Organizers To Analyze Text
Ventures Transitions
P. 30, Ex. 1B
Vocabulary Building Skills
• Use contextual clues to define vocabulary• Draw on grammar to determine meaning • Use a dictionary
Use Contextual CluesTo Define Vocabulary
P. 87, Ex. 3B (positive & negative words & clues to help students find them)
Draw On GrammarTo Determine Meaning
P. 89, Ex. 3B: (parts of speech)
Use Dictionary for Various PurposesP. 27, Ex. 3B
Critical Thinking & Problem Solving
• Analyze & apply information learned• Articulate and support points of view• Solve problems
Critical Thinking Skills:Analyze & Apply Information Learned
P. 9
Ex. 3A
Critical Thinking Skills:Analyze & Apply Information Learned
P. 19
Ex. 3A
Critical Thinking Skills:Articulate & Support Points of View
P. 13, Ex. 2D
Critical Thinking Skills: Problem Solving
P. 101
Ex. 1D
Critical Thinking Skills: Problem Solving
P. 70
Ex. B, C
Listening Skills
• Listening for main ideas
• Note taking
Listening For Main Idea
Main Idea: All Lesson As, Ex. 2A
Listening: Note Taking
Details:
all Lesson As
Ex. 2B
What do you think?
Questions
• To ask a question, go to the “chat” section on the right-hand side of your screen.
• Next to the “Send To” pick list, select “Cambridge”
• Type your question in the box below “Send To”
• Then hit send (on the right)
For additional Ventures Transitions resources, please visit:
www.cambridge.org/transitions
Webinar Materialswww.cambridge.org/ventures/webinars
• Post-webinar email
- All handouts
- PowerPoint Slides
- Webinar Recording
- Q&A• Access to recordings of previous webinars
Q & A
Thank you for attending, and good luck with your ventures in
transitioning students!
Please tell us about your experience
by filling out our survey.
It will appear in this window in just a moment.