Search results for: teaching-adult-literacy-principles-and-practice

Teaching Adult Literacy A Teacher Education Handbook

Author : Hughes, Nora
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Offers guidance on how to work with adult learners to develop literacy skills and includes case studies of real student experiences and practical suggestions for teaching, planning, and assessment.

Teaching English to Speakers of Other Languages

Author : Paton
File Size : 90.50 MB
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This is one of the few books to effectively blend together research, theory and practical pedagogy and link this directly with the context of teaching English to adults. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences.

Talking About Literacy

Author : Jane Mace
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Talking about Literacy re-examines dominant notions of what litreracy is, and challenges the problem-solution reflex to the issue (the problem is illiteracy: the solution is more literacy). Literacy has enormous emotional and political associations, and the job of literacy educator often concerns changing attitudes and challenging prejudices - whether in the form of publicity strategies, counselling new students, or in curriculum design. In short, adult literacy education means not only teaching courses like 'fresh start', 'basic skills', 'study skills', 'communication skills', 'language support' and 'return to study', but also designing strategies to encourage people to see that these courses may meet their own interests - and educating them and others to rethink their own negative attitudes to 'illiteracy'. The book looks in detail in at five principles put forward by Jane Mace as central to the education of people who often can read, but wish they could read better; who, technically can write, but have a desire to do so with more expression and coherence. These principles focus on five themes: context, inquiy, authorship, equality and community. Since it is all too easy for literacy education involving adults who do not have formal qualifications to stop short of teaching techniques for 'correct' writing, these principles mean taking seriously a view that adult students are writers as well as readers - that they have an entitlement to be read, as well as to read others.

Becoming Adult Learners

Author : Eleanor Drago-Severson
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This book offers a new and promising way to support adults in Adult Basic Education (ABE) and English for speakers of other languages (ESOL) programs specifically, and learners in adult education, in general. Applying renowned Harvard University psychologist Robert Kegan's constructive-development theory, Drago-Severson depicts an in-depth investigation into how and why adults develop "ways of knowing" to better prepare them for their work in the 21st century. This book provides practical suggestions for applying Kegan's theory in adult education classrooms to enable teachers, curriculum developers, program designers, and policymakers to better respond to adult learners' strengths and learning needs.

Teaching Adult Numeracy Principles Practice

Author : Griffiths, Graham
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This book offers friendly guidance on how to work with adult learners to develop their numeracy and mathematics skills. It brings together current research and practice on teaching adult numeracy into one handy volume and covers the major issues faced by teachers of adult numeracy such as current policy perspectives and implications for teaching practice. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences. Key features include: Reviews of existing policy and research and implications for practice Reflective tasks with commentary, encouraging you to develop and apply your knowledge Case studies of real student experiences Practical activities and ideas to support the planning, teaching and assessment of adult numeracy Drawing on the substantial experience of the contributors, who have a wealth of experience as practitioners and researchers in the field, this book is an essential resource for trainee and practising teachers of adult numeracy and mathematics. It is also an ideal textbook to support teacher training courses leading to a subject specific qualification in teaching numeracy to adults. Contributors: Jackie Ashton, John Barton, Carolyn Brooks, Martyn Edwards, Janette Gibney, David Holloway, David Kaye, Beth Kelly, Barbara Newmarch, Helen Oughton, David Prinn, Diana Spurr, Rebecca Woolley "This is a quite unique book about teaching adult numeracy, which will be invaluable to the many practitioners in this field. The chapters, contributed by a group of experienced and successful lecturers and practitioners, include all aspects of this field, from methods of teaching specific mathematical topics to more general explorations of dyscalculia and emotional factors in adult learners. Each chapter includes research findings and thoughtful presentation of ideas with practical ideas for teaching, and tasks for the reader. This is a market which has not been served well in the past, so it is good to see the gap filled at last." Margaret Brown, Emeritus Professor of Mathematics Education, King's College London, UK "The editors of this book set out to produce a text that would support teacher-education programmes for adult numeracy, and their book does that and more. The content covers different types of learners, different settings, different understandings of what numeracy actually is; and ranges from commentary on research through case studies to "how to" hints and tips for teaching. Chapters 7 (on provoking mathematical thinking) and 8 (attitudes, beliefs and teaching) should be a required read for any adult numeracy teacher. The book would be at home on any numeracy teacher's desk, and would make an excellent set text for numeracy teacher training courses." Carol Randall, course co-ordinator for numeracy in the department of Lifelong Learning Teacher Education, University of Greenwich, UK "This book is a welcome addition to the growing literature on adult numeracy. It should be essential reading for trainee and practising adult numeracy educators. It brings together relevant research and professional wisdom on a wide variety of aspects of adult numeracy teaching and learning in an accessible way, with well-focussed tasks for readers to extend their knowledge and understanding. While the book is born out of UK concerns and issues, it is also relevant to international readers. Highly recommended." Professor Diana Coben PhD, Director, National Centre of Literacy & Numeracy for Adults, University of Waikato, New Zealand, and Hon. Trustee, Adults Learning Mathematics - A Research Forum (ALM -- www.alm-online.net/)

The Complete Theory to practice Handbook of Adult Literacy

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This work offers guidelines for curriculum design and teaching approaches for adult education programmes that are broader and more interactive than many existing programmes for undereducated adults. The authors describe ways in which classes can be organized and lessons developed around the specific needs and interests of adult learners rather than around pre-packaged materials.

The 6 Principles for Exemplary Teaching of English Learners

Author : Andrea B. Hellman
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TESOL International Association has defined a core set of principles for the exemplary teaching and learning of English as a new language. This exciting new book applies these principles to adults learning English in adult education and workforce development settings. The 6 Principles and their recommended practices are targets of teaching excellence that provide teachers with the knowledge to improve instruction and assessment. Instructional techniques are illustrated with a multitude of classroom examples and vignettes. The 6 Principles will help educators: develop English language instruction that directly serves learners? needs and goals; respect, affirm, and promote learners? home languages and cultural knowledge and experiences as resources; implement engaging and relevant lessons that build 21st century workplace skills; support learners in their acculturation to a new country; teach learners strategies that can sustain their language learning outside the classroom. The book highlights important aspects of second language learning to help teachers create beneficial conditions for productive English language development. Further, it presents a valuable overview of challenges that adult learners face and offers potential solutions to obstacles that affect their acquisition of English. Sample tools (e.g., charts, techniques, activities) are ready to use in the adult English language classroom.

PA Literacy Corps Theory to Practice Adult Teaching Learning Strategies for Tutors

Author : Sheila Sherow
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"A good theory is based on information gained from research and practice. A good practice is based on research findings and carefully crafted theory. They are interdependent." This US report was written for adult literacy tutors by Institute for the Study of Adult Literacy. It outlines the key theories in adult teaching and learning including Functional Context Literacy, Constructivisim, Social Development Theory and Adult Learning Principles. Table of contents: * Introduction (theories, principles and strategies) * Adult learning theories (Maslow's Hierarchy of Needs, Actualizing Tendency, Andragogy, Lifelong Learning Theory, Informal / Popular Education, Self-Directed Learning Theory, Cognitive Science Learning Theories, Field Theory, Conditions of Learning, Constructivist Theory, Contextual Learning Theory, Functional Context, Multiple Intelligences Theory, Situated Learning Theory, Transformational Learning Theory, Experiential Learning Theory, Post-structural Feminist Pedagogy Theory, Social Learning Theory, Social Development Theory, Nature vs. Nurture, Universal Grammar Theory, Cognitive Theories of Language Acquisition, Communicative Theories of Language Acquisition, Discourse Theory, Stephen Krashen's Theory of Second Language Acquisition, Critical Period Hypothesis, BICS and CALP, Continuum of Learning Concept) * Adult learning propounders and proponents (Maslow, Carl Rogers, Malcolm Knowles, K.P. Cross, Paulo Freire, Cyril Houle, Kurt Lewin, Robert Gagne, Jerome Bruner, Tom Sticht, Howard Gardner, Jean Lave, Jack Mezirow, David Kolb, Albert Bandura, Lev Vygotsky, Stephen Krashen, Jim Cummins) * Adult teaching and learning principles (the ten principles of learning and the adult learning principles) * Learning and teaching strategies * Metacognition and self-regulatory strategies * Adult learning processes (concentration, memory, recognition and recall, research based memory-techniques) * Scaffolding (background, modern research on scaffolding, scaffolding techniques and benefits) * Rubrics (benefits of using rubrics, developing a rubric) * Critical thinking strategies (teaching strategies: graphic organisers, matrix / opinion charts, semantic maps, webs, venn diagrams, flow charts, network or tree diagram, fishbone maps. Problem solving skills: basic problem solving strategies, steps to the problem solving strategy, decision-making skills) * Reading theories and strategies (cognitive science approach to reading, bottom-up model, top-down model, interactive model) * Writing strategies (writing processes, writing anxiety, pre-writing techniques, writing practice for adult learners, creative writing, journals, writing rubric, spelling principles, spelling strategies, using a dictionary).

Reflective Teaching in Further Adult and Vocational Education

Author : Margaret Gregson
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The definitive textbook for reflective professionals in further, adult and vocational education. Now updated with the latest research, the book offers extensive support for trainee and practising teachers in a variety of settings, for both practice-based training and career-long professionalism. Written by a collaborative author team of sector experts led by Maggie Gregson and Sam Duncan, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success, with a focus on the key issues including planning and assessing learning and collaborative approaches to reflective practice - evidence-informed 'principles' to aid understanding of how theories can effectively inform and develop teaching practices In addition to new case studies from a wider range of settings than ever before, the new edition offers broader national and international coverage, greater emphasis on work-based learning, and more ideas for exploring classroom communication and meeting a wider range of learner needs. Readings for Reflective Teaching in Further, Adult and Vocational Education directly compliments this book, providing access to key texts, working as a compact and portable library. reflectiveteaching.co.uk provides a treasure trove of additional support, including supplementary sector-specific material for considering questions around society's educational aims.

Readings for Reflective Teaching in Further Adult and Vocational Education

Author : Margaret Gregson
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Readings for Reflective Teaching in Further, Adult and Vocational Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for further, adult and vocational education practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of further, adult and vocational professionals. Readings for Reflective Teaching in Further, Adult and Vocational Education, the core text, Reflective Teaching in Further, Adult and Vocational Education, and the website, provide a fully integrated set of resources promoting the expertise of further, adult and vocational professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

Bridges Into Learning for Adults who Find Provision Hard to Reach Developing Adult Teaching and Learning Practitioner Guides

Author : Yvon Appleby
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Published by NIACE in partnership with the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), this is one of a series of guides to good practice - each in a key area of adult education - arising from five Effective Practice Studies carried out by NRDC from 2003 to 2007. The series looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings. Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research. All examples are highly relevant to the classroom. Pointers to further reading are provided. Bridges into learning for priority groups in the community looks at how literacy, language and numeracy classes are delivered in the community, contributing to a broader understanding of teaching adult language, literacy and numeracy across different contexts. It is aimed at practitioners, managers and those who are supporting initial teacher training and professional development in adult literacy, language and numeracy. It draws upon recent research in this area and collaborations with many practitioners working in community settings who have helped shaped this work by contributing their ideas and experiences. Using case studies and examples, the guide sets out principles for working in informal, community learning environments. Table of contents: Introduction: Being able to participate in a communication-rich society * Adult LLN in different settings for different learners * The research: looking at literacy and learning in people's lives * Researching in community settings * A social perspective that recognises people and their lives * Five principles of social practice teaching Guidelines for working in community settings: Four learners, four lives * Lives and learning in community settings * Four principles to support working in community settings * Principles to support working in community settings: In action * Principle 1: Take account of people's current circumstances and responsibilities (Caroline's everyday literacy and numeracy practices - implications for teaching and learning) * Principle 2: Take account of individual barriers to learning (Sophie's everyday literacy and numeracy practices - implications for teaching and learning) * Principle 3: Take account of people's feelings of social exclusion (Steve's literacy and numeracy practices - implications for teaching and learning) * Principle 4: Recognise and acknowledge people's existing skills and competencies (Teresa's literacy and numeracy practices - implications for teaching and learning) Supporting adult literacy, numeracy and ESOL teaching in community settings * Possibilities and challenges * Dipping in and out * The 'right time' * Teaching using a social practice pedagogy * Flexible provision: What counts as learning? * Responsive teaching and ethical issues * Reducing barriers to learning * Why people attend * Key Issues for putting the principles for working in community settings into practice.

Learning to Listen Learning to Teach

Author : Jane Vella
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In this updated version of her landmark book Learning to Listen, Learning to Teach, celebrated adult educator Jane Vella revisits her twelve principles of dialogue education with a new theoretical perspective gleaned from the discipline of quantum physics. Vella sees the path to learning as a holistic, integrated, spiritual, and energetic process. She uses engaging, personal stories of her work in a variety of adult learning settings, in different countries and with different educational purposes, to show readers how to utilize the twelve principles in their own practice with any type of adult learner, anywhere.

Research based principles for adult basic education reading instruction

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Teaching Adult English Language Learners

Author : Richard A. Orem
File Size : 64.28 MB
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This resource brings together information about policy, second language acquisition theory and research, methods and materials for teaching adult English language learners, program design, and cross-cultural issues that effect learning in adult ESL classrooms. It also discusses the context within which adult ESOL instructors work and in which adult ESOL programs function. The framework for this discussion of context draws from the developing framework of standards for teachers of adult learners under consideration by TESOL (Teachers of English to Speakers of Other Languages, Inc.). This book is designed for faculty and students in adult education graduate programs and other TESOL preparation programs at the undergraduate and graduate levels that target adult learners. Other audiences are adult ESL program directors and policy makers as well as educators working in elementary and high school, many of whom are connected to populations of adult learners through the parents of the children they serve.

Adult Numeracy Development

Author : Iddo Gal
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This volume is aimed at teachers, trainers and curriculum developers of maths in adult literacy education. The chapters introduce recent views on the nature of numeracy, discuss instructional principles, recommend teaching practices tailored to adult needs, and examine assessment strategies.

Improving Adult Literacy Instruction

Author : National Research Council
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Virtually everyone needs a high level of literacy in both print and digital media to negotiate most aspects of 21st century life-succeeding in a competitive job market, supporting a family, navigating health information, and participating in civic activities. Yet, according to a recent survey estimate, more than 90 million adults in the United States lack the literacy skills needed for fully productive and secure lives. At the request of the U.S. Department of Education, the National Research Council convened a committee of experts from many disciplines to synthesize research on literacy and learning in order to improve instruction for those served in adult education in the U.S. The committee's report, Improving Adult Literacy Instruction: Options for Practice and Research, recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. Improving Adult Literacy Instruction: Supporting Learning and Motivation, which is based on the report, describes principles of effective instruction to guide those who design and administer adult literacy programs and courses. It also explores ways to motivate learners to persist in their studies, which is crucial given the thousands of hours of study and practice required to become proficient.The booklet concludes with a look at technologies that show promise for supporting individual learners and freeing busy adults from having to be in a particular place in order to practice their literacy skills. Although this booklet is not intended as a "how to" manual for instructors, teachers may also find the information presented here to be helpful as they plan and deliver instruction.

Teaching in Further Education

Author : L. B. Curzon
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Jonathan Tummons has sensitively updated Curzon's long-established Teaching in Further Education, ensuring that not only does this new edition provide the academically rigorous approach of previous editions but it also offers an up to date guide to current practice and research. Topics covered include: - Theories of learning - The teaching-learning process - Instructional techniques - Assessment and evaluation - Intelligence and ability This is the complete guide for those training to work in the Further Education sector.

Principles and Practice of Informal Education

Author : Linda Deer Richardson
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This new and exciting text is aimed at informal educators involved in youth work, community work and adult education and health promotion. The contributors explore the principles and practice of informal education and focus, in particular, on the notion of 'working with' which is central to practice, in this sector. The book argues for an approach which is relevant to a number of professional fields and which focuses on a way of working rather than upon a specific target group. The book looks at the role of an educator in informal education and youth work settings. Comprehensive and analytical, it looks at social, cultural and political contexts of education. The authors discuss the practical side of teaching from the setting, programme planning and communication to activity-based work, one-to-one case work, formal group work and managing the work load. Finally the book analyses developing professional practice, the use of line management and supervision, and evaluation of work.

Language Policies and Dis Citizenship

Author : Prof. Vaidehi Ramanathan
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This volume explores the concept of 'citizenship', and argues that it should be understood both as a process of becoming and the ability to participate fully, rather than as a status that can be inherited, acquired, or achieved. From a courtroom in Bulawayo to a nursery in Birmingham, the authors use local contexts to foreground how the vulnerable, particularly those from minority language backgrounds, continue to be excluded, whilst offering a powerful demonstration of the potential for change offered by individual agency, resistance and struggle. In addressing questions such as 'under what local conditions does "dis-citizenship" happen?'; 'what role do language policies and pedagogic practices play?' and 'what kinds of margins and borders keep humans from fully participating'? The chapters in this volume shift the debate away from visas and passports to more uncertain and contested spaces of interpretation.

Collaborating for Real Literacy Librarian Teacher Literacy Coach and Principal 2nd Edition

Author : Sharon M. Pitcher
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Advances in literacy require collaboration between all of a school's stakeholders. This book harnesses the latest research and takes into consideration CCSS to show how to make that collaboration a reality. • Emphasizes adolescent literacy and literacy coaching, currently the two most significant topics in literacy instruction • Summarizes current literacy research, including research and practices for adolescent literacy • Provides detailed examples and applications of theoretical principles of reading instruction • Presents practical information on infusing technology throughout literacy instruction • Encourages utilizing conversations in the classroom and describes methods for implementation