Research-Based Professional Development Workshops

Career Pathways

Integrating Employability Skills: A Framework for All Educators
As students strive to meet the demands of the 21st century, they are increasingly expected to master employability skills in addition to traditional academic skills. Integrating Employability Skills: A Framework for All Educators is a Professional Learning Module to support regional comprehensive centers, state educational agency staff, and state regional centers in building their knowledge and capacity to integrate and prioritize employability skills at the state and local levels. The module introduces participants to the Employability Skills Framework and explains why it is important for all students; connects employability skills with other education initiatives; and provides tools and strategies to prioritize employability skills at the state, employer, district, and individual teacher levels.

College and Career Awareness

First Steps in Preparing for College-Level Math: Math Strategies for Success
The training supports participants in gaining instructional strategies that build on conceptual understanding and strengthen the mathematical foundation that adult learners will need to succeed in higher-level mathematics. This training builds on the First Steps in Preparing for College-Level Math: Using Soft Skills for Success training.

First Steps in Preparing for College-Level Math: Using Soft Skills for Success
The training supports participants in gaining skills and strategies for teaching “soft skills” to adult learners. The soft skills and strategies selected are specific to skills which are necessary for success in the college-level math classroom. This training is the foundation for the First Steps in Preparing for College-Level Math: Math Strategies for Success

Integrating Career Awareness into the ABE and ESOL Classroom Study Circle
This study circle introduces practitioners to the career planning lessons and tools contained in the Integrating Career Awareness into the ABE and ESOL Classroom (ICA) curriculum guide and other career planning resources.

Study Circle on Preparing Adults for College  
During this study circle, local practitioners will examine strategies and resources in the Adult College Completion Toolkit and discuss their application to their situations and think about activities to encourage and support students transitioning to college. Study Circle on Self-Determination. During this study circle, participants will examine self-determination theory and discuss its application to their situations and think about activities and practices for promoting self-determination with their students as they persist in adult education and plan for transitions.

Corrections Education

Reentry Education Framework and Online Tool Kit
This session will provide an overview of the U.S. Department of Education’s Reentry Education Framework and online Tool Kit, which are designed to help correctional education providers create a seamless path for their students by connecting education services offered in correctional facilities with those in the community.

Differentiated Instruction

Teaching Excellence in Adult Literacy (TEAL): Differentiated Instruction
Online Course Facilitated
Differentiated instruction is an approach that enables instructors to plan strategically to meet the needs of every learner. The approach encompasses the planning and delivery of instruction, classroom management techniques, and expectations of learners’ performance that take into consideration learners’ diversity and varied levels of readiness, interests, and learning profiles.

Engagement and Motivation

Motivation in the Adult Education Classroom Study Circle
This study circle is designed to provide an opportunity for teachers to review the research found in the recent National Academy of Sciences (NAS) publication, Improving Adult Literacy Instruction: Options for Practice and Research and are based on research described in the chapter on Motivation, Engagement, and Persistence. The series of three webinars—Self-Efficacy, Goal Setting and Expectations, and The Learning Environment—will provide participants with an opportunity to review and discuss the latest research and best practices; collaborate and exchange ideas with other participants; try out new ideas and activities in the classroom; and receive guidance and feedback from the facilitator. Outcomes will be practical, proven strategies that can be implemented to enhance program, classroom, and student outcomes.

Supporting ESL Learner Persistence (ELL-U) Study Circle
1st session in person
This study circle is a follow-up to the ELL-U Supporting ESL Learner Persistence training event that ends with practitioners self-assessing their program’s persistence practices. Building from this, participants will identify one-two promising persistence strategies to explore over the course of three months. They will be guided in drafting a plan, observing changes, analyzing the contributing factors, and drawing conclusions about the strategies and their next steps. In addition, participants will read and discuss articles relevant to ESL persistence.

Supporting ESL Learner Persistence (ELL-U)
This session will explore ESL learner persistence strategies that arise from the persistence research and from the promising practices emerging in local programs. Organized around six “drivers” of persistence, we will focus on program and classroom strategies that build students’ sense of community, competence, purpose, relevance and agency.

Teaching Excellence in Adult Literacy (TEAL):
Student-Centered Learning: Keys to Motivation & Persistence
Online Course Facilitated
Student-centered learning (SCL) is an instructional approach that focuses on student needs, allowing students to influence the content, activities, materials, and pace of learning according to their interests and needs. In student-centered instruction, the student is placed at the center of the teaching–learning dynamic so that information transmission is secondary to students’ needs, abilities, interests, and learning preferences. In this way, the teacher in a student-centered classroom becomes a facilitator of learning rather than a transmitter of knowledge. This course provides an overview of SCL as well as strategies for moving toward student-centeredness in adult classrooms.

English Language Learning

Cooperative Learning – A Team Approach (ELL-U)
Cooperative learning is a teaching and learning strategy in which small mixed-ability teams of learners work together to complete a task. Each member of the team learns all of the materials, while at the same time helping other team members. All team members contribute to the success of the whole group, which fosters rapport among students. Cooperative learning can be used with English language learners at all levels and in multilevel classes. The use of cooperative learning structures not only facilitates classroom management, but cooperative learning activities translate into more active learning time for students. In this workshop, we will explore several cooperative learning structures, such as “numbered heads together,” “round robin/round table,” and jigsaw.

Designing Curriculum for Work-Based ESL Classes
Join a discussion on designing curriculum and content for work-based ESL classes. Using expert reviewed research-based LINCS resources we address tailoring your curriculum and contextualizing class materials to meet your immigrant students’ and industries’ employment needs. This session includes time for networking and sharing ideas and experiences with others in the field. Instrumental in building a network is learning what resources already exist around you—please bring examples that you have used successfully in your own programs (e.g., evaluation reports to employers, active learning activities, contextualized materials, curricula) to share with your colleagues. Share your expertise and learn from others. Developing

Developing Oral Proficiency in Adults Learning English (ELL-U)
What does classroom-based research say about the kinds of interactions, corrective feedback techniques, and instructional activities that are effective in helping adults learn to communicate orally in English? Participants in this study circle will read and discuss recent research in these areas while working together to consider practical applications in their own classes. Study circle activities will encourage teachers to examine the quantity and quality of student talk in their classrooms. This reflective process will help teachers understand how simple adjustments to patterns of classroom interaction can result in significant improvements in students’ oral proficiency.

Developing Oral Proficiency in Adults Learning English (ELL-U)
What is oral language proficiency and how can we develop it in the adult ESL classroom? Participants in this workshop will be able to describe components of oral proficiency and identify resources to improve learners’ listening and speaking ability, based on insights from second language acquisition research. Participants will discuss and practice communicative activities designed to facilitate the development of learners’ listening comprehension, language complexity, and communication skills. Finally, participants will design instructional activities to use in their specific instructional contexts.

Learner-Centered Practice in Adult ESL (ELL-U)
Teachers of adult English language learners (ELLs) often hear they should strive to be learner-centered. But what does learner-centeredness actually look like, and how can busy teachers implement such a practice? In this highly interactive workshop, participants will explore various ways to implement learner-centered practices in their teaching including through conducting needs assessments, drawing upon students’ stories, and engaging learners in meaningful and authentic language tasks and projects. Practitioners will be invited to grapple with common dilemmas that arise in classrooms around this issue. They will also choose an area related to the topic to explore in their practice. The presenters will model learner-centered practice by drawing upon the many experiences of participants.

Preparing Adult English Language Learners for the Workforce: Models and Resources
This presentation addresses workforce-focused instruction in three venues –workplace, vocational classes, and adult English-as-a-second-language (ESL) classes. Topics include essential components, promising practices, strengths and challenges of each program, LINCS resources and issues facing the field. Participants have networking and program planning opportunities.

Professional Development for Teaching Adult Emergent Readers (ELL-U)
This workshop will outline for teacher educators some of the most important, research-based characteristics of adult language learners who are becoming literate for the first time. We will share useful materials, model a few core teaching strategies and discuss program model issues that will help teachers serve this unique population. Participants are encouraged to bring their own reading lists, materials, and questions to the workshop.

Second Language Acquisition for Teachers of Adult English Learners (ELL-U)
In this workshop, participants will have the opportunity to link what they know about second language acquisition (SLA) to everyday decisions they make in their teaching. In addition, participants will gain experience analyzing learner language and using their analysis to choose differentiated teaching strategies. Prerequisite: ELL-U online course - Second Language Acquisition: Myths, Beliefs and What the Research Show

Supporting ESL Learner Persistence (ELL-U)
This session will explore ESL learner persistence strategies that arise from the persistence research and from the promising practices emerging in local programs. Organized around six “drivers” of persistence, we will focus on program and classroom strategies that build students’ sense of community, competence, purpose, relevance and agency.

Teaching Adult English Language Learners Who Are Emergent Readers (ELL-U)
This interactive workshop will prepare teachers to work effectively with ELLs who have had limited formal schooling by engaging participants in research-based, authentic teaching techniques and hands-on activities that will focus on teaching basic literacy skills to teach (e.g., alphabetics, vocabulary, comprehension) in age-appropriate ways.

Teaching Vocabulary: Practical, Research-based Approaches to Instruction (ELL-U)
This workshop will provide an overview of the latest research on vocabulary teaching in ESOL and Adult Basic Education (ABE). Participants will discuss the issues with one another, engage in practical, hands-on activities, and come away with ideas for teaching vocabulary effectively.

Vocabulary Instruction for ESL English Language Learners in ABE Classes (ELL-U)
This workshop will begin with a discussion of some of the factors that affect the development of English vocabulary for ELLs: English speaking and listening ability, native language literacy, and the amount of English language reading they engage in. In addition, the relevance of the BICS/CALP distinction for ELL vocabulary instruction will be covered.

Supporting ESL Learner Persistence (ELL-U)
This study circle is a follow-up to the ELL-U Supporting ESL Learner Persistence training event that ends with practitioners self-assessing their program’s persistence practices. Building from this, participants will identify one-two promising persistence strategies to explore over the course of three months. They will be guided in drafting a plan, observing changes, analyzing the contributing factors, and drawing conclusions about the strategies and their next steps. In addition, participants will read and discuss articles relevant to ESL persistence.

Evidence-Based Instruction

Exploring Learner-Centered Practice Through Mini- Inquiry Projects (Teacher Research) (ELL-U)
This study circle is a follow-up to ELL-U’s Learner-centered Practice in Adult ESL training event, which focused on learner centered principles and practices in adult ESL. Building on Weinstein’s learner-centered principles, participants will identify an area to explore in their classrooms over the period of three months. Through this study circle, participants will deepen their understanding of effective learner-centered approaches and learn how to use teacher inquiry to test promising learner-centered strategies that actively engage learners. Through Allwright and Hanks’ exploratory practice lens, participants will also consider the role of adult ELLs as practitioners of learning in classroom-based inquiry.

Integrating Digital Literacy and Problem Solving into Instruction
Hear how adult educators have been integrating digital literacy into instruction. Ideas will be shared on how to use project-based learning activities to help adult students improve their solving problems skills while offering practice with reading, writing, speaking and listening. We will share ideas on how adult learners can improve digital literacy skills and access to technology thereby accelerating learning.

Learner-Centered Practice in Adult ESL (ELL-U) Study Circle
Participants in this study circle will explore various ways to implement learner-centered practices in their teaching including through conducting needs assessments, drawing upon students’ stories, and engaging learners in meaningful and authentic language tasks and projects. Practitioners will be invited to grapple with common dilemmas that arise in classrooms around this issue. They will also choose an area related to the topic to explore in their practice.

Learner-Centered Practice in Adult ESL (ELL-U)
Teachers of adult English language learners (ELLs) often hear they should strive to be learner-centered. But what does learner-centeredness actually look like, and how can busy teachers implement such a practice? In this highly interactive workshop, participants will explore various ways to implement learner-centered practices in their teaching including through conducting needs assessments, drawing upon students’ stories, and engaging learners in meaningful and authentic language tasks and projects. Practitioners will be invited to grapple with common dilemmas that arise in classrooms around this issue. They will also choose an area related to the topic to explore in their practice. The presenters will model learner-centered practice by drawing upon the many experiences of participants.

Cooperative Learning – A Team Approach (ELL-U)
Cooperative learning is a teaching and learning strategy in which small mixed-ability teams of learners work together to complete a task. Each member of the team learns all of the materials, while at the same time helping other team members. All team members contribute to the success of the whole group, which fosters rapport among students. Cooperative learning can be used with English language learners at all levels and in multilevel classes. The use of cooperative learning structures not only facilitates classroom management, but cooperative learning activities translate into more active learning time for students. In this workshop, we will explore several cooperative learning structures, such as “numbered heads together,” “round robin/round table,” and jigsaw.

Integrating Digital Literacy and Problem Solving into Instruction
Hear how adult educators have been integrating digital literacy into instruction. Ideas will be shared on how to use project-based learning activities to help adult students improve their solving problems skills while offering practice with reading, writing, speaking and listening. We will share ideas on how adult learners can improve digital literacy skills and access to technology thereby accelerating learning.

Learner-Centered Practice in Adult ESL (ELL-U)
Teachers of adult English language learners (ELLs) often hear they should strive to be learner-centered. But what does learner-centeredness actually look like, and how can busy teachers implement such a practice? In this highly interactive workshop, participants will explore various ways to implement learner-centered practices in their teaching including through conducting needs assessments, drawing upon students’ stories, and engaging learners in meaningful and authentic language tasks and projects. Practitioners will be invited to grapple with common dilemmas that arise in classrooms around this issue. They will also choose an area related to the topic to explore in their practice. The presenters will model learner-centered practice by drawing upon the many experiences of participants.

Health Literacy Resources

Health Literacy in ABE and ESOL: Resources and How-to’s
computer lab with Internet access required

This training includes a discussion of the new broader scope of health literacy, how it fits with teaching language and literacy skills, and how to integrate it into your ABE/ESOL curriculum. We will explore a variety of free online health literacy resources that you can use in the classroom, or to help train teachers, build community awareness or form partnerships with local health agencies. We will also do some hands-on exploration of research-based health literacy curricula and some simple activities that will help empower students to take better care of their health. The full day includes more information about adult learning theory and teaching strategies as they relate to health literacy, more hands-on exploration of curricula and activities, and more in-depth exploration of partnership opportunities.

Learning Disabilities

Learning to Achieve: Accommodations
Online Self- Paced
In this self-paced module, participants learn about testing and instructional accommodations appropriate for individuals with learning disabilities.

Learning to Achieve: Content Learning
This session covers instructional approaches that can help adults with learning disabilities (LD) learn content from written materials. Topics include identifying content learning; the content learning challenges that adults with LD may face; and how explicit instruction principles and flexible learning tools, such as graphic organizers, can support learning.

Learning to Achieve: Definition of Learning Disabilities
This session reviews the consensus definition of learning disabilities (LD), controversies about LD, and practical application LD concepts. The session is organized around six statements derived from the consensus definition of LD. These statements and real world examples associated with them help us explore and understand the definition of LD.

Learning to Achieve: English Language Learners
Online Course Self- Paced
In this self-paced module, participants identify testing and instructional accommodation considerations for individuals with learning disabilities.

Learning to Achieve: Explicit Instruction for Strategy
This session covers how explicit instruction can be used to help adults with learning disabilities (LD) develop strategies to learn. Topics include defining the concept of a strategy, the key principles of explicit instruction, and how explicit instruction for strategy learning can be used as an instructional tool. After examining explicit instruction, this module covers important concepts in preparing and modeling a strategy.

Learning to Achieve: Legal Issues, Self-Disclosure, and Confidentiality
This session explores legal, self-disclosure, and confidentiality issues that are relevant to service providers working with Learning Disabilities (LD). Federal laws affecting adults with LD are identified. The meaning of self-disclosure in the context of these laws is explored, and the choice adults with LD must face to disclose or not to disclose is examined. Finally, this session reviews how adult service providers can keep information about LD confidential.

Learning to Achieve: Neuroscience
Online Course Self- Paced
In this self-paced module, participants learn about the underlying neurobiology of learning disabilities.

Learning to Achieve: Professional's Guide
Online Course Self- Paced
In this self-paced module, participants review the popular research based online publication, A Professional’s Guide to Educating Learning Disabilities.

Learning to Achieve: Professional's Guide
In this interactive session, we will explore Learning to Achieve: A Professional's Guide to Educating Adults with Learning Disabilities, a practical, research-based guide designed to assist adult service providers working with adults with learning disabilities (LD). The guide includes information on the definition of LD, legal considerations for programs and individuals with LD, and connects instructional practices with the needs and strengths of all individuals who struggle with learning. The session will demonstrate explicit instructional approaches appropriate for all individuals enrolled in adult education programs.

Learning to Achieve: Reading Disabilities
This session covers the considerations and strategies for working with adults with learning disabilities who struggle with reading. Topics include identifying skills needed to be a successful reader, identifying characteristics of reading disabilities (RD), and discussing the four common types of RD (phonological processing, word analysis, naming speed, and verbal memory). This session also investigates assessment practices and instructional strategies that can develop reading skills.

Learning to Achieve: Self-Determination
This session considers ways service providers can support adults with learning disabilities (LD) in developing self-determination to achieve their goals. This session will explore what it means for adults with LD to be self-determined and consider the six factors that affect an individual's ability to be self-determined.

Learning to Achieve: Workforce Preparation Strategies
This session focuses on practical strategies adult educators can use to help their students with learning disabilities (LD) develop effective skills for finding and retaining employment. Specifically, the session covers instructional strategies to help students with LD develop skills that will support the students' success at each phase of the employment process, as well as the workforce-related resources available to students with LD, and how adult educators can link these resources to instructional strategies and the learner's goals.

Learning to Achieve: Written Expression Disabilities
This session focuses on learning disabilities (LD) that affect written expression. It reviews the two types of written expression disabilities and their associated characteristics and identifies appropriate accommodations for those who struggle with writing. The session also includes review and practice of research-based instructional strategies for individuals with LD that affect written expression.