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This story can fit 175-225 words.
Inside this issue:
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list from business reply cards, customer information sheets, business cards collected at trade shows, or membership lists. You might consider purchasing a mailing list from a company.
The purpose of a newsletter is to provide specialized information to a targeted audience. Newsletters can be a great way to market your product or service, and also create credibility and build your organization’s identity among peers, members, employees, or vendors.
sistent source of information. Your customers or employees will look forward to its arrival.
If you explore the Publisher catalog, you will find many publications that match the style of your newsletter.
First, determine the audience of the newsletter. This could be anyone who might benefit from the information it contains, for example, employees or people interested in purchasing a product or requesting your service. You can compile a mailing
Celebrating Making a Special points of interest: story can fit 75-125 Difference This words.
Next, establish how much time and money you can spend on your newsletter. These factors will help determine how frequently you publish the newsletter and its length. It’s recommended that you publish your newsletter at least quarterly so that it’s considered a con-
Aboriginal Literature in ABE English
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Examples of possible headlines include Product Wins Industry Award, New Product Can Save You Time!, Membership Drive Exceeds Goals, and New Office Opens Near You.
Your headline is an important part of the newsletter and should be considered carefully.
Sharing Resources with In a few words, it should accurately represent the conStudents for Life and tents of the story and draw Caption describing readers into the story.Gail De- Anderson Dargatz on Publishing picture or graphic. Academic Career velop the headline before Trends in Literature for Adult Learners
you write the story. This way, the headline will help you keep the story focused.
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ABEABC Board of Directors President
Yvonne Chard
President Elect
Vacant
Secretary
Linda Ohashi
Treasurer
John Cowan
Conference Chair
Allison Kilgannon
Groundwork Chair
Michelle Vandepol
Aboriginal Liaison
Amie Wolfe
Membership Chair
Monika Hamilton
Government Liaison
Linda Peteherych
Delta/Surrey/ Fraser Valley Rep
Leonne Beebe
North Central Rep
Bernie LaRusic
Metro Vancouver Rep
Andrea Eaton
Kootney– Boundary Rep
Vacant
Vancouver Island Rep
Vacant
Cariboo Okanagan Rep
Vacant
Groundwork is published 2-3 times each year by the Adult Basic Education Association of British Columbia. Opinions expressed herein do not necessarily reflect the policies of the ABEABC except where explicitly stated. We encourage participation from members and others in the field of Adult Basic Education.
Board Member contact information: abeabc.ca/contacts.htm Send manuscripts and accompanying photographs to the Editor by email: michelle.vandepol@ufv.ca General enquiries about ABEABC can be sent to abeabcnews@gmail.com Many thanks to our contributors to this issue. For subscription information, see page 18. The ABEABC homepage can be found at 2
www.abeabc.ca/
Letter from the President I am looking forward to our conference this year, and to meeting many of the adult educators from BC. As you know, the theme this year is called the Kaleidoscope of Adult Learning. As I child, I had several kaleidoscopes, and I find them fascinating. I have heard of a businessman who keeps one on his desk, so that he can remind himself of the changing patterns in his community. So, what is a kaleidoscope? A kaleidoscope creates a beautiful whole out of a lot of assorted small pieces. This is what life is. When a variety of people come together, either to study, to teach, to parent, or to play dynamic results can occur. An ideal place for this to happen is in adult learning programs around our province. As instructors, we know that we cannot teach a course straight from a book or a set of instructions. You can’t teach an identical lesson in the morning and in the afternoon. The members of each class impact the delivery of every lesson or program. Our lessons are constantly reshaped by what the learners are bringing to
Editor’s Letter
Welcome to the Spring 2015 issue of Groundwork. We strive to make Groundwork your go-to resource for your ongoing professional development in the the classrooms. Different learners field of adult basic education. have different ideas, different backgrounds and different Articles this issue cover new experiences. When these all come digital realities in education, together in a classroom, the learning making a difference in our process will constantly shift and communities, a snapshot of change and the results should be an literacy in BC and beyond, inspiration. resources to share with your When things are looked at from fellow educators and students, different viewpoints, the results are fostering student engagement in different. We all need to try to see the online classroom, the things from different perspectives. Classrooms are never identical. This educator’s role in dealing with a is one reason that I found teaching to student in crisis, accessing free be exciting. Every class was a new and low-cost resources for your experience. classroom, and a start-up guide A kaleidoscope shows us that events for researching your practice. If in life can appear to fall apart, but yet any of these topics are ones you’d they regroup in something that is new like to see covered further or if and lovely. another topic’s absence makes Our association has different you want more information on it, perspectives from our individual please feel free to drop me at line programs which enable us to have a at michelle.vandepol@ufv.ca . better understanding of the adult learners of this province. As we meet Take a moment as well to think together we learn more by sharing our of what you are known for & resources and knowledge. what you can share with your colleagues in ABE. There are Each year at our conference we have some new people to meet, new many opportunities for you. From workshops to enjoy, and some old getting published to presenting at colleagues with whom we can reunite. a conference, this issue holds the I hope that these events are a bright invitation to take the next step to segment of your career’s share what you know & benefit kaleidoscope. from others doing the same.
Yvonne
Michelle
Yvonne Chard, President, Adult Basic Education Association of British Columbia
Michelle Vandepol, Editor
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Digital Realities A Conversation with Dr. Suzanne Smythe of the Digital Learning Community Engagement Project How have approaches to adult of digital tools and instruction. But literacy changed over the course of other settings have absolutely your study & career? nothing. This varies between school districts and post-secondary Adult literacy has changed most I institutions; some coastal think in terms of teaching practices communities don’t even have as a result of new technologies, and internet access and even in the also in the rise of reporting and Lower Mainland some adult accountability regimes. But in education settings don’t have terms of government policy, views access to working computers for of adult literacy seem to have adults. Shouldering the brunt of this changed little. It is still equated lack of access are community with print literacy and getting jobs, literacy educators & community in fact even more so now than in groups, who teach many of the the past. But educators in lower level literacy learners and classrooms are exploring many new lack the technologies to do it. But kinds of literacy, including what we are seeing, that is technology and numeracy as well. encouraging, is educators and While educators’ focus is away learners teaching each other how to from rote learning, the challenge use the tools, when they have them. comes with the increase of reporting requirements and the rise Do your research findings differ of standardized testing in from what conventional classroom evaluation that tend to narrow what experience tells us? counts as literacy. Some instructors are choosing not What have you learned from your to use technologies because they Adult Literacy and Digital find them distracting in the Inequalities (ALDI) Project classroom setting, but more research? frequently there is the acceptance that technology is ubiquitous. Even There is a lot of inequity in access students that experiences low to digital technologies. There has income, low literacy and other been little attention to this in adult barriers are using cell phones and education and social policy in BC finding ways to access the Internet. and in Canada. Some institutions After all, it is essential to access are cutting edge in their provision work, and communicate with 4
friends and family. In this light, many instructors are realizing that it is necessary to include the teaching of technologies in their classroom contexts. Practices are shifting in response to student need. What technology does do, is make educational engagement a here and now activity. Issues of when, where and how to use technologies such as cell phones, facebook, websites and so on are present in everyday classroom interactions and leads to important conversations about critical uses of digital literacies and how to learn together. This makes the classroom setting more about sharing information and talking about learning than about managing behaviors, which may have been more the case in the print-based classroom. What would you tell the Adult literacy educator today who wants to improve his or her digital teaching effectiveness? Digital technologies offer new challenges and opportunities for teaching practice, just at other technologies have done in the past. In the face of the ubiquity of digital technology, it is important that educators take risks; they don’t need to be the ‘sage on the stage’,
and they can simply say, “I don’t know how to do that, but let’s find out.”
There has been some talk that people benefit from digital literacy only after they have achieved a certain level of foundation in print No one is an expert in all aspects of literacy. This is untrue. Digital digital technology, we are all technology use is everywhere and learning and teaching each other engagement in digital literacy pulls things all the time. The adult along engagement in print literacy. literacy educator can model In literacy education, all forms of participatory learning, which has literacy should be included to always been part of good literacy engage with a variety of learners: education practice, by creating a oral, arts-based, nature-based, climate for collaborative learning, digital technologies, and encouraging learners to ask one combinations of all of these. another for help, to offer ideas, to figure things out together-in other What aspects of professional words, to learn how to learn. development are most important for educators today? What role does online education play into adult literacy? Educators should understand how economic and social policies shape The first thing to understand – is education, including how that simply putting a course online neo-liberalism and globalization is not online education. Research filters down into learning settings in into the experiences of online the form of standardized tests, new learning for adults who have been tuition fee policies, the push to inaway from formal school for a ternationalize our postwhile or who have little experience secondary institutions. Where are with formal education suggests they these policies coming from, in have a very difficult time when whose interests are they and how confronted with online content that do they shape everyday education is not designed from the practice?. Understanding these perspective of learning needs. factors can give educators more Online educators have to pay control over their practice. attention to how students learn and the online course cannot just be Also, educators do not need to be content- driven. When the learner tech experts,but to build experience is taken into account, confidence, it is important to learn most students prefer hybrid how to use new digital tools to versions which marries online support and enhance learning. learning with face to face learning Again, educators can teach one anor syncronous online learning., as other-this is how the digital stowhen people can talk with an rytelling movement in ABE took instructor in real time, ask off. questions and see examples.
That ship has sailed. It is important for us as educators to provide access to digital literacies because these are what learners want and need in their everyday lives. Some Pro-D should be spent on getting comfortable with technologies. It is not a matter of including the digital for the sake of it; digital resources are most effective when they support learners to achieve their learning goals and to develop many kinds of literacies, including those needed to produce content and to have their voices heard. In this way, some forms of learning will be digitally-infused, others not. Digital technologies are just tools like paper and pen, but they are powerful tools, and adults should have equitable access to these powerful tools.
What role does digital literacy play How would you encourage for both learners and educators? educators who don't feel ready to go digital?
__________________________________
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Anything else you would like Groundwork readers to know?
I think that the field of adult literacy is changing rapidly. There is a view out there that people can muddle through learning literacy skills with the help of a Youtube tutorial. But, in reality, I believe; the role of the educator has never been more important. Adult Literacy Educators have always been concerned with ensuring students have access to skills and information. Digital learning is another context in which to help students engage with their learning, to become critical consumers of information and to exercise their rights as citizens to participate in their communities, in workplaces and in decision making that effects them. For more information on the Digital Learning Community Engagement Project aee page 7
ACADEMIC ACHIEVEMENT & AWARDS
Every job is a self portrait of the person who did it. Autograph your work with excellence.� - Jessica Guidobono
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Interested in using Guided Reflective Writing with your students, or learning more about practitioner research? Do you have a research project you would like to share with Groundwork? Let’s talk! Contact me at leonne.beebe@ufv.ca
For Comic Books on Issues Facing Youth , check out http://thehealthyaboriginal.net/ Email library@decoda.ca to access the following professional development titles:
Digital Learning Strategies: How do I Assign and Assess 21st Century Work? By Michael Fisher .
Educators Share Resources For more information on resources to help support students visit www.itsajuggle.ca or contact linda@itsajuggle.ca or linda.pardy@ufv.ca
Encouragement in the classroom: how do I help students stay positive and focused? By J oan Young. Handling student frustrations: how do I help students manage emotions in the classroom? By Renate Caine & Carol McClintic. The resilient teacher: how do I stay positive and effective when dealing with difficult people and policies? By Allen N. Mendler . Stress-busting strategies for teachers: how do I manage the pressures of teaching? By M. Nor a Mazzone & Barbara J. Miglionico. Teaching with Tablets by Nancy Fr ey, Douglas Fisher & Alex Gonzlez Time to teach: how do I get organized and work smarter? By J enny Edwar ds. Vocab rehab: how do I teach vocabulary effectively in a limited time? By Mar ilee Spr enger .
And on Twitter @itsajuggle
For more information on the literacy picture world-wide
For more information on the digital learning community engagement project
visit https://fareport. wordpress.com/2012/05/31/literacy-rates -are-rising-but-not-fast-enough/
http://www.sfu.ca/education/research/ research-projects/digital-learningengagement.html
Send us your favorite online resource by emailing the editor (information on page 3) 7
IN MEMORIAM
Bev Krieger
Bev Krieger was a wonderful teacher, colleague, activist and mentor. Bev taught in the public K-12 system before her children were born, and then, like many of us, she decided that she would rather focus on teaching adult students. She came to teach at Kwantlen in the Academic and Career Preparation (ACP) department where she taught ABE English, mainly with literacy students.
preparatory courses that were offered at the old Newton campus through ACP via the continuing ed. programs.
Bev was the first literacy / fundamental instructor at the permanent Langley campus when it opened, where she taught for many years. She helped develop a great deal of our current literacy and fundamental course components and curriculum materials and served together with ACP colleagues on many curriculum In the 90s, she completed a and program development Master’s degree in Education at projects. She served as the Adult UBC, and in that program, as was Literacy and Fundamental (ALF) always her inclination, she chose provincial articulation working to do projects that were directly group rep for Kwantlen for a relevant to her work teaching number of years, and she served for adult literacy at Kwantlen. She a number of years on the board of worked for Kwantlen as a part-time the Adult Basic Education non-regular faculty member for a Association of BC as government number of years when her children liaison. were growing up, and during this time she taught at the Bridgeview Bev was a helpful and supportive mentor to new faculty members, temporary “campus” and the and more than one faculty member original Langley temporary remembers Bev’s smile and helpful “campus.” She taught evening classes at Surrey campus and at the advice as part of their earliest introduction to Kwantlen. She was old Newton campus. She also pioneered and taught a set of GED also generous and kind in other 8
ways, and she opened her home to host many ACP department events, including Christmas parties and baby showers, always providing her own special touches. Bev was active in community literacy programs both during her years of full-time teaching at Kwantlen and after she retired. She applied for and received CALP grants to develop a community-based adult literacy tutoring program, and she continued to work on that project after her official retirement. Bev also worked after her retirement at the KPU-Phoenix Centre as a tutor. Bev Krieger was a true and dedicated adult educator who worked enthusiastically and tirelessly in all the things she did. She made a great difference in lives of many students, and she made many contributions to the ACP department through both her scholarly and teaching contributions as well as through her cheerful demeanor and her support for all her colleagues. She will be greatly missed.
Where Are Literacy Rates Now?
C 8th 13
Canada gets a
& is rated
out of
4 10 out of
Canadian
adults have literacy skills too countries on the percentage of adults scoring low on literacy rates low to be fully competent in most jobs in our modern economy
“Canadian adults with low literacy skills have fewer opportunities than young Canadians to upgrade their skills because they are outside of the mainstream education system.�
Source: Conference Board of Canada
In BC in 2014 ...
400 communities were reached with literacy resources across BC
475 family literacy programs were held in 2014 And
478 adult literacy
programs were held in 2014
481 literacy workshops & seminars were attended by
8095 people.
Source: Decoda Literacy Solutions
Worldwide,
in the last 30 years, adult illiteracy has been slashed in
1/2 Sources: The World Bank, UN
The strongest gains were made by women age 15-24 For more information, see pg 7 Source: world education blog 9
Today, there are over
750 million illiterate adults worldwide Source: literacybridge.org
Introducing - It’s a Juggle: A Unique Learning & Career Advancement Resource Helping Adult Educators Better Support Learners It’s no secret that both adult educators and adult learners are juggling more roles and responsibilities than ever before. The need to gain strong literacy skills has never been more important. With more than 65% of all jobs now requiring some level of post-secondary education, adult educators today strive to help learners become equipped to access both the job market and further post -secondary education. Educators report being challenged to support students in becoming self -directed learners. Gaining essential workplace skills is absolutely the first step, however, ensuring people know where to turn for support once they are in the workforce or taking additional post-secondary training is equally as essential. Adult learners continue to report being nervous about their ability to succeed, and to spend money on an education that is not occupation and outcome focused. It is no wonder
the majority of Canadians report being confused about where to turn for ongoing learning support and career development (Pardy, 2011).
www.itsajuggle.ca; a complete learning support and career advancement centre designed for anyone ages 17 to 71. Juggle curates the best online resources focused on essential skill building Helping people gaining essential and sustained career success – skills and ensuring ongoing providing hassle-free access to the learning supports are available is most trusted information. The foundational to sustained career mobile friendly website contains 16 success. However, for adult centres that address, career educators to keep current on all the building, learning support, well-being and workplace skills. resources available to them and There are a variety of resources in their learners is a mammoth task. each centre to accommodate Essential to an effective learning environment is the relationship that different learning styles. One of Juggle’s best features is that is built between the educator and educators can share their favorite the learners. This can only be done resources. Using the Submit tab when educators have time to spend from Juggle’s homepage educators with their learners. They cannot can easily make contributions. The afford to use this valuable time suggested resources are reviewed trying to source, research, and test and quickly added into Juggle. In support materials. fact many of the 1200 wonderful resources already in Juggle have To address this issue the Pardy come from contributions made by Group has created a free-to-use adult educators across Canada. website called It’s A Juggle 10
Juggle is truly a community of practice application. Dr. Linda Pardy, is the vision behind this project. She has prepared thousands of students to become workplace ready. She knows firsthand the pressures people (both educators and learners) are experiencing when trying to gain skills, and connect education to employment. “The challenge is that students need more from an education than a credential.
worldwide – having far reaching impacts on how we learn, instruct, and build new educational opportunities. This form of learning has benefits and will absolutely improve conditions around which people can and will access learning. However, there is a steep learning curve for both learners and educators before the benefits of technology and open source learning are realized. This is where It’s a Juggle has embraced the concept of open access and social learning but in a practical way. Keeling and Hersh (2012) outlined They need support in becoming that persistence through to prepared for life, work, civic, and graduation is not success unless global participation.” says Pardy. “It’s a Juggle provides the tools and along the way people learn how to overcome challenges, creatively information needed for ongoing problem solve, and search out success”. information and support when they Adult educators are faced with a need it. Adult educators see growing diverse student population, firsthand the challenges their a limited amount of time, and a learners overcome. One of Juggle’s rapid pace of change; as well as goals is to be the “go-to” resources high expectations from both for when these same learners need learners and employers, and the to search out support. ongoing push for measurable Pardy Group has made a firm outcomes. Adult educators have commitment to provide Juggle as a long known the value of informal free resource for anyone that wants learning, yet getting this form of to use it. They are committed to learning recognized remains supporting both the needs of adult another challenge adding to the educators and learners. complexity of their work. During focus group testing Hot topics in learning include the concept that the world is open and institutions requested the ability to brand Juggle so learners would people are sharing, contributing, remain engaged within their own and collaborating via technology. institution’s web site. Pardy Group There is a blending of private and has made a premium version of public learning spaces. Open source and social learning resources Juggle that can be customized to fit any institution. are stimulating informal, nonformal and incidental learning across Canada (Pardy, Pattridge, & Thomson, 2013). Bonk (2009) stressed how technology continues to open up learning opportunities
About Pardy Group Pardy Group has been providing education and career planning resources and services to higher education and business leaders for more than 20 years. In that time they have supported more than 11 million learners in becoming workplace ready. Juggle is a Pardy Group profits with purpose project designed to help all learners build better life stories. ___________________________ References Bonk, C. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: John Wiley & Sons. Keeling, R. & Hersh, R.H. (2012). We’re losing our minds: Rethinking American higher education. New York, NY: Palgrave MacMillan. Pardy, L., Pattridge, S., & Thomson, D. (2014). Social media in the Canadian postsecondary Classroom. In G. Mallia (Ed). The social classroom: Integrating social network use in education. (2014). Pardy, L. (2011). Collective wisdom: A heuristic inquiry into the essences of being an adult student considered at-risk. Unpublished doctoral dissertation, University of Calgary, Alberta. ____________________________ For more information, see pg. 7
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Fostering Student Engagement in Online Courses Mark Friesen On the surface, online learning seems tailor-made to meet the needs of ABE students. Freed from the constraints of regularly scheduled face-to-face classroom encounters and with most learning materials deliverable online, it may appear to be a perfect solution for learners whose educational opportunities are limited by concerns of time and space, access and affordability. However, the ability of online learning to mitigate these barriers does very little to ensure successful course or program completion. Attrition rates for online courses are reportedly 20% higher than for face-to-face courses, a number that is likely even greater for ABE courses. Those students who are successful tend to be primarily independent, self-motivated learners. For those who require a higher level of social interaction and engagement, online learning can present as many challenges as it promises to solve. Finding strategies to foster student engagement in my online classes has, therefore, become a critical concern, particularly as research shows that engagement is a key element of student persistence. My own experience suggests that integration and engagement largely takes place within the first three weeks of an online course. Outlined below are a handful of strategies that I’ve been using to integrate students early into the class and foster an engaging,
interactive learning environment. Faculty initiated contact. An important first step in promoting engagement is to establish person-to-person contact with students as opposed to institutionto-student contact. Establishing a personal connection can be as simple as an email, introducing yourself and sharing some basic start-of-class information. However, I’ve also found that inviting the student to reply to a prompt or question will not only assure me that the student has received the message but ensure an initial expectation for interactive engagement.
Simple, welcoming interface design. When students fir st log on to the course website, I expect them to be apprehensive, uncomfortable, and disorientated. Therefore, the design of my course entry page is welcoming yet simple, primarily featuring a prominently placed button that directs students to “Click Here to Begin!” that first links students to a video, welcoming them to the course, followed by a structured orientation to both the course content and, more importantly, the learning environment itself. Orientation to the virtual classroom. Most of our online courses are now delivered through course management systems (CMS) like Moodle or Blackboard, offering both the virtual space and 12
interactive tools to facilitate learning experiences. Yet similar to a physical classroom or a lab, learning how to navigate this virtual space and utilize its various tools and features is an important step in the process of integrating a student into the course. In a recent study, researchers found that student perceptions of the quality and usefulness of the interactive tools available within the CMS were a key factor in determining student engagement levels. The more students felt comfortable with the tools and found them effective in the completion of interactive tasks, the greater their sense of integration and engagement in the course. In my online courses, an orientation to the virtual classroom is the primary focus of the first week’s lessons and activities, introducing the various tools and features of the CMS that we’ll be using throughout the semester. Introductory “icebreaker” chats and discussions and fun quizzes and assignments give learners low-risk exposure to the kinds of tasks and skills that will be required of them; successful completion of the orientation allows them to move ahead to the next week’s lesson. Frequent and timely feedback. What’s often most attractive about online engagement in social media platforms is the gratification of instantaneous feedback. (con’t p 14)
Supporting Students In Crisis: The Educator’s Role — What it Is and Is Not There are a lot of similarities in behaviours that a teacher and counselor observe when a person is in crisis. Common 'symptoms' of a person experiencing crisis are distractedness, hyper-vigilance, lack of attention, lack of interest, short tempered, absenteeism, out bursts, withdrawal and isolating self from others, and substance misuse.. While a teacher and support worker may observe the exact same external behaviours, our roles and responsibilities to supporting the individual in crisis are different. Most likely, in the broader context of the classroom, the individual is likely to be working hard to contain and hide the crisis whereas in the counselling environment they are working hard to express, explore and deal with the crisis. More often, the support worker most often connects to the individual in crisis on a one to one basis with the intention of exploring and expressing, opening the issues underlying the crisis. The difference is not in so much as what we observe in the individual's behaviours, but in our response to what we see and our ongoing role in supporting the individual in crisis. What is the best way for an educator to support a student in crisis, while keeping professional boundaries? Crisis is complex. The possible issues and factors that can
contribute to crisis for any individual are innumerable. This complexity can both overwhelm and immobilize an educator when they experience a disclosure. Two key points to always keep in mind are 1) Believe the individual and 2) Contain the disclosure. Believe: Disclosure of crisis can be a very emotional experience for both the teacher and the student. Remembering that the teacher's emotional response will have an impact on how they choose to respond. Recognizing this it is important to be aware of and quiet your own internal noise so that you can listen empathically to the student, assure them that they did the right thing in sharing with you and to refrain from passing any judgment. Containment: Less is more. Given the current statistics supporting a student in crisis is not an "if" but "when" situation. Curiosity and compassion can tend to drive us to ask probing questions and gather intimate and personal details. When it comes to supporting a student in crisis your role is not to investigate but to direct them to those who can best support them. Therefore, understanding and following your school’s protocol as well as having a current list of community resources is critical…Not asking probing questions for details. Your role is not to investigate. Support and share the appropriate resources and supports that are available both at school and the 13
community at large. For those who have never experienced domestic violence the most common question is, " Why doesn't she just leave?" What we don't understand is that leaving is far more dangerous and complicated than just walking out the door. Because of this many abused women never leave their partners and therefore the last thing they need is someone judging or placing unrealistic expectations on them. What you can do is: Assure her she can talk to you any time. Don’t become angry or frustrated with her decisions. It is important to understand that she may be afraid or not ready to take the next steps. Try to understand why she might be having difficulty getting help. She may feel ashamed. Offer to go with her if she needs additional information or support. If she has children, let her know gently that you are concerned about her and her children’s safety and emotional well-being. She may be more willing to recognize her situation if she realizes her children may also be in danger. ____________________________ Debbie Pauls works for a non-profit agency in British Columbia, supporting families in a counselling setting.
Researching your Practice – tunity to share their learning experiences with me. After Part 2 – The Results— reading their reflections, I met Leonne Beebe
with each student individually. I felt like I was working with a two-person teaching team – “the student and me”. Finally, I felt like I was achieving my goal as a My first study involved using the teacher; I was listening to my GRWT with multi-level English students tell me about their learning strengths and weaknesses students. As a result, after the term, I observed improvements in instead of me telling them. I noticed even the most anxious student writing, knowledge of students told me they were feeling course content, and student/ good about their learning process, teacher communication. and they were confident to begin Using Guided Reflective Writing the next unit, book, chapter or with Math Students course. I was able to maximize the I continued researching the use of potential, quality and value of my one-with-one teaching time with guided reflective writing as a my students. Teacher’s Note: The student/teacher communication tool and added its use as a student guided written reflections gave the students the opportunity to self-assessment tool by having students write a guided reflection write in their math class, which doesn’t always happen in math after each test. classes. In order to organize and Part 2: The Results with Math manage all the hand-written Students reflections I was receiving, I saw Using guided reflections the further opportunity to have students learn how to write their Helped the teacher to focus on individual student learning needs reflections on the computer and email them to me as an as stated personally by the attachment. My email box soon student Provided a safe, was overflowing with student comfortable place to start a reflections, so now the students conversation about dealing with math anxiety/test anxiety and a and I have learned how to use relaxed supportive place to start Blackboard Learn, our institution’s learning manageteaching confusing content ment system, for writing and Provided a place to talk about sending in their reflections – an all math as a source of having fun new “student-improved” practical learning computer skills activity developed from the results of practitioner Provided a place to empower research! students to empower themselves Part 1 Summary (read more in Groundwork’s Fall 2014 issue) Using Guided Reflective Writing with English Students
This “write your own report card” technique helped students to focus on their learning process/ progress and gave them an oppor-
Leonne Beebe is a practioner researcher. To discuss your own research opportunities see page 7. abeabc.ca/contacts.htm 14
(Cont from page 12—online courses)
Unfortunately, students seem to expect the same level of responsiveness within an online course, an expectation that is inevitably directed toward me as the instructor. Such responsiveness is, of course, extremely time consuming and impossible to sustain long term. However, I’ve come to embrace it as a short term strategy for the first few weeks of the course, during which time I’m constantly on my handheld device or laptop, responding as quickly as I can to emails, forum posts, and assignment submissions. It’s a sacrifice, to be sure, but at the moment, I think it’s worthwhile. Developing learning communities. Ultimately, online students need opportunities to engage with one another in the learning process. As an instructor, my hope is that gradually the burden of maintaining online interaction and engagement will become the shared responsibility of all learners within the class, not mine alone. Therefore, initiating collaborative, learnercentered interactions allows students to learn to rely on one another for the knowledge and skills needed to expand their learning, as well as encourage one another when faced with discouraging feelings such as isolation or lack of support. _________________________ Mark Friesen teaches English classes to adult basic education students in a university setting. He has taught a large percentage of his classes online. In his spare time, he is part of an avid hiking community.
Call For Proposals Conference 2015
The primary activity of the Adult Basic Education Association of BC focuses on excellence in professional development by inviting people working in the field to share their best practices at our annual conference.
Adult learning is a unique piece of the education puzzle. While it often takes place in public schools and post secondary colleges and universities, adult education can also occur in community centres, prisons, churches and job sites. It encompasses a wide variety of learning processes: formal and informal, scheduled and spontaneous, full time and part time. Adult education is moulded by the unique needs of those who seek it.
challenges in a positive way and participants. focus their attention on the needs Please include the following in of their students. your proposal outline: Practitioners, researchers, and 1. Name of Presenter with a short others involved in the field of biography and contact information Adult Basic Education are invited to submit proposals for 90 2. Title of Workshop and short -minute presentations reflecting description of workshop the 2015 Conference theme and 3. Target audience: (subject, including the following topics: instructors, students, etc) Using Technology in the 4. Equipment (or special) Classroom for Students requirements and Instructors 5. Your preferred time and day “Universal Design”- creat (which we will try to ing inclusive environments accommodate) for all students Send proposals to Trends in Literature in ESL allison.kilgannon@ufv.ca & ABE A token honorarium of $50 will Community Programming be given for each 90 minute Please note: Topics applicable to workshop. Pr esenter s ar e encouraged to register for the working with ABE, HSC and/or ESL learners are invited including conference and attend other conference presentations and Secondary, Post-secondary, First activities. There are one day rates Nations, Community and and meal rates available. Corrections–based programs
Delivering Adult Basic Education is a constantly changing field. Whether it’s riding the new wave of technology and the endless possibilities and challenges that brings to budget cuts and course structure guideline shifts; Adult Practical, innovative and interactive Basic Educators are looking for workshops are very popular with efficient ways to deal with the 15
for more information on the conference see the back cover
Spring 2015 Updates from the BC Government
The ABEABC regularly solicits updates from our BC government contacts in: the Ministry of Education, the Ministry of Advanced Education, the Industry Training Authority (ITA), BC Corrections, and Citizenship and Immigration Canada’s Language Instruction for Newcomers to Canada (LINC) program. For this issue of Groundwork, we have updates f of our contacts.
WEX for any or all of their elective credits. Reminder, Work Experience (WEX) must be a school-monitored and school-arranged course and not a credit given for just having a job.
2. Several additional Red Seal trades were analyzed and reviewed for the benefit of counsellors and teachers to know what credits to give an adult student who already possesses red seal certification. The Ministry of Education, along with Industry Training authority staff, teachers and principals, have now From Janine Hannis, Ministry of Education (HSC & Foundations): reviewed: Automotive Service Technician, Plumber, Carpenter, Cabinet maker/Joiner, Heavy Duty Lots of significant changes happen- Equipment Technician, Machinist, ing in adult education in the K-12 Cook, Industrial Mechanic/ Millwright, Welder, Electrician, system. Truck and Tranport Mechanic, Steamfitter/ Pipefitter/ Sprinkler In the last year, several policies were amended to allow for greater System installer, and Sheet Metal flexibility for adult students as well Worker. as a further recognition of adult students who come with Red Seal There was also some decisions make from Cabinet that have trades certifications. changed what is fundable for graduated adult students. While 1. The policy that limited the amount of work experience courses non-graduated students are still to one fundable course (WEX 12A) fully fundable in the K-12 System, after May 2015, graduated adult on the adult dogwood has been changed to allow unlimited use of students will now only be funded to take the Literacy Foundations WEX courses on the adult dogwood. This change was made to courses. These courses cover recognize and encourage students several levels of English, several in the trades areas to be able to use levels of Math, Science, Social 16
Studies and Information Technology. Higher level academic courses will no longer be funded for those adult students who already have secondary school graduation. From Tegan Tang, Education Officer, Colleges and Skills Development Branch, Ministry of Advanced Education and the Industry Training Authority (ITA) Ministry of Advanced Education Updates
Effective January 1, 2015, British Columbia public post-secondary institutions were allowed to reinstate tuition fees for all Adult Basic Education (ABE) and English as a Second Language (ESL) programs. Institutions have the option to implement tuition fees at their discretion, up to a maximum tuition cost of $1,600 per semester of full-time studies, or approximately $320 per course for courses that are between three to five hours a week. For details of the media release, please refer to http:// www.newsroom.gov.bc.ca/2014/12 /adult-upgrading-courses-supported -by-grants-for-low-incomelearners.html.
The Ministry also increased the annual budget for the Adult Upgrading Grant (AUG) by 33 percent to $7.6 million. The AUG will allow eligible students in ABE, ESL and Adult Special Education courses at a public post-secondary institution to apply for non-repayable grants for The Decoda Literacy Library is a tuition, textbooks, transportation special library for anyone in BC and childcare. who is interested in adult, youth For more information, please and family literacy. Over 5,000 books, DVDs and other materials contact: cover a variety of topics and Bryan Dreilich, Director, Adult include background information, Education, College and Skills teaching strategies, curriculum, Development Branch, Ministry of Advanced Education, email: and materials to use with adult Bryan.Dreilich@gov.bc.ca. learners. Library Services
library/ or view them on our ‘New in the Decoda Literacy Library’ Pinterest board https:// www.pinterest.com/decodaliteracy/ new-in-the-decoda-literacy-library/ And, maybe easiest of all, just ask. You can contact the library by email at library@decoda.ca or by phone at 604-681-4199 x 406. You might be looking for specific titles, have a special topic in mind, or trying to find materials to meet a student’s needs. We’re here to support your practice by connecting you to print, audio visual and online resources. Library News
The library is in the process of a updating and the biggest change To register to borrow from the for library users will be the new library, email library@decoda.ca online library catalogue. It will with your name, mailing address and phone number. It’s as easy as offer enhanced searching capacity that. The materials you request are and maintain the ability to make requests from the library catalogue. mailed to you, accompanied by a Kaylie Ingram, Senior Policy Analyst, prepaid return label. The service is The new catalogue will be Adult Upgrading Grant Program, email: available from our library page on free of charge and available to Kaylie.Ingram@gov.bc.ca. April 8th. adults in BC. How do you find resources in the library? Tegan Tang, Education Officer, Adult * Visit our online catalogue. (Until Resource Highlight Upgrading and Community Adult April 8th, we are temporarily using Literacy Programs, and Prior Learning In 2013, ASCD launched a series the Outlook Online catalogue. Assessment and Recognition, email: of short-format professional Tegan.Tang@gov.bc.ca. Instructions for accessing it are development publications for available on our library webpage teachers. Each quick to read title in the ASCD Arias series is http://decoda.ca/resources/library/.) Students who have not graduated designed to offer busy teachers from high school and who are * Browse our subject lists http:// meaningful and relevant content. working toward a British decoda.ca/resources/library/library Columbia Adult Graduation -materials-by-topic/ . Diploma and/or taking * Follow our library blog, Read All For a list of the titles available, see foundation-level courses can still About Lit http://decoda.ca/ pg. 7 take these courses tuition-free at resources/library/read-all-about___________________________ the school districts. For more lit/. It frequently features online information, please visit the Since 2008, Tina Chau has been resources as well as new books. Province’s Adult Graduation connecting literacy practitioners to the resources they need. Diploma Program webpage, or Find a list of our newest reemail Janine Hannis at the Minissources online http://decoda.ca/ try of Education, jaresources/library/new-in-thenine.hannis@gov.bc.ca. Barb Binczyk , Senior Policy Advisor, English as a Second Language, Adult Special Education and other initiatives related to students with disabilities, email: Barbara.Binczyk@gov.bc.ca.
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What is ABEABC?
The Adult Basic Education Association of BC is:
An association of people concerned about the provision of high quality learning opportunities for undereducated adults.
Membership in the ABEABC is open to you if you are involved in:
basic literacy programs
The only association specially for adult basic educators in B.C.
ABE
The first such provincial organization in Canada.
native adult education programs
Connected with other groups involved in adult education such as:
literacy in libraries
the Movement for Canadian Literacy BC
ESL programs for adults
the Pacific Association for Continuing Education
workplace literacy programs
the Teachers of English as an Additional Language, etc.
correctional institution programs
GED and college-prep programs
community-based programs
An association which works to raise public and government awareness of the basic education needs of British Columbians
The donor of a $100-$200 award to an outstanding student in each member institution
How do I join? Fill out the membership application form and return it along with a eque made out to the Association for your annual dues. Memberships expire 12 months following our receipt of your fee. ADULT BASIC EDUCATION ASSOCIATION OF BRITISH COLUMBIA MEMBERSHIP APPLICATION Name
_______________________________
Home Phone: ___________________________
Employer:______________________________ Work phone: ___________________________
Fax: ______________________ Email: ___________________________________________________ Address: __________________________________________________________________________ City: _________________________________
Postal Code: ___________________________
Please indicate which fee fits your category:
• Individual and Groundwork subscription $40
• Individual outside Canada $50
• Organizations $175 (includes $100 bursary)
• Organizations $275 (includes $200 bursary)
• Organizations without bursary $75. Institutional memberships are due February 28 annually .
• Business and union $50
• Non-profit community groups $40 Membership fee includes a subscription to Groundwork.
Membership fees and donations are tax deductible.
Invoices are available from our website.
Website: http://www.abeabc.ca/
Total amount enclosed $ _____________ Mail to: Membership Chair The Adult Basic Education Association of British Columbia 5476- 45 Ave, Delta, BC V4K 1L4 18
Conference 2015 The Kaleidoscope of Adult Learning: Our Shifting Perspective REGISTRATION INFORMATION
Please print clearly:
Name:_____________________________Organization:__________________________ Address (□Home or □Work):_________________________________________________ City _________________________________ Work Phone: ______________________ Fax
______________________
Postal Code _______________________
Home Phone: _____________________
E-mail Address: __________________________
Please indicate your choice(s) and the appropriate fee. Check here for vegetarian option Make cheques payable to: Burnaby School District Early Bird Registration
Fax: 604-296-6913
Regular Registration
Full conference (includes 12
$250
$275
Thursday or Friday only
$100
$150
Extra Banquet Tickets
$50
$50
Total
Group Booking—min 15 (take 5% off) later registrants
Mail: Burnaby Community & Continuing Education Attention: ABEABC Conference 2015 5325 Kincaid Street, Burnaby, B.C. V5G 1W2 Credit Card Cardholder's Name ____________________________________________ Card Type (Visa, MC) _____Card #___________________________ Expiry: ________ PLEASE NOTE THESE DEADLINES: Email any questions to abeabcnews@gmail.com March 15th – Early Bird Registration Deadline: please register early if possible. April 15th – Registration Deadline: For catering, we need to know numbers for the conference by April 15th. (Late registrants contact linda.ohashi@sd41.bc.ca) APRIL 8th – Accommodation Discount Booking Deadline: (Independent of conference registration) please reserve your own accommodation at the Harrison Resort and Spa by April 8 th. please check out the Harrison Hotel and Spa at www.harrisonresort.com. Call 1-800-663-2266 (press 2) to make your own reservations. Ask for the ABEABC Conference Block Booking prices.
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CONFERENCE VALUE 2 days of workshops, wonderful meals and speakers, membership to ABEABC & a subscription to Groundwork , and an evening of dinner and dancing in the renowned Copper Room for $250 *early bird price WORKSHOP TOPICS Last years’ topics included The Teachability Factor, Overcoming Hurdles in ABE Math, ImPROVing your Confidence in the classroom, Using Dialectical journals in ABE English, Tech & the Flipped Classroom, and many more... CALL FOR PRESENTERS If you’d like to join our presenters this year, See page 15 for presentation proposal details
ABOUT THE HOTEL The Harrison Hot Springs Resort & Spa features five mineral pools, three outside and two indoors, and it’s the only resort right on Harrison Lake with its own marina and 337 guestrooms.
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