|
LR/RI produces a bulletin roughly every
two
to three weeks in order
to inform area practitioners of news, events, and calls for
participation
and also as a forum for posing questions, issues and discussion topics.
The current bulletin is posted below. To read previous bulletins, go to
Bulletin
Archives. To receive the bulletin via email, contact LR/RI.
November 14, 2005
Bulletin #206
Dear Colleagues,
Calls for participation, employment, funding,
and conference and workshop
opportunities, online
and other resources. To post information, and/or to receive
the bulletin via email, please contact LR/RI or leave a message at
(401-863-2839).
Janet Isserlis
____________________________________________________________
NOTICES
ESOL share
- Tuesday, November 29th, at the Genesis Center,
620 Potters Avenue, Providence, at 2:30 p.m. We’re talking about
participatory practice, and will be joined by Valley Peters,
director of an adult program at Teton Literacy Program in Jackson,
Wyoming where she works on curriculum development, supervision of the
program's teachers, training and management of volunteer tutors, and
general program development. Valley became interested in Freirean
theory and a participatory approach as an AmeriCorps volunteer teaching
ESL classes. As program director, she feels the principles of this
approach match well with the needs of the predominantly Latino
immigrant population the program serves. Teaching staff at Teton
Literacy Program believe in the importance of social justice and
transformative learning so it was natural for them to implement the
participatory approach in their classes. She hopes to learn more
about how other programs and practitioners in our area employ this
approach in their work. Please join us.
On Thursday, December
1st from 6:00 - 7:30 pm, Sandra Jacobi will present a workshop on Multi-sensory Teaching Techniques at
The Genesis Center. The teaching techniques are useful for instruction
at all levels of literacy and ESOL, with particular benefit for
beginning level students. The workshop is open to adult education
instructors at no charge. Please call Nancy Fritz at 781-6110 if you
plan to attend so we can plan for the number of handouts.
The fourth annual RI Adult Educators
Conference will be held on May 11, 2006. The following
call for proposals also posted on the LR.RI website at http://www.brown.edu/lrri/conference06.html
The conference aims to bring together a range of voices and knowledge
and to further opportunities for area adult educators to share ideas
and learn with one another. We look forward to your being part of
this process. We need people to present ideas, people to
participate in
sessions and people to help us, after the conference, to help plan for
an extended two-day conference next fall. Proposals are
encouraged in all areas of adult learning and teaching, including the
range of contexts and settings in which such learning occurs. Of
particular interest are sessions addressing and exploring best
practices centered on fostering civic participation and community
involvement, as one of the key purposes named by adult learners for
participating in adult education programs.
To submit a proposal, please complete and submit your information (see
below) by February 28th
(by email, fax – 8634-3094 – or snail mail).
To register for the conference, please contact Yvette Kenner at (401)
861-0815, or email janet_isserlis@brown.edu. The conference will
again be held at the Airport Radisson in Warwick.
The registration fee is $25 per person, and scholarships are available.
Deadline for registration is April 30th.
Rhode Island State Adult
Education Conference: call for proposals
We are seeking proposals for workshops (demonstrations of teaching, use
of materials, hands-on activities and discussions of particular
topics), roundtables (discussions of issues of concern and interest)
and/or panels (more formal discussions involving 3 or 4 people and a
moderator) for the conference to be held on May 11th.
Lead Presenter/Session Organizer
Name
Mailing address
Email
Phone: (w)________________ (h)_________________
[please also list names of others participating, if applicable]
Presentation type (see below for descriptions):
__ Workshop (1 hour 30 minutes or 2 one-hour slots) an activity
emphasizing participant involvement, carefully structured by the
facilitator, and containing little lecturing.
___ Roundtable (1 hour or 1.5 hours) facilitated discussion with
panelists that actively engages participants
___ Panel (1 hour 30 minutes or 2 one-hour slots) (more formal, brief
prepared remarks by panelists with time for questions and answers with
conference audience)
Title of presentation
Attach 2 copies of a one-page abstract of your presentation
double-spaced.
Attach bio of each presenter. (25-word MAXIMUM)
Attach program summary. (50-word MAXIMUM)
If my proposal is accepted, as the lead presenter/organizer I agree to
coordinate the above presenter/organizer responsibilities.
Signature of Lead Presenter
Please return this, by mail or email by February 28th to janet_isserlis@brown.edu
Janet Isserlis, LR/RI, PO Box 1974, Brown University, Providence, RI
02912 For a separate copy of this call (as an email attachment,
fax or via snail mail), please contact LR/RI.
Professional development minigrants:
In 2004, adult educators undertook a process whereby a group of
practitioners responded to an invitation to draw criteria for
professional development minigrants, after which a call for
participation was issued. Those criteria have been slightly
amended, and appear below, along with a brief review of the process we
undertook.
We discussed various kinds of professional development activity- and
how or why such activity has been helpful (or not) to us in our various
roles (teachers, program administrators, professional development
providers). We also brainstormed qualities of good professional
development as well as possible professional development activities we
could undertake. Qualities named included professional development that
has depth, occurs over an extended period of time, is ongoing and
supported (by program directors, grants themselves and within a culture
that promotes continued learning).
Possible activities include peer mentoring/master teacher exchanges,
observation of one another's classes (within and across programs),
manager shares - to discuss programmatic issues), and professional
development days, such as those provided to public school
practitioners; We also talked about inquiry and mini-grant projects,
program-wide shares, book/article discussion groups and study circles.
Johan Uvin has recently mentioned the importance of professional
development that focuses on adult learning – how do adults learn? How
can we work to optimize learning? – as a powerful topic, along with
examinations of learner persistence and learner retention.
Other ideas discussed for
possible professional development activity:
- integration of technology into adult learning
- workplace education
- a virtual PD center (see, for example:
http://www.brown.edu/lrri)
- me to substitute teach at your program so that staff can use the time
to observe one another's classes (you don’t have to pay me to sub; you
may, however, wish to pay a substitute teacher if you'd like a
particular teacher to come to your program)
- use some funding to enable program staff to meet and share ideas/
discussion regularly - possibly while simultaneously encouraging
learners to meet to develop learner leadership within programs) and/or
use funding to pay for substitute teachers in order to not disrupt
classes. (Note - this is a chronic and critical issue. Many
practitioners dislike using class time for PD, feeling that it cheats
students of time they need. Others feel that this investment in PD
ultimately serves students well as it strengthens our ability to
provide quality instruction.
Yet others consider middle ground - use the time for students to meet
together to share ideas, work on learner leadership, view/discuss
videos, peer- tutor, etc.)
- offer minigrant/stipends for programs and /or individuals to
pursue program shares (some funding for meals, teacher time)
While LR/RI disseminates information about conferences and professional
development activities, and also helps coordinate and facilitate
practitioner sharing sessions, it had, until 2004, also facilitated
practitioner-based research projects; Given the relatively low
number of practitioners working on research projects (in 2004) and the
opportunity here to broaden the scope to include different sorts of
professional development activity, it seems to make sense to open this
piece of the process to the field, and to look to you to determine how
you/your program could best make use of these relatively limited funds
(see below). In many instances, professional development is
occurring within programs, but not always across them, nor do we have
sufficient opportunities to learn from one another.
In order to allocate the funding productively (a total of $5,000),
LR/RI is beginning a process whereby some smaller and larger (up to
$500) stipends can be disbursed for the range of activities listed
above. Some (such as observation within programs) are low or no
cost; other require food, materials, and all require (either to reflect
and write, meet and share) time. As we consider the transitions
ahead of us in terms of adult ed as a system, this is one opportunity
to develop our ideas and see where they take us.
To apply for funding to
undertake professional development activity, please send by fax, email
or snail mail, a proposal outlining
your purposes, goals and intentions in undertaking the work –
What do you hope to accomplish? What will be positively affected
by your/your progam's participation in such an undertaking?
planned timeline/process - What will you do? What;s the timeline?
anticipated outcomes - Will you write a report, host a sharing
session or workshop to let others know about the work you did and its
possible applications to their work?
collaboration/resource utilization - How/will you combine funding/
resources with existing program resources and/or funding for
professional development to maximize the usefulness of your time and
funding Will you be working with another program or other
programs or individuals?
so what? Why do you care about this project/undertaking and what
do you believe it will contribute to the field?
Written reports will be posted to the LR/RI website; workshops,
materials that might be developed, or processes that are otherwise
documented will also be shared through the website. If you have
questions, please contact LR/RI. If you are not pursuing funding
for a project, and would like to be a reader to help select proposals,
please contact LR/RI as well. Please send completed proposals to LR/RI
November 28th. Decisions will be made and participants notified by
December 5th. Work should be completed by June 30th.
Finally: these notes were
shared as part of a handout during the October meeting, for your
information.
Goals: to support existing knowledge, build new knowledge, communicate
across programs and areas
Qualities - ongoing, supported ? a culture of learning;
collaborative
How - online, face-to-face, reading, print/web
resources What - themes, content areas,
approaches
Options:
Inquiry/research
Mini grant/projects
In-house, across programs
Funding; program levels, individual/small group projects
existing PD plan[s]? Ongoing meetings?
Substitute/observation
Mentoring
Involving learners:
Staff meetings concurrent with learner meetings?
Other options for learner/practitioner interaction? Learner
leadership?
Review resources: video viewing; software, online course
trials, articles - face to face and email discussions; study
circles/book/article groups
theme: meet [x] times, convene study circle/facilitated process
(Wrigley)
Shares: EL Civics, ESOL; revive GED? External diploma? Other topic
areas?
Technology drop in/collaboration (skills/resource sharing?)
GED as project: http://web.jmu.edu/gedproject/
The Right Question Project: http://www.rightquestion.org/
Learner persistence and retention http://www.calpro-online.org/pubs/100719LearnerPersistenceNewsletterPress.pdf
Calpro-online: http://www.calpro-online.org/pubs.asp
Scheduled activity/events:
ongoing shares
Annual conference, May 11, 2006
Other conferences (as participant and/or presenter) – see calendar at
http://www.brown.edu/lrri/bulletin.html
resources
http://www.brown.edu/Departments/Swearer_Center/Literacy_Resources/
tutor resources, inquiry projects Professional Development Kit
http://www.literacy.org/pdk/
Resources for teacher learning and reflection on line
Local/national list servs (see, for example, http://www.nifl.gov/lincs -
click on Discussions button
New teacher orientation: http://www.brown.edu/lrri/teacherorient.html
Congressman
Langevin's office will be staffing a Neighborhood
Office at The Genesis Center each month, alternating day and
evening hours. The next office hours will be on Tuesday, Nov. 29 from
5:00 - 6:30 PM. Congressman Langevin's office may be able
to assist constituents with issues such as immigration, Social
Security, Welfare, Unemployment, Veteran's Issues, housing and others.
Please come and take the opportunity to sit and speak with one of YOUR
Congressional staff.
ALE Wiki: Katrina - families,
literacy, access and community
Call for articles for the next issue of The Change Agent, a resource
for teaching about social justice issues and ideas.
Theme: Social Values - from Andy Nash, New England Literacy
Resource Center
When we think of the basis of American democratic ideals we often think
of the Constitution and the Bill of Rights. Yet, American democracy
could not survive without a strong basis of social values that support
community, tolerance, and cooperation. Social values form the common
bonds of society, but are not always agreed upon by everyone. Social
values grow out of our own personal values but they are broader. The
more we agree on the values for our society, the stronger it will be.
Right now, in the US there is tension about our values. This issue will
explore what we can do to bridge that tension and discover values we
may all be able to support. Questions for students and teachers
to think about:
What three or four values are most important to you personally? Are the
values that are most important to you found in American society? Where?
Write about a time when you made a difficult decision to do something
that was not in line with your values.
How would you describe American values? Give examples of how you seem
them in action.
If you were to develop a social program (health care, education, public
assistance) based on your values, what would it look like? When
people have different values conflict can arise. What are some ways to
talk about values when we disagree about them? How can we act on values
that we disagree about? What does the term "family values" mean
to you? How does this compare with "family values" that politicians
talk about?
All articles will be considered and must be received by November 14,
2005. Suggested length is 500-1,200 words. Final decisions are
made by
The Change Agent editorial board. A stipend of $50 will be paid to each
adult education student whose work is accepted for publication in this
issue.
Please send material (by email or PC disk) to: Angela Orlando, Editor,
New England Literacy Resource Center/World Education, 44 Farnsworth
St., Boston, MA 02210 Phone: 617-482-9485 fax: 617-482-0617 email:
aorlando@worlded.org
WE LEARN / Women Expanding: Literacy
Education Action Resource Network
Women's Perspectives: A
Health and Wellness Initiative Call for Writings by Adult
Literacy/Basic Education Students DEADLINE to send in writings for
consideration: December 23, 2005
Women’s Perspectives: A Health and Wellness Initiative will showcase
writings by adult literacy/basic education students across all levels.
This collection will continue to empower women across the country to
consider and further their knowledge about the important health issues
that continue to impact their lives.
Student writers are encouraged to reflect and to write on the theme of
women's health/well-being. The writings should highlight and
personalize the struggles women face with health and wellness issues.
They can be in the form of personal stories, poems, opinion essays,
advice, or other forms of writing. Topics for this writing can cover
the broad spectrum of issues related to women's health and well-being:
education/literacy, healthcare systems, social issues, specific
illnesses, media images, gender-specific issues such as reproductive
health, as well as many other topics. The published collection of
student writings will provide a catalyst for change in support of
women's literacy for health and well-being.
Writers must be adult literacy/basic education students attending
classes or working with a tutor. Writings will be reviewed by WE
LEARN members (including students & teachers) and will be selected
for recognition on the basis of originality, creativity, and
clarity. Selected writings will be showcased on the WE LEARN
website. Student writers and their programs will receive a printed copy
of the selected writings. Special recognition will be awarded to
two students who will receive a cash award and a partial scholarship to
attend the 3rd Annual WE LEARN (Net)Working Conference on March 10-11,
2006 in New Haven, CT. The announcement and the presentation of the
awards will take place at the conference, and the writers will be
invited to read their writing at the ceremony. Awards will be
administered through the Elizabeth Morrish Memorial Student Scholarship
Fund, a fund supported by designated donations. Writings should be sent
to WE LEARN at 182 Riverside Ave., Cranston, RI 02910, or
welearn@litwomen.org Electronic submissions are strongly
encouraged. TEACHERS: A pre-writing lesson plan for this initiative is
also available. To download an entry form and lesson plan, and
for more information: http://www.litwomen.org/perspectives.html
For more information about the the Elizabeth Morrish Memorial Student
Scholarship Fund and to make donations: http://www.litwomen.org/morrish.html
or contact: Mev Miller, Ed.D., Director, 401-3834374,
welearn@litwomen.org at the address above.
The Literacy
Assistance Center announces a call for
papers for the 2006 issue of our peer-reviewed annual journal, Literacy
Harvest. The theme of this issue is Supporting Immigrants'
Success. Please see our website at
http://www.lacnyc.org/resources/publications/harvest/LitHarv06_call.htm
for a complete description and submission guidelines, including a PDF
you can download for posting in your organization or department. Please
feel free to contact me if you have any questions. - Jan Gallagher.
Director of Communication, Literacy Assistance Center, 32 Broadway,
10th floor, New York, NY 10004, 212-803-3332
learning
opportunities
TRANSITION
TO COLLEGE, Project RIRAL's ABE-to-college transition project,
in collaboration with NELRC is currently accepting applications
for January 2006. This free sixteen-week program assists
non-traditional adult students to upgrade their academic skills, to
receive support on their college and financial aid applications, and to
receive academic counseling to transition more smoothly into
college. Students who enter TTC will also enroll in a College
Reading course at CCRI in Providence. Students are required to
have a GED, EDP (External Diploma), or high school diploma and meet
program criteria. TTC meets 3 – 4 evenings during the week at
netWORKri 175
Main Street, Pawtucket. Anyone interested in upgrading their skills
before entering college should contact Marie Crecca-Romero at 722-9800,
or email her (creccaromero@cox.net) to arrange for a placement
test. Space is limited. Volunteer Mentors and/or Tutors
needed. If you are interested in mentoring and/or tutoring one of
our adult students, please contact Marie. For more
information about our program, visit our website a www.transitiontocollege.org
Providence Public Library events
- http://www.provlib.org/branchout/current.html
funding
opportunities - large and less large
Talbots
Charitable Foundation Opens 2006 Women's Scholarship Fund
Program Deadline: January 3, 2006
Talbots, Inc. http://www.talbots.com/
has launched its 2006 Women's Scholarship Program, a fund that
annually awards college scholarships to outstanding women seeking
a bachelor's or associate's degree later in life. Sponsored by
the Talbots Charitable Foundation, the Scholarship Fund annually awards
five $10,000 scholarships and fifty $1,000 scholarships to women
throughout the US. Since its inception in 1997, the fund has awarded
college scholarships to 440 women, ranging in age from late 20s to
early 60s. Eligible applicants must be women currently residing
in the US who earned a high school diploma or GED at least ten years
ago; are currently seeking a degree from an accredited two- or
four-year college, university, or vocational-technical school; and have
at least two full-time semesters or twenty-four credits remaining to
complete their undergraduate degree. The postmark deadline for entries
is January 3, 2006, or until one thousand eligible applications have
been received.Applications for the scholarship are available at
all Talbots U.S. stores and can also be downloaded online at the
Talbots Web site. http://fconline.fdncenter.org/pnd/5001628/talbots
For additional RFPs in Women, visit: http://fdncenter.org/pnd/rfp/cat_women.jhtml
Funding
opportunities from PEN Weekly
NewsBlast,
Hasbro Children Foundation grants to support the development and/or
expansion of programs for children. Maximum Award: $500-$35,000.
Eligibility: Programs must provide direct services to children under
age 13. They must serve children and families who are economically
disadvantaged. They must be innovative and provide a model from
whichothers can learn.
Deadline: N/A. http://www.hasbro.org
The Allen Foundation supports educational nutrition programs, with
priority given to training programs for children and young adults to
improve their health and
development. Maximum Award: Past grants haveranged from $2,000 to $1
million. Eligibility:
Schools and schooldistricts should partner with local nonprofits to
form nutrition education
programs. Deadline: Ongoing.
http://www.allenfoundation.org/
The UPS Foundation funds volunteer management, hunger and
literacy
efforts.
http://www.community.ups.com/community/philanthropy/focus/main.html.
The federal government's new one stop grant site:
http://www.grants.gov/
The Poverty & Race Research Action
Council
(PRRAC) announces another round of education reform grants in areas of
social science research. PRACC is particularly interested in
issues
such as high classroom turnover/mobility and its disproportionate
impact
on low-income, minority, and farm worker students. However, other
issues will be considered as well. To apply, send PRRAC a
proposal
outlining the planned research and methodology, the advocacy work it is
designed to support, a budget, timeline, and qualifications of the
researchers.
Maximum grant: $10,000. No application deadline. http://www.prrac.org/grants.htm
Funding Solutions for Small Nonprofit
Organizations
A collection of resources to help small nonprofit organizations
fundraise
including ways to motivate your board, sample fundraising letters,
phonathon
advice, and tips to improve your direct mail solicitation. http://www.nonprofit-innovations.com/
employment
opportunities
SABES Southeast Associate Coordinator http://www.sabes.org/bccjob3.htm
SABES Southeast Staff Associate/Computer Field Technologist http://www.sabes.org/bccjob2.htm
Application deadline for both is November 23.
Jobs in Literacy – nation wide postings on the National Institute for
Literacy’s LINCS site: http://www.nifl.gov/cgi-bin/lincs/jobs/jobs.cgi
Substitute list:
if
you would like your name added to the
list,
please see contact LR/RI. The list needs to be updated so that it
can function more usefully for teachers and programs hoping to work
with
them. (http://www.brown.edu/lrri/sub.html)
Rhode Island Community Jobs (RICOMJOB) is a
public
e-mail announcement
list that seeks to raise the profile of meaningful work in Rhode Island
by helping non-profit and public interest employers publicize openings
effectively. Anyone seeking a job that makes a difference in Rhode
Island
can join the list. Any non-profit, government or private sector
employer
advertising a paid position related to the public interest or community
concerns can post a free job listing. Positions must be paid but
may be part-time, full-time or temporary.
To join the list as a job seeker or to post a job as an
employer go
to: http://www.ricommunityjobs.org
Rhode Island Community Jobs is supported by the Swearer
Center
for Public
Service at Brown University and the Rhode Island Campus Compact.
If you have questions about this service, please contact us at
ricomjob@brown.edu
online
/ resources available
Using the
Web in Instruction – read
reports and view websites developed by New England area practitioners –
including three from Rhode Island at http://www.nelrc.org/expertise/comp2005.html
Building Pathways to Success for Low-Skill
Adult Students: Lessons for Community College Policy and Practice from
a Statewide Longitudinal Tracking Study By: David Prince & Davis
Jenkins -- April 2005. New York: Community College Research
Center, Teachers College, Columbia University http://ccrc.tc.columbia.edu/Publication.asp?UID=204
Office of
Vocational and Adult Education – OVAE Review, 10/31: news,
updates and information across a range of topics http://www.ed.gov/news/newsletters/ovaereview/orev103105.html
Online professional development resource:
The Association of Adult Literacy Professional Developers created the
Professional Development Registry: an online resource for sharing PD
tools, obtaining feedback, or seeing the actual professional
development activities that others have created -- facilitator guides,
workshop agendas and outlines, and manuals that describe how
to conduct training for adult education practitioners. http://www.aalpd.org/ (Click on PD Registry in the left-hand toolbar)
The PD Registry evolved from an idea suggested by NIFL-AALPD
subscribers who were looking for a way to share files and obtain
feedback from colleagues. Materials posted to the PD
Registry can be as simple as an agenda or steps for facilitating a
short activity, or it can be fully-developed training guides and how to
manuals you have designed and written. The AALPD does not assess or
judge the quality of any resources that are registered, we only ask
that the resources posted meet the simple criteria listed below.
Best Regards, Executive Board, Association of Adult Literacy
Professional Developers
Acceptance Criteria:
AALPD provides the PD registry for access purposes only. AALPD will
post all professional development materials submitted to the PD
registry if they meet the following criteria:
- All submissions to the PD Registry must be "how to" manuals or guides
for facilitating professional development, not just descriptions of
resources about teaching or PD.
- Only professional development resources that are free for downloading
will be posted. Professional development activities that are
fee-based or dependent upon a particular facilitator will not be
accepted.
- All the resources must be available electronically, either on another
website or on the AALPD website. If you do not have the means to make
your resource available on a website but it is available
electronically, you can upload your file for submission to the PD
Registry using the online submissions form.
Life Success For Students With Learning
Disabilities: - A Parent Guide
http://www.ldsuccess.org/parent_guide.html
- This guide is based on over 20 years of research
conducted by the Frostig Center in Pasadena, California. The research
traced the lives of individuals with learning disabilities in an
attempt to identify factors predicting successful life outcomes. The
guide was developed by Dr. Marshall H. Raskind, Dr. Roberta J.
Goldberg, with research associates Dr. Eleanor L. Higgins and Dr.
Kenneth L. Herman.
(of particular
interest to GED prep and related programs) An Invitation to Review and Comment:
The Rhode Island Office of Higher Education (RIOHE) invites
stakeholders and interested others in the public to review and
comment upon public higher education’s entry-level reading and
writing expectations, which appear below. Comments should be directed
in writing to the Rhode Island Office of Higher Education (RIOHE)
at the following e-mail address: Deanna@etal.uri.edu. To be
considered, written comments must be received no later than
Wednesday, October 12. http://www.ribghe.org/entry_level_expectations.htm
Two LINCS Special
Collections have recently collaborated on a self-paced tutorial called Learning Disabilities and Work Issues.
This resource is especially useful for anyone serving as an
instructor or coach for adults with learning disabilities who are
engaged in looking for satisfying work and being successful in
the workplace. Online at http://ldlink.coe.utk.edu/ld_work_issues.htm
or at the Workforce Education website at http://worklink.coe.utk.edu/ld_work_issues.htm
. In addition to the tutorial, you will find a set of Resources
that are searchable by topic or audience
From David Rosen and
Susan Gaer
The International
Classroom
Virtual Visit project will begin again this September and
October, linking classrooms across the world to enable students to
meet each other virtually, share information about their
cultures, their classrooms, and their communities, and to build
cultural understanding. Classes can include English as a Second
or Other Language (ESOL/ESL), Adult Basic Education (ABE,
GED), elementary or secondary education, or family
literacy. Students can be from age seven to adults.
As in past years, we hope classes will share
student-to-student questions and answers, and possibly
choose a film, book or current event to discuss.
This year we also hope some sites will use blogs, wikis, free Internet
telephony and m-learning (using mobile
phones to access Web pages). If you would like to participate in this
year's project, sign
up on the I.C.V.V. e-list by going to: http://lists.literacytent.org/mailman/listinfo/icvv
Scroll down the page to choose an ID and password. That's it,
easy and free. If you are already on the I.C.V.V. e-list, send an
e-mail to: icvv@lists.literacytent.org indicating your interest in
participating this year. Be sure to describe your
class, when it starts, and what age group or nationality, if any,
you would prefer to partner with.
To see classroom visit projects from previous years go to:
http://www.otan.us/webfarm/emailproject/school.htm
and then choose http://www.otan.us/webfarm/emailproject/school2003.htm.
We look forward to your joining the project. David J. Rosen
djrosen@comcast.net amd Susan Gaer sgaer@yahoo.com
From EdInfo – Constitution Resources tools for learning
about the U.S. Constitution. Meet the 55 delegates who
gathered in Philadelphia in 1787 to rewrite the Articles of
Confederation, read essays printed in NYC papers urging
ratification of their proposal. Explore a 200-year timeline
showing the impact of the Constitution on our history.
Search the Constitution, see explanations of 300 topics. http://www.ed.gov/free/constitution/index.html.
Also available at this URL:
United States Constitution - includes notes Washington wrote on his
copy of the Constitution, his
diary at the Constitutional Convention, an essay on Madison's role in
the Constitutional
Convention, Madison's notes on the debates, Jefferson's letter to
Madison expressing his opinions on the new Constitution & his
belief that a Bill of Rights was needed, &
more.
http://www.loc.gov/rr/program/bib/ourdocs/Constitution.html
To subscribe to EDInfo,
address
an email message to: listserv@listserv.ed.gov Then
write SUBSCRIBE EDINFO YOURFIRSTNAME YOURLASTNAME in the
message, (if you have a signature block, please turn it
off) Then send
it!
Past messages: http://listserv.ed.gov/archives/edinfo.html
Other math resources at http://www.nwt.literacy.ca/northernedge/
- check Issue 3 (consumer math) and see other editions as well for
interesting ideas on incorporating numeracy learning.
Practitioner Toolkit: Working with
Adult
English Language
Learners - provides support and resources to adult education
and family literacy instructors who are new to serving adults and
families
learning English and provides a variety of materials to help
practitioners
meet the language and literacy development needs of the ELL students
they
serve. These include responses to Frequently Asked Questions, a
first-day
orientation guide, lesson plans, research-to-practice papers on English
language and literacy learning, and an annotated list of English and
Spanish
language assessments in use. On the Center for Adult English
Language
Acquisition Web site, the Index page at http://www.cal.org/caela/elltoolkit
allows you to select and download the entire document or to select and
download topics of interest as needed. The toolkit is made
possible
by a grant from the Office of Vocational and Adult Education, US
Department
of Education,
through DTI Associates, and is a collaborative effort between the
National
Center for Family Literacy and the Center for Applied Linguistics (CAL)
http://www.cal.org.
If you have comments or questions about the Practitioner Toolkit,
please
contact Lynda Terrill at lterrill@cal.org.
Google Scholar enables searches for
scholarly
literature, including
peer-reviewed papers, theses, books, preprints, abstracts and technical
reports from broad areas of research. Use Google Scholar to find
articles
from a variety of academic publishers, professional societies, preprint
repositories and universities, as well as articles available across the
web. Google Scholar orders search results by how relevant they
are
to your query, so the most useful references should appear at the top
of
the page. This relevance ranking takes into account the full text of
each
article as well as the article's author, the publication in which the
article
appeared and how often it has
been cited in scholarly literature. Google Scholar automatically
analyzes
and extracts citations and presents them as separate results, even if
the
documents they refer to are not online. This means your search results
may include citations of older works and seminal articles that
appear only in books or other offline publications. http://scholar.google.com/
Living in Poverty slideshow does
the
math: what
does it take to live at the poverty level.
http://www.nccbuscc.org/cchd/povertyusa/tour2.htm
RI Foundation online scholarship
directory - searchable by city/town,
intended field of study, current high school, and more. http://scholarship.rifoundation.org/
YouthBuild USA Learning Network has
links to Web sites and
full-text
documents, and includes a section on "Authentic Materials/Engaged
Learning/Constructivism/Contextual Learning/Project-based Learning." http://www.youthbuild.org/learningnetwork/professionaldev.html
Providence Community Resource Network
(PCRN) http://www.provplan.org/pcrn
Spanish language version of PCRN is up and running.
You
can access the site from the PCRN home page, http://www.provplan.org/pcrn,
or go to http://www.provplan.org/pcrnespa.
The Web pages, online instructions, and the content of the database
have
all been translated.
Civics 101 - website of the
RI
Secretary of State,
at http://www.rules.state.ri.us/civics_101/;
a high school curriculum that may be adaptable for adult learners
and/or
useful for initiating critical
reflection about citizenship and communities.
conferences
and workshops - conferences and workshops
are
listed chronologically and are updated with each bulletin
Rhode Island - Training/events around
employment issues
for people with disabilities http://www.ric.edu/uap/training.html
CALL FOR PRESENTERS 3rd Annual (Net)Working Conference on Women
& Literacy - Moving to Power & Participation
Sponsored by: WE LEARN / Women Expanding—Literacy Education Action
Resource Network Co-Sponsored by Yale University Women's, Gender, and
Sexuality Studies Program and literacytent.org March 10 - 11,
2006 Yale University, New Haven, Connecticut.
Proposals for presentations are invited from learners, teachers,
tutors, administrators, professional developers, researchers,
activists, and policymakers in ABE, GED, ESOL, Family literacy,
Health literacy, Citizenship, Prison literacy, Workplace literacy
and other alternative educational programs that serve women in
adult literacy/ basic education. The conference seeks Interactive
Workshops, Demonstrations, Performance, Theatre and Creative Art,
Poster Sessions, Panels, Roundtables, Papers, and Readings Proposals
will be selected based on their relevance to women's issues in
adult basic literacy/education, and reflection of the theme of
the conference. We are especially interested in presentations
that recognize or address how adult basic literacies/ education
supports and moves women to fuller personal and political power
and socioeconomic/civic participation. Deadline December 2. For more
information, and an application form please contact Mev Miller,
Ed.D., Director,182 Riverside Ave., Cranston, RI 02910 401-383-4374 welearn@litwomen.org or LR/RI
Skill Building for Social Enterprise
- A Conference for Nonprofits, Academics and Funders http://www.rifoundation.org/svpri/conference.asp
This conference is for you, if you have ever: thought about
diversifying your funding base; tried to generate revenue to support
your social
mission, or operated an earned-income venture or social
enterprise. Hosted by Social Venture Partners of RI in collaboration
with The Rhode Island Foundation and Brown University, the conference
will be held on Saturday November 5th, 8am-6pm, Brown University Barus
and Holley Building 182 Hope St. Providence, RI 02912 To qualify for
the early registration fee you must register by 10/21. For any
questions, please contact: Deborah Schimberg, Executive Director of
SVPRI Email: info@svpri.org | Phone: 401.274.4564 x3399
CALL FOR PRESENTERS
3rd Annual (Net)Working
Conference on Women & Literacy - Moving to Power &
Participation
Sponsored by: WE LEARN / Women Expanding—Literacy Education
Action
Resource Network Co-Sponsored by Yale University Women's, Gender, and
Sexuality Studies Program and literacytent.org
March 10 - 11, 2006 Yale University, New Haven, Connecticut.
Proposals for presentations are invited from learners, teachers,
tutors, administrators, professional developers, researchers,
activists, and policymakers in ABE, GED, ESOL, Family literacy,
Health
literacy, Citizenship, Prison literacy, Workplace literacy and
other
alternative
educational programs that serve women in adult literacy/ basic
education. The conference seeks Interactive Workshops, Demonstrations,
Performance Theater & Creative Art, Poster Sessions, Panels,
Roundtables, Papers, and Readings Proposals will be selected based on
their relevance to women's issues in adult basic
literacy/education,
and reflection of the theme of the conference.
We are especially
interested in presentations that recognize or address how adult
basic
literacies/ education supports and moves women to fuller personal
and political power and socioeconomic/civic participation. Deadline December 2. For more
information, and an application form please contact Mev Miller,
Ed.D., Director,182 Riverside Ave., Cranston, RI 02910
401-383-4374 welearn@litwomen.org or contact LR/RI
EFF
Institute! December 14 & 15, 2005 Trump Plaza Hotel Atlantic City,
New Jersey
The institute will feature practical strategies and techniques
for implementing standards-based instruction. To register: Diane
P.
Gardner, EFF Center, University of Tennessee Center for Literacy
Studies 600 Henley St, Suite 312 Knoxville, TN 37996-4135 865-974-9949
dgardner@utk.edu Preliminary program information available; contact
LR/RI. Register: http://www.njsetc.net/
COABE
and the Texas
Association
for Literacy and Adult Education invite proposals for presentation at the 2006
COABE
National Conference, Houston April 26-29, 2006. While some of
website is under construction, [http://www.coabe06.org ] the Call for
Presentations is complete and can be downloaded. Proposals are
due Friday, November 18. The
conference committee is interested
in outstanding and innovative practices in all aspects of adult
education including: basic literacy, workforce development,
family literacy, ESOL, volunteer/ community-based literacy, and
correctional education. Proposals in other areas of adult education
will also be considered.
The program committee seeks presentations based on successful
implementation, current research, and sound practice. In addition
to general adult education interest areas, this conference has
five special tracks. Improving Teaching and Learning
Outcomes, Integrating Technology and Instruction, Linking
Research to Practice, Promoting Adult Educators as Leaders, and
Advancing Change Through Education
NAASLN (the National Association for Adults with
Special Learning Needs) 2005 Conference, November 12 - 15,
the Grand Hyatt Hotel, Denver, CO. This dynamic conference is
being co-sponsored by NAEPDC and the CO. Department of Education,
Adult Education. Review the conference flier at http://www.naasln.org/
The Technology, Reading &
Learning Difficulties (TRLD) annual conference January 26
- 28, 2006 at the Hyatt Regency San Francisco, Embarcadero
Center. http://www.trld.com/.
other events and
conferences http://www.nifl.gov/cgi-bin/Calendar/calendar_world.cgi
TESOL worldwide calendar of events http://www.tesol.org/isaffil/calendar/index.html
from previous bulletins: REMINDERS,
RESOURCES:
SABES Resource Lists Available.
From Carey
Reid [full message here]:
As you might know, Massachusetts now has a rigorous, stand-alone ABE
teacher's license. SABES, the System for Adult Basic Education
Support,
is a state-wide staff development system funded by MassDOE.
Ö[S]months ago I asked if NLA subscribers were interested in
helping
SABES build resource lists, by standard, in support of teachers seeking
the new license here in Massachusetts. Many of you helped out,
thank
you, and we've also worked with small groups of people locally to build
these 29 lists, now with over 150 resources--books, articles, websites,
and videos. The lists are now available on SABES's license
support website at http://www.sabes.org/license.
You can get quickly to the lists by clicking on the "new resources
added"
link under What's New, or at any time by using the resources link on
the
bottom of every webpage. When you arrive at the chart listing the
29 standards, click on any standard to go to the resource list we've
compiled
for it. The lists are annotated; with the annotations,
teachers
who wish to improve their knowledge and skills in respect to a
particular
standard can be more assured they're getting the resource they want or
need. If the resource can be viewed or downloaded on the Net,
we've
provided a link.
Additionally, we want to improve these lists, so please
email me
if you'd like to suggest additions or changes. BTW, the full list
of resources is also collected in a ProCite bibliography file, so if
you
use that software and would like to have your own "instant" database,
let
me know and I'll email you the file. As stated earlier, SABES is funded
by the Massachusetts Department of Education. To avoid confusion,
the website is not an official DOE site but rather one of SABES's means
of supporting license-seeking teachers in our state. Links to
Massachusetts
DOE webpages, however, are provided on the site.
breathe - everyday yoga at your desk. http://www.mydailyyoga.com/yoga/everyday_yoga.html
what do you think? LR/RI has had an online survey
on its
site
forever. Previously, those who may have come across the survey
were
asked to copy and paste it into an email message, or to print it and
complete
it. Thanks to the brilliant technical support and inservice
learning
provided by Brown University, the survey can now be completed on
line.
I'd be grateful if you could please take the time to complete it.
While occasional word comes back about the work LR/RI has done, this
survey
attempts to be somewhat more systematic in considering the work that's
done and the work that needs to be accomplished. Please complete
the survey at http://www.brown.edu/lrri
- scroll
down and click on the link to the survey. If you lack web access
and wish to complete the survey, please contact LR/RI to receive one
via
snail mail or fax.
please
submit
Please contact LR/RI if you have information, questions or
announcements
to share with adult educators in Rhode Island. Bulletins go out at
least
twice a month; more frequently when there's more to share. To
submit
information for the next bulletin, please contact LR/RI by phone
(401-863-2839),
mail (PO Box 1974, Brown University, Providence, RI 02912) or email.
back to LR/RI
home
|
