RSS FeedsFacilitated Asynchronous Courses
Facilitated Training in Real Time
Self-Assessments and Individual PD Plans
Course Descriptions
This page provides descriptions of facilitated and self-directed asynchronous online courses. Go to the Course Catalog to register for courses.
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the course description.
Facilitated Online Courses
Designing Programs for Adults with Learning Disabilities, Session 1. Understanding
Learning Disabilities: Awareness for Adult Educators
Do you wonder if some of your students have learning disabilities? This course will help you understand what learning disabilities are and recognize common characteristics of adults with LD. You will review the screening process and explore the legal rights and responsibilities of both the learner and the literacy program. This course is a pre-requisite to Sessions 2 and 3.
Designing Programs For Adults With
Learning Disabilities, Session 2.
Effective Instructional Strategies
Become familiar with and practice strategies for helping adults with learning disabilities succeed in your classes! Learn to select appropriate accommodations to meet diverse learning needs. This course presents an overview of various instructional approaches and helps you design one instructional activity using an LD-appropriate approach. Session 1 (either the face-to-face workshop or the online course) is a pre-requisite for attending this course.
This course is intended for the new administrator (with one year experience or less) who has direct responsibility over their adult school’s budget. The course provides an overview of adult education fiscal and budgeting processes. Participants learn the vocabulary related to adult education fiscal management and practice using the forms and formulas for developing a local agency budget. Participants develop a preliminary adult education budget based on data from their agency.
Plan and deliver effective lessons! This course takes participants step by step through the process of lesson design and helps you create a lesson plan using the online OTAN Lesson Plan Builder. Participants will learn up-to-date strategies for planning lessons using a combination of the WIPPEA stages and “backward design.” Using the information and skills taught in this course, participants will find that lesson planning becomes a quick, easy process.
What’s all the excitement surrounding the topic of learner persistence, how does it differ from student retention and motivation, and how do I encourage my students to persist in their learning? Based on research on factors that promote learner persistence, this professional development course engages participants in brainstorming implications for changing practice in the four areas of intake, orientation, instruction, and program activities.
Integrated and Contextualized Workforce Skills in the ABE/ASE Classroom
How can you prepare your learners to succeed in the workforce? Find out what employers say are essential skills for today's workforce. This course shows you how to connect transferable skills in the ABE/ASE classroom to the workplace. It also offers examples of contextualizing ABE/ASE instruction easily by using workplace activities and forms.
Integrated and Contextualized Workforce Skills in the ESL Classroom
How can you prepare your learners to succeed in the workforce? Find out what employers say are essential skills for today's workforce. This course shows you how to connect transferable skills in the ESL classroom to the workplace. It also offers examples of contextualizing ESL instruction easily by using workplace activities and forms.
Managing the ESL Multilevel Class
How do you meet the needs of English as a Second Language (ESL) students in a class with skill levels ranging from beginning to intermediate to advanced? This course presents strategies for planning lessons for learners of widely varying language skills.
Optimizing ESL Instructional Planning: Management, Monitoring, and Reflection
How do you plan instruction so that you are certain your English learners' proficiency is increasing? This course presents an optimal process for English as a second language (ESL) instructional planning. The process uses three types of strategies: management, monitoring, and reflection. Backed by research, these strategies may be used with any proficiency level. Throughout the course, participants will explore ways to integrate these strategies into their courses and daily lessons.
Postsecondary Transitions, Session 1, Getting Started: Key Components, Strategies,
and Best Practices
In Postsecondary Transitions, participants work in agency teams to develop an integrated, comprehensive plan for implementing a coherent, effective postsecondary transition program. In Session 1 participants identify best practices and strategies to implement a successful postsecondary transition program.
Postsecondary Transitions, Session 2, From Theory to Practice: Next Steps and Action
Plans
In Postsecondary Transitions, participants work in agency teams to develop an integrated, comprehensive plan for implementing a coherent, effective postsecondary transition program. In Session 2, participants assess their agency’s degree of readiness to implement a postsecondary transition program and identify strategic leverage points for implementing their own agency’s action plan. Prerequisite: Session 1.
Understanding the Adult Learner, Session 1. Adult Learning and Development
This course examines how adults learn and the implications for adult literacy programs. It explores the unique characteristics of adult learners as well as adult motivation, needs, and self-concept and their effect on learning. The course also explores adult development and the implications for effective teaching.
Using Questioning Strategies to Improve Instruction, Session 1. Questioning Strategies
that Improve Cognition
Are you frustrated at not getting the right answers from your students? Maybe it’s because you are not asking the right questions! This course offers questioning strategies that foster higher-order thinking skills while developing responses beyond the level of recall. Help students connect the dots as they process new information to answer questions designed with a purpose.
Self-Directed Online Courses
Adult Learning and Development
This course examines how adults learn and the implications for adult literacy programs. It explores the unique characteristics of adult learners as well as adult motivation, needs, and self-concept and their effect on learning. The course also explores adult development and the implications for effective teaching.
Learner Goal Setting in Adult Education Programs
Did you know that one of the major factors contributing to learner persistence is goal setting with the learner? Did you know that learners most often cite as a reason for dropping out that their classes didn't meet their needs and expectations? Learn how to set realistic goals with each learner and then revisit and revise goals throughout the semester so that students feel comfortable that your class is meeting their needs.
What’s all the excitement surrounding the topic of learner persistence, how does it differ from student retention and motivation, and how do I encourage my students to persist in their learning? Based on research on factors that promote learner persistence, this self-directed professional development course examines implications for changing practice in the four areas of intake, orientation, instruction, and program activities.
Orientation for New ABE Teachers
The task of teaching basic literacy skills can seem overwhelming to the new Adult Basic Education (ABE) teacher. This self-directed, self-paced online course orients new teachers to the most immediate and important aspects of teaching ABE learners in California. The new ABE instructor may wonder about many things, such as “Who will my new students be?” “What are their literacy proficiencies and needs?” “What materials should I use?” and “How do I assess my students’ skills and document their progress?” In some cases, individual agencies have procedures and practices that address these questions; in other cases, the California Department of Education (CDE) has specific requirements and provides documents to guide you. Based on The ABE New Teacher Resource Guide, available as a PDF file on the CALPRO Web site, this course offers numerous supplemental application activities and delivers content in a variety of formats.
Orientation for New ESL Teachers
To a new English as a Second Language (ESL) teacher in an adult education program, the task of teaching English can seem overwhelming. A teacher new to ESL often asks such questions as, "Who will my new students be?" "What is their English proficiency?" "What materials should I use?" and "How do I assess my students and document their progress?" Many local agencies have procedures and practices that address these issues and will provide guidance to new teachers. The California Department of Education (CDE) has specific requirements and also provides certain documents to guide you. This self-directed, self-paced online course orients new teachers to the most immediate and important aspects of teaching adult ESL in California. Based on The ESL New Teacher Resource Guide, available as a PDF file on the CALPRO Web site, this course offers numerous supplemental application activities and delivers content in a variety of formats.
More Information
For
more information, California residents can call CALPRO toll-free at 1-800-427-1422,
and select Option 5, or send a detailed e-mail to calprohelp@air.org.
