Modeling 21 st Century Work and College Readiness Skills in Your Program and Classroom Effective Transitions in Adult Education Conference Warwick, RI Friday, November 14, 2014 Presenter: Martha Oesch, Oesch Consulting

Learning Objectives Describe what 21 st Century Skills are and how they relate to the classroom and the workplace. Identify means for teaching and modeling these through instructional strategies and classroom management techniques. Identify and explain at least one active learning strategy. Evaluate your current instructional strategies and classroom management techniques for their effectiveness in teaching 21 st Century readiness skills.

Agenda Welcome and introductions Setting the context Identifying transferable skills Using learner centered instruction Active learning strategies Classroom management techniques Reflection activity Wrap-up and evaluation

Student Quote “ Today in the class you said something important for me because I do it yesterday in my work. You’ll said is a good idea take notes when somebody explain something to you. And that’s what I did yesterday when my boss explained to me how to use the cash register. I telled her when I don’t understand I’m confused to explain me again and I repeat to her what I understand to know if it’s right or wrong. I asked her if sometimes can I see my notes to check if I’m doing it right. Her answer was yes because the notes can help you a lot in you work. Logbook excerpt by a vocational ESOL student, San Diego Community College

Social Forces Economic shifts Education policy Accountability requirements Learner needs

Who are the Stakeholders? Students/Clients Community Employer Policy makers Funders

Work & College Readiness Competencies Secretaries Commission on Achieving Necessary Skills (SCANS) Equipped for the Future (EFF) Skills for the 21 st Century National Reporting System for Adult Education (NRS) Common Core

What is the goal for instructors & advisors? To view students the way that employers and post- secondary education instructors increasingly view successful workers and students as: Active Creative Self-directed problem solvers Able to work effectively on their own and with others

How does SCANS inform academic/skills instruction & advising? Encourage active learning Design of instructional tasks and problems Simulate workplace situations and expectations Teach competencies within existing curricula Make explicit the activities that teach job readiness skills

Activity – Identifying Transferable Skills In dyads or triads: 1. Read the workplace scenario (1-6) assigned to your section. 2. Review the list of “SCANS Skills”. 3. in your dyad or triad, decide what are the top 5-6 skills most needed to perform well in this workplace scenario.

Activity - Instructional Strategies In your small groups discuss: 1. What are the job readiness skills your students practice and learn by participating in this type of instructional activity? Identify the top 5-6 SCANS competencies embedded in the instructional strategy assigned to your section (Use the SCANS list on the light pink sheet.)

Activity - Team Evaluation In your small group, discuss and complete a Team Evaluation Chart based on your performance identifying SCANS competencies embedded in instructional strategies.

Students need to: Have the skills they and other stakeholders are seeking Know they have the skills Show they have the skills

Students need opportunities to: Reflect on their learning Demonstrate their ability to apply what they have learned Evaluate their own progress

Why are routines important? Establishing rules and routines enables students/clients to be systematic as they learn to operate within social, professional, and technological systems.

What is the purpose of classroom and program systems? 1. Set expectations for -- – Personal organization – Preparedness – Responsibility 2. Provide opportunities for students to document they are meeting those expectations.

Classroom and program systems cont. 3. Help all students adjust to US workplace expectations. 4. Give teachers more time and energy to focus on facilitating learning.

Activity – Classroom Jobs In a small group, choose one of the Classroom Job titles and brainstorm a list of tasks that could be performed by the person with that job. Team Leader Assistant Team Leader Attendance Clerk Recorder/Secretary Evaluator Resource Manager Grammar Monitor Time Keeper

Template for Reflection & Action Take a few minutes to complete this form, reflecting on what you want to take away from the workshop.

Thank you! For further assistance or questions please contact: Martha Oesch, Oesch Consulting