Building Work Skills: Plan from the End & Integrate from the Start! Presenter: Lia Conklin: ELL Instructor/Team Leader, EL Civics Grant Coordinator & Designer, Ronald Hubbs Center,St. Paul, MN EL Civics Grant materials available at:

Session Learning Goals Name: _______________________ Date: _____________________ Circle the picture that shows how you feel about each leaning goal.  = Hard,  = So-so, = Easy Learning GoalsBefore UnitAfter Unit 1.Participate in an authentic example of a product- based unit (i.e. this session).   2. Analyze your program & class in terms of a career pathways model.   3. Identify real-life & work scenarios and describe a unit product that reflects those scenarios.   4. Identify work skills and language skills required in a real life or work scenario & unit product.   5. Outline a unit plan with a unit product, section products, activity products, and work skills.   6. Find available unit products and support materials on-line at  

Building Work Skills: Product-Based Unit Plan Unit Product: Design a unit plan that: Aligns w/ a career pathways model. Describes an authentic unit product. Identifies work skills. Outlines section & activity products. Section Product: Discuss one’s program in terms of career pathways model Match terms w/ defs. Sequence program steps Describe unit product Work Skills Analyze program in terms of career pathways Identify real-life & work scenarios Describe unit products Identify work skills Design a unit plan Match terms w/ exs. Section Product: Complete theme chart w/ examples Fill in work skills. Fill in lang. skills. Fill in Scenari os. Describe a unit product. Section Product: Deconstruct unit product example: Housing Simulation Section Product: Navigate the product-based unit plan model. Identify work skills Identify scenario Housing unit product Housing section products Housing activity products Find online resources

Building Work Skills: Zooming out… High stakes for our learners!! Promote concept of career pathways from the lowest levels on up Bridge ELL/ABE classes to occupational training Integrate a variety of skill types into all instructional units. Purposefully design units that focus on meaningful end products

Career Pathways Model: Terminology Instructions: Match the following terms with their definitions. Then fill out the chart below. Program Tier Definition Bridge Prep The last level of employment training, usually taking place in the business sector, vocational schools, and community colleges. Occupational Training Courses in this tier provide thorough preparation and support for employment testing and occupational training programs. High Bridge These courses integrate work skills and soft skills within low-level ESL & ABE classes and provide an introduction to career pathways. Low Bridge Career pathways exploration and work & soft skills practice for intermediate ESL and ABE within the context of specific careers.

Career Pathways Model: Programming Tier 1Tier 2Tier 3Tier 4 Program Tier Definition Hubbs Example ELL 0-2 (CASAS < ) life- skills based classes that integrate work skills for entry- level jobs & build career pathways concept. ELL 3-4 (CASAS ) English for Careers classes that build work & language skills and explore occupational prep classes offered at Hubbs. Advanced ELL/ ABE (CASAS 221+) occupational prep: Pre CNA, CDL, Boiler ’ s License, Child Dev., Retail, Renewable Energy, Medical Office, ServSafe, Building Trades Partnerships developed with community colleges & occupational training programs that help transition learners to careers listed in Tier 3. Your Program Instructions: Fill out the chart below.

Discussion: Zooming in… What in your program is similar to this model? What challenges are there/would there be in aligning with this career pathways model? Given your challenges, what CAN your program do to best align w/ this model or build toward this in the future?

Integrate from the start… 1.How do you integrate work skills into your unit plans? 2.On average, how long do your units last? 3.With whom do you regularly collaborate? 4.What is your greatest strength when designing unit plans? 5.What would you like to improve when designing unit plans?

Unit Planning: Small Group Grid Unit Topic Real-life Scenario Unit ProductWork SkillsLanguage Skills Housing Community Food Health Civic Responsibility Consumerism

Product-Based Unit Plan Description A “product” describes what skills will be demonstrated and HOW they will be demonstrated. Choose an authentic Unit Product that promotes work skills. Outline benchmarks that integrate a variety of skill types and are achievable w/in the Unit Product. Segment Unit Product into Section Products or instructional “chunks” that scaffold to Unit Product. Break down Section Products into Activity Products that scaffold to Section Product.

Product-Based Unit Plan: Template Unit Product: Section Product: Work Skills Section Product:

Team Evaluation Instructions: Read each question. Circle your answer. Your Name:Date: 1. Did everyone participate? Yes Somewhat  No  2. Did you participate? Yes Somewhat  No  3. Did you learn how to create a unit plan using the product-based method? Yes Somewhat  No  4. Did your team do a good job? Yes Somewhat  No  5. Did you do a good job? Yes Somewhat  No 

Futures are riding on us! Construct with care!