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    Syracuse fce workshop part 1 Syracuse fce workshop part 1 Presentation Transcript

    • Celebrating 46 Years of the Adult Education and Literacy System (AELS) of the United States of America Our Nation’s Third Branch of Public Education1966 2012 A.E.L.S./U.S.A. Serving America’s Adult Learners in 2012
    • Constructing Pathways and Bridges to 21st Century Opportunities Functional Context Education and Workforce Development Tom StichtInternational Consultant in Adult Education
    • Constructing Pathways and Bridges to 21st Century Opportunities February 1983 Workshop #1: Functional Context Education and Workforce Development Workshop #2: The IntergenerationalFebruary 1983 Effects of Adult Education : Early Parenthood Education Workshops for a Two-Pronged Approach To Workforce Development and the Improvement of Children’s Learning in the Schools
    • Constructing Pathways and Bridges to 21st Century Opportunities Workshop Schedule9:00-10:30am: Part 1-A: Contemporary Issues Calling Renewed Attention to FCE andWorkforce Development; Part 1-B: Evidence for FCE From Professional Wisdom10:30-10:45am: Break10:45-12:00pm: Part 2: Scientific Research Underpinning Career Pathways Education12:00-12:30pm Lunch12:30-1:45pm Part 3: Workforce Development Beyond the National Workplace LiteracyProgram (NWLP)1:45-2:00: Break2:00-3:30pm Part 4: Contemporary Projects on Contextualizing and IntegratingProgram Design and Engaging Employers and Employees
    • Contemporary issues calling renewed attention toFunctional Context Education and Workforce DevelopmentContemporary issues calling renewed attention to Functional Context Education and Workplace Literacy: Overarching Issue: Improving Workforce CompetitivenessApproaches: Workplace Literacy: Language, Literacy or Numeracy (LLN) Education Delivered at the Workplace or Related Site and Aimed at Upgrading Skills of the Employed Workforce Career Pathways: Education Aimed at Transitioning Adults From Adult Basic Education into Work Transitioning into Postsecondary Education: Education Aimed at Transitioning Adults From ABE into College
    • Functional Context Education and Workforce Development Contemporary issues calling renewed attention to Functional Context Education and Workforce Development: Two Factors Common to Workplace , Career, and Transition Programs:Workplace Literacy Contextualized Teaching & LearningCareer Pathways Integrated Basic Skills &Transitions to Postsecondary Occupational/Academic SkillsEducation Education
    • Functional Context Education and Workforce Development Indicators of Interest in Contextualized and Integrated Workforce Development Programs In Five Industrialized Nations: Canada New Zealand Ireland United Kingdom United States
    • Functional Context Education and Workforce DevelopmentOctober, 1980Toronto, Ontario, Canada meeting of the National Academy of EducationWorkplace Literacy introduced as an approach to upgrading the skills of theworkforce to improve productivity while also contributing to the educationalachievement of children, giving what I called DOUBLE DUTY DOLLARS! 1980
    • Functional Context Education and Workforce Development 2005 2009 1980 Functional Context EducationUniv. British Columbia and Workplace Literacy in Historical Perspective 1999 Richmond Street London, Ontario 1993 1997 2011
    • Functional Context Education and Workforce Development Integrated Literacy Works! January 2007 Dublin, Ireland National University of Ireland (NUI) at Maynooth2009
    • Functional Context Education and Workforce DevelopmentJanuary 2001 September 2001 November 2001New Zealand UNESCO: The International Reading Association Literacy Award to WORKBASE, THE NATIONAL CENTRE FOR WORKPLACE LITERACY AND LANGUAGE, NEW ZEALAND, for: raising the literacy skills of the New 2001 Zealand workforce, in particular the socially excluded and minority groups, through designing tailor-made, quality literacy and technical-skills programmes coupled with appropriate reading and teaching materials thus generating the interest and motivation of learners to assist in the courses
    • Functional Context Education and Workforce Development New ZealandNovember 2001 February 2009 The primary motivation for many learners is their 2009 vocational or other goals rather than the specific development of their literacy or numeracy skills. Embedding literacy and numeracy within vocational and other programmes enables learners to develop both sets of skills in a contextualised and meaningful way
    • Functional Context Education and Workforce DevelopmentWork on Family Literacy and Workplace Literacy in the United Kingdom 1991 1992-1993 1996 1991 1993 1999 1991
    • Functional Context Education and Workforce DevelopmentWork on Family Literacy and Workforce Literacy in the United Kingdom 1999 2.2 Responses from the field – and our analysis 1 . What works for adult literacy learners? Respondents cited the importance of contextualised, relevant materials and curricula, …acknowledging the priority of literacy (and numeracy) and seeking• The Department for Education ways of embedding and integrating their(DfE), working with BIS and local development across the organisation.authorities must break down cycles ofinter-generational difficulties with literacythrough family literacy and learningprogrammes.
    • Contemporary issues calling renewed attention to Functional Context Education and Workforce DevelopmentMay 2008 | Volume 65 | Number 8 Reshaping High Schools Pages 22-27Bringing Industry to the ClassroomGary HoachlanderStudents shouldnt have to choose between an education that readies them for college and onethat prepares them for a career. Pathways provide both.The Evidence BaseSome of the most convincing evidence that a multiple-pathways strategy will improve studentoutcomes comes from work in cognitive science. Research concludes that many people learnbetter and faster, and retain information longer, when they are taught concepts in context.One particularly high-quality study (Sticht, 2002; Sticht, Armstrong, Hickey, & Caylor, 1987)found that teaching young soldiers who lacked even basic literacy skills to read in the contextof their daily tasks not only increased their competency in those tasks but also improved theirgeneral reading skills—all in a relatively short time period. In fact, the gains in generalreading skills were equal to or greater than those produced by the conventional literacyprogram; gains in job-related reading exceeded the traditional program by a factor of four orfive.
    • Contemporary issues calling renewed attention to Functional Context Education and Workforce Development2009 Contemporary issues calling renewed attention to Functional Context Education and Workforce Development: >Contextualized Teaching & Learning >Integrated Basic Skills & Occupational Skills Education
    • Contemporary issues calling renewed attention to Functional Context Education and Workforce DevelopmentTransitions to Career and Postsecondary Education June 8, 2010
    • Contemporary issues calling renewed attention to Functional Context Education and Workforce DevelopmentTransitions to Career and Postsecondary Education The Adult Education ―Pipeline‖ ESL > ABE > ASE > POSTSECONDARY 2010 CAREER/ACADEMIC
    • Contemporary issues calling renewed attention to Functional Context Education and Workplace Literacy Transitions to Career and Postsecondary Education Office of Vocational and Adult Education January 5, 2012 U.S. DEPARTMENT OF LABOR ANNOUNCED AVAILABILITY OF NEARLY $98.5 MILLION IN WORKFORCE INNOVATION FUND GRANTSFunding opportunities such as:1) career pathway approaches that enable individuals to move beyond adult basiceducation and succeed in postsecondary education, earn industry-recognizedcredentials, and advance along a career path;2) Integrating adult basic education and occupational skills training to enableindividuals to increase their educational learning gains and earn industry-recognizedcredentials while completing basic skills training;3) coordinating Workforce Investment Act funding for Titles I and II to supporteffective contextualized programs that result in increased fluency in the Englishlanguage and the attainment of credentials that are relevant to employers.
    • Functional Context Education and Workforce Development Contemporary issues calling renewed attention to Functional Context Education and Workforce Development: Indicators of Interests in Contextualized and Integrated Workforce and Workplace Literacy Programs In Five Industrialized Nations
    • Overview of theories, methods, and professional wisdom in the history of FCE andworkplace literacy.Functional Context Education and Workplace Literacy in Historical Perspective Two perspectives providing evidence for the efficacy of functional context education and workplace literacy policies and practices Professional Wisdom Scientific Research
    • Functional Context Education and Workplace Literacy Overview of theories, methods, and professional wisdom in the history of workplace literacy and FCE.
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Workplace Literacy and Functional Context Education Harriet Frank Laubach A. and Septima Jacobs . Cora Laubach PoinsetteFunctional Teaches Wilson Literacy and Clark Stewart MergingContext Adult Literacy & the Functional Merging Functional Merging Functional Mission Fund and the Later Known as Citizen-Education Using Country Context Context Context Laubach ship the Bible Readers Education Education and Education International Schools and Workplace and Susie Workplace Literacy in the Workplace Literacy InWork- George King Taylor World War Civilian Conservation Literacy In World War Washingtonplace and in the I Corps IILiteracy Workplace Civil War Literacy at Valley Forge 1777 1860 1915 1917 1933 1943 1955 1960
    • Functional Context Education and Workplace Literacy in Historical Perspective Workplace Literacy At Valley Forge 1777-1778
    • Functional Context Education and Workplace Literacy in Historical Perspective Functional Context Education in the Antebellum South
    • Functional Context Education and Workplace Literacy in Historical Perspective Functional Context Education in the Antebellum South Written By Herself
    • Functional Context Education and Workplace Literacy in Historical PerspectiveFunctionalContextEducation intheAntebellumSouth
    • Functional Context Education and Workplace Literacy in Historical Perspective Workplace Literacy in the Civil War
    • Functional Context Education and Workplace Literacy in Historical PerspectiveWorkplace Literacy in the Civil War
    • Functional Context Education and Workplace Literacy in Historical PerspectiveFunctionalContextEducation inthe Freedman’sSchools DuringReconstructionFollowing theCivil War
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Workplace Literacy and Functional Context Education Harriet Frank Laubach A. and Septima Jacobs . Cora Laubach PoinsetteFunctional Teaches Wilson Literacy and Clark Stewart MergingContext Adult Literacy & the Functional Merging Functional Merging Functional Mission Fund and the Later Known as Citizen-Education Using Country Context Context Context Laubach ship the Bible Readers Education Education and Education International Schools and Workplace and Susie Workplace Literacy in the Workplace Literacy InWork- George King Taylor World War Civilian Conservation Literacy In World War Washingtonplace and in the I Corps IILiteracy Workplace Civil War Literacy at Valley Forge 1777 1860 1915 1917 1933 1943 1955 1960
    • Functional Context Education and Workplace Literacy in Historical PerspectiveFunctionalContextEducation inthe RuralSouth
    • Functional Context Education and Workplace Literacy in Historical PerspectiveFunctionalContextEducation inthe RuralSouth
    • The Country Life Readers by Cora Wilson Stewart 1915 1916 1917
    • Functional Context Education and Workplace Literacy
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Workplace Literacy and Functional Context Education Harriet Frank Laubach A. and Septima Jacobs . Cora Laubach PoinsetteFunctional Teaches Wilson Literacy and Clark Stewart MergingContext Adult Literacy & the Functional Merging Functional Merging Functional Mission Fund and the Later Known as Citizen-Education Using Country Context Context Context Laubach ship the Bible Readers Education Education and Education International Schools and Workplace and Susie Workplace Literacy in the Workplace Literacy InWork- George King Taylor World War Civilian Conservation Literacy In World War Washingtonplace and in the I Corps IILiteracy Workplace Civil War Literacy at Valley Forge 1777 1860 1915 1917 1933 1943 1955 1960
    • Merging Functional Context Education and Workplace Literacy in World War I
    • Functional Context Education and Workplace Literacy in Historical PerspectiveMergingFunctionalContextEducation andWorkplaceLiteracy inWorldWar I
    • J. Duncan SpaethTeaching FCE & Workplace Literacy in World War I
    • Spaeth followed the sameFunctional Context Educationapproach as used by CoraWilson Stewart. But he alwaysincluded a sound drill to teachphonics.
    • Teaching Workplace English as a Second Language and Literacy in World War ICaptain Garry Meyersand Mrs. Caroline ClarkMeyers both taughtliteracy and Englishlanguage at CampUpton, New York.
    • Teaching FCE & Workplace Literacy in World War I Later, in 1921, the Myers adapted the Army English language instruction for use in educating civilian adults. .
    • TeachingWorkplace ESL &Literacy in WorldWar I
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Workplace Literacy and Functional Context Education Harriet Frank Laubach A. and Septima Jacobs . Cora Laubach PoinsetteFunctional Teaches Wilson Literacy and Clark Stewart MergingContext Adult Literacy & the Functional Merging Functional Merging Functional Mission Fund and the Later Known as Citizen-Education Using Country Context Context Context Laubach ship the Bible Readers Education Education and Education International Schools and Workplace and Susie Workplace Literacy in the Workplace Literacy InWork- George King Taylor World War Civilian Conservation Literacy In World War Washingtonplace and in the I Corps IILiteracy Workplace Civil War Literacy at Valley Forge 1777 1860 1915 1917 1933 1943 1955 1960
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Functional Context Education and Workplace Literacy
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Functional Context Education and Workplace Literacy
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Workplace Literacy and Functional Context Education Harriet Frank Laubach A. and Septima Jacobs . Cora Laubach PoinsetteFunctional Teaches Wilson Literacy and Clark Stewart MergingContext Adult Literacy & the Functional Merging Functional Merging Functional Mission Fund and the Later Known as Citizen-Education Using Country Context Context Context Laubach ship the Bible Readers Education Education and Education International Schools and Workplace and Susie Workplace Literacy in the Workplace Literacy InWork- George King Taylor World War Civilian Conservation Literacy In World War Washingtonplace and in the I Corps IILiteracy Workplace Civil War Literacy at Valley Forge 1777 1860 1915 1917 1933 1943 1955 1960
    • Functional Context Education and and Workplace Functional Context Education Workplace Literacy Literacy in Historical Perspective in Historical Perspective Merging Functional Context Education and Workplace Literacy In World War II Evidence From Professional Wisdom During World War II the armed services faced the need to utilize hundreds of thousands of men who were illiterate or poorly literate. Paul Witty specialized in understanding the process of learning to read and in developing methods for helping students who were having difficulties in learning to read. With this background, he was called upon to serve as an education officer in the War Department.
    • Merging Functional Context Education and Workplace Literacy In World War II Witty was strongly influenced by the work of William S. Gray. Paul Witty
    • Merging Functional Context Education and Workplace Literacy In World War II William S. Gray The ―Father‖ of Dick and Jane Fictitious children with whom children reading the books could identify.
    • Merging Functional Context Education and Workplace Literacy In World War IIWitty Paul Witty created the fictitious soldier Private Pete who is a student in an Army literacy program. Like Dick and Jane withintroduced children, literacy students in the Army literacy programs werethe use of supposed to be able to identify with Private Pete who was also a literacy student.audio-visualtechnologyin teachingadult literacyLike thisfilmstrip forteachingreading
    • Merging Functional Context Education and Workplace Literacy In World War II As with Cora Wilson Stewart, Witty used a functional context approach to literacy instruction and showed soldiers in real life settings like they experienced on Army posts.
    • Merging Functional Context Education and Workplace Literacy in World War II
    • Merging Functional Context Education and Workplace Literacy In World War IIA newspaperentitled “OurWar” wasdeveloped andincluded the firstuse of a comicstrip in adultliteracy educationfeaturing PrivatePete and hissidekick Daffy.
    • Merging Functional Context Education and Workplace Literacy In World War IIAnother innovation inadult literacy educationwas the development ofa ―photo novel‖ usingreal people to ply theroles of Private Pete andhis sidekick Daffy. Thiswas used in a programfor soldiers gettingdischarged from theArmy who missedliteracy training onentry into the Army orwhose skills haddeteriorated from littleuse in the war. Thebook used the samesystems approach aswith the Army Reader.
    • Merging Functional Context Education and Workplace Literacy In World War IIIlliterate and Non-English Speaking Soldiers Fighting for Freedom in World WarII Learn to Read and WriteWriting in the July 1943 issue of “Our War”, a newspaper for the literacystudents of World War II, a student wrote:“This is my first letter in English. I have learned to read and write so that I canhelp protect or country.” Private Porfirio C. GutierrezA mother of a soldier wrote to the Army [in original spellings and punctuation]:“dear sir: I thank you all for Learning My child to read and wright I don’t Knowhow to thank you all Because My child did no know nothing it is really highapprishated Because I did not have the time to send him to school I did nothave no husband I raised him from a Baby By my self and that is all my help andI thank you and I thank you when you wrote me and siad My Boy did that I wasso glad I did not Know what to do and I realy appreshated it.” Very trulyyours, M--- W---
    • Merging Functional Context Education and Workplace Literacy In World War II Praise for the Army’s Literacy Teachers
    • Merging Functional Context Education and Workplace Literacy In World War II
    • Functional Context Education and Workplace Literacy in Historical PerspectiveRelationships of the World War The World War II Program EmphasizedII Adult Literacy Programs to RELEVANCE & MOTIVATIONSome Contemporary Concernsin Adult Education The Program:Transitioning/Bridging Adults Transitioned soldiers from civilian toFrom Adult Basic Education to military life with its job training and performance requirementsPost-Secondary Education orJob/Career Opportunities Integrated/contextualized literacyIntegrating/Contextualizing instruction with military life contextsLanguage, Literacy, Numeracy and situationswith Vocational Education Used audio-visual technology andUsing Technology to textual materials and systems instructionDifferentiate Instruction to Meet to address learning rates and modalitiesStudent Learning Needs of soldier learners
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Workplace Literacy and Functional Context Education Harriet Frank Laubach A. and Septima Jacobs . Cora Laubach PoinsetteFunctional Teaches Wilson Literacy and Clark Stewart MergingContext Adult Literacy & the Functional Merging Functional Merging Functional Mission Fund and the Later Known as Citizen-Education Using Country Context Context Context Laubach ship the Bible Readers Education Education and Education International Schools and Workplace and Susie Workplace Literacy in the Workplace Literacy InWork- George King Taylor World War Civilian Conservation Literacy In World War Washingtonplace and in the I Corps IILiteracy Workplace Civil War Literacy at Valley Forge 1777 1860 1915 1917 1933 1943 1955 1960
    • Functional Context Education and Workplace Literacy in Historical Perspective 1884-1970
    • Functional Context Education and Workplace Literacy in Historical Perspective
    • Functional Context Education and Workplace Literacy in Historical Perspective
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Workplace Literacy and Functional Context Education Harriet Frank Laubach A. and Septima Jacobs . Cora Laubach PoinsetteFunctional Teaches Wilson Literacy and Clark Stewart MergingContext Adult Literacy & the Functional Merging Functional Merging Functional Mission Fund and the Later Known as Citizen-Education Using Country Context Context Context Laubach ship the Bible Readers Education Education and Education International Schools and Workplace and Susie Workplace Literacy in the Workplace Literacy InWork- George King Taylor World War Civilian Conservation Literacy In World War Washingtonplace and in the I Corps IILiteracy Workplace Civil War Literacy at Valley Forge 1777 1860 1915 1917 1933 1943 1955 1960
    • Functional Context Education and Workplace Literacy in Historical Perspective 1935 – Learned “Kinesthetic method” by working with Wil Lou Gray in Columbia, South Carolina teaching illiterate African-American soldiers at Fort Jackson to read and write their names and other Army information.
    • Functional Context Education and Workplace Literacy in Historical Perspective1955-56 – Clark taught workshopsat the Highlander Folk Schoolattended by Rosa ParksRosa Parks wrote later on:―I am always very respectful andvery much in awe of the presenceof Septima Clark because her lifestory makes the effort that I havemade very minute. I only hope thatsome of her great courage anddignity and wisdom has rubbed offon me.‖
    • Septima Poinsette Clark and Functional Context Education in the Citizenship Schools Citizenship School Johns Island South Carolina
    • Septima Poinsette Clark and Functional Context Education in the Citizenship Schools
    • Functional Context Education and Workplace Literacy in Historical Perspective
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom in Functional Context Education and Workplace Literacy Civil Rights Act of 1964Septima PoinsetteClark and theCitizenshipSchools Voting Rights Act of 1965
    • Functional Context Education and Workplace Literacy in Historical Perspective Professional Wisdom from 1777 to Contemporary attention to the 1960s reveals that: Functional Context Education and Workforce Development: Adult Literacy Education can be successfully delivered in workplaces. Workplace Literacy (Revolutionary & Civil Wars, World Wars I & II), CCC Adult Literacy Education can be contextualized, integrated with, or Career Pathways: Transitions to embedded in content relevant to the Career and Postsecondary lives of and contexts in which adults Education function. (Harriet Jacobs, Susie Taylor, Cora Wilson Stewart, Frank Laubach, Septima Poinsette Clark)
    • Constructing Pathways and Bridges to 21st Century Opportunities Workshop Schedule9:00-10:30am: Part 1-A: Contemporary Issues Calling Renewed Attention to FCE andWorkforce Development; Part 1-B: Evidence for FCE From Professional Wisdom10:30-10:45am: Break10:45-12:00pm: Part 2: Scientific Research Underpinning Career Pathways Education12:00-12:30pm Lunch12:30-1:45pm Part 3: Workforce Development Beyond the National Workplace LiteracyProgram (NWLP)1:45-2:00: Break2:00-3:30pm Part 4: Contemporary Projects on Contextualizing and IntegratingProgram Design and Engaging Employers and Employees