Transcript Building Work Skills: Plan from the End & Integrate

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
([email protected])
EL Civics Grant materials available at:
www.hubbs.spps.org/elcivics
Session Learning Goals
Name: _______________________ Date: _____________________
Circle the picture that shows how you feel about each leaning goal.
 = Hard,  = So-so,  = Easy
Learning Goals
Before Unit
After Unit
1. Participate in an authentic example of a productbased 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 www.hubbs.spps.org/elcivics






Building Work Skills: Product-Based Unit Plan
Match
terms
w/ exs.
Section Product:
Discuss one’s
program in terms of
career pathways
model
Sequence
program
steps
Identify
scenario
Describe
unit
product
Section Product:
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.
Identify
work
skills
Complete theme
chart w/ examples
Fill in
work
skills.
Housing
unit
product
Describe
a unit
product.
Housing
section
products
Section Product:
Section Product:
Deconstruct unit
product example:
Housing Simulation
Fill in
lang.
skills.
Fill in
Scenari
os.
Match
terms
w/ defs.
Work Skills
•Analyze program in terms of
career pathways
•Identify real-life & work
scenarios
•Describe unit products
•Identify work skills
•Design a unit plan
Navigate the
product-based unit
plan model.
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
Bridge Prep
Definition
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
Instructions: Fill out the chart below.
Tier 1
Tier 2
Tier 3
Tier 4
ELL 0-2 (CASAS
<180-200) lifeskills based
classes that
integrate work
skills for entrylevel jobs & build
career pathways
concept.
ELL 3-4 (CASAS
201-220) 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.
Program Tier
Definition
Hubbs Example
Your Program
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
Housing
Community
Food
Health
Civic
Responsibility
Consumerism
Real-life
Scenario
Unit Product
Work Skills
Language
Skills
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
Section Product:
Section Product:
Unit Product:
Section Product:
Section Product:
Work Skills
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!