Transcript Document

TEACHING EXCELLENCE IN
ADULT LITERACY (TEAL)
PROFESSIONAL DEVELOPMENT FOR STATES
Mary Ann Corley, Ph.D.
American Institutes for Research
202-403-5759
[email protected]
GOALS OF THE TEAL PROJECT

Design Professional Development Materials on Effective
Teaching in the Content Areas: Specific Focus on
Writing Instruction

Recruit and Select Cohort of 12 States

Deploy Evidence-Based Instructional
Practices/Materials to Selected States—Online Courses
and Face-to-Face Institute

Provide Technical Assistance to States as they
Implement the Practices

Evaluate Results re: Changes in Teacher Behavior
and Organizational Structure
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STATES IN THE TEAL COHORT
CA
FL
ID
MI
MO
NE
NY
OK
RI
TX
VA
WY
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MODEL FOR PROFESSIONAL
DEVELOPMENT
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THE TEAL JUST WRITE! GUIDE
TEAL Web Site: https://teal.ed.gov
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TEAL FACT SHEETS
Adult Learning Theories
Self-Regulated Learning
Differentiated Instruction
Self-Regulated Strategy
Development
Effective Lesson Planning
Student-Centered Learning
Formative Assessment
Technology Supported Writing
Instruction
Metacognitive Processes
Universal Design for Learning
Research-Based Writing Instruction
TEAL Web Site: https://teal.ed.gov
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TEAL: TEACHING EXCELLENCE
IN ADULT LITERACY
ONLINE COURSES ON GENERAL
INSTRUCTIONAL APPROACHES
 Universal Design for Learning
 Self-Regulated Learning
 Differentiated Instruction
 Effective Lesson Planning
 Formative Assessment
 Self-Regulated Strategy Development

 Student-Centered Learning
 Self-Questioning for Deeper Thinking and Learning
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OPTIONS FOR STATES TO
OFFER THIS PD
 AIR currently is training LINCS personnel to run the
courses
 Online courses will be available through LINCS by
August 2014—no cost to states
OR
 States can contract with AIR PD specialists to
conduct one-day workshops on any of these
topics—costs associated
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RELEVANT RESEARCH ON
WRITING INSTRUCTION
 Writing Next http://www.all4ed.org/files/WritingNext.pdf
Meta-analysis of research—produced 11
recommendations for effective instruction
 Writing to Read
http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf
Have students write in response to reading—
encourages deeper thinking; summarize; take notes
 Informing Writing: The Benefits of Formative
Assessment
http://carnegie.org/fileadmin/Media/Publications/InformingWriting.pdf
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RESEARCH-BASED
RECOMMENDATIONS
 From Writing Next
• Use collaborative writing
• Teach sentence combining, which teaches students to
construct more complex, sophisticated sentences
• Teach prewriting, which helps students generate or
organize ideas for writing
 From Writing to Read
• Increase How Much Students Write
 From Informing Writing
• Teach students how to assess their own writing.
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BASIC ELEMENTS OF
THE WRITING PROCESS
A Simultaneous and Recursive Process
Planning
(Pre-writing)
Written
Product
Revising
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Drafting
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PD ON WRITING STRATEGIES
THAT HELP STUDENTS TO…
 Increase their writing fluency and overcome writing
apprehension
 Become proficient with each stage of the writing
process: pre-writing, drafting, editing/revising (critical
skills such as sentence combining and summarization)
 Produce different text types (reflecting text types in the
Common Core State Standards): argumentative,
informative/explanatory, and narrative—and write in
response to reading texts (as on the new GED Test)
 Use rubrics to self-assess their own writing and conduct
peer reviews
 Become self-regulated learners and writers
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OPTIONS FOR STATES

Series of individual workshops for teachers
on any/all of these topics (This option helps
teachers refine their practice of teaching writing.)
OR

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Training-of-trainers’ institute to build capacity
for states to offer writing PD to ABE/GED
teachers (This option includes PPT slides,
participant handouts, and facilitator notes on
how to conduct various parts of the training.)
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Thank You for your
interest and support!
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