Elmira College

SYLLABUS

TECHNIQUES FOR TEACHING ADULT LITERACY

AED 5110-59

Elmira College, 3 Credits

Term I, Fall 1999

Course Description: AED 5110

This course will focus on both theoretical and practical aspects of teaching adult literacy. Attention will also be given to actual methods and materials for diagnosing adult reading and writing deficiencies and teaching adult literacy. This course is designed with an awareness that students come from two different areas of concentration; Adult Education and Reading. Students will work individually and in small groups with the instructor to cover unfamiliar content in adult learning or reading.

Instructor Home: (315) 469-7386

Jane M. Hugo, Ph.D. Work: (315) 422-9121

2045 Valley Drive Fax: (315) 422-6369

Syracuse, NY 13207 Email: jmhugo@mailbox.syr.edu

Course Dates Times

Friday/Saturday - Nov. 5 & 6, 1999 Fridays 5:00 PM - 10:00 PM

Friday/Saturday - Nov. 19 & 20, 1999 Saturdays 8:00 AM - 5:00 PM

Friday/Saturday - Dec. 3 & 4, 1999

Location

Career Training Center

(BOCES)

4500 Crown Road

Liverpool, NY 13090

(315) 453-4455

Note: If you have a disabling condition that might interfere with your ability to successfully complete this course, please contact me to discuss possible or necessary accommodations.

Course Content

According to the 1993 National Adult Literacy Survey (NALS), approximately 90 million adults in the United States have difficulty performing basic reading and math tasks needed to "function in society, to achieve one's goals, and to develop one's knowledge and potential." This survey, the most comprehensive of its kind in the US, raised many questions. Who are these adults with limited literacy skills? What does literacy mean to them? What does it mean in general? How does limited literacy connect with other variables like race, age, sex, disability, income, or ethnicity? How can we best address the issue of limited literacy skills in our public policies, in our classrooms, and in community organizations? How can we assess, document, and evaluate the effectiveness of our instruction ? This course will ask participants to explore answers to these and other questions related to teaching adult literacy learners.

Major Goals of This Course

By the end of the course participants will demonstrate knowledge and application of:

1. the history of literacy and the relationship between that history and your own literacy development;

2. current reading and writing theories/principles that support adult literacy learners' learning;

3. the interrelation between assessment/evaluation and instruction in adult basic education;

4. the role of technology in adult literacy practice;

5. materials selection or creation for adult literacy students;

6. adult literacy education for special populations such as homeless adults, families, workers, incarcerated adults, learning disabled adults, etc.

Learning Objectives

By the time you successfully finish this course, you will have:

1. read about and discussed the scope of the illiteracy problem in this country and critically examined your assumptions about adults with limited literacy skills

2. analyzed your understandings of literacy and its connection to wider cultural forces by creating your own literacy history

3. helped create the course content

4. familiarized yourself with a variety of methods and materials for teaching adult literacy students in order to judge their value for various kinds of literacy learners and literacy programs.

5. practiced lesson planning for hypothetical or real adult basic education learners

6. identified formal and informal diagnostic tools commonly used to assess the needs and strengths of adult literacy learners and evaluation tools to assess the progress of these learners

7. created a visual summary of the different types of literacy programs designed to meet identified literacy needs in your community

8. generated questions to guide your reading, writing, and study

9. facilitated discussion, analysis, on reflection on the course texts

10. created and implemented a learning contract to show substantive knowledge and application in two of the six course goals

Methods of Instruction

Instructional methods in this seminar will include a combination of the following: small and large group discussion, individual and group learning tasks, lecture, role play, reading, student presentations, guest speakers, library and Internet research, learning contract, and writing.

Reading Requirements

There are three required texts for 1999:

Literacy for Life: Adult Learners, New Practices by Hanna Arlene Fingeret and Cassandra Drennon (New York: Teachers College Press, 1997).

Rethinking Literacy Education: The Critical Need for Practice-Based Change by B. Allan Quigley (San Francisco: Jossey-Bass, 1997).

Teaching Adults: A Literacy Resource Book by Laubach Literacy Action (Syracuse, NY: New Readers Press, 1994).

Additional journal articles, book chapters, or documents will be assigned and provided by the instructor. Students are expected to identify, read and/or create additional materials of their choosing to complete their work for the course.

Course Requirements

The following activities are the requirements for the class. While the general activities are set, participants are invited to negotiate alternatives that are a better fit between their needs and the course goals. Each activity gives individual students the choice to follow particular interests and to bring personal/professional experience to bear.

Learning Activity #1 - Class Participation

Participate in the class activities and discussions as well as evaluation activities. Come to class having done the assignments. Use the class time together to explore or clarify new ideas, draw out other people's ideas, help each other stay focused, and consider how to put course concepts into practice.

Learning Activity #2 - Lead Class Discussion, Reflection, Application, or Analysis of One of the Required Texts

In consultation with the instructor and other students during the first weekend of class, sign-up to facilitate discussion, reflection, application, or analysis of one of the required texts or an additional literacy topic of interest to the group. You will work with another student to co-facilitate. You can either do this work in-class on the second and third weekends or between classes through additional meetings or email exchanges. The evaluation of this activity will be based on your ability to:

· convey or elicit key points

· use questioning or some other technique to engage the group in the topic (e.g., through drawing, skits, information grids, songs, writing, games, inventories, etc.)

· help participants to document their learning and to think about where they might go next with the ideas/issues you dealt with

Learning Activity # 3 - Document Your Literacy History

According to Maureen McLaughlin (1994), "A literacy history details a person's reflections on his or her emergence into literacy, chronicling its development from earliest memory to present day." Document your unique literacy development. For help see two documents: 1) the handout on literacy history prompts to prime your thinking and creativity and 2) the examples of a histories written by a college student. Your literacy history is due on Nov. 19, 1999. We'll be using these histories as the basis for some discussion that evening.

Learning Activity #4 - Picture Adult Literacy Services In Your Community

Create a visual description (newsprint size or poster-board size) of literacy services available for adults in your community. Make sure your visual covers these basic points of interest for each service provider:

· Name

· Where teaching takes place

· For Whom

· By Whom

· What's Offered

· When

· Costs (if any)

Prepare to do a 10-15 minute presentation to the class on what you found out about adult literacy services in your community. We'll have these presentations on Friday, Dec. 3, 1999.

Learning Activity #4 - Write and Follow Through on a Learning Contract That Addresses Two of the Six Course Goals in a Substantive Way

Your must complete both parts A and B of this activity.

Learning contracts enable adult students to identify:

· specific learning goals related to their individual needs & interests

· strategies to accomplish those goals and a timeline

· known and needed resources

· ways to meaningfully document success and evaluation strategies

A) Based on your initial review of your knowledge and interests in adult literacy and the requirements of the course to show knowledge and application in identified goal areas, write a learning contract that:

· identifies two course goals you want to look into in greater depth; E.G., better understand the role of technology in adult literacy

· identifies one specific objective for your work on each goal; E.G., Identify and review four pieces of instructional software that help adults improve their writing skills.

· identifies activities you will do to meet each objective (read, write, listen to, speak to, observe, analyze, compare/contrast, create, identify, synthesize, etc.); E.G., Find out what's loaded on computers at a program I can visit

-Locate a software evaluation guide

-Use the programs or observe a student using each program and critique software using the guide

-Talk to teachers and/or students who use the programs

-Create a chart that shows the best and worst features of the four programs

-Write a review that compares and contrasts the various software packages

· identifies resources (people, print, video, or electronic) you will use; E.G., Frank at the Learning Place, Internet, computers at the Learning Place East, software reviews in magazines

· identifies what documentation or demonstration of learning you will submit (e.g., write a paper on social factors influencing literacy policy, synthesize information into charts, write a comparative book review, write classroom observation critiques, videotape lessons taught using new techniques, describe & analyze student outcomes, etc.); E.G., a 5-page evaluation of the writing software, including which I'd use and why.

Your finished learning contract is due to the instructor by Nov. 20, 1999. You should talk with the instructor at least once before turning in your final contract to get clarification and agreement that you're on the right track.

B) By December 17, 1999, send the instructor your documentation of reaching the two course goals you decided to work on in a more concentrated way. All summative or reflective written work must be typed, except for creative pieces (such as posters, collages, or photonovellas).

I'm not looking for slick, color presentations in this assignment. I'm looking for evidence of your ability to identify an issue of interest, to find resources that will help you answer your questions, carry out relevant activities, and demonstrate learning through evidence you submit and the reflective discussion of your work in the goal area.

Your final submission should include:

· A revised copy of your learning contract with hand written notes of any revisions you had to make in your plan

· For each goal, a one-page, single-spaced, typed discussion of how the work you did brought you to a new understanding of that goal area. Feel free to start your discussion with something like: My understanding of [goal area] grew in x number of ways as a result of completing my learning contract objective. For example, I'd write about how my experience with the writing software helped me name the advantages and disadvantages of technology in helping adults achieve greater literacy.

· The documentation of your learning for each goal.

Methods of Evaluation

Successful completion of the course is based on attendance, class participation, and completion of assigned and contracted work that meets Elmira College's standards for A- or B-level written work (see attached description). Each session will end with you completing an anonymous classroom evaluation in duplicate. This evaluation will be one way you'll evaluate your own learning and the course. Your grade for the course will be based on the successful completion of each activity and instructor observations. Your grade will be derived from the following:

· Full attendance & class participation 20%

· Facilitate Text Discussion 10 %

· Personal Literacy History 10%

· Literacy Services Research & Presentation 10%

· Learning Contract Work 50%

· Learning Contract Itself - 10%

· Goal A documentation & reflection

on learning - 20%

· Goal B documentation & reflection

on learning - 20%

__________________________________ ______

Total 100%

Course Outline

This course outline will be revised for the November 19th class meeting based on decisions made at the November 5-6 class meeting.

WEEKEND #1

Friday, November 5, 1999

Evening

· Course Overview and Introductions

· Documenting Your Current Literacy Knowledge, Beliefs, Attitudes, and Skills

· A Short History of Literacy

· Understanding the Adult Literacy Learner - Challenges & Change

· Learner Motivation and Retention

· Evaluating & Documenting the Night's Work

In-Class Reading Assignments

¨ Handout on the 1993 National Adult Literacy Survey (NALS)

¨ "The First Three Weeks: A Critical Time for Motivation" by B. Allan Quigley in Focus on Basics, Vol. 2, Issue A, March 1998, pp. 6-10.

¨ "Thinking About Adults as Learners" from Teaching Adults: A Literacy Resource Book (1994), developed by Laubach Literacy Action, Syracuse, NY: New Readers Press, pp. 18-28.

¨ "Using Adult Learning Principles in Adult Basic and Literacy Education," by Susan Imel. ERIC Clearinghouse on Adult, Career, and Vocational Education. Practice Application Brief, 1998.

¨ "Adult Literacy Education: Emerging Directions in Program Development," by Susan Imel. ERIC Clearinghouse on Adult, Career, and Vocational Education. Digest No. 179, 1996. EDO-CE-96-179.

¨ The Change Agent: Adult Education for Social Justice: News, Issues & Ideas, Issue 9, September 1999. Focus on Looking In, Looking Out: Reflections on Adult Basic Education.

Saturday, November 6, 1999

Morning

· Sustained Silent Reading (SSR) - The Change Agent Or Select a Text for Adult Learners Available At Class

· Overview of Reading Theories & Their Applications in Practice

· The Role of Prior Knowledge in Meaning Making

· Finding a Starting Point Part I - Initial Learner Assessment with a Focus on Informal Assessment

In-Class Reading Assignments:

¨ "Whole Language," from Reading Strategies and Practices, 4th Ed. (1995) by Robert J. Tierney, John E. Readence, and Ernest K. Dishner (Boston: Allyn and Bacon), pp. 2-21.

¨ "Everything you wanted to know about phonics (but were afraid to ask)" by Steven A. Stahl, Ann M. Duffy-Hester, Katherine Anne Dougherty Stahl in Reading Research Quarterly, 33(3), July/Aug./Sept. 1998, pp. 338-355.

¨ "Balanced instruction: Insights and considerations" by Penny A. Freppon and Karin L. Dahl in Reading Research Quarterly, 33(2), April/May/June 1998, pp. 240-251

Saturday, November 6, 1999

Afternoon

· Discussion of Topic Facilitation and Class Content for Weekends Two and Three of the Course

· Draft plan of learning contract for individual achievement of course goals

· The Language Experience Approach (LEA) - A Bridge to Reading

· Reading - Instructional Strategies Part I -

· Directed Reading Technique

· Assisted Reading

· Retelling

· Evaluating & Documenting the Day's Work

In-Class Reading Assignments:

Selections on specific instructional strategies from Teaching Adults: A Literacy Resource Book

Assignments For November 19-20, 1999

1. Read Literacy for Life: Adult Learners, New Practices.

2. Do preparation for topic facilitation if you are signed up for Weekend Two, November 19-20, 1999.

3. Write your personal literacy history. Be prepared to hand it in to the instructor and to discuss it with other students during the second weekend of classes.

4. Draft your learning contract and contact the instructor by phone, email, or fax if you have questions.

WEEKEND #2

Friday, November 19, 1999

Evening

· Sustained Silent Reading - Bring Something of Your Own or Select From Adult Literacy Learner Materials That Will Be Available

· Reflections on Personal Literacy Histories in Relation to the History of Literacy

· Finding a Starting Point Part I - Initial Learner Assessment with a Focus on Formal Assessment Tools

· Reading - Instructional Strategies/Techniques Part II

· Word Recognition Strategies

· Think-Alouds

· Dialog Journals

· K-W-L

· Vocabulary Strategies

· Using Mini-Lessons for Skill Development

· Phonics

· Word Families

· Word Parts

· Sight Words

· Context Clues

· Other?

In-Class Reading Assignments:

Selections on specific instructional strategies from Teaching Adults: A Literacy Resource Book

Saturday, November 20, 1999

Morning

· Class discussion of Literacy for Life: Adult Learners, New Practices

· Writing - Instructional Strategies/Techniques for Guided Writing

· Syracuse University Library - Turn Key Exercise - Getting to Know the Print & On-Line Literature

In-Class Reading Assignments

TBD, depending on topic decisions

Saturday, November 20, 1999

Afternoon

· Writing - Instructional Strategies/Techniques for Free Writing

· LD Appropriate Instruction

· Adult Literacy Materials Selection and Evaluation

· Other?

In-Class Reading Assignments

TBD, depending on topic decisions

Assignments For December 3-4, 1999

¨ Read Rethinking Literacy Education

¨ Prepare community literacy services presentation & visual

¨ Others TBD, depending on topic decisions

WEEKEND #3

Friday, December 3, 1999

Evening

· Class Discussion of Rethinking Literacy Education

· Literacy Services and Emphases in Our Communities - class presentations.

· Ongoing Assessment of Learner Progress

· Other?

In-Class Reading Assignments

TBD, depending on topic decisions

Saturday, December 4, 1999

Morning

· The Value of Literacy - (tentative - outside speaker)

· Popular Education and Literacy Work (tentative - outside speakers)

· Lesson Planning

· Conventional Lessons

· Functional Context Education Lessons

· Problem-Posing Lessons

In-Class Reading Assignments

TBD, depending on topic decisions

Saturday, December 4, 1999

Afternoon

· Literacy Techniques Review/Wrap-Up

· The Standards Movement and Adult Literacy

· Student Round-Table on Progress Toward Course Goals - be prepared to talk informally about your work

· Other?

· Course Evaluation

In-Class Reading Assignments

TBD, depending on topic decisions

Selected Resources

Campbell, P. and Brokop, F (1998) STAPLE (Supplemental Training for Practitioners in Literacy Education): Unlocking the Mystique of Teaching Reading and Writing (Edmonton, Alberta, CA: Literacy Coordinators of Alberta). This is a CD-ROM and manual that is available on loan from the instructor.

Cheatham, J. B., Colvin, R. J., and Laminack, L. L. (1993). Tutor: A Collaborative Approach to Literacy Instruction (7th Edition). Syracuse, NY: Literacy Volunteers of America, Inc.

Focus on Basics, Issue on Learner Motivation, World Education/NCSALL, 2(March 1998).

"The Impact of Welfare Reform on Adult Lieracy Education" (1999) NCSALL Reports #10 (three commissioned papers on the topic by Deborah D'Amico, Alec Levenson et al, and Connie White et al.. Cambridge, MA: National Center for the Study of Adult Learning and Literacy.

Literacy South (1993). "It brought a richness to me:" a resource manual for participatory literacy practitioners. Durham, NC: Literacy South.

McLaughlin, M. (1994). Literacy histories of preservice teachers: The effect of the past on the present. Paper presented at the 44th Annual Meeting of the National Reading Conference, San Diego, CA.

McLaughlin, M. and Vogt, M. (1996). Portfolios in Teacher Education. Newark, DE: International Reading Association.

Merrifield, Juliet; Bingman, Mary Beth; Hemphill, David; Bennett deMarrais, Kathleen P. (1997). Life at the Margins: Literacy, Language, and Technology in Everyday Life. New York: Teachers College Press.

Merrifield, Juliet. (1998). Contested Ground: Performance Accountability in Adult Basic Education. NCSALL Report #1, July 1998. Cambridge, MA: National Center for the Study of Adult Learning and Literacy.

Soifer, Rena; Crumrine, Barbara; Honzaki, Emo; Irwin, Martha; Simmons, Blair; and Young, Deborah (1990). The Complete Theory-to-Practice Handbook of Adult Literacy: Curriculum Design and Teaching Approaches. New York: Teachers College Press.

Tierney, Robert J.; Readence, John E.; and Dishner, Ernest K. (1995). Reading Strategies and Practices: A Compendium (4th ed.). Boston: Allyn and Bacon.

Wagner, Daniel A; Venezky, Richard L.; and Street, Brian W. (Eds.). (1999). Literacy: An International Handbook. Boulder, CO: Westview Press.

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