| Author |
Title |
Publishing
Information |
Abstract |
Arnold,
R. Burke, B. James, C.
Martin, D.
Thomas, B. |
Educating
for a Change |
Doris
Marshall Institute for Education and Action, Toronto, Ontario, 1991 |
This
book describes the tools for transforming power relations and applying
the principles of democratic practice to change efforts as well as daily
work. Running through the book are two important threads: education must
empower all people to act for change, 2) education must be based on democratic
practice; creating the conditions for full and equal participation in
discussion, debate and decision making. It is a facilitator’s and
organizer’s manual for improving educational work. It is filled with
examples of participatory, democratic activities, and those activities
are embedded in a theoretical framework. |
| Auerbach,
E. |
Making
meaning, making change: participatory curriculum development for adult
ESL literacy |
Center
for Applied Linguistics Delta Systems, McHenry, IL, 1997 |
A
guide to participatory curriculum development based on adult education
theory and Paolo Freire's approach to education for conscientization and
action. It includes a chapter on the principles and research that inform
this approach drawn from adult development and adult learning theories. |
| Larsen-Freeman,
Diane |
Techniques
and principles in language teaching |
Oxford
University Press, New York, NY |
Larsen-Freeman
is a highly regarded professor at the School for International Study.
This book is a popular intro to language teaching which explores traditional
methods and recent innovations. Readers are invited into classrooms to
see for themselves a method in action. They are also encouraged to reflect
on their own beliefs and to develop their own approaches. The book provides
practical, step by step guidance for new teachers, while introducing more
experienced teachers to new approaches and ideas. |
| Leonelli,
E. |
The
ABE math Standards Project |
Massachusetts
ABE Math Team, Malden, MA, 1994s |
"Main
funding came as an award from The National Institute for Literacy Grant
Program to Holyoke Community College in collaboration with SABES and The
Massachusetts Department of Education." Vol. 1. The Massachusetts
adult basic education math standards -- Vol. 2. Implementing the Massachusetts
adult basic education math standards: our research stories. |
| Nash,
Andrea |
Talking
shop: a curriculum sourcebook for participatory adult ESL |
Center
for Applied Linguistics Delta Systems, McHenry, IL, 1992 |
This
companion to Making Meaning, Making Change offers the voices of the teachers
who worked in a family literacy program and is a valuable resource for
participatory approaches that enables learners and teachers to build curriculum
reflective of and responsive to their lives. |
| Nonesuch,
K. |
Making
Connections: Literacy and EAL Curriculum from a Feminist Perspective |
Toronto,
Canadian Congress for Learning Opportunities for Women (CCLOW), 1996
www.nald.ca/province/
bc/lbc/pub/bulletin/spring98/
page20.htm
|
Making
Connections, a clear and practical guide for addressing issues of women
learners, was created by a diverse group of Canadian women in literacy,
EAL/ESL and women's learning. As the Introduction explains, a feminist
curriculum "does not tell women what tothink, how to live or what
to do, " but instead, makes space for women's experience and invites
learners "to make connections between their lives and the lives of
others, and to think about issues of invisibility and power." These
materials are not for women-only groups. Except for specific topics (e.g.
Choosing Safer Sex), they are meant to be used with mixed groups of women
and men or in one-to-one work. Chapter themes include: Daily Lives, Self
Esteem and Literacy, Cultural Awareness, and Gender Roles. |
| Nunan,
David |
The
Learner-Centred Curriculum |
Cambridge
University Press, Cambridge, England, 1988 |
Traditionally,
curriculum has been thought of as a statment of what SHOULD BE done in
a course of study. This books takes as it's starting point, what IS being
done by language teachers in their classrooms. Mr Nunan puts forth in
the course of this book, a model for a negotiated curriculum which involves
collaboration between teachers and learners. |
| Stein,
S. |
Equipped
for the Future: Content Standards " What Adults Need to Know and
Be Able to Do in the 21st Century" |
Order
from:
www.nifl.gov |
This
guide shows how content standards based on real-world skills can make
the adult education system more responsive to learners' needs and also
build stronger ties to workforce development and other lifelong learning
efforts. This book is available for free from the National Institute for
Literacy website
|
| Tracy-Mumford,
F. |
Student
Retention: Creating Student Success |
National
Adult Education Professional Development Consortium, 1994
Monograph No. 2 |
Provides
a framework for establishing student retention goals and strategies that
clusters around three components: effective support (to sustain motivation
and foster persistence); quality instruction (to attain skills leading
to their goals and program completion); suitable program structures/policies
(to enable the support and instruction to be effective and assure systematic
applciation of the practices.). Effective practices to improve student
retention are provided as well, such as early intervention, and advice
on establishing a complete retention system within a program. |
| Vella,
J. K. |
Training
through Dialogue:Promoting Effective Learning and Change with Adults |
Jossey-Bass,
San Fransisco, CA, 1995 |
"Training
Through Dialogue" applies the principles of adult learning to the
tasks of designing and implementing educational programs. She draws on
the field of popular education, in which learners are essentially partners.
Through numerous examples in a variety of settings, Vella illustrates
the effectiveness of her train-the-trainer program: in Chile with community
health educators, in rural Arkansas with small business developers, in
New England with trainers from diverse nonprofit organizations etc. Each
chapter ends with a summary that invites critique and suggestions and
presents indicators of changed behavior from individuals who took part
in that particular program. |
| Vella,
J. K. |
Learning
to listen, learning to teach: the power of dialogue in educating adults |
Jossey-Bass,
San Fransisco, CA, 1994 |
The
author describes twelve principles of adult education using stories from
her personal experience around the world teaching everybody from doctors
to workers in refugee camps. Vella wrote this book for administrators
and teachers, health educators, and physicians -- anybody who works with
adult learners. Examples of some of the principles include allowing the
learner to be a decision maker; promoting open communication; including
learners in setting goals and assessing needs; honoring cultural perspectives;
teamwork; learning through doing and feeling; and making the teacher accountable
to the students. |
| Website |
Adult
Literacy Resource Institute Inquiry Maps |
www2.wgbh.org/mbcweis/
ltc/alri/I.M.html |
This
includes conversation about Project-based Learning, Inquiry Maps and the
Internet. This conversation is followed by two articles by David Rosen,
which are based on excerpts from the conversation. It explains what project-based
learning and inquiry maps are and how to use them in the classroom. The
site uses examples from student experiences and shows how to expand upon
them. There are also links to more information about this topic. |
| Website |
Adprima |
www.adprima.com/examples.htm |
Despite
the assumption that all teachers are students are male ("he/him"),
this site is a great quick reference for understanding what curriculum
and learning objectives are. It provides language that can be used to
draft effective learning objectives. |
| Website |
The
Literacy Assistance Center's (LAC) |
www.lacnyc.org/resources/
curricula.htm |
This
website contains many lesson plans for use with adult learners on such
topics as writing dialogue poems, creating a time capsule, the alphabet
game, a fun icebreaker that can be used with adults in ESOL or ABE classes,
and how to research jobs online. The lesson plans are broken down by category.
The following categories are listed: general, Workforce development, ESOL,
and Children, Youth, and Family Literacy. |
| Weinstein,
G. |
Learners'
Lives as Curriculum: Six Journeys to Immigrant Literacy |
Delta Systems,
McHenry, IL, 1999
For ordering
information:
www.delta-systems.com/
|
This
book outlines a model for creating curricula that are truly based on the
lives of the learners. It explains how to use directed listening to elicit
a learner-generated text, and then how to transform the text into lessons
and eventually thematic units. Teachers who used the method to develop
curricula in this way describe six examples of the process. |
| Wrigley,
H.S. |
"Knowledge
in Action: The Promise of Project-Based Learning" |
Focus on
Basics, December 1998
v2, nD
|
This
article describes the history, process, and strategies involved in doing
project-based learning with adult learners. It discusses the role of the
teacher in project based learning as well as the many benefits and skill
gains on the part of students who take ownership of the project. |
Wrigley,
H. S.
Guth, G. |
Bringing
literacy to life: issues and options in adult ESL literacy |
Aguirre
International for the U.S. Dept. of Education, Office of Vocational
and Adult Education, San Mateo, CA, 1992
email:
csoong@aiweb.com
|
This
is a highly regarded handbook for practitioners which links theory and
practice in adult literacy with a special focus on ESL Literacy. It contains
chapters on teaching approaches, curriculum, assessment, staff development
and technology, along with several curriculum units developed by teachers
in the field. The handbook uses promising practices culled from innovative
programs to illustrate engaged learning and adventurous teaching |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
