Addressing Implicit Bias in the Classroom is a webinar presented by the New England Literacy Resource Center (NELRC) at World Education, Inc. When: April 9, 2:00-3:00 We all harbor implicit, unconscious bias based on the images and messages that have surrounded us throughout our lives. These biases...
SABES: All News
Posted on: 03/11/2019
First Literacy Lab grants provide up to $5,000 funding for the development, trial, and implementation of innovative adult education resources and practices. Grant proposals are due on Wednesday, April 24th, at 5:00 p.m . Visit the First Literacy Lab website for full information. Two RFP information...
Posted on: 02/28/2019
Mathematizing ESOL III: Integrating Ratio Reasoning is now open to anyone who has completed Mathematizing ESOL I: Integrating Whole Number Operations . Teachers no longer need to have completed Mathematizing ESOL II: Integrating Fractions, Percentages, and Decimals first to be eligible for...
Posted on: 02/07/2019
Will you help us plan PD this year by completing an online survey about your digital literacy PD needs? By saying " Y ES ! ", your input will help us better respond to your needs and interests. Please note: All responses will be reviewed in aggregate and used for the sole purpose of informing our...
Posted on: 01/30/2019
Contextualized math lessons can serve a variety of purposes. Since we use math in context in our real life, a contextualized lesson can provide a valuable opportunity for practice and application of concepts in a math curriculum. The original Heat Wave lesson was designed to provide a scientific...
Posted on: 01/23/2019
In this new era of accountability under WIOA, do you believe that you are first and foremost accountable to the adult learners in your program? Are you looking for innovative ways to accelerate their learning, promote successful outcomes, and better support their planning and transitions to next...
Posted on: 01/23/2019
No matter the geographic area or institutional setting that you’re working in or how demographically homogeneous your student body may appear on the surface, our students (like us) are formed by multiple experiences and identities that shape our values, beliefs, social norms, and communication...
Posted on: 01/23/2019
The D in Disabilities does not stand for Deficit—as this issue’s Math and Numeracy article exclaims. Indeed, although students may struggle for any number of reasons—physical, emotional, neurobiological—we know they all have the ability to learn and progress. Differentiating teaching to ease and...
Posted on: 01/20/2019
As an adult education teacher, you do your best to teach, and some of your students make significant progress. Others, however, linger behind and struggle to move forward. Some of these students arrive with IEPs from the K–12 system, but many do not. You wonder, could there be something else going...
Posted on: 01/17/2019
The “D” in LD—learning disabilities—does not stand for deficit. Therefore, we should not think of students who learn differently as being deficient in some way, although that is often how they have been treated. In fact, even the word disability suggests that someone is unable to learn or that he...
