The LINCS Professional Development Center is offering three virtually facilitated courses from the Teaching Excellence in Adult Literacy (TEAL) suite. For each course, there will be two cohorts—one in math, and one in writing. Please use the registration links below to register for either the math or writing cohort.
Self-Regulated Learning: September 10, 2018 to October 1, 2018
Self-Regulated Learning refers to one's ability to understand and control one's learning behaviors. For a learner to do this, he or she must set goals, select strategies to achieve the goals, and monitor progress toward the goals. In monitoring his or her progress, a learner can determine whether a particular learning strategy is not working and can modify the approach to mastering a skill. These activities can be customized to any content area and can help refine learners' attention to and confidence in learning and reinforcing specific habits, strategies, and math skills. Register now!
Strategy Instruction: September 17, 2018 to October 8, 2018
Strategy instruction is a student-centered and research-based approach to teaching students how to learn. One of the most effective instructional approaches for adults with learning disabilities, strategy instruction centers on helping students to acquire the tools and techniques that efficient learners use to understand and learn new material or skills, integrate this new information with what they already know, and recall the information or skill later, even in a different situation or place. By the end of this facilitated online course, participants will be able to define self-regulated learning, identify the importance of helping students become self-regulated learners, describe instructional strategies for self-regulated learning, and plan for incorporating self-regulated learning strategies into instruction. Register now!
Differentiated Instruction: September 24, 2018 to October 15, 2018
Differentiated instruction is an approach that enables instructors to plan strategically to meet the needs of every learner. The approach encompasses the planning and delivery of instruction, classroom management techniques, and expectations of learners’ performance that take into consideration learners’ diversity and varied levels of readiness, interests, and learning profiles. By the end of this facilitated online course, participants will be able to define differentiated instruction, identify research on differentiated instruction, explain how to apply differentiated instruction in the adult education classroom, and plan for incorporating differentiated instruction strategies into your teaching. Register now!
Read the Course Facilitators’ bios here!
Self-Regulated Learning: Rebecca Strom (math) & Mary Ann Corley (writing)
Strategy Instruction: Heidi Schuler-Jones (math) & Kristin Berenson (writing)
Differentiated Instruction: Pam Meader (math) & Wendy Quinones (writing)
Thanks,
The LINCS Team