Dett 607 Storyboard Schambers PDF

COURSE TITLE: Vocationalizing Homeless Services(VHS) 101
Course Description P2T focuses on defining adult literacy students and introducing theory
and research about working with them. P2T offers opportunities for
participants to build their knowledge in these areas, practice applying
concepts to real-world problems, and reflect on their experiences. As a
student in this course, you will
Study learning theories and recent research relevant to teaching
adults,
Create a lesson plan that integrates adult learning theory and
research-based practice,
Give and receive feedback on teaching practices and experiences
through discussion boards, and
Write a reflection journal based on your classroom experiences to
help improve your practice.
After completing this course, you will have both a deeper
understanding of theory and practice and a set of materials and tools
that you can use in your classrooms.
1
The Learning Objectives
Students in this course need to build their knowledge about adults with low literacy and the
theories and research relevant to teaching them, and they need to build their skills in applying
this knowledge to their practice.
Upon completing this course, students will The measurable learning objectives:
be able to
Identify the prevalence of low skills in the adult population This objective is measured by a short quiz at the
of the U.S. end of Module 1.
List major components of at least one adult learning This objective is measured by grading students
theory. participation in online discussions.
Identify at least one instructional practice that may be This objective is measured by grading students
beneficial for this population and discuss the research participation in online discussions.
supporting it.
Integrate online resources for adult learners, using at least This objective is measured by grading students
one adult learning theory or evidence-based practice to mock lesson plans.
justify its inclusion, through a lesson plan he or she
develops.
Reflect their instructional practices and relate them back This objective is measured by a reflection journal
to at least one specific adult learning theory or evidence- with at least six reflections, graded according to a
based practice. rubric.
Evaluate other participants instructional practices This objective is measured by grading students
according to adult learning theory or research. participation in online discussions.
2
Who is involved during the course
Students: Faculty:
The LN instructors, who will be the A single instructor familiar with
students in this course, are both full time adult literacy programs will lead
and part-time instructors with at least a the course.
couple years of experience teaching There is no TA because there are
adults. only a few courses.
All have, at minimum, bachelors
degrees.
Roughly 75% have teaching certification
to teach in the K-12 system.
Institutional support
None of them have adult education
Technical support staff
certification.
Web-designer
All of them are familiar with using
technology, and they all have used
computers and the internet to teach.
Few of them have experience doing
professional development online.
10/20/2017 3
GUIDING PRINCIPLES - 1
Gagn's 9 Events of Instruction

One of the guiding
1. Gaining attention theories informing the
2. Informing the learner of the objective design of the course and
3. Simulating recall of prerequisite learned capabilities
course site as well as the
course materials and
4. Presenting the stimulus material
activities is Gagnes 9
5. Providing learning guidance Events of Instructions.
6. Eliciting performance
7. Providing feedback about performance correctness I will connect these
8. Assessing the performance elements to the Events in
9. Enhancing retention and transfer
subsequent slides.
Gagn, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA:
Wadsworth/Thomson Learning.
4
GUIDING PRINCIPLES - 2
Kellers ARCS Model - Motivation
ATTENTION
The second theory is
Perceptual arousal; Inquiry arousal;
Kellers ARCS Model of
Variability
Motivation. I will connect
elements of the course
RELEVANCE site, design, materials, and
Goal orientation; Motive matching; activities to ARCS in
Familiarity subsequent slides.
CONFIDENCE
Learning requirements; Success
opportunities; Personal control
SATISFACTION
Natural consequences; Positive
consequences; Equity
Gagn, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). (p. 115) 5
LEARNING MATERIALS
Learning Module Overviews and Other Teacher-made materials like

PowerPoints will present
Documents overviews of the content and
will connect students with
There are five learning modules over the the instructor.
course of seven weeks.
Each module starts with an announcement

Course materials include multimedia (video,
that lays out the objectives. Some weeks text, pictures, etc.).
also start with a PowerPoint to present
information. These materials are created by
the instructor.
The learning materials include YouTube

videos (TedTalks and clips of instructors
teaching adult education courses) and Discussion boards provide opportunities to
written materials available online. These share ideas, ask questions, and connect.
online texts include infographics, book
chapters, journal articles, and research
briefs.
6
THE STORY OUTLINE
Prologue: Students will be recruited by the Literacy Now director. They will
enroll as part of their professional development and will not receive credit but
may receive one hour pay/week for full participation as defined by the course.
Modules Overview:
Module 1: Introduction to Teaching Adults (Week 1)
Module 2: Learning Theories (Week 2)
Module 3: Motivation and Persistence (Week 3)
Module 4: Teaching Practices (Week 4-General Teaching Strategies, Week 5-
Teaching Reading, Week 6- Teaching Math)
Module 5: Pulling It All Together (Week 7)
These modules will be delivered via the courses BlackBoard site.
7
Setting Overview
FEATURES OF THE COURSE SITE
The course will be administered on Blackboard (BB) and will use the
standard content elements associated with BB.
BB provides ways for students to track their progress (course grades), interact
(discussion boards, emails, etc.), know what the course objectives and
assignments are (syllabus), and access the course materials (course library)
and modules (currently called assignments will be renamed modules).
Each of the modules will have an overview. The activities for each week within
each module include a series of events that are ordered to help move students
through the materials and events in a logical manner.
However, for the site design and content will allow students to move through the
material in different orders and to return to material ad hoc. This will allow
greater flexibility for the students.
8
Setting: Course Home Page
Literacy Now! Learning Environment
The Home Page will help

to gain students attention
Home
(Gagne Event 1) and
Due Dates
inform students of
Prepared to Teach (P2T) Home Page
objectives (Gagne Event
2).
It contains a calendar of
upcoming activities, due
dates, etc. to help keep
students organized and
provide learning guidance
(Gagne Event 5).
The navigation bar will be

tailored so that each module
appears.
Setting: Announcements Page
Announcements
Literacy Now! Learning Environment The Announcements page

will also help to keep
students informed about
events and objectives.
This area will also help to

Welcome to P2T! connect the students and the
Over the next seven weeks, we will cover some of the major theories of
instructor, as it is the primary
adult learning and recent trends in education research relevant to adult way for the instructor to
students with low basic skills. engage with the class
directly.
By the end of this course, you will be able to identify important
components of theory and research and will have practical experience These announcements will
reflecting on and improving your practice using theory and research to
help guide you.
be added as necessary but at
a minimum of one per week.
Begin by reviewing the course syllabus and other introductory materials in
the Start Here area under Student Tools. The Announcements will
align with Gagnes Events 1,
My information is in the Instructor Bio section. You can contact me directly 2, and 5 and with Kellers
via email (see Email in the navigation board) or via a discussion board (see
General Info in Discussions).
Attention and Confidence.
The course is highly interactive, and your classmates depend on your

involvement as much as you will be depending on theirs. So it is important
that we keep to the schedule.
SETTING: Course Library
Course Library
Literacy Now! Learning Environment The Course Library contains

all of the links to documents
and other content that
students will need for the
Course Library course.
The materials are organized

by module.
+ Module 1: Introduction to Teaching Adults (Week 1)
+ Module 2: Learning Theories (Week 2)
Students will also be able to
+ Module 3: Motivation and Persistence (Week 3) access the materials as they
+ Module 4: Teaching Practices (Weeks 4 6) work their way through each
+ Module 5: Pulling It All Together (Week 7) module, so the library is just
a secondary way to find the
materials.
This section of the site aligns

with Gagnes Event 4.
SETTING: Course Library
Course Library
Literacy Now! Learning Environment Here is another picture of the

Course Library.
When a student clicks on a

module, it expands to show
Course Library all the content for that
module.
- Module 1: Introduction to Teaching Adults (Week 1) Note that the format of the
Introduction to course material (e.g., Word doc,
Who are we? The basic skills of US adults PDF) is apparent from an
Skills to Pay the Bills icon.
PIAAC: What the Data Say About the Skills of U.S. Adults
Do we care about us? (video) This will help students pick
Quick Facts: Adult Education in Maryland & The Need for and choose which one they
Additional Investment may want to engage with
+ Module 2: Learning Theories (Week 2) first, if they decide theyd like
to review materials in a
+ Module 3: Motivation and Persistence (Week 3)
different order than the one
+ Module 4: Teaching Practices (Weeks 4 6)
set forth in the Module
+ Module 5: Pulling It All Together (Week 7) Section.
By allowing for this pick-and-

choose approach, the course
design can adapt to
different learning styles.
Setting: Discussion Boards
Discussion Forums
The Discussion Forums

are where the majority of the
Discussion Forums interaction and
demonstration of
+ General Info competencies will occur.
+ Week 1: Getting Started
+ Week 2: Adult Learning Theory It is also where students will
give and get a lot of their
+ Week 3: Motivation/Persistence
feedback (from one another
+ Week 4: General
and the instructor).
+ Week 5: Reading
+ Week 6: Math & Lesson Plans Thus, the work that occurs
+ Week 7: Pulling It All Together here aligns with Gagnes
Events 6 and 7 and with
Kellers Attention,
Relevance, and
Confidence.
Discussion Forums
Discussion Forums
- General Info
The discussion boards are
+ Questions for Your Instructor
arranged by weeks with the
- About the Assignments topic for that week in the title.
General Questions
Lesson Plans There is also an open forum
Reflective Journals area for students to post
+ Week 1: Getting Started questions for the instructor
+ Week 2: Adult Learning Theory that are open for the whole
+ Week 3: Motivation/Persistence class to see.
+ Week 4: General
+ Week 5: Reading And there are places for
+ Week 6: Math & Lesson Plans questions about
+ Week 7: Pulling It All Together assignments.
These elements align with

Gagnes Events 2, 5, and 7.
Discussion Forums
Discussion Forums
+ General Info Within each week, each of

- Week 1: Getting Started the topics for the discussion
Topic 1: Ice Breaker are specified.
Topic 2: An Argument for Adult Education
+ Week 2: Adult Learning Theory By having all of the topics
+ Week 3: Motivation/Persistence available at the beginning,
+ Week 4: General students can see the order
and progression of the
+ Week 5: Reading
course before they get there
+ Week 6: Math & Lesson Plans
(Gagnes Events 2 and 4)
+ Week 7: Pulling It All Together and can revisit previous
topics if theyd like (Gagnes
Event 3).
Setting: Assignments
Assignments
Assignments
+ Quiz on Adult Skills (5% of course) The Assignments section of

+ Module Participation (70% of course) the site will have information
+ Lesson Plan (10% of course) about each of the major
+ Teacher Reflection Journal (15% of course) assignments in one place.
It will include the instructions,

examples, and information
about how to submit the
assignments.
This section aligns with

Gagnes Events 2, 5, 6, and 8.
Setting: My Grades
My Grades
Assignments
- Quiz on Adult Skills (5% of course) The My Grades section

Due Date [Insert] allows students see what
Link to submitted assignment their progress is.
Score __/10
- Module Participation (70% of grade) This section aligns with
+ Module 1 [Due date] __/20 (10% of course) Gagnes Events 7 and 8.
+ Module 2 [Due date] __/20 (10% of course)
+ Lesson Plan (10% of course)
+ Teacher Reflection Journal (15% of course)
Module One: Week 1
Title: Introduction to Teaching Adults
Learning Objective: Students will be able to identify the prevalence of low skills
in the adult population of the U.S.
Activities: Students will view PowerPoint and will submit a short survey in which
they estimate the prevalence of low skills and provide information about their
teaching experience. After submitting this, they will review the other course
materials, post to two discussion boards, respond to classmates posts, and take a
10-question, end-of-module, multiple-choice quiz.
Assignments/Assessments: Discussion board participation and score of the end-

of-module quiz.
18
Module One
The first page in the Module

One section will include
Module 1: Introduction to Teaching Adults information about the module
and its goals.
In this module, you will learn about this courses objects and This information is repeated
the tools you will use during the next few weeks, and you will in the Announcements area.
learn more about the population of adult learners you and
other adult education instructors work with. This information aligns with
Gagnes Events
Objectives: By the end of the module, you will be able to 1, 2, and 5.
identify the prevalence of low skills in the adult population of
the U.S
Activities:
You will
Review short presentations to orient you to course site and
topic
Participate in an ice-breaker discussion board
Read about the skill level of US adults
Module One
The first PowerPoint will

orient students to the site and
Module 1: Introduction to Teaching Adults the course.
Module One
This they can read or watch
Please review this short PowerPoint about the course (16 the slides, thereby allowing
slides, 7 mins). You may either read through the content or for different learning
select Slide Show > From Beginning and watch the styles.
presentation.
The information in these
Introduction to course slides aligns with Gagnes
Events 1, 2, and 5.
Task completed
Each page/activity has a completed checkbox

to help students track their progress. This
provides feedback and builds motivation by
allowing students to feel they are progressing.
Module One

Students first activity will be
introduce themselves via a
discussion.
Module 1: Introduction to Teaching Adults
This activity helps to motivate
Module One students by building a sense
Ice Breaker Discussion Board: Introduce yourself of community and
engagement, thereby
Post a short description of yourself (less than 200 words), including at aligning with the ARCS
least the following: how long youve been with LN, what courses you model because it helps to get
teach, what your favorite subject to teach is, something you hope to students attention. The
learn about over the next seven weeks. (Due by Thursday) prompt will have them focus
Respond to at least one classmate. (Due by Sunday)
on their goals, thereby
[LINK TO DISCUSSION BOARD HERE]
making the course seem
more relevant, and on what
Task completed they enjoy doing, thereby
helping to build confidence.
Module One
The students will fill in

and submit a background
Module 1: Introduction to Teaching Adults survey that collects
Module One
information about their
background and
Please complete this short survey and submit it. experiences and that also
Background Survey tests their existing
SUBMIT FILE: [upload document] knowledge about the
prevalence of US adults
with low skills.
This helps to activate

Task completed background knowledge
(Gagnes Event 3).
Module One
This PowerPoint presents

information about skills
Module 1: Introduction to Teaching Adults and education attainment
in the US. The purpose of
Module One
this short PowerPoint is
Please review this short PowerPoint about the course (12 to layout some of the
slides, 6 mins). You may either read through the content or
major issues, familiarize
select Slide Show > From Beginning and watch the
presentation. students with major
terms, and connect the
Who are we? The basic skills facts and statistics with
what the students do in
of US adults their work lives (i.e., the
students they teach).
Task completed
Gagnes Events: 4
Kellers ARCS: A, R
Module One
Each of the materials is presented

on a separate page so that
Module 1: Introduction to Teaching Adults students can track their progress,
Module One and this may help to build
confidence.
Course reading material: The materials include videos,

infographics, articles, and book
Skills to Pay the Bills chapters. Using multiple,
Infographic discontinuous texts may help to
encourage deep learning because
students have to connect them
(Wiley and Voss, 1999).
Task completed
I am not showing all of the separate pages with the different reading
materials to conserve space. All of them align with Gagnes Event 4.
Module One
Students will post to a

discussion board and will
respond to classmates.
Module 1: Introduction to Teaching Adults
Module One The assignment requires
them to use the readings
Argument for Adult Education Programs
and present an argument,
Using at least two of this weeks resources, write short argument (no thus encouraging deeper
more than 400 words) for why Maryland should invest more fully in learning (Wiley and Voss,
adult literacy programs. Integrate concepts and statistics and a personal 1999).
example and include citations for your references. (Due by Thursday)
[LINK TO DISCUSSION BOARD HERE] The argument is directly
relevant to their work lives
(i.e., its about adult literacy
Task completed programs).
Gagnes Events:6, 7, 9
Kellers ARCS: R, C, S
Module One
The final activity for

Module One is a short
Module 1: Introduction to Teaching Adults quiz (10 questions) about
Module One
the content covered over
the week.
Please complete this short quiz.
Module One Quiz Students will take it
online and will get
immediate feedback.
They can retake it if they
wish.
Task completed Gagnes Events:7, 8

Kellers ARCS:S
Module Two: Week 2
Title: Learning Theories (Week 2)
Learning Objective: Students will be able to list major components of at least one
adult learning theory.
Activities: Students will review the course resources for the week and will begin
working on their teacher reflection journals. They will post their first reflection on
a discussion board and will respond to at least two classmates posts.
Assignments/Assessments: Students participation in the discussion will be

assessed. Initial postings are due by Thursday and responses by Sunday.
27
Module Two

Two section will include
Module 2: Learning Theories information about the module
and its goals.
In this module, you will learn about some of the major adult
learning theories and how they related to adult education This information is repeated
students and practice. in the Announcements area.
Objectives: By the end of the module, you will be able to list Although not an official
major components of at least one adult learning theory. objective for this module, the
reflection journal will be
Activities: introduced, and its purpose
You will
and relevance to the
Review articles and fact sheets about adult learning theory,
students professional lives
Begin work on your reflection journal, which you will
continue to work on over the course of P2T, will be explained.
Post to a discussion board and respond to classmates.
Gagnes Events: 1, 2, 5, 9
Assignment: Reflection Journal Kellers ARCS: A, R
The purpose of a teacher reflection journal is to help teachers
identify elements of their practice that are working and those
that could be adjusted. As you learn more about relevant
theories and research, you will be able to integrate new ideas
Module Two

Module 2: Learning Theories students can track their progress,
Module Two and this may help to build
confidence.
Course reading material: The materials include an article

and a fact sheet. Only the first of
Applying educational theory in practice these materials is shown here.
Journal Article
Task completed
Module Two
Module 2: Learning Theories

Module Two on a separate page so that
students can track their progress,
Reflection Journals: and this may help to build
The reflection journal you keep over the next few weeks confidence.
will help you identify ways to continuously adapt and
improve. The following book chapter explains the The materials include an article
purpose and features of reflection journals. and a fact sheet. Only the first of
The reflective teacher these materials is shown here.
Gagnes Events: 4
Task completed Kellers ARCS: C
Module Two

Module 2: Learning Theories
The assignment requires them
Module Two
to use the readings and reflect
Reflecting on Practice on their experiences.
Using the approach outlined in Scales and Kelly (2012), reflect upon a
recent class. Discuss your experiences in light of adult learning theories, The feedback that they get will
noting where there was alignment between the theories and your help to build a sense of
practice and where you could have used different strategies for greater professional community, and
alignment. Discuss the actual outcomes you had, how they could have
by trying to apply the theories
been different, and what you may do again or do differently and why
(Due by Thursday). Respond to at least two classmates. (Due by Sunday) they read about, they will gain
[LINK TO DISCUSSION BOARD HERE] experience analyzing their
practice and others.
Task completed
Their participation will be used
for assessment.
Gagnes Events:3, 6, 7, 8, 9
Module Three: Week 3
Title: Motivation and Persistence (Week 3)
Learning Objective: Students will be able to identify instructional practice that

may be beneficial for this population and discuss the research supporting it as it
pertains to motivation.
Activities: Students will first read a short overview of the module that describes
the objectives, goals, and assignment. This overview will also introduce the major
concepts for the week and will discuss the links across research in K-12,
postsecondary, and adult education. Students will then review other online
materials. They will continue to work on their teacher reflection journals, and they
will post to a discussion board and will respond to classmates.
Assignments/Assessments: Students participation in the discussion will be

assessed. Initial postings are due by Thursday and responses by Sunday.
32
Module Three

Three section will include
information about the module
and its goals.
Module 3: Motivation and Persistence
This information is repeated
In this module, you will learn about research on motivation and in the Announcements area.
persistence and relate it back to your students and practice.
There is a short introduction
Objectives: By the end of the module, you will be able to identify to the weeks topic (as
instructional practice that may be beneficial for this started in the example to the
population and discuss the research supporting it as it left). The introduction relates
pertains to motivation.. the material to the students
professional experiences and
Activities: helps to activate their existing
You will knowledge while showing the
Review a book chapter, a short video, and an article about
topics connection to their
research on motivation and persistence in education,
future practice.
Post to a discussion board and respond to classmates, and
Continue working on your reflection journal.
Gagnes Events: 1, 2, 3, 5, 9
Why Motivation and Feelings Matter in Your Classrooms: Kellers ARCS: A, R
A common trend in adult education classes is stopping-out, i.e.,
when students stop for awhile but maybe come back. Have you
ever wondered if theres a way to help keep students engaged
longer or help them to return sooner? Many instructors
Module Three

Module 3: Motivation and Persistence students can track their progress,
Module Three and this may help to build
confidence.
Course reading material: The materials include a book

chapter, a YouTube video TedTalk,
Chapter 5 Motivation, Engagement, and a short news article about
and Persistence motivation research. Only the first
Book Chapter of these materials is shown here.
Task completed
Module Three

Module 3: Motivation and Persistence
Module Three
Connecting to Practice on their experiences.
Using at least two principals noted by this weeks materials (e.g.,
mindsets, self-efficacy, belongingness), develop an argument for why The feedback that they get will
these things are relevant to teaching adults and discuss how teachers help to build a sense of
could attend to them in their classes.(Due by Thursday) professional community, and
by trying to apply the theories
they read about, they will gain
experience analyzing their
practice and others.
Task completed
Their participation will be used
for assessment.
Module Four: Weeks 4, 5, and 6
Title: Teaching Practices (Week 4-General Strategies, Week 5-Reading, Week 6-Math)
Learning Objective: There are two main objectives for this module:
1. Students will identify at least one instructional practice that may be beneficial for
this population for general instruction and in reading and math and will discuss
the research supporting it.
2. Students will integrate online resources for adult learners, using at least one adult
learning theory or evidence-based practice to justify its inclusion, through a
lesson plan he or she develops.
Activities: Each week, students will review the materials and will participate in
discussion boards. They will continue to work on their reflection journals and will
develop a lesson plan. There is a core reading along with a video of a teacher in
practice plus materials to help them completed their lesson plans (e.g., to help them
integrate technology).
Assignments/Assessments: Students participation in the discussion will be assessed.
Initial postings are due by Thursday and responses by Sunday. Students lesson plans
are due by Sunday (11:59 PM) in Week 6 and will be posted on the discussion board.
36
Module Four

Four section will include
and its goals.
Module 4: Teaching Practice
In this module, you will learn about research on various teaching This information is repeated
practices including general practices and those relevant to reading and
in the Announcements area.
math.
Objectives: By the end of the module, you will be able to There is a short introduction
identify at least one general instructional practice that may be to the modules main
beneficial for your students and one practice for reading and one for
math and will be able to discuss research supporting it.
assignment (lesson plan).
integrate online resources for adult learners, using at least one adult The introduction relates the
learning theory or evidence-based practice to justify its inclusion. material to the students
professional experiences and
Activities:
You will helps to activate their existing
Review written materials and videos (e.g., of other instructors knowledge while showing the
teaching), topics connection to their
Post to discussion boards,
future practice.
Create a lesson plan, and
Continue working on your reflection journal.
Gagnes Events: 1, 2, 3, 5, 9
Assignment: Lesson Plan Kellers ARCS: A, R, S
Youve all taught multiple courses and have preferred approaches and
preferred topics (e.g., reading), and many of you have probably
wondered whether there are evidence-based approaches you could
integrate, and some of you may have even tried. In this assignment, you
will gain experience doing just this and will have a chance to give and get
peer feedback.
Module Four

Module 4: Teaching Practice students can track their progress,
Week 4: General Practices and this may help to build
confidence.
Course reading material:
The materials include a journal
Applying cognitive psychology to education
article and video a teacher
Article discussing and demonstrating how
to structure a lesson. Only the first
of these materials is shown here.
The use of multimedia will help

Task completed engage different learning styles.
Gagnes Events:4
Kellers ARCS: A
Module Four

Week 4: General Practices
Using this weeks reading and your experience, analyze the lesson video
and highlight elements that align with research or theory and discuss They will analyze another
how the practice could be improved either to better align with theory teachers approach, applying
or research or to be appropriate for different contexts (e.g., different their new and existing
topic, different students). Due by Thursday)
knowledge. They will give and
[LINK TO DISCUSSION BOARD HERE] get feedback on their
analyses.
Task completed Their participation will be used

for assessment.
Module Four
The materials also include

Module 4: Teaching Practice information to help students
Week 4: Materials for your Lesson Plan prepare their lesson plans.
The Word doc is created by the
P2T instructor. The other materials
Description of Assignment are web-based.
Fact Sheet: Effective Lesson Planning Because the students vary in their
Optional Webpage: Example lesson plans tenure as adult education
instructors, there are optional
lesson plan examples. This will
allow those who want or need
Task completed more scaffolding to access
materials.
Gagnes Events:2, 4, 5, 9
Kellers ARCS: C, R
Module Four

Week 5: Reading and this may help to build
confidence.
The materials include a book
Chapter: 3 Literacy Instruction for Adults
chapter and video a teacher
Book Chapter teaching a reading lesson to adult
education students. Only the first
of these materials is shown here.
The use of multimedia will help

Task completed engage different learning styles.
Gagnes Events:4
Kellers ARCS: A
Module Four

Week 5: Reading
analyses.

for assessment.
Module Four
The materials also include

Module 4: Teaching Practice information to help students
Week 5: Materials for your Lesson Plan prepare their lesson plans.
The PowerPoint is a web-based
resource.
Technology integration in the adult education
The Word doc is created by the
classroom. P2T instructor.
List of Potential Websites

Gagnes Events:2, 4, 5, 9
Kellers ARCS: C, R
Task completed
Module Four

Week 6: Math and this may help to build
confidence.
The materials include an article, a
It does matter how we teach math
video, and a research brief.
Article The use of multimedia will help
engage different learning styles.
Gagnes Events:4
Kellers ARCS: A
Task completed
Module Four

Week 6: Math
analyses.

for assessment.
Module Four
Students will post to copy of

their lesson plans to the
discussion board by the end of
Module 4: Teaching Practice the week. They will also
submit the assignment to the
Week 6: Assignment Submission
Assignments section of the
Lesson Plan site.
In addition to submitting your Lesson Plan through the Assignments
Portal, please also post it to the discussion board. (Due by Sunday) The P2T instructor will
[LINK TO DISCUSSION BOARD HERE] evaluate the lesson plan and
provide his/her feedback
directly to the student.
During Module 5, classmates

will respond to one anothers
Task completed lesson plans also.
Module Five: Weeks 7
Title: Pulling It All Together
Learning Objective:. The objective of this module is for students to evaluate others
instructional practices according to adult learning theory or research. Students will
also prepare for next steps.
Activities: Students will review the course resources and prepare for their next
professional development steps. This includes creating a profile for LINCS, so theyre
part of an online community of adult education instructors, and review available
online professional development course and identify possible next courses. Students
will also post to the discussion board and finalize their reflection journals.
Assignments/Assessments: Students will participate in discussion boards and will

submit their reflection journals.
47
Module Five

Five section will include
and its goals.
Module 5: Pulling It All Together
In this module, we will be both wrapping up this course and preparing for This information is repeated
your continued professional development. You all have done a lot of
in the Announcements area.
work, youve learned about theories and research relevant to your
students and have practiced using this knowledge.
The announcement also
Objectives: By the end of the module, you will have explains what LINCS is and
Have evaluated one anothers instructional practices according to adult
learning theory or research, and
why they will be joining the
Have prepare for the next step of your professional development. professional community. The
primary purpose of joining
Activities: will be to help them feel more
You will
Create a profile for LINCS connected to others and see
Review available online professional development course and identify how what theyve learned
possible next courses, can help them in days to
post to the discussion board,
come.
and complete your reflection journals..
LINCS: Joining a Community Gagnes Events: 1, 2, 5, 9

LINCS is a national leadership initiative of the U.S. Department of Education, Kellers ARCS: A, R, S
Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-
based practice in the field of adult education. You will create a user account
and profile, and this will allow you access various materials and network
with other professionals in your field.
Module Five

Module 5: Pulling It All Together students can track their progress,
Week 7 and this may help to build
confidence.
LINCS Online Community
Go to the following website and create a user profile and This activity aims to connect them
to more resources, create a social
account. Make sure its public so that you and your
presence, and establish a larger
classmates can continue to exchange information.
professional development
https://community.lincs.ed.gov/ community.
Task completed Kellers ARCS: A, C, S
Module Five

Module 5: Pulling It All Together students can track their progress,
Week 7 and this may help to build
confidence.
LINCS Online Community
LINCS has many options for professional development.
This activity aims to connect them
Review the different available course and choose three that to more resources, create a social
you may take. presence, and establish a larger
https://community.lincs.ed.gov/ professional development
community.
Post the three courses you may take (by Thursday) and see
if anyone else is interested in the same course (by Sunday). Gagnes Events: 1, 2, 4, 9
[LINK TO DISCUSSION BOARD HERE] Kellers ARCS: A, C, S
Task completed
Module Five

Week 7 This activity aims to help them
create actionable plans that are
LINCS Online Community relevant to their careers and to
LINCS has many options for professional development. further their connections with their
Review the different available course and choose three that classmates.
you may take.
https://community.lincs.ed.gov/ Gagnes Events: 4, 9
Kellers ARCS: A, S
Post the three courses you may take (by Thursday) and see
if anyone else is interested in the same course (by Sunday).
Task completed
Module Five

Week 7 In this activity, students will use a
rubric to provide feedback on one
Return to the lesson plans from Module 4. Using the anothers
course rubric (see below), review your assigned
classmates plan and provide feedback (by Sunday). Gagnes Events: 3, 4, 6, 7, 8, 9
[LINK TO DISCUSSION BOARD HERE] Kellers ARCS: A, R,S
Peer-feedback Rubric
Peer-review Assignments
(see whose lesson plan you will review here)
Task completed
Module Five

Week 7 In this activity, students will use a
rubric to provide feedback on one
Choose one of your reflection journal entries to share anothers
with the group. Include a short discussion about what
you learned from this reflection and how it aligns with Gagnes Events: 3, 6, 7, 8, 9
research and/or theory and about what the next steps Kellers ARCS: R, C, S
for you may be (e.g., what you may do in your next
class, what additional professional development you
may pursue) (by Thursday). Respond to one of your
classmates post by Sunday.
Task completed
Module Five
Assignments
+ Quiz on Adult Skills (5% of course) The final assignment is a

+ Module Participation (70% of course) Teacher Reflection journal.
+ Lesson Plan (10% of course)
- Teacher Reflection Journal (15% of course) This journal aligns with
Due Date [Insert] Gagnes Events 6, 7, 8, and 9
Link to submitted assignment and Kellers ARCS R, C, and S.

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COURSE TITLE: Vocationalizing Homeless Services(VHS) 101

Gagn's 9 Events of Instruction

Learning Module Overviews and Other Teacher-made materials like

Each module starts with an announcement

The learning materials include YouTube

These modules will be delivered via the courses BlackBoard site.

FEATURES OF THE COURSE SITE

Literacy Now! Learning Environment

The Home Page will help

The navigation bar will be

Literacy Now! Learning Environment The Announcements page

This area will also help to

The course is highly interactive, and your classmates depend on your

Literacy Now! Learning Environment The Course Library contains

The materials are organized

This section of the site aligns

Literacy Now! Learning Environment Here is another picture of the

When a student clicks on a

By allowing for this pick-and-

Literacy Now! Learning Environment

The Discussion Forums

Literacy Now! Learning Environment

These elements align with

Literacy Now! Learning Environment

+ General Info Within each week, each of

Literacy Now! Learning Environment

+ Quiz on Adult Skills (5% of course) The Assignments section of

It will include the instructions,

This section aligns with

Literacy Now! Learning Environment

- Quiz on Adult Skills (5% of course) The My Grades section

Title: Introduction to Teaching Adults

Assignments/Assessments: Discussion board participation and score of the end-

Literacy Now! Learning Environment

The first page in the Module

Literacy Now! Learning Environment

The first PowerPoint will

Each page/activity has a completed checkbox

Literacy Now! Learning Environment

Literacy Now! Learning Environment

The students will fill in

This helps to activate

Literacy Now! Learning Environment

This PowerPoint presents

Literacy Now! Learning Environment

Each of the materials is presented

Course reading material: The materials include videos,

Literacy Now! Learning Environment

Students will post to a

Literacy Now! Learning Environment

The final activity for

Task completed Gagnes Events:7, 8

Title: Learning Theories (Week 2)

Assignments/Assessments: Students participation in the discussion will be

Literacy Now! Learning Environment

The first page in the Module

Literacy Now! Learning Environment

Each of the materials is presented

Course reading material: The materials include an article

Literacy Now! Learning Environment

Module 2: Learning Theories

Literacy Now! Learning Environment

Students will post to a