DOCUMENT RESUME CE 066 275 ED 368 943 Osher, David; And Others AUTHOR Learning Disabilities: Learner-Centered Approaches. TITLE Training Packet for a Three-Session Workshop. Study of ABE/ESL Instructor Training Approaches. Pelavin Associates, Inc., Washington, DC. INSTITUTION Office of Vocational and Adult Education (ED), SPONS AGENCY Washington, DC. PUB DATE 93 VN90001001 CONTRACT 273p.; For related documents, see ED 338 605, ED 344 NOTE 054-056, and CE 066 274-281. Parts of this document may not reproduce well. Albany Educational Television, 27 Western Avenue, AVAILABLE FROM Albany, NY 12230 (related videotape, "Teaching Adults with Learning Disabilities"). Teaching Guides (For Classroom Use PUB TYPE Guides Teacher) (052) MF01/PC11 Plus Postage. EDRS PRICE *Access to Education; *Adult Basic Education; Adult DESCRIPTORS Educators; Adult Learning; Adult Students; Disability Discrimination; Educational Discrimination; Educational Planning; *English (Second Language); *Equal Education; Instructional Materials; *Learning Disabilities; *Teacher Education; Teacher Education Programs; Teacher Workshops; Teaching Guides; Teaching Methods; Transparencies ABSTRACT This training packet on learner-centered approaches for learning disabled students is 1 of 10 developed by the Study of Adult Basic Education(ABE)/English as a Second Language (ESL) Training Approaches Project to assist ABE instructors, both professionals and volunteers. The packet is intended to stand alone and encompasses a three-session workshop series with activities scheduled for participants to accomplish between sessions. Ideally, the sessions should take place about 1 month apart. Introductory materials include information about the series and the training packet, a workshop overview (objectives, time, materials checklist, preparations checklist), and workshop outline for each session. Trainer notes for each session include a checklist of tasks to be completed before the session and an outline of activities with necessary materials and times. Topics covered in the sessions are as follows: what a learning disability is; attitudes, barriers, and accommodation; plan for learning; teacher research and collaboration; developing a monitoring plan and strategy; and accessing and using resources. Time is allowed for preparation for the home task and feedback on the home task. Trainer's supplements, including alternative activities, follow. Masters for all handouts and transparencies needed in the s,ssions are provided. One of the seven supplementary readings for the sessions is a list of 63 references. (YLS) STUDY OF ABE/ESL INSTRUCTOR TRAINING APPROACHES re) wt. 0,\ 00 ff) ra:1 Training Packet for a Three-Session Workshop on LEARNING DISABILITIES: LEARNER-CENTERED APPROACHES EDUCATION U.S. DEPARTMENT OF WO and Imp toyement Once of Educationai ROSS INFORMATION EDUCATIONAL RESOURCES CENTER (ERICI taleft MarOdUCIKI IS ftus document has or otganization reCaVad from the pwson originating it Authors: made to improve y,Mmor changes neve been reproduction QtIldY stated in this docui Pomts ol view or opinions David Osher, Pelavin Associates, Inc. represent official ment dO not necessaniy OERI position or policy Lenore Webb, Pelavin Associates, Inc. Sandra Koehler, Adult Learning Resource Center Office of Vocational and Adult Education Pelavin Associates, Inc. U.S. Department of Education 2030 M Street, N.W., Suite 800 ED Contract Nu. VN90001001 Washington, DC 20036 COTR: Bernice Anderson Pmject Director: Mark A. Kutner 2 ACKNOWLEDGEMENT We want to acknowledge and thank the New York State Education Department, Office of Workforce Preparation and Continuing Education, for providing the video for this training packet. Copies may be purchased by contacting: Albany Educational Television 27 Western Avenue Albany, NY 12230 (518) 465-4741 3 TABLE OF CONTENTS INTRODUCTION TO THE ABE/ESL INSTRUCTOR TRAINING SERIES . . . 1 ABOUT THE LEARNING DISABILITIES TRAINING PACKET 3 WORKSHOP OVERVIEW 5 Objectives, Time, Materials Checklist, and Preparations Checklist WORKSHOP OUTLINE: SESSIONS ONE, TWO, AND THREE 6 Materials, Activities, and Time Allotments BEFORE SESSION ONE 9 TRAINER NOTES: SESSION ONE 10 Irixduction, Workshop Overview I. 10 Adults First and Last II. 12 M. What Is and What Is Not a Learning Disability 13 Attitudes, Barriers, and Accommodation IV. 20 Practice/Application: Scenario Looking at the Whole Person V. 24 Interim Task Assignment Vi. 25 Wrap-Up and Evaluation VII. 27 BEFORE SESSION TWO 28 TRAINER NOTES: SESSION TWO 29 Introduction/Workshop Overview I. 29 Review of Session One II. 31 Review of Interim Task Assignment III. 31 Planning for Learning IV. 32 4 LEARNING DISABILITIES: LF.ARNER-CENTERED APPROACHES TABLE OF CONTENTS (Continued) 39 Interim Task Assignment V. 40 Evaluation and Wrap-Up VI. 41 BEFORE SESSION THREE 42 TRArNER NOTES: SESSION THREE 42 Introduction/Workshop Overview I. 43 The Reflective Practitioner: Teacher Research and Collaboration . II. 45 Review of Session Two and Interim Task Assignment M. 46 Planning for Learning IV. 49 Developing a Monitoring Plan and Strategy V. 50 Accessing and Using Resources VI. 51 How Do You Make It Happen? VII. 52 Reflection on Workshop Processes VIII. 53 Evaluation and Wrap-Up IX. TRAINER SUPPLEMENTS SESSION ONE 54 Adults First and Last 55 On Defining Learning Disabilities: An Emerging Consensus 66 A Working Definition: Session One 67 Alternative ESL Scenario 68 Alternative Case Study: Ron White SESSION THREE 70 Screening: Some Cautionary Notes Reflective Practice, Action Research, and Collaboration 71 5 LEARNING DISABILITIES: LEARNER-CENTERED APPROACHES TABLE OF CONTENTS (Continuod) HANDOUT MASTERS STASION ONE Flyer for Workshop (announcing all sessions) H-1 H-1: H-2 a-b Participant Questionnaire H-2: H-3 Person Search H-3: H-4 Workshop Objectives, Session One Agenda H-4: Glossary H-5 H-5: Adults First and Last H-6 H-6: Visualizing Learning Differences, Learning Difficulties, and Learning H-7: Disabilities H-7 Continuum of Learning Differences and Difficulties H-8: H-8 Defining Learning Disabilities H-9 H-9: H-10: Barriers H-10 H-11: Evaluation Summary Report to a Student H-11 H-12: Test Interpretation and Recommendations Report to a Teacher H-12 H-13: Matrix: Students with Learning Difficulties H-13 H-14-a: Scenario: Looking at the Whole Person H-14-a H-14-b: Scenario Focus Questions H-14-b H-15: Adult Roles H-15 H-16: Interim Task Assignments H-16 a-c H-17: Session One Evaluation H-17 a-d SESSION TWO H-18: Reminder 11-18 11-19: Session Two Menda II-19 11-20: Person Search Part 2 H-20 11-21: Interim Task Assignment Review, Part I H-21 H-22: Review Interim Task Assignment Review, Part II FI-22 11-23: Planning for Learning H-23 a-d 11-24: Video Focus Chart H-24 H-25: Needs Assessment Model H-25 a-c II-26-a: Interim Task Assignment 11-26-a H-26-b: Interim Task Assignment Two: Planning Guide 11-26-b 11-27: Tool Kit H-27 a-g H-28: Session Two Evaluation H-28 a-d SESSION THREE H-29: Reminder H-21 H-30: Session Three Agenda H-30 H-31: Person Search Part 3 11-31 6 H-32: Reflective Teaching H-32 LEARNING DISABILITIES: LEARNER-CENTERED APPROACHES ill TABLE OF CONTENTS (Continued) H-33: The Teacher as Researcher H-33 H-34 H-34: Collaborative Research H-35: Review of Interim Task Assignment Two H-35 H-36-a: Targeting Tool H-36-a H-36-b H-36-b: Input, Integration, and Output of Information H-37 H-37: Planning for Learning Tool H-38: Needs, Goals, and Objectives H-38 H-39: From Needs Assessment to Monitoring to Goals H-39 H-40 H-40: Resources on Adults with Learning Disabilities H-41 a-d H-41: Session Three Evaluation 77 TRANSPARENCY MASTERS . SESSION ONE T-A Session One Agenda T-A: Adults First and Last T-B T-B: Visualizing Learning Differences, Learning Difficulties, and Learning T-C: T-C Disabilities Continuum of Learning Differences and Problems T-D: T-D T-E Defining Learning Disabilities T-E: What Learning Disability is Not T-F T-F: Matrix: Students with Learning Difficulties T-G: T-G Scenario Focus Questions T-H: T-H Interim Task Assignment T-I: T-I SESSION TWO T-J: Session Two Agenda T-J Interim Task Assignment Review T-K: T-K Student Profile T-L: T-L T-M: Planning for Learning T-M a-d Video Focus Chart T-N: T-N SESSION THREE T-0: T-0 Session Three Agenda T-P: Interim Task Assignment Two: Planning Guide T-P Targeting Tool T-Q: T-Q T-R: Input, Integration, and Output of Information T-R Planning for Learning Tool T-S: T-S T-T: Needs, Goals, and Objectives T-T 7 LEARNING DISABILITIES: LEARNER-CENTERED APPROACHES iv TABLE OF CONTENTS (Continued) T-U: From Needs Assessment to Monitoring to Goals T-U Reflections on Workshop Processes T-V: T-V SUPPLEMENTARY READINGS SESSION ONE References R-1: R- 1 Succeeding Against the Odds R-2: R-2 SESSION Two R-3: Learning Differently: Meeting the Needs of Adults with Learning Disabilities R-3 SESSION THREE R-4: Adults with Learning Disabilities: An Overview for the Adult Educator R-4 R-5: Adults with Learning Disabilities: How to Get an Appropriate Assessment of the Problem R-5 R-6: Cooper Screening of Information Processing R-6 Vocational Rehabilitation R-7: R-7 LEARNING DISABILITIES: LEARNER-CENTERED APPROACHES Introduction to THE ABFJESL INSTRUCTOR TRAINING SERIES Scope and Content The Study of ABE/ESL Training Approaches Project has developed ten training packets Packet topics were to assist ABE and ESL instructors, both professionals and volunteers. selected based on a national review of training content and practices and on recommendations from selected experts representing ABE, ESL, and volunteer programs across the United States. Packet topics include: The Adult Learner 1. Planning for Instruction 2. Team Learning 3. Monitoring Student Progress 4. Volunteers and Teachers in the Classroom .5. Communicative ESL Teaching 6. Mathematics: Strateoi,' Problem Solving 7. Whole Language Approach 8. Improving Thinking Skills for Adult Learners 9. Learning Disabilities: Learner-Centered Approaches 10. There is no suggested sequence implied in the above listing. Each packet is intended to stand alone. Each encompasses a two- or three-session workshop series with activities scheduled for participants to accomplish between sessions. Ideally, the sessions should take place about one Packets include detailed instructions for workshop leaders and masters for all month apart. handouts and transparencies needed in the workshops. Key Assumptions about Adult Learning All packets have been designed to guide workshop leaders to model the adult learning principles upon which the packets are based. These principles apply to the training of instructors as well as to educating adult students. Based on the literature about adult learners and the experience of skilled adult educators, it is assumed that adults learn best when: they feel comfnrtable with the learning environment and they attempt tasks that allow them to .cceed within the contexts of their limited time and demanding lives. they provide input into the planning of their own learning goals and processes. they have opportunities to engage in social learning, i.e., they learn from peers as well as from an instructor. LEARNING DISABILITIES: LEARNER-CENTERED APPROACHES 1 they have a variety of options appropriate to their learning styles (including sensory modalities, ways of thinking,and both individual and group learning) and have opportunities to analyze and expand their modes of learning they are able to associate new lea.-iiing with previous experiences and to use those experiences while learning. they have an opportunity to apply theorytmformation to practical situations in their own lives. In accord with these assumptions, each packet employs research-based components of effective training and staff development: theory, demonstrations, practice, structured feedback, and application with follow-up. Key research findings on these components are: The theory that underlies any new practice is a necessary but insufficient component 1. of training. 2. Demonstrations that illustrate new practices and reinforce their use are essential to full comprehension and implementation. Instructors need to practice new approaches in a safe environment and to receive 3. structured feedback on their attempts. 4. New approaches need to be applied over time in a real situation preferably ones where continuing feedback and analysis are possible (e.g., peer coaching or mentoring). Research indicates that long-term change is likely to occur only when all of the above conditions are met. We hope you will find that these training packets produce effective, long-term results. I 0 LEARNING DISABILITIES: LEARNER-CENTERED APPROACHES 2