DOCUMENT RESUME CE 066 281 ED 368 949 Minicz, Elizabeth; Diamond, Judith AUTHOR Volunteers and Teachers in the Classroom. Training TITLE Packet for a Two-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. 93 PUB DATE VN90001001 CONTRACT 75p.; For related documents, see ED 338 605, ED 344 NOTE 054-056, and CE 066 274-280. Teaching Guides (For Classroom Use PUB TYPE Guides Teacher) (052) MF01/PC03 Plus Postage. EDRS PRICE *Adult Basic Education; Adult Educators; Adult DESCRIPTORS Learning; Adult Students; Case Studies; Educational Planning; *English (Second Language); Instructional Materials; *Teacher Aides; *Teacher Education; Teacher Education Programs; Teacher Responsibility; Teacher Role; Teacher Workshops; Teaching Guides; Transparencies; *Volunteers ABSTRACT This training packet on volunteers and teachers in the classroom 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 two-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 cnecklist, 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 necerary materials and times. Three topics are covered in the sessions: roles and relationships between volunteers and teachers in the classroom; defining and evaluating volunteer tasks; and case studies. Time is allowed for preparation for the home task and feedback on the home task. Trainers' supplements, sample flyers, and participant questionnaire follow the session materials. Other contents include masters for all hand'uts and transparencies needed in the sessions. (YLB) ********************************************************************** Reproductions supplied by EDRS are the best that can be made * * from the original document. *********************************************************************** STUDY OF ABE/ESL INSTRUCTOR TRAINING APPROACHES ONINNIIMI11! VOLUNTEERS AND TEACHERS IN THE CLASSROOM U S. DEPARTMENT OF EDUCATION Cmrce ot Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) has film document been reproduced as recenved from the person or organuabon ong.nahng .1 7 Mnor changes have been made to .morove reproduchco aualgy Pomis of v.ew or opmons stated m trusdocu. went do not necessanly represent official OEM posMon Of p0hCy Elizabeth Minicz, Adult Learning Resource Center, Des Plaines, IL Judith Diamond, Adult Learning Resource Center, Des Plaines, IL Office of Vocational and Adult Education Pelavin Associates, Inc. U.S. Department of Education c) 2030 M Street, N.W., Suite 800 )<, ED Contract No. VN90001001 -vlashington, DC 20036 COTR: Bernice Anderson _ Project Director: Mark A. Kutner ESTCOPY MUNI 2 Training Packet for a Two-Session Workshop on VOLUNTEERS AND TEACHERS IN THE CLASSROOM Study of ABE/ESL Instructor Training Approaches TABLE OF CONTENTS INTRODUCTION TO ME ABE/ESL INSTRUCTOR TRAINING SERIES 1 ABOUT TIM VOLUNTEERS AND TEACHERS IN THE CIASSROOM TRAINING PACKET 3 WORKSHOP OVERVIEW 5 Objectives, Time, and Materials Checklist BEFORE SESSION ONE 6 WORKSHOP OUTLINE: SESSION ONE 7 Materials, Activities, and Time Allotments TRAINER NOTES: SESSION ONE 8 Introductions/Workshop Overview I. 8 Building.Schema: Volunteers and Teachers in the Classroom II. 9 III: Defining and Evaluating Volunteer Tasks 11 IV. Video Presentation and Follow-up 12 V. Interim Task Assignment 13 Session One Evaluation VI. 13 TRAINERS' SUPPLEMENTS 14 BETWEEN SESSIONS 20 , WORKSHOP OUTLINE SESSION TWO 21 Materials, Activities, and Time Allotments TRAINER NOTES: SESSION TWO 22 Introductions/Workshop Overview I. 22 Review of Session One: Volunteers and Teachers in the Classroom II. 23 Small Group Sharing of Interim Task Assignment III. 23 Small Group Presentations to the Large Group IV. 23 VOLUNTEERS AND TEACHERS IN THE CLASSROOM 4 TABLE OF CONTENTS (Continued) Case Studies: Small Group Discussion V. 24 VI. Presentation of Case Studies/Solutions to the Large Group 24 Reflection VH. 25 VIM Session Two Evaluation 25 SAMPLE FLYERS AND PARTICIPANT QUESTIONNAIRE 26 HANDOUT MASTERS 31 SESSION ONE Volunteers and Teachers in the aassroom: Session One, Agenda H-1: H-1 . What's Your Opinion9 H-2: H-2 H-3: Teacher-Volunteer Commentaries H-3-a,b,c,d H-4: Selected Volunteer Tasks H-4 H-5: Video Activities H-5-a,b Feedback Chart (Sample) H-6: H-6-a Feedback Journal (Sample) H-6-b Feedback Interview (Sample) H-6-c Interim Task Assignment H-7: H-7-a Interim Task Assignment Chart H-7-b References H-7-c Session One Evaluation H-8: H-8-a,b SESSION Two Volunteers and Teachers in the aassroom: Ses.sion Two, Agenda H-9: H-9 H-10: Review of Session One H-10 H-11: Small Group Sharing H-11 H-12: Case Studies H-12-a Presentation of Case Studies/Solutions H-12-b H-13: Session Two Evaluation H-13-a,b TRANSPARENCY MAS ERS 56 SESSION ONE Commentaries T-1: T-1 T-2: Factors Which Would Lead to Successful Teacher/Volunteer VOLUNTEERS AND TEACHERS IN THE CLASSROOM 5 fi TABLE OF CONTENTS (Continued) Responsibilitieg of Teachers Working With Volunteers T-3: T-3 Responsibilities of Volunteers Working With Teachers T-4: T-4 Steps for Assigning Tasks to Volunteers T-5: T-5 Criteria for Assigning Tasks T-6: T-6 Selected Volunteer Tasks T-7: T-7 Video Activities: Activity One T-8: T-8-a Video Activities: Activity Two T SESSION TWO Factors Influencing Successful Volunteer/Teacher Relationships T-9: T-9 . . . T-10: Interim Assignment Chart T-10 VOLUNTEERS AND TEACHERS IN THE CLASSROOM In Introduction to THE ABE/ESL INSTRUCTOR TRAINING SERIES Scope and Content The Study of ABE/ESL Training Approaches Project has developed eight training packets to assist ABE and ESL instructors, both professionals and volunteers. Packet topics were 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. Groupfream Learning 3. Monitoring Student Progress 4. Volunteers and Teachers in the Classroom 5. Communicative ESL Teaching 6. Mathematics: Strategic Problem Solving 7. Whole Language Approach 8. There is no suggested sequence implied in the above listing. Each packet is intended to stand alone. Each encompasses a two-session workshop series with activities scheduled for participants to accomplish between sessions. Ideally, the two sessions should take place about one month apart. Packets include detailed instructions for workshop leaders and masters for all 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 comfortable with the learning environment and they attempt tasks that allow them to succeed within the contexts of their limited time and demanding lives. they provide inpw 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. VOLUNTEERS AND TEACHERS IN THE CLASSROOM (inclnding appropriate to their learning styles they have a variety of options learning) of thinking, and both individual and group sensory modalities, ways and expand their modes of learning. and have opportunities to analyze learning with previous aperiences and to use they are able to associate new those experiences while learning. situations in apply theorylinformation to practical they have an opportunity to their own lives. each packet employs research-based components In accord with these assumptions, structured theory, demonstrations, practice, development: of effective training and staff Key research findings on these components are: feedback, and application with follow-up. practice is a necessary but insufficient The theory that underlies any new 1. component of training. and reinforce their use are essential Demonstrations that illustrate new practices 2. implementation. to full comprehension and in a safe environment and to Instructors need to practice new approaches 3. receive structured feedback on their attempts. preferably in a real situation New apprOaches need to be applied over time 4. coaching feedback and analysis are possible (e.g., peer ones where continuing or mentoring). only when all of the above Research indicates that long-term change is Ificely to occur conditions are met. produce effective, long-term results. We hope you will find that these training packets 2 VOLUNTEERS AND TEACHERS IN THE CLASSROOM About the VOLUNTEERS AND TEACHERS IN THE CLASSROOM TRAINING PACKET In 1987, 80 million adults (approximately 45% of the US. population) gave a total of 19.5 billion hours to formal and informal volunteering. Forma !volunteering (regular work with an organization) amounted to 14.9 billion hours or the equivalent of 8.8 million full-time employees. The value of ti.e time was estimated at $150 billion. Adult Basic Education, Literacy, GED, and English as a Second Language (ESL) programs throughout the U.S. use volunteers to enhance instnictional programs. Some volunteers receive extensive training to prepare them for working with students. Rarely, however, do the volunteers or the teachers receive any kind of training in working together in classroom settings. This training packet seeks to address some of the problems associated with this lack of training in order to improve communication between teachers and volunteers, bolster their satisfaction as partners in learning, and provide increased opportunities for students to experience success. This training packet approaches the subject of volunteers in the classroom in the following manner: BUILDING SCHEMA: Three experiential activities lead participants to examine and articulate their attitudes, beliefs, and opinions concerning the use of volunteers in the classroom, the responsibilities of both teachers and volunteers, and the tasks they undertake. Participants build their knowledge base through an inductive format by means of individual responses, small group discussions, and large group sharing rather than through lecture (a deductive format). DEMONSTRATION: Watching a video of a volunteer in an adult ESL classroom, combined with focus handouts, enables participants to identify and analyze instructional tasks and feedback techniques. PRACTICE: Between Sessions One and Two, participants have the opportunity to test the ideas presented in the first session by critiquing instructional tasks and employing feedback techniques. STRUCI1JRED FEEDBACK: During Session Two, participants will discuss and compare their interim task assignments. APPLICATION: Finally, participants will be able to employ problem-solving techniques presented during the training sessions to communication conflicts between volunteers and teachers. VOLUNTEERS AND TEACHERS IN THE CLASSROOM REFLECTION ON WORKSHOP PROCESSES: During the workshop, participants analyze As a result, the type of thinking and learning that workshop activities stimulate. participants become conscious of the assumptions that underlie and guide the use of voluntemrs in the classroom. During these training sessions, 9earning by doing" will be the focus. Participants will be challenged to review their attitudes, beliefs, and practices related to the roles and responsibilities of teachers and volunteers. They will reflect upon, analyze, and then create a new schema concerning being or using volunteers in the classroom. About the Participants... This training packet is designed for persons involved in adult education programs that use volunteers or paid aides in the classroom.. Participants may include classroom teachers, classroom volunteers, or program supervisors. It is important for participants to attend both sessions. VOLUNTEERS AND TEACHERS IN THE CLASSROOM I U 4