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Digging Deeper Into the English Language Proficiency Standards for Adult Education - Module Three

This module digs deeper into the English Language Proficiency Standards using the last two steps in the four-step task analysis process that was introduced in Analyzing Student Tasks in Relation to Content Demands, Thinking Skills, and Language Use - Module Two.
Author(s): 
American Institutes for Research
Author(s) Organizational Affiliation: 
American Institutes for Research
Published: 
2018
Resource Type: 
Product
Required Training: 

Completion of Modules One and Two, and an understanding of your state’s academic content standards.

Abstract: 

“Digging Deeper Into the English Language Proficiency Standards for Adult Education,” is the third in a three-part series professional development modules about the English Language Proficiency (ELP) Standards for Adult Education. The training is intended for instructors, instructional leaders, program administrators, and professional development providers.

Module Three engages users in the last two steps of the task analysis process. Steps three and four help us to better understand which of the core disciplinary practices and ELP standards are relevant to certain instructional tasks—and to instructional practices. This training answers the question: How does the task analysis process support educators’ understanding and integration of the ELP Standards during their own planning and instruction?

Benefits and Uses: 

There are several benefits of engaging in task analysis. The process helps us to

  • determine whether we are pushing our students to produce the most rigorous, level-appropriate language and thinking possible;
  • identify challenges to students’ learning;
  • plan instruction to address and assess the most relevant standards; and
  • plan for scaffolding and other supports to better meet our students’ needs.

The goal of task analysis is to ensure our students have the necessary supports to demonstrate the knowledge and skills required to be successful in level-appropriate, standards-aligned activities.

Module Three provides participants with the opportunity to examine instructional tasks from various learning levels and content areas—and to identify the most relevant literacy and mathematics practices and ELP Standards for those tasks. The training includes a video of adult educators modelling the last two steps of the process. Lastly, Module Three offers participants an opportunity to gain a firmer grasp of the ELP standards by working independently (or in a group) through Steps 3 and 4.

By the end of Module Three, participants should be able to:

  • Analyze and reflect on instructional tasks through the process of identifying the relevant disciplinary practices and ELP Standards
  • Understand the what, why, and how of utilizing the ELP Standards in planning and instruction

Note: Of course, you can work through this training module on your own. But, if at all possible, we encourage you explore these lessons with colleagues, preferably as part of a professional learning community or a staff meeting.

The running time of the module is approximately 3 hours. This estimate includes the time required to complete the practice activities.

Tips for getting the most out of this module:

  • Download and print the module’s resources (which appear in the Resources tab beginning on slide 4) before you begin the training.
  • Please turn off pop-up blockers in your browser for this module.
  • Use the following instructions for navigating through this module using your keyboard and using JAWS assistive technology:
    • Use the Tab key to move forward through each screen’s content. Press Shift + Tab to move backwards. A box surrounds the object that is currently selected.
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    • For closed captioning select the cc button.
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