YouTube Teacher Resources

Join me for a refresher on the basics of memory acquisition and some ideas on how to incorporate these into your adult education curriculum.

► ADDITIONAL RESOURCES:
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Brown, P.C., Roediger, H.L. & McDaniel, M.A. 2014. Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.

Gobet, F., Lane, P.C., Croker, S., Cheng, P.C., Jones, G., Oliver, I. & Pine, J.M. 2001. Chunking mechanisms in human learning. Trends in Cognitive Sciences. 5(6):236-243.

Greenberg, Cheryl & Sandra M. Powers (1987) MEMORY IMPROVEMENT AMONG ADULT LEARNERS, Educational Gerontology, 13:3, 263-280, DOI: 10.1080/0380127870130306

Kaufman, S.B. 2011. Intelligence and the cognitive unconscious. In The Cambridge handbook of intelligence. R.J. Sternberg & S.B. Kaufman, Eds. New York, NY: Cambridge University Press.

Osman, M. 2004. An evaluation of dual-process theories of reasoning. Psychonomic Bulletin & Review. 11(6):988-1010.

Roediger, H.L. & McDermott, K.B. 1995. Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory, and Cognition. 21(4):803.

SCHAEFER, P. 2015. WHY GOOGLE HAS FOREVER CHANGED THE FORGETTING CURVE AT WORK.

Weissenborn, R. & Duka, T. 2000. State-dependent effects of alcohol on explicit memory: The role of semantic associations. Psychopharmacology. 149(1):98-106.

https://bokcenter.harvard.edu/how-memory-works

https://medium.com/dataseries/understanding-memory-in-deep-learning-systems-the-neuroscience-and-cognitive-psychology-b68f169714bf

https://www.simplypsychology.org/memory.html

https://www.youtube.com/watch?v=l1DbC-j8WXY

https://link.springer.com/article/10.3758/s13414-018-1522-y

https://www.livescience.com/42920-semantic-memory.html#:~:text=Semantic%20memory%20is%20the%20recollection,the%20time%20we%20are%20young.&text=Some%20examples%20of%20semantic%20memory,and%20Washington%20is%20a%20state

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Our adult education classrooms are populated with approximately 40% of students for whom English is not their native tongue. What can we do as educators to support these English Language Learners while still engaging in best practices? Tune in and find out.


► ADDITIONAL RESOURCES:
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American Immigration Council. 2014. “Refugees: A Fact Sheet.” http://www.immigrationpolicy.org/just-facts/refugees-fact-sheet

Baird, Ashley Simpson. “Dual Language Learners Reader Post #2: Who Are Dual Language Learners?” EdCentral. May 18, 2015. http://www.edcentral.org/dllreader2/

Batalova, Jeanne and Margie McHugh. 2010a. Number and Growth of Students in U.S. Schools in Need of English Instruction. Washington, DC: Migration Policy Institute.
http://www.migrationpolicy.org/research/number-and-growth-students-us-schools-need-english-instruction-2009

Batalova, Jeanne and Margie McHugh. 2010b. Top Languages Spoken by English Language Learners Nationally and by State. Washington, DC: Migration Policy Institute.

Ferlazzo, Larry and Katie Hull Sypnieski. (2012).The ESL/ELL Teacher’s Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching All Levels. John Wiley And Sons Inc; 1st edition.

Grantmakers for Education. 2013. Educating English Language Learners: Grantmaking Strategies for Closing America’s Other Achievement Gap. https://edfunders.org/sites/default/files/Educating%20English%20Language%20Learners_April%202013.pdf

Rix, Kat. ELL in the Heartland. Scholastic. http://www.scholastic.com/browse/article.jsp?id=3754209

Roseberry-McKibbin, Celeste, and Brice, Alejandro. “Acquiring English as a Second Language: What’s Normal, What’s Not.” American Speech-Language-Hearing Association. http://www.asha.org/public/speech/development/easl.htm

Ruiz Soto, Ariel G., Sarah Hooker, and Jeanne Batalova. 2015. States and Districts with the Highest Number and Share of English Language Learners. Washington, DC: Migration Policy Institute.http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

Walker, A., Shafer, J., & Iiams, M. (2004). “Not in my classroom”: Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130-160.

White House Task Force on New Americans. 2015. Strengthening Communities by Welcoming All Residents. https://obamawhitehouse.archives.gov/sites/default/files/docs/final_tf_newamericans_report_4-14-15_clean.pdf

Yigzaw, A. (2012). Impact of L1 use in L2 English writing classes. Ethiopian Journal of Education and Sciences, 8(1), 11-27.

Zong, Jie, and Batalova, Jeanne. 2015. “The Limited English Proficient Population in the United States.” Washington, DC: Migration Policy Institute. http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states#Age,%20Race,%20and%20Ethnicity

https://www.air.org/project/improving-adult-english-language-instruction-esl-pro

https://www.colorincolorado.org/article/10-things-you-need-learn-about-your-english-language-learners

https://counseling.steinhardt.nyu.edu/blog/english-language-learners/#:~:text=English%20language%20learners%20%E2%80%94%20often%20called,school%20students%20will%20be%20ELLs

https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/

http://www.csun.edu/science/ref/language/teaching-ell.html

https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners


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It never hurts to remind ourselves why we do what we do. This month's broadcast is a refresher on the core tenets of empathy, active listening, and why these soft skills are critically important in our classrooms--they improve student outcomes!



► ADDITIONAL RESOURCES:
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Davis, M. H. (1980). “A multidimensional approach to individual differences in empathy.” JSAS Catalog of Selected Documents in Psychology, 10, 85.


Olderbak, S., Sassenrath, C., Keller, J., & Wilhelm, O. (2014). “An emotion-differentiated perspective on empathy with the emotion specific empathy questionnaire.” Frontiers in Psychology, 5, 1-14.


Spreng, R. N., McKinnon, M. C., Mar, R. A., & Levine, B. (2009). “The Toronto Empathy Questionnaire.” Journal of Personality Assessment, 91(1), 62-71.


http://www.ascd.org/publications/educational-leadership/oct18/vol76/num02/Nine-Competencies-for-Teaching-Empathy.aspx


https://www.edutopia.org/blog/empathy-classroom-why-should-i-care-lauren-owen


https://blogs.scientificamerican.com/guest-blog/whats-so-special-about-mirror-neurons/


https://mcc.gse.harvard.edu/resources-for-educators/how-build-empathy-strengthen-school-community


https://www.understood.org/en/school-learning/for-educators/empathy/7-ways-to-respond-to-students-with-empathy


https://www.understood.org/en/school-learning/for-educators/empathy/teaching-with-empathy-why-its-important




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For Online Learning and Test Preparation that can be used for GED®, HiSET™, and TASC Test™ Visit: https://www.i-pathways.org/

As we wrap up 2020, it's time to assess how you did with your online teaching. Watch this broadcast to review the do's and don'ts of the virtual teaching environment, as well as answer some crucial questions to test your teaching IQ.

► ADDITIONAL RESOURCES:
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https://blog.wiziq.com/12-things-you-should-never-do-when-you-teach-online/

https://www.commonsense.org/education/top-picks/best-tools-for-virtual-and-distance-learning

https://creately.com/blog/education/online-teaching-tools/

https://dataworks-ed.com/blog/2020/03/distant-learning-dos-donts/

https://www.edweek.org/teaching-learning/opinion-10-favorite-online-teaching-tools-used-by-educators-this-year/2020/11

https://www.edweek.org/teaching-learning/opinion-dos-donts-of-teaching-in-a-covid-19-environment/2020/08

https://www.edweek.org/teaching-learning/opinion-the-dos-donts-of-a-quick-switch-to-remote-learning/2020/03

https://www.edutopia.org/article/7-high-impact-evidence-based-tips-online-teaching?gclid=CjwKCAiAt9z-BRBCEiwA_bWv-LgOvg5B7-_XPh-CbiJf91UkRfSsFJJjYyo62dQxXvZ3eAh8-WRxjBoCmhQQAvD_BwE

https://in.nau.edu/faculty-professional-development/remote-teaching/dos-and-donts-for-remote-teaching/

https://www.noodle.com/articles/the-dos-and-donts-of-online-classes-a-professor-explains

https://tomprof.stanford.edu/posting/601

https://www.weareteachers.com/teaching-online-dos-donts/


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Conflict may be unavoidable, but you can build the skills to defuse it in your classroom. Whether it's a spontaneous eruption or a longstanding problem, join me as I discuss some effective conflict resolution strategies.

► ADDITIONAL RESOURCES:
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Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic ([Rev. ed.].). New York: Free Press.

VanSant, S., Wired For Conflict: The Role of Personality in Resolving Conflict, at 53-55 (2003)

https://www.huffpost.com/entry/social-workers-deescalate-dangerous-situations_n_5f3fdb20c5b6763e5dc27c90?ncid=newsltushpmgnews

https://www.yourthoughtpartner.com/blog/leaders-there-is-always-time-to-communicate?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+leadercommunicator+%28leaderCommunicator+blog%29

https://theparticipationcompany.com/2016/06/5-conflict-resolution-strategies/

https://www.mediate.com/articles/alarcon_intersection.cfm

https://blogs.edweek.org/edweek/finding_common_ground/2011/08/conflict_resolution_for_adults_and_students.html

http://www.jimwrightonline.com/pdfdocs/challenging_adults.pdf

https://pollackpeacebuilding.com/


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For Additional Professional Development Resources Visit: https://i-pathwayslearninglab.org/

For Online Learning and Test Preparation that can be used for GED®, HiSET™, and TASC Test™ Visit: https://www.i-pathways.org/

Feedback is the single most impactful action you can take is to provide effective feedback for your students. Let’s talk about what feedback means and what it looks like.

► ADDITIONAL RESOURCES:
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Ajit K. Sachdeva MD (1996) Use of effective feedback to facilitate adult learning, Journal of Cancer Education, 11:2, 106-118, DOI: 10.1080/08858199609528405

David Boud & Elizabeth Molloy (2013) Rethinking models of feedback for learning: the challenge of design, Assessment & Evaluation in Higher Education, 38:6, 698-712, DOI: 10.1080/02602938.2012.691462

Phillip Dawson, Michael Henderson, Paige Mahoney, Michael Phillips, Tracii Ryan, David Boud & Elizabeth Molloy (2019) What makes for effective feedback: staff and student perspectives, Assessment & Evaluation in Higher Education, 44:1, 25-36, DOI: 10.1080/02602938.2018.1467877

Elizabeth Molloy, David Boud & Michael Henderson (2020) Developing a learning-centred framework for feedback literacy, Assessment & Evaluation in Higher Education, 45:4, 527-540, DOI: 10.1080/02602938.2019.1667955

https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/feedback

https://cdn.ymaws.com/www.aaace.org/resource/resmgr/2019_conference/presentations/c_smith_feedback_in_adult_le.pdf

https://theeducationhub.org.nz/how-to-integrate-effective-feedback-into-your-classroom/

https://www.teachthought.com/pedagogy/20-ways-to-provide-effective-feedback-for-learning/

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For Online Learning and Test Preparation that can be used for GED®, HiSET™, and TASC Test™ Visit: https://www.i-pathways.org/

You’ve heard the term a few times now and wondered what it meant. Tune in to find out what flipping your classroom could do for your students. Learn for yourself what the pros and cons of being a flipper could mean for your learner outcomes.

► ADDITIONAL RESOURCES:
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https://facultyinnovate.utexas.edu/sites/default/files/utflipquickstartguide120516-2.pdf (flip guide)

https://facultyinnovate.utexas.edu/instructional-strategies/flipped-classroom

https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/

https://www.schoology.com/blog/flipped-classroom

https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

https://omerad.msu.edu/teaching/teaching-strategies/27-teaching/162-what-why-and-how-to-implement-a-flipped-classroom-model

https://www.blendedlearning.org/models/?gclid=EAIaIQobChMIsNXT_cv66wIVCr7ACh0-lw18EAAYAiAAEgLCx_D_BwE&__cf_chl_jschl_tk__=d3c641fa4e876fd25b243ffafe6e44088b19a8bb-1600703182-0-AbXxt8OClva9932iq71qpqOmI1sjFwsl851ZsQKjn5lACzRkNVqahBuJetTnxlFp5F8SOf5AWcZfRV3TLrWJQC5j679zKa4Pv3zpB-SiTHqBewUVpqoSxUZFFkTWsPNcs4_RAH8c8BwO4Sbhg2eOWVEVyWxUFJl2WaLPQJo1FWlCmGtkwHu2Ct7yiMIdNXUjAidO2Mqa5eHvbrlMi-PFofq4VEi4FjK_B2y9gw_d1fhY0fI40NTeBOsZ5YspRtWpO7feI_DPYehRIYVC8U7hoxrs_gdJ3UUWWcP6cc-aXhkTwR_jqC7nKKZrljAhVlNIKo212SNnhAA8omDd6s6i4GOrrpu4Vwfz1B7xElqyeV5c#flip


Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, Or: International Society for Technology in Education.

Center for Teaching Innovation at Cornell University. (2017). Flipping the classroom. Retrieved from https://www.cte.cornell.edu/teaching-ideas/designing-your-course/flipping-the-classroom.html.

Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. https://doi.org/10.1111/medu.13272

Dunn, J. (2014). The 6-step guide to flipping your classroom. Retrieved from http://dailygenius.com/flipped.

Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™


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It’s time to focus on the 3 D’s of powerful instruction: dynamic, diverse, and data-driven. Join Nancy Heuer-Evans, Curriculum Coordinator at i-Pathways as she breaks down what this actually means, discusses examples, and talks about how you can use the 3 D’s to dial up your effectiveness in your adult education classroom.

► ADDITIONAL RESOURCES:
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https://www.prodigygame.com/main-en/blog/data-driven-instruction


“Do Schools Kill Creativity?” TedTalk by Sir Ken Robinson.
https://www.youtube.com/watchv=iG9CE55wbtY


https://www.youtube.com/watch?v=KxFG9I8QbcU (Illuminate Education series)


https://blog.advancementcourses.com/articles/data-driven-instruction/#:~:text=Simply%20put%2C%20data%2Ddriven%20instruction,teaching%20and%20learning%20are%20occurring


https://www.edutopia.org/blog/7-steps-becoming-data-driven-school-eric-crites


https://www.engageny.org/resource/data-driven-instruction-action-planning-templates


Bianco, Sharon Davis. “Improving Student Outcomes: Data-driven Instruction and Fidelity of Implementation in a Response to Intervention (RTI) Model.” TEACHING Exceptional Children Plus Volume 6, Issue 5, June 2010.


Driven by Data: A Practical Guide to Improve Instruction by Paul Bambrick-Santoyo (Jossey-Bass, 2010).


Pella, Shannon. “WHAT SHOULD COUNT AS DATA FOR DATA-DRIVEN INSTRUCTION? Toward Contextualized Data-Inquiry Models for Teacher Education and Professional Development.”
Middle Grades Research Journal, Volume 7(1), 2012, pp. 57–75 ISSN 1937-0814.

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Our calling is to create access to learning for ALL students. For examples, inspiration, and resources, watch I-Pathways' broadcast Accessibility 101.

Professional Development: Why We Must Be Lifelong Learners