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Infusing Workplace Preparation Skills in Beginning-Advanced ESL Classes

CATESOL 2017

Donna Price dprice@sdccd.edu

This handout and presentation PowerPoint can be accessed online at: pages/donna/workshops

Objectives

By the end of this session, participants will be able to:

( Provide basic information on WIOA (Workforce Innovation and Opportunity Act) and how it relates to programs and instruction.

( Identify activities for infusing workplace preparation skills in classes.

Agenda

1. Background Information (WIOA Basics)

2. Infusing Workplace Preparation Skills

3. Reflection and Commitment

Techniques for Infusing Workplace Preparation Skills from this Workshop

| | 1. |Career Interest Inventory (slides) |

| | 2. |Classroom jobs (p. 2) |

| | 3. |Student binder checklist (p. 3) |

| | 4. |Progress Graph (p. 4) |

| | 5. |Problem solving box & template (p. 5) |

| | 6. |Useful phrases (p. 6) |

| | 7. |Clarification strategies (slides) |

| | 8. |Conversation cards (slides) |

| | 9. |Civics worksheets (p. 7) |

| | 10. |End of class reflection (p.8) |

Classroom Jobs

1) MATERIALS MANAGERS

Duties:

• Pass out papers for the teacher.

• Distribute and collect books.

• Be sure the cabinets are neat before you leave.

• Be sure all materials (dictionaries, tapes, etc.,) are put away before you leave.

LANGUAGE YOU NEED TO DO THIS JOB:

Here you go.

Here you are.

Did everyone get a handout?

Does anyone need a sheet?

Who needs one?

There is one book missing.

2) TRAINERS

Duties:

• Help new students. Show them where to sign in. Show them the agenda.

• Help the teacher.

• Help anyone who doesn't know how to use the equipment.

LANGUAGE YOU NEED TO DO THIS JOB:

Hi. Welcome to the class. My name is ________

You need to sign in and out on the sign-in sheet every day.

The agenda tells what we are doing in class.

We’re on page ______________ in the book.

Do you need some help?

3) CELL PHONE MONITOR

Duties:

• Politely remind students to turn their cell phones to vibrate or turn them off. Make this announcement about 10 minutes after class starts.

• If a cell phone rings during class, politely remind students that it is distracting to hear cell phones in class.

•

LANGUAGE YOU NEED TO DO THIS JOB:

• Excuse me, I have an announcement.

• Please turn your cell phone to vibrate.

• Please turn your cell phone off.

• It’s distracting to hear your cell phone. Please remember to turn it to vibrate.

Management/Organization Strategy:

Student Binder Checklist

Student's Name _________________

Date ____________________

Check “Yes” if the answer is correct.

Check “No” if the answer is not correct.

| |My Answers |Evaluator’s Answers |

| |YES |NO |YES |NO |

|1. My name and class name are on the binder. | | | | |

|2. I have lined paper in the binder. | | | | |

|3. I have five dividers. | | | | |

|4. I have all my papers in the correct divider sections. | | | | |

|5. I have only papers from this class in the binder. | | | | |

|6. I can find my papers easily. | | | | |

Number of YES checks: _______________

Evaluator’s Name __________________________

D. Price/S. Gaer

Student Name: _______________________________

Instructor: ________________Semester: _____________

|# correct |

| What will happen? |

|Good Bad |

|( ( |

|1._______________________________ 1._________________________ |

| |

|2._______________________________ 2._________________________ |

| |

|3. _____________________________ 3. ________________________ |

B

| What will he/she do? |

|___________________________________________________________________ |

| |

|___________________________________________________________________ |

|Why? |

|___________________________________________________________________ |

C

Functional Conversational Phrases

|Giving advice/suggestions |Starting a conversation |

|If I were you, I'd … |Hi, my name is ______________ |

|I suggest that you… |Excuse me, can I talk to you for a minute? |

|I think you should… |Can I ask you something? |

|Why don't you… |Can I talk to you for a minute? |

|I recommend that you… | |

|I think you'd better… | |

| | |

|Bringing in other people |Ending a conversation |

|What do you think, (person's name)? |Thanks for your time. |

|What's your opinion, " " ? |Sorry, but I think I should be going now. |

|Don't you agree with us, " " ? |Well, I don't want to take up any more of |

|You're quiet today, " " . |your time. |

|What are you thinking, " " ? |I've got to go now. |

| |It was nice talking to you. |

|Checking another person's understanding |Saying goodbye |

|Do you follow me? |It was nice talking to you. |

|Have you got it? |Thanks for the information. |

|Are you with me? |Talk to you soon. |

|Be sure to ask if you have any questions. |Take care. |

| |Take it easy. |

| |See you later. |

|Asking for repetition/clarification |Responding to criticism |

|I didn't catch that. |Please accept my apology. |

|I didn't hear you. |It won't happen again. |

|I missed that. |I apologize. |

|I'm not following you. |Please forgive me. |

|Sorry, I don't see what you mean. | |

|Would you mind saying that again? | |

| | |

|Showing understanding | |

|Now I've got it. | |

|I understand. | |

|I'm with you. | |

|Uh-huh. | |

|Um-hmm. | |

What did you do in class today?

Did you . . .

1. work in teams?

2. teach other students?

3. make decisions?

4. find solutions to problems?

5. organize your papers?

6. use equipment?

7. volunteer to ask or answer questions?

8. check your work and correct your errors?

9. use every minute of your time in class?

10. feel good about yourself?

*And of course, speak, write, and understand English.

Infusing Workplace Preparation Skills: References

American Institutes for Research. (2016). English Language Proficiency Standards for Adult Education. Retrieved March 2017 from

Bitterlin, G., Johnson, D., Price, D., Ramirez, S., & Savage, K. L. (2014). Ventures 2nd Edition. New York: Cambridge University Press. Civics Preparation Handouts and Collaborative Activities can be found at ventures, Teacher’s Resource Room.

California Adult Literacy Professional Development Project Virtual Workroom on Workforce Readiness. Retrieved March 2017 from



California Employment Development Department. California occupational guides. Retrieved March 2017 from

Chisman, F. (2009). Expanding Horizons pacesetters in adult education for work.

Council for Advancement of Adult Literacy. Retrieved March 2017 from

Coates, D. E. (2006). People skills training: Are you getting a return on your investment? Performance Support Systems, Inc. Retrieved March 2017 from



Coleman, D. (2015). The New Workforce Innovation and Opportunity Act: The Name of Our Game is Workforce Development. CATESOL News. Fall 2016, Vol 48, #2. Retrieved March 2017 from

Cross, D. Communication and listening skills. Retrieved March 2017 from



Drache, S., Nayar, N., Downs, P. (2009). Adult Education in California: Strategic planning process needs assessment. Retrieved March 2017 from



Goal Setting Lessons. San Diego Continuing Education. Retrieved March 2017 from

Klaus, P. (2009). The Hard Truth about Soft Skills. HarperCollins.

Magy, R., Price, D. (2010). California Adult Literacy Professional Development Project American Institutes for Research. (2010). Integrated and contextualized workforce skills in the ESL classroom. Retrieved March 2017 from

National Center on Education and the Economy, Workforce Development Strategies Group. (2009). Background and supporting evidence for adult education for work. Retrieved March 2017 from Jobs for the Future website:



OTAN Online Connection. (2016). Digital Literacy for Adult Learners and Their Educators. Retrieved March 2017 from

Parrish, B., Johnson, K. (2010). Promoting Learner Transitions to Postsecondary Education and Work: Developing Academic Readiness Skills from the Beginning. Retrieved March 2017 from

Partnership for 21st Skills (P21). Retrieved March 2017 from

Pimental, S. (2013). College and Career Readiness Standards for Adult Education. Retrieved March 2017 from

Secretary’s Commission on Achieving Necessary Skill (SCANS). Retrieved March 2017 from

The Conference Board. (2006). Are they really ready to work? Retrieved March 2017 from

U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2010-2020 Edition. Table 2, Occupations with the largest numeric growth in employment, projected 2010-2020, Retrieved March 2017 from

WIOA Resources

National Association of Workforce Boards. Programs and Activities Authorized by the Adult Education and Family Literacy Act (Title II of the Workforce Innovation and Opportunity Act); Final Rule, August 2016. Retrieved March 2017 from

Panel discussion: “Transitioning from WIA to WIOA: Opportunities and Challenges,” retrieved March 2017 from

U.S. Department of Education, Employability Skills Framework. Retrieved March 2017 from

U.S. Department of Education (OCTAE). Making Skills Everyone’s Business. Retrieved March 2017 from



North Carolina Employability Skills Toolkit. Retrieved March 2017 from

U.S. Department of Labor Employment and Training Administration, Ready to Work. Retrieved March 2017 from

U.S. Department of Education: OCTAE

U.S. Department of Labor:

U.S. Department of Education: White House fact sheet. Retrieved March 2017 from

The Workforce Innovation and Opportunity Act (WIOA): An Overview of Adult Education and Literacy Webinar, August 28, 2014. Retrieved March 2017 from

and slides

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