This is the second of three modules that comprise the Expanding Access through Distance and Blended Education. 

This second module reviews which learners you would like to serve, which are promising candidates for your program, how to find them, and how to support those who need preparation in order to be accepted. We will give examples of ways to gather information about their skills and resources necessary for study via distance and blended education, and how to help them address needs they may have. We will discuss how to orient students according to their strengths and gaps so they are set up for success for study offline or online. 

Math encompasses language and gives learners the skills and confidence they need to succeed in the workforce and higher education. This is the first of a series of courses designed for ESOL teachers who would like to deepen their understanding of math and learn how to integrate math and numeracy skills in their ESOL classrooms. Lessons provide conceptual understanding of math topics around whole numbers, including cultural differences in procedures and notation, and offer strategies for making math accessible for all levels of ESOL learners.

Drawing on the nationally recognized IDEAL Distance and Blended Learning Handbook, our team has adapted the three IDEAL courses (Modules 1-3) to reflect current MA policies and guidance from ACLS. If you took any previous to the summer of 2020, please consider taking them again because they have been updated to include successful practices for this period of remote teaching and learning in response to COVID-19.

This course will introduce you to essential and foundational information about blended learning. It includes key definitions, strategies, examples, and reflective activities primarily presented in multimedia format. The goal of the course is for teachers and administrators to have a basic understanding of the different forms of blended learning, and how they might integrate them into the courses they provide to student populations they currently serve as well as those they would like to begin serving.

This third module in the series explains how to select online instructional products, where to find the list of state-funded online instructional product licenses, supplemental resources to extend learning, and how to organize them. Options for staying in communication with learners are discussed. It also covers types of assessment, how they support instruction and learning as well as retention, and ways to carry them out in the distance learning environment. It includes a discussion forum to share ideas with colleagues, and time with an experienced coach to think through questions or to get suggestions to your program’s specific context.

In this second module in the three-part series, you will look into steps involved in recruiting new students: defining the target audience, determining where they are located, and selecting the best ways of reaching them. We will cover what to screen for that will help to identify which new learners will be a good match for your distance education or blended learning program. We will discuss how using these screening tools with current students can be an important way to know which supports to include in the orientation and to consider when planning instruction and assessment (covered in Module 3) to help them succeed. We will cover what have been found to be important elements in a distance education and blended learning orientation. These elements address the information and skills that lead to students enjoying a successful learning experience.

A headline reads, “Two out of three Americans owned a smartphone in 2015.” Does that mean two out of every group of three Americans? Is it possible to have a group of Americans who all own smartphones?  Adults encounter ratios and proportions all the time in news or media statistics, estimates of risk, shopping for the best deal, creating mixtures and recipes, and countless other daily activities. The ability to reason about these numerical relationships develops over a long period of time and through deliberate exploration of the mathematics involved. Language teachers can provide opportunities for students to encounter and expand their ability to reason with ratios in real life contexts.

Mathematizing ESOL III: Integrating Ratio Reasoning is a course for English language teachers who want to deepen their own conceptual understanding of ratios and proportions and to learn strategies for helping students build ratio reasoning skills. This course is for participants who have successfully completed Mathematizing ESOL I and Mathematizing ESOL II. MESOL III is a 6 week, asynchronous, facilitated online course with an additional final project for Massachusetts participants who wish to earn Professional Development Points (PDPs).

Estimated time to complete course: 18 hours, depending on your pace and style of learning

Math encompasses language and gives learners the skills and confidence they need to succeed in the workforce and higher education. This is the first of a series of courses designed for ESOL teachers who would like to deepen their understanding of math and learn how to integrate math and numeracy skills in their ESOL classrooms. Lessons provide conceptual understanding of math topics around whole numbers, including cultural differences in procedures and notation, and offer strategies for making math accessible for all levels of ESOL learners.

Finding True North-Role of the Navigator is a self-paced course designed for coaches, advisors, case-managers--someone who serves as a central point of contact and support for students and coordinates a comprehensive network of services to assist them.These comprehensive supports, sometimes referred to as wrap-around services, might include assisting students in accessing tutors or mentors, childcare, transportation, employment, and income supports.

Estimated completion time: 3 hours

To register for facilitated courses or to see a complete course catalog, go to https://edtech.worlded.org/professional-development/online-courses/

Math encompasses language and gives learners the skills and confidence they need to succeed in the workforce and higher education. This is the first of a series of courses designed for ESOL teachers who would like to deepen their understanding of math and learn how to integrate math and numeracy skills in their ESOL classrooms. Lessons provide conceptual understanding of math topics around whole numbers, including cultural differences in procedures and notation, and offer strategies for making math accessible for all levels of ESOL learners.

A headline reads, “Two out of three Americans owned a smartphone in 2015.” Does that mean two out of every group of three Americans? Is it possible to have a group of Americans who all own smartphones?  Adults encounter ratios and proportions all the time in news or media statistics, estimates of risk, shopping for the best deal, creating mixtures and recipes, and countless other daily activities. The ability to reason about these numerical relationships develops over a long period of time and through deliberate exploration of the mathematics involved. Language teachers can provide opportunities for students to encounter and expand their ability to reason with ratios in real life contexts.

Mathematizing ESOL III: Integrating Ratio Reasoning is a course for English language teachers who want to deepen their own conceptual understanding of ratios and proportions and to learn strategies for helping students build ratio reasoning skills. This course is for participants who have successfully completed Mathematizing ESOL I and Mathematizing ESOL II. MESOL III is a 6 week, asynchronous, facilitated online course with an additional final project for Massachusetts participants who wish to earn Professional Development Points (PDPs).

Estimated time to complete course: 18 hours, depending on your pace and style of learning

Navigating Pathways to Opportunity: Comprehensive Student Supports course aims to support coaches, advisors, and navigators to provide the comprehensive supports that enable adults to succeed in an integrated career pathway program. Topics include strategies for identifying and engaging adult learners' aspirations, addressing barriers, and building a comprehensive network of support to promote persistence. Participants identify the key components of a navigator program and explore the skills needed to implement it effectively.

Estimated completion time: 24 hours

To register for this or other facilitated courses or to see a complete course catalog, go to http://elearningpd.worlded.org/

The Mathematizing ESOL II: Integrating Benchmark Fractions, Percentages, and Decimals course builds upon and extends conceptual understanding of math topics and how they can be integrated into ESOL instruction. In the prerequisite to this course, Mathematizing ESOL I, the focus is on math notation and operations with whole numbers. In this course, we extend that knowledge to include other rational numbers, with an emphasis on percentages and decimals. We will explore these concepts before looking at real life applications of these math skills and strategies to contextualize them in the ESOL classroom.

Course description: Career planning is an essential life skill that can enable people to become more self-directed and empowered as they confront a rapidly changing economy and other life challenges and milestones. Career planning is itself a process of self-discovery that helps people identify what they are good at; and understand how their skills, talents, and interests translate into work and roles outside of work, such as parent, partner, and community member.

The Virtual Community of Practice (VCoP) for the Massachusetts SABES Program Support PD Center. The statewide VCoP provides Massachusetts practitioners a forum to discuss topics of mutual concern and share ideas, resources, and strategies related to education and career planning, advising, and adult career pathway program design and implementation.