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.

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/

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/

In this facilitated online course, you will be introduced to essential and foundational information about blended learning. We will share key definitions, strategies, examples, and reflective activities primarily presented in multimedia format. The goal of the course is for you to have a basic understanding of the different forms of blended learning and how you might integrate them into your coursework.

Introduction to Blended Learning contains three narrated modules and a final text-based module. Each module contains a discussion forum for processing the information and sharing ideas for implementation at your program. A study guide is provided as a downloadable document to help direct your learning.  

The total time for this PD activity is approximately 5 hours, depending on your pace and style of learning, including the optional hour of coaching. We estimate the time as follows:

  • Facilitated online course: approximately 4 hours
  • Optional: up to 1 hour of customized coaching for your program 

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.

Have you considered developing a distance or blended learning option at your program but aren’t quite sure where to begin? Are you a director or instructor who wants to know more about best practices and how these options can benefit your learners? Are you experienced but haven’t had training, or want a brushup with an opportunity to share ideas with a facilitated group? If you answered yes to any of these questions, then this series is for you!

This is the third and final module in the 'Expanding Access Through Distance and Blended Learning' series. It was preceded by Module 1: Setting the Stage and Module 2: Opening Your Doors.

We will address considerations regarding choosing curricula, along with supplemental resources to extend learning. We will discuss various purposes for staying in communication with learners and examples of how this could be carried out. We will also think about ways to organize course materials for students so they can have an easier time accessing them. We will cover types of assessment, how they support instruction, learning, and retention, and ways to carry them out in the distance learning environment post-testing strategies.

Have you considered developing a distance, blended, or hybrid learning option at your program but aren’t quite sure where to begin? Are you a director or instructor who wants to know more about best practices and how these options can benefit your learners? Are you experienced but haven’t had training, or want a brush up with an opportunity to share ideas with a facilitated group? If you answered yes to any of these questions, then this series of three online modules is for you!

In this second module of the three-part series you will look into defining your target audience and strategies for recruiting them, ways to screen to identify which learners will be a good match for your program, and key factors in designing an orientation that provides students with the necessary information and skills for a successful learning experience and a plan for reaching their goals.



Have you considered developing a distance or blended learning option at your program but aren’t quite sure where to begin? Are you a director or instructor who wants to know more about best practices and how these options can benefit your learners? Are you experienced but haven’t had training, or want a brushup with an opportunity to share ideas with a facilitated group? If you answered yes to any of these questions, then this series of three online modules is for you!

This first module in this three-part series reviews various models of distance and blended learning and how they meet learners’ needs, along with important information for administrators including hiring, planning, and data reporting.



Have you considered developing a distance or blended learning option at your program but aren’t quite sure where to begin? Are you a director or instructor who wants to know more about best practices and how these options can benefit your learners? Are you experienced but haven’t had training, or want a brushup with an opportunity to share ideas with a facilitated group? If you answered yes to any of these questions, then this series is for you!

This is the third and final module in the 'Expanding Access Through Distance and Blended Learning' series. It was preceded by Module 1: Setting the Stage and Module 2: Opening Your Doors.

We will address considerations regarding choosing curricula, along with supplemental resources to extend learning. We will discuss various purposes for staying in communication with learners and examples of how this could be carried out. We will also think about ways to organize course materials for students so they can have an easier time accessing them. We will cover types of assessment, how they support instruction, learning, and retention, and ways to carry them out in the distance learning environment post-testing strategies.

Have you considered developing a distance, blended, or hybrid learning option at your program but aren’t quite sure where to begin? Are you a director or instructor who wants to know more about best practices and how these options can benefit your learners? Are you experienced but haven’t had training, or want a brush up with an opportunity to share ideas with a facilitated group? If you answered yes to any of these questions, then this series of three online modules is for you!

In this second module of the three-part series you will look into defining your target audience and strategies for recruiting them, ways to screen to identify which learners will be a good match for your program, and key factors in designing an orientation that provides students with the necessary information and skills for a successful learning experience and a plan for reaching their goals.



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.