Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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Reading drawings/graphs/maps Using background music to concentrate Doodling while studying Writing new vocabulary on note cards Having a quiet study environment Moving hands or feet for rhythm emphasis Reading assignments in 25-minute intervals Using aural mnemonics Making charts, grids, timelines, diagrams Reading chapter overviews & summaries Tracing key words with finger, marker, hand Underlining main points with highlighters Re-enacting situations while studying Taking 1-5 minute break every 25 minutes Constructing things while studying Using graphic organizers: columns/tables/boxes, etc. Learning by doing Tinkering with things for understanding Having on-site visits for understanding Developed by Mary Lou Friedline, Adult Education Instructor and Career Gateway Coordinator Career Gateway, PIC of Westmoreland/Fayette, Inc. Study Strategies by Learning Style • Section IV: Career Planning Skills, Lesson 8 • Page 2 Integrating Career Awareness into the ABE & ESOL Classroom | Section IV, Lesson 8: Learning Styles | 118
L e s s o n 9 College Awareness Assessment Learning Objective To have students assess their knowledge of basic facts about college admissions, requirements, and financial aid Materials Needed handout: “College Awareness Assessment” Vocabulary assessment, awareness, transition, pre-test, perceptions, accuracy SCANS Competencies Basic Skills: Reading Thinking Skills: Decision Making; Reasoning Instructions for Conducting the Activity This activity is best suited for students preparing to make a transition to college. It can be used as either a pre- or post-test for college awareness. Distribute the “College Awareness Assessment” handout and ask students to complete it individually. Emphasize that they are not expected to know all this information and that it is not a test. The handout is a good starting point for talking about both facts and misperceptions students may have about what it takes to go to college. As a group, review and discuss the answers. Guiding questions include: • Did any answers surprise you? • Did the answers make you feel more excited/comfortable or less excited about going to college? • What other questions about college do you have? In ESOL classrooms, you may want to have the students complete the handout in small groups or as a class. Extension Activity Have students write a paragraph reflecting on, in the past, where and how they have obtained information on what it takes to go to college. Was it from family or friends or co-workers? Did they read a college brochure or look at a website? Did they visit a college? Based on the pre-test, how accurate did the information turn out to be? Integrating Career Awareness into the ABE & ESOL Classroom | Section IV, Lesson 9: College Awareness Assessment | 119
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Integrating Career Awareness into t
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Lesson 12 Part 1: Putting It All To
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Handouts All of the handouts are li
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Foreword It has been well-establish
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How to Use This Guide Who is this G
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Lessons from the Field Since the fi
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L e s s o n 1 Icebreaker: Who Did W
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L e s s o n 2 Looking at How We Get
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Name and Country Job How People Get
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• Having a positive attitude •
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In this lesson, the students are go
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Extension Activity Ask the students
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L e s s o n 1 The Career Planning P
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Occupational Exploration looks at:
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L e s s o n 2 Identifying Hopes and
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L e s s o n 3 Introduction to Goal
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Student Goal Scenarios 1. Farouk mo
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L e s s o n 4 We All Have Transfera
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Reading Guide for “Jesusita Novar
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L e s s o n 5 , p a r t 1 Making a
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Life Line Presentation Guide Identi
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Things I Have Done Working With Peo
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L e s s o n 6 Things I Like Learnin
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L e s s o n 7 Identifying Skills Le
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Creative/Artistic ___ artistic ___
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Think about and write down in the c
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L e s s o n 9 Skills Auction Learni
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L e s s o n 1 0 Identifying Job Val
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Job Values Inventory This exercise
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L e s s o n 1 1 Prioritizing Job Va
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Job Values Inventory Summary List y
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Have students put their names and d
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Page 81 and 82: L e s s o n 3 Informational Intervi
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Page 93 and 94: Workers’ Rights Vocabulary favori
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Page 98 and 99: L e s s o n 1 Reality Checking Lear
Page 100 and 101: Extension Activity Have students ex
Page 102 and 103: L e s s o n 3 Overcoming Obstacles
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Page 106 and 107: L e s s o n 5 Setting Goals Learnin
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Page 110 and 111: SMART Goal Worksheet Today’s Date
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Page 116 and 117: Extension Activities In small group
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Page 122 and 123: ANSWER KEY College Awareness Assess
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Page 128 and 129: L e s s o n 1 1 Smart Consumer of E
Page 130 and 131: Be a Smart Consumer of Education: A
Page 132 and 133: L e s s o n 1 2 Exploring Options f
Page 134 and 135: What Are My Options? Proprietary Sc
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Page 138 and 139: L e s s o n 1 3 The Admissions Proc
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Page 144 and 145: more information, including tips, i
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Page 148 and 149: L e s s o n 1 4 Navigating College:
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Spending Diary - Daily Date: ______
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L e s s o n 2 2 Creating a Spending
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Identifying Your Income Monthly Inc
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1. If you think of savings as a reg
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Manage Your Credit Reports The firs
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• Find a CNA program • Call a t
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PART II - Occupational Exploration
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Every long term goal is made up of
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Sample ABE Lesson Planning Template
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Sample ESOL Lesson Planning Templat
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Lesson Planning Template for Teache
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Thinking Skills: Thinks creatively,
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SECTION I continued Lesson 5 ESOL
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SECTION II continued Lesson 7 ESOL
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SECTION III continued Lesson 2 ESOL
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SECTION IV continued Lesson 3 ESOL
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and El Paso School District builds
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Iowa Department of Public Instructi
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Sonbuchner, Gail Murphy. Help Yours
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