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Overview

In this workshop, participants will design an online learning component to their adult ESOL classes that goes way beyond "homework" and fosters students' independent learning, metacognitive awareness, and motivation. 

    Audience

    This professional development activity/course is designed for:

  • Instructors who want to build or improve upon an independent study platform to increase student learning in an ESOL classroom
Description

An unexpected benefit of remote instruction in adult ESOL is the potential for students to engage in independent learning, build metacognitive awareness, and become autonomous, lifelong learners. In this workshop, participants will discuss the importance and design of an independent learning model in their adult ESOL courses and will learn how to leverage online tools to curate an independent study menu.

In Part 1 of this 3-part workshop, we will define independent study (IS) and differentiate it from homework and more basic language exposure; label the skills necessary for independent learning; discuss the role of metacognition; and brainstorm how to scaffold those skills inside of class to foster learning beyond the classroom. We will end the first session by looking at a sample model of an IS platform, including both a curated, web-based Menu Board from which students choose their work and the Google Reflection Form on which they report and reflect upon their learning. 

In Part 2, between sessions, participants will be encouraged to design a unit plan with their own IS model and set of menu options to be presented to students (based on their student skills, needs and interests). For those participants who wish to share their IS materials with students on a course website, a template will be provided.

In Part 3, participants will have a chance to share their work, brainstorm questions specific to their unique goals, and troubleshoot logistical issues. We will discuss student technology capacity and needs, as well as building an independent study model around students' college, career and life goals. The course will include the theory, design and implementation of IS (how online tools can be leveraged) as well as a targeted list of effective and appropriate tools (what online tools address the needs of my students). 

  • Virtual Facilitated Session #1: Wednesday, January 19, 2022, 3:00 p.m. - 4:30 p.m.
  • Asynchronous Session - January 20-January 26, 2022 
  • Virtual Facilitated Session #2: Wednesday, January 26, 2022, 3:00 p.m. - 4:30 p.m. 

Each virtual session is 1.5 hours and the independent session is estimated to take 2 hours. The total number of professional development hours for the course is 5.

    Learning Objectives

    Upon completion of this professional development activity/course, you will be able to:

  • Define independent learning and understand how it can greatly impact learning and outcomes
  • Name the skills and supports necessary for students to become effective independent learners
  • Design and integrate an independent learning model into your adult ESOL classroom
  • Begin curating your own independent study menu through a targeted selection of online learning platforms
Presenter(s) / Facilitator(s)
Date
01/19/2022 - 3:00 pm to 01/19/2022 - 4:30 pm
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01/26/2022 - 3:00 pm to 01/26/2022 - 4:30 pm
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Location

United States

PD Center
SABES English for Speakers of Other Languages (ESOL) Curriculum & Instruction PD Center
Topic Area
Curriculum Development
Digital Literacy
Distance and Blended Learning
ESOL/English Learners