Groundwork-Fall-2014-issue(2)
- 1. 1 sistent source of infor- mation. Your customers or employees will look forward to its arrival. This story can fit 175-225 words. The purpose of a newsletter is to provide specialized in- formation to a targeted au- dience. Newsletters can be a great way to market your product or service, and also create credibility and build your organization’s identity among peers, members, em- ployees, or vendors. First, determine the audi- ence of the newsletter. This could be anyone who might benefit from the information it contains, for example, employees or people interest- ed in purchasing a product or requesting your service. You can compile a mailing list from business reply cards, customer information sheets, business cards col- lected at trade shows, or membership lists. You might consider purchasing a mail- ing list from a company. If you explore the Publisher catalog, you will find many publications that match the style of your newsletter. Next, establish how much time and money you can spend on your newsletter. These factors will help deter- mine how frequently you publish the newsletter and its length. It’s recommended that you publish your news- letter at least quarterly so that it’s considered a con- Lead Story Headline Secondary Story Headline This story can fit 75-125 words. Your headline is an im- portant part of the newslet- ter and should be considered carefully. In a few words, it should accurately represent the con- tents of the story and draw readers into the story. De- velop the headline before you write the story. This way, the headline will help you keep the story focused. Examples of possible head- lines include Product Wins Industry Award, New Prod- uct Can Save You Time!, Membership Drive Exceeds Goals, and New Office Opens Near You. Business Name Newsletter DateVolume 1, Issue 1 Newsletter Title Special points of inter- est: Briefly highlight your point of interest here. Briefly highlight your point of interest here. Briefly highlight your point of interest here. Briefly highlight your point of interest here. Inside this issue: Inside Story 2 Inside Story 2 Inside Story 2 Inside Story 3 Inside Story 4 Inside Story 5 Inside Story 6 Caption describing picture or graphic. Aboriginal Literature in ABE English Gail Anderson Dargatz on Publishing Trends in Literature for Adult Learners
- 2. 2 President Yvonne Chard President Elect Vacant Secretary Linda Ohashi Treasurer John Cowan Conference Chair Allison Kilgannon Groundwork Chair Michelle Vandepol Aboriginal Liaison Amie Wolfe Membership Chair Monika Hamilton Government Liaison Linda Peteherych Delta/Surrey/ Fraser Valley Rep Leonne Beebe North Central Rep Bernie LaRusic Metro Vancouver Rep Andrea Eaton Kootney– Boundary Rep Vacant Vancouver Island Rep Vacant Cariboo Okanagan Rep Vacant Groundwork is published 2-3 times each year by the Adult Basic Education Association of British Columbia. Opinions expressed herein do not necessarily reflect the policies of the ABEABC except where explicitly stated. We encourage participation from members and others in the field of Adult Basic Education. Board Member contact information: abeabc.ca/contacts.htm Send manuscripts and accompanying photographs to the Editor by email: michelle.vandepol@ufv.ca General enquiries about ABEABC can be sent to abeabcnews@gmail.com Many thanks to our contributors to this issue. For subscription information, see page 18. The ABEABC homepage can be found at www.abeabc.ca/ ABEABC Board of Directors
- 3. 3 Welcome to another year with the Adult Basic Education Association of British Columbia . I am pleased to be, once again, the President of an organization that supports adult learners and instructors throughout the province. The board members and I donate our talents and time to carry out the work of the organization because we care about the programs for adult learners in BC. It is encouraging to have some new younger members on the board this year. Their energy and ideas are exciting. We come from a variety of backgrounds, and work in a variety of venues. Our members work in colleges, school districts, aboriginal centres, special programs or prisons, but all with the same goals to improve the lifestyles of others. Our goals, constitution, and board contact information can be found at abeabe.ca. For years our web- site was hosted by the National Adult Literacy Database (NALD), and then by Copian. Recently Copian has lost its core funding from the federal government. and will no longer be able to continue to provide hosting services to us. We are very disappointed that this role has been taken away from Copian. We will move our website to a fee-for -service host in the future. Thank you NALD and Copian for many years of cheerfully done website updating and hosting. Our association’s members around the province enjoy meeting annually, and have found colleagues with whom they can network during the year. These connections are truly beneficial, especially for those in isolated areas. Every year there are challenges for adult programming. Small centres have been lost, and some large programs have become small. As I write this, the school district educators are in difficult negotiations with the provincial government. I don’t have to tell you that education is a vital investment for a country. Education helps men and women to provide better opportunities for themselves and their families. It enables them to get better jobs, learn healthy lifestyles, promote equality between the sexes, and reduces poverty and crime. I hope you enjoy this edition of Groundwork brought to you by Michelle Vandepol, our new Groundwork Chairperson. Welcome to the re-launch of Groundwork, the magazine of the Adult Basic Education Association of British Columbia. We start another year with a new look, but still have the same great updates from the field of Adult Basic Education here in BC and professional development content for and from our members. As the association moves into its 35th year, we are aware of the trust this milestone brings and will strive to continue to bring you information relevant to your work. We are excited to bring you great content in this Fall 2014 issue with an interview with Canadian best-selling author Gail Anderson Dargatz whose latest book for Adult Literacy learners hits bookstores this fall; information on digitizing, flipping, and indigenizing your classroom; as well as information on promoting your program. We would love to hear from you. Whether you are interested in presenting at next year’s conference held in beautiful Harrison Hot Springs (see details on the back cover) or are looking for information on a particular topic, please drop us a line. Letter from the President Editor’s Letter Yvonne Yvonne Chard, President, Adult Basic Education Association of British Columbia Michelle Michelle Vandepol, Editor
- 4. 4 Interview with Bestselling Author Gail Anderson Dargatz When you think of Gail Anderson Dargatz you may think of her bestselling Canadian literary works or her teaching in UBC’s prestigious Creative Writing MFA program, but you may not know she is a writer passionate about growing the literary offerings for Adult Literacy Learners. Is Search and Rescue your first book written for adult literacy learners? Search and Rescue is the first of a mystery series for Orca’s Rapid Reads imprint. I’m working on a second title in this “Claire Abbott mystery series” that will be out next year, and a third coming up shortly. However, Search and Rescue isn’t my first literacy learner novel. I did three short novels for ABC Life Literacy’s Good Reads program: Bed and Break- fast , Coyote’s Song and The Stalker. The learning curve for writing these literacy learner novels was surprisingly sharp, but I think I’ve got it down now. I found writing these novels put the fun back into writing for me personally. I’ve since started writing for the children’s and YA market, and I’m trying my hand at more commercial fiction for “new adult” readers. All of that was inspired by my work for adult literacy learners. What made you take an interest in this market? My mother, Irene Anderson, was a tutor for adults struggling with literacy issues. I saw how her work made a difference not only in the lives of her students, but in her own life. Learning to read and write offered many of the students she worked with the opportunity to tell their own stories, if only to family members. That was hugely empowering for them, and terrifically rewarding for my mother. When I was approached to write a literacy learner novel for the Good Reads program, I jumped on it for those reasons. For many of the readers, this will be the first novel they have ever read. Many of those readers have told me they have gone on to read many other novels. For a writer, there can be no higher compliment. So, I was hooked. I asked my agent to approach Orca as I wanted to write more literacy learner books, this time for the Rapid Reads program. I was tickled that they took me on, and that I have the opportunity to continue writing these short novels. Photo credit: Mitch Krupp What is your take on the cur- rent literary offerings for adult literacy learners? Thanks to programs like Good Reads and Orca’s Rapid Reads, there are more books for adult literacy learners out there. However we need a whole lot more. As you know, for a long time, new adult readers or ESL readers had to turn to children’s literature to improve their literacy skills
- 5. 5 I’m hoping more publishers begin publishing literacy learner novels for adults. There is certainly a need, and a market, for them. I find it interesting that mainstream readers also pick up these books when they want a fast read. How did the main character of Claire Abbott come to you? I definitely borrowed from my own personal history as I created the character Claire Abbott. I stress the girl isn’t me (she’s much prettier, and much braver!) but I did work as a small town newspaper reporter and, from time to time, I did turn up at an accident or fire scene before the emergency workers did. So my experiences as a junior reporter informed this character. She’s her own self too, though. She’s quirky, quick to leap in and meddle where she doesn’t belong, a little clumsy and, well, often wrong. But her heart is in the right place and I admire her tenacity. I really love this character. (The men in her life love her too!) How would you describe the writing process compared to putting to page your usual writing style for works such as “Cure for Death by Lightening” and “A recipe for Bees”? I assumed, as a snobby literary writer, that I could just knock off one of these literacy learner novels quickly. Not so. Again, the learning curve was huge for me and the first book took nearly a year to write (off and on). The editing process is equally difficult. When I write a literary work, I can assume my reader can understand the metaphors and symbols I use and can understand literary conventions. I can’t assume any of these things when writing a literacy learner novel. Many of the readers are also ESL students, so if I use a cultural reference, I have to explain it. In the editing process, we look at every word to make sure all concepts are clear. It’s a much more involved writing and editing process. What advice would you have for oth- er writers thinking of writing for Adult Literacy learners? First, jump on it! The experience from writing to meeting and talking to adult literacy learners is incredibly rewarding. I am genuinely more proud of this work than my literary novels. But, again, don’t expect the writing to come easily. Learning to write adult literacy learner novels is very much like learning to write in a different genre. Steep learning curve! Anything else you would like Groundwork readers to know? I would like to say thank you to everyone working in this field, particularly those working in First Nations communities. I’ve seen firsthand the changes you’ve made in individual lives. And, of course, there is so much more work to do. Other literacy learner reads by Gail Anderson Dargatz Information on Orca Book Publishers’s Rapid Reads The Rapid Reads Model in Their Own Words: Rapid Reads is a series of short novels for adult readers. In our increasingly fast-paced world we believe there is a need for well-written, well-told novels and nonfiction books that can be read in one sitting. Rapid Reads feature great writing and great storytelling in a small package. View the complete title list at http://orcabook.com/rapid- reads.com/books-full.html Key Features Short, high-interest novels Compelling characters Reading levels: 2.0-6.0 Ideal for ESL and literacy pro- grams Reading guides are available for free download
- 6. 6 Tofan (Mike) Saheli (above) was selected to receive the ABEABC award at Capilano University this year as his instructors wanted to recognize him for his academic achievements in the classroom as well as his leadership and supportive guidance to other students. He has always been an active and interested participant in his classes, and showed a good work ethic and passion to learn and be successful. He supported other students in the classroom in their learning, tutoring students in English, helping to organize and guide study groups and inspiring other students to be successful and involved in their learning. Mike is planning to continue his studies in health sciences after finishing all of his prerequisites and this award will be an encouragement for him toward that goal. His instructors are pleased to se that he will continue to use his personality and skills to contribute to the community and to the health of others. From Northern Lights College, ABEABC awards were won by Richard Podolecki and Gail John- sen, both of Fort St. John, BC. L-R: Instructors Jeanette Landry, Cheryl Kachmarski, and David Batterham, students Richard Podolecki and Gail Johnsen. “If everyone is moving forward together then success takes care of itself.” - Henry Ford ACADEMIC ACHIEVEMENT & AWARDS CONGRATULATIONS TOFAN (MIKE) SAHELI RICHARD PODOLECKI GAIL JOHNSEN
- 7. 7 Educators Share Resources Online math practice and lessons at http://ca.ixl.com/ Are you interested in First Nations Literature Resources for gr.7 to Adult Education? For more information: contact Miss Mags Sherryl Maglione, M.Ed P.O. Box 1 Chemainus, B.C. V0R 1K0 shermaglione@yahoo.com 101 apps for ESL learners The list can be found at http://mastersinesl.com/essential-esl- app-guide/ Over 10 million Canadians are working at marginal levels of literacy For more information on Canadian Literacy statistics, view the Canadian Council on Learning’s prose literacy map http://www.ccl-cca.ca/cclflash/ proseLiteracy/map_canada_e.html Send us your favorite online resource by emailing the editor (information on page 3) The National Centre on Universal Design for Learning ‘s website is full of informational on designing education that is accessible by all learners. Links to articles, conferences, and much more are yours at http://www.udlcenter.org/
- 8. 8 Resistance is Possible . Making Aboriginal Adult Education Real in a Resource Exploitation Crazed Province . By Amie Wolf When I was twenty one years old, I embarked on my first teach- ing assignment: a Grade Three class at the Athabasca Delta Community School, located on the isolated, First Nations reservation of Fort Chipewyan, Alberta. During the school Track and Field day in June, someone wrote on the chalkboard in my room: HELP ME. I believe it was one of my Grade Three students, but I'm not sure. The letters were large and the message filled the entire board, from top to bottom, side to side. This frightful plea, written with such apparent desperation and seeming urgent need to be heard, shaped my direction. As an Aboriginal adult educator, my purpose has been to understand what First Nations students really need from me, and how I can best deliver that in a college setting. While studying education in University two decades ago, I learned that imposing an external idea of what a student should learn, for a predetermined purpose, was what teaching is about. To sum it up: a one-way street. I've changed. I've discovered that the root word of education is actually educe, which means to bring out what is latent, or pre-existing, in a person. Today, I'm committed to facilitation of adult education as a two-way street, supporting students to become more of who they truly are in the world, on their own terms, for their own sake. The tragedy of colonial Canada has, to a large extent, been executed in the realm of assimilation masquerading as education. Residential Schools demoralized a generation of First Nations students by imposing an idea of who these young people should be as a completely mis- guided form of 'learning'. Today, we recognize that this notion was not only reprehensible, but that it had nothing to do with education. However, this acknowledgment hasn't stopped the BC Provincial Government from continuing down the same old colonial track when it comes to 'educating the Natives'. In the 2011 document, Blueprint for Re-engineering Education, Clark writes that the government is designing a streamlined kindergarten to college program, specifically targeted at people of First Nations ancestry, to deliver the Liquified Natural Gas (LNG) sector the workforce it needs. It seems that the intention of Residential Schools is still alive and kicking for the BC govern- ment, except, this time, instead of partnering with the conversion goals of religious denominations, they are partnering 'education' with the workforce goals of industry. Above: the photo Amie Wolf took of 'help me' as it was written on the board in her Fort Chipewyan classroom.
- 9. 9 A further problem with school as an oil and gas training ground for Aboriginal adult students is that environmentally degrading resource exploitation is not authentic to our culture. In traditional culture, the natural world is alive and sentient. We see ourselves as guests here, with an obligation to ensure all things - plants, animals, fish and the elements - have the ability to regenerate, even as we take what we need to live. As First Nations people, it is our traditional obligation to be stewards of the land: to leave the environment in a pristine state for our children's children, and their children. To engage as an employee in the resource exploitation industry, which pollutes the air and poisons water, is contrary to an Aboriginal way of life. It seems the Clark government is determined to trade our future generations' environ- mental heritage for short-term, possibly big, money. Given this reality, it is a very important time to protect Aboriginal adult students from the creation of Residential Schools, Part Two. (First, you were going to be an English speaking Catholic, and now, you are going to be an LNG employee...) Instead of making Native people into 'useful' worker bees for industry in this province, why not empower First Nations students to build an economy that embodies their traditional values of respect for the land? The Longhouse Teachings of Respect, Reciprocity, Reverence and Relationships provide the foundational ground for sustainable innovation and entrepreneurship. Give First Nations students in adult education the opportunity to see in their culturally authentic ways, provide them with inspiring role models in sustainable business, and help them develop the critical thinking skills to make their dreams into a working reality, and they will do it. Today, the Nak'azdli First Nation (north of Prince George) are standing up to resource exploitation of their traditional territory, effectively preserving their environment, their way of life and their culture, by saying no to the Enbridge Pipeline and to mining. At the same time, the Nak'azdli are moving away from fossil fuel consumption to green alternatives. For example, their grocery store, community hall and elementary school now use geothermal heating. The Nak'azdli have taken the first steps to transforming their economy from one that undermines their traditional culture and territory, to one that strengthens it. Directions in Aboriginal adult education ought to give Native students the skills to preserve their communities, their culture and their integrity, preparing them to work in affirming energy industries like the geothermal green alternative the Nak'azdli are choosing. First Nations students returning to high school are vulnerable as the provincial government aims to make them over into something 'useful'. Until education becomes real for Aboriginal people - rather than a colonial form of continued domination and control for government or industry goals - a disparity in educational outcomes for First Nations students will persist. To be frank: why would we stay in a system that is so disrespectful to our traditional cultural values? It is time to stand up for the educational rights of First Nations adults and to answer their long overdue cry for help to create a school experience that is culturally meaningful and respectful. Let's stop telling Aboriginal students who they'll be in the world as a result of their schooling, and start asking them who they can imagine becoming as educated citizens. As the Nak'azdli are showing, cultural authenticity is economically viable, and resistance is possible. __________________________ Amie Wolf, PhD is an an adult educator of First Nations students returning for high school credits. Her scholastic research focuses on First Nations Education and Art Education in the context of adult education. ________________________________ Until education becomes real for Aboriginal people - rather than a colonial form of continued domination and control for government or industry goals - a disparity in educational outcomes for First Nations students will persist. To be frank: why would we stay in a system that is so disrespectful to our traditional cultural values?
- 10. 10 Lessons from Flipping the Classroom Judy Larson TECHNOLOGY Earlier this year, I was honored to present my adult mathematics upgrading flipped classroom research at the 21st Adults Learning Mathematics (ALM) Conference in Bern, Switzerland. Based on my yearlong research study on student experiences of a flipped adult math- ematics upgrading classroom, I wrote an article to detail my results, which can be found at http://www.alm-online.net/alm- publications/ later this year. If you would like to access a draft version, you may follow the link to Experiencing a flipped adult mathe- matics upgrading classroom at http://judy-larsen.weebly.com/ curriculum-vitae.html. In this brief summary, I will overview key aspects of my research as well as provide an overview of the response this work received at the conference. The flipped classroom is a flexible blended learning model that is growing in popularity due to the emergent accessibility to online content delivery technology. Teachers are able to dedicate their class time for student-centered teaching approaches by delivering content prior to class time. The flexibility in implementation can allow for a diversity in student experiences. Therefore, the key interest of my research was how students experienced my particular flipped classroom, where I assigned pre-recorded lecture videos (see https://www.youtube.com/channel/ UCf05t2rNtVGkprBieBm-rng under Math 084 videos) as home- work and used class time for both collaborative and self-guided student centered problem solving activities. During the study, I used qualitative methods to conduct a case analysis on survey and interview data collected from the students. Although I was mostly interested in classifying student experiences, I was also attentive to how factors such as autonomy and goals interrelated with the experiences. In my analysis, I found that flipped classrooms can bifurcate into two types of student interaction: completely engaged and self-paced. Key interrelated factors in this bifurcation included election of cognitive autonomy, goal orientation, and attendance. One of the key results that I highlighted in my presentation was that a flipped classroom learning environment can provide adult students with an opportunity to pursue goals of learning while maintaining room for self-pacing, an option that many adult students often require. The research presented was received very well by the ALM community. Many international members expressed interest in trying out the flipped classroom model in their own classrooms. It seemed as though this idea was not nearly as wide- spread yet as it currently is in North America, meaning that attendees of the presentation were genuinely curious about how this model can work in an adult mathematics education setting. However, those who had previously learned about the model also showed interest in my approach to flipped classroom implementation especially because it is a common misconception of the flipped classroom that it is merely about getting students to watch videos. One member in particular was so delighted by how I defined a flipped classroom that she invited me to share my flipped classroom experiences in a UK based webinar on October 14th , 2014 (accessible at http:// www.niace.org.uk/campaigns- events/events/implementing-feltag- webinar-2-online-blended-and- hybrid-learning). I am thrilled that my work on the flipped classroom has proven to be useful to many, especially those in adult mathematics education. ____________________________ Judy Larsen, MSc is an educator of adult students who are upgrading their high school mathematics credentials. Judy takes scholastic interest in exploring is- sues in mathematics education with a particular focus on student engagement
- 11. 11 A Call to Challenge Students’ Beliefs about Mathematics Danica Matheson THEORY & PRACTICE When making small talk at social events, I almost always hesitate when I am asked what I do for a living. You see, I am a Math teacher. Please don’t misunderstand me, I am not ashamed of teaching Math. Far from it. I adore Mathematics. I find it beautiful, fascinating, and I find a great problem irresistible. Even more importantly, I love sharing this experience with my students. The source of my hesitation is the look that comes over people’s faces when I mention Mathematics. Too often, it is a look of bafflement and distaste. It is a look that clearly communicates deep emotional baggage and suffering at the hands of this subject. Frequently, “the look” is followed by the words “I hate Math!” and is accompanied by a story about a terrible Math education experience. I wonder if other subjects have quite such a ca- pacity to bring forth such venom- ous reactions. I doubt it. The root of the situation lies in people’s beliefs about Mathematics. There are many common beliefs about Mathematics that emerge frequently in my adult upgrading classroom. Some examples include: There is always one right answer (this answer can be found in the back of the textbook). I need to follow pre-determined steps to get to the right answer. These pre-determined steps come from an authority figure (the teacher or the textbook). Coming up with answers quickly is good. Making mistakes is bad and a sign of low intelligence. Geniuses create mathematics. There is a ‘math gene’ that determines whether or not I will be good at mathematics. These beliefs have been reinforced by some of the traditional pedagogy in Mathematics education. All of these beliefs inhibit a person’s ability to engage in mathematical problem solving in a way that is meaningful and they perpetuate people’s negative emotions about Mathematics. One of the main priorities in my classroom is the reshaping of these beliefs. The beliefs that I would like to foster in my students include: There are many ways to tackle a Mathematical problem. I can come up with my own methods for solving Mathematical problems. Good solutions should make sense. They are not ‘good’ because my teacher said so. Any interesting problem will take time and thought to solve. Being ‘stuck’ is a wonderful opportunity. Mathematics is fun! There has been a lot of research about methods to reshape mathematical beliefs and I encourage all Math teachers to take some time and look into them. The NCTM has some great resources on Teaching Mathematics through Problem Solving that are well worth the read. A great start would be to have Mathematics education professionals spend time reflecting about the ways in which our pedagogy impacts students’ mathematical beliefs. Here are some questions to ponder: Does the Mathematics in our classroom always come from an authority figure (us or a textbook)? Are there opportunities for allowing students to, instead, consider novel problems for themselves and work towards their own understanding or help each other? Could I draw on alternate solutions to problems more often? Better yet, could these solutions be student- generated? Do I always supply a predetermined method for students to use when working on problems? Where are the opportunities to break away from this habit? How do I feel when students are stuck? Do I always rush to give the answer in an attempt to alleviate their confusion? Continued on page 16
- 12. 12 Researching Our Practice: Informing and Impacting Our Field by Leonne Beebe Does this sound familiar? Before the start of the term, you prepare activities to achieve the course learning outcomes. During the term, you teach the course content to the students; you give assignments and tests, which you mark and give back to your students. Then, at the end of term, you test your students, mark their tests, submit their final grades, and it’s over… oris it? Have you found yourself asking these questions? I start each term with high expectations for my teaching, but how will I know if I actually meet my expectations? During the term, I teach my students what I think they need to know, but how will I know if my teaching strategies are actually effective? I give my students learning activities, but how will I know if these activities actually help my students learn? I assess/evaluate my students’ learning progress, and I give them a final letter grade, but how will I know if they actually achieved the course’s learning outcomes? In fact, what do I really know about how my students think and feel about their learning process/ progress, and what do I, as a teacher, really know about the student side of the teaching/ learning relationship? If you thought about answering “YES” to even one of these questions, then, perhaps “researching yourpractice” is a good option for you to consider. Research reflects your practice, and your practice reflects your research. Also, researching your teaching practices to develop better practices is both professional and practical. Why Research? Practitioner Research, also called the Scholarship of Teaching and Learning, is one of the most effective ways for improving our teaching practice. It offers us a reflective overlay that provides us with the opportunity to inform and impact our teaching practices and inform and impact others in our field. Researching our practice helps us to find answers to the many interesting and intriguing questions we may have about our teaching practices. It offers insights we may not otherwise have access to, which may inspire us to make changes in our teaching practices we may not have even considered. We may expand and/or change our thinking about the teaching activities/assessments we have chosen to use. What Type of Research? When we talk about research, most people think about scientific/ medical quantitative research, which uses large populations to study or survey. The research conditions and data collection are strictly regulated with control and experimental groups; the statistical data analysis allows for the inferring of results to the larger similar population. Further research studies will be used to support or disclaim the results and/ or find new results. In educational settings, with smaller groups, qualitative research is more appropriate than quantitative research. The research conditions and data collection are more flexible in terms of no control group needed; usually, a specific population or group is involved in a program/project. The statistical data analysis allows for the referring of the results to describe this group of people only. Although there is no basis for inferring results to the larger population, a collection of several similar projects with similar results could be used to describe trends, themes and patterns.
- 13. 13 Interested? So, where do you start? 1. Choose a topic: reflect on your practice to find what interests you. Often practitioner research looks at the benefits of using new teaching techniques and strategies by teachers. You may want to talk with a colleague who has a similar interest. Collaborative research is both supportive and encouraging. 2. Start a review of literature: explore and learn about what others are researching and finding in your area of interest. The literature review will help you to support and expand your position in your own research project. Ask your librarian for help in starting a literature search and setting up your bibliography. 3. Develop and follow an ethical research methodology: decide who will be involved and what data you will collect from them. Often, you collect information from your students/ colleagues on the effectiveness of the technique/strategy you are researching by using course assignments, interviews and/or questionnaires/surveys. This is a critical step because because as soon as you involve other people, you have created the research ethics issue that concerns the power relation- ship between the teacher and the student and/or colleague/ other. If your institution has a Human Research Ethics Board, you will need to receive its approval before you can start your data collection. Applying and receiving ethical approval for your research will help you in developing an ethical methodology and help give your completed research credibility and validity in the field. Developing a collaborative net- work of interested and skilled instructors would be beneficial in helping each other with data collection. 4. Write your final report: find a colleague to help you with clarity and conciseness. This can be a time-consuming and sometimes confusing process; however, after all the work you have done, interpreting your data and deciding what you have found from your data analysis is the reward and reason why you wanted to research. 5. Share your conclusions and the implications/applications of your research with others: research isn’t research until you share it. Share with your colleagues within your depart- ment and at institution events. Share with members of your field of study at conferences like the annual ABEABC spring conference. Share by writing articles for newsletters, magazines like Groundwork and journals in the ABE field. Looking for the Bigger Picture My next research project, “The ABE Kaleidoscope – Who Are We?”, will involve looking at the “bigger ABE picture” in BC. I want to find out where the ABE programs are located in each or our ABEABC regions, who the teachers are, and who our students are. Look for my letter in the fall with more project detail and your invitation to participate in this project. Recommended Books/websites Learning to Love Math: Teaching Strategies That Change Student Attitudes and Get Results by Judy Willis, M.D. (a neurologist and classroom teacher who uses “brain-based learning” based on current brain research, 2010) De- coda Library Learner-Centered Teaching: Put- ting the Research on Learning In- to Practice by Terry Doyle (an adult educator who has summa- rized and applied the brain-based research to teaching practice, 2011) Khan Academy videos on learning URL: https://www.khanacademy.org/ youcanlearnanything?video=main ____________________________ A practioner researcher, Leonne Beebe, is passionate about sharing her knowledge with others. Want to know more about practitioner research? Contact her : abeabc.ca/contacts.htm
- 14. 14 Adult Basic Education English – Through the Indigenized Lens —Sherryl Maglione One of the purposes of education is to equalize a nation’s people. If in fact this is true, then Canada’s education system, beginning with Indian residential schools, has socially, politically, ethically, and even criminally, failed First Nation people. There is no doubt that First Nation students, at no matter what age and stage in their education process, have experienced and will continue to experience cultural, education, and economic crises if the present school system does not change to meet their learning needs and to support their particular cultural perspectives. Across Canada, the high school graduation rate for Aboriginal students is well below that of non-Aboriginal students and the gap widens further for post-secondary attendance and completion rates. Once First Nation students leave high school without graduating, they often face endemic poverty, racism, their own ‘hard-held’ prejudices, and, at times, hopelessness. How ABE Educators Can Make a Difference However, Adult Basic Education (ABE) programs that serve First Nation adult students are in an optimum position to turn these negative attitudes and behaviors into positive ones by creating an environment where Program Directors, curriculum developers, instructors, and students can create and manage an indigenized curriculum that will work within the provincial adult education outcomes framework required. The Resources We Need An indigenized ABE English curriculum should contain literature by, for, and about First Nation people, both nationally and internationally. The overall intent of the indigenized ABE English curriculum can be as broad a scope and sequence as the learning environment itself. With the creativity and will of post- secondary institutions and instructors, ABE English programs can be successfully indigenized and the indigenization process will provide opportunities for everyone to learn about many indigenous groups, both nationally and internationally. An indigenized ABE English curriculum will provide students with a micro- and macrocosmic view of First Nation history, language, politics, art, events, and people. First Nation students need to understand that their culture is valuable and worthy and all students will understand the remarkable resiliency of First Nation cultures and that survival through many assailing forces over the years has proven the solidity and strength of the people. The ultimate aim of the indigenized ABE English curriculum is to create confident, literate, experienced, and creative future leaders who are able to maintain their culture through understanding how the world works, understand- ing and reflecting on what has happened in the past, recognizing situations where opportunities to grow can be realized, turning negative thinking into positive action, allowing for mistakes to be made, and stimulating problem- solving attitudes that encourage divergent thinking. For an ABE English program to be successfully indigenized, instructors and students need to become aware of what is ‘out there’ in terms of First Nation resources, which include literature, film and media, visual art, drama, and music. Instructors need to become aware of these resources, research extensively, and, ideally, collaborate with the students in deciding content choices.
- 15. 15 The Seven Teachings Each of the resources can be exam- ined, discussed, and coordinated with The Seven Teachings in its theme, topic, characters, setting, and examples. The Seven Teach- ings are Respect, Love, Bravery, Wisdom, Humility, Honesty, and Truth. See http:// www.edu.gov.on.ca/eng/research/ toulouse.pdf Thoroughly embedding many variations and genres of First Nation literature into the ABE English environment will provide students with opportunities to examine cultural similarities and differences, human nature, conflicts, decisions, settings, characters, and consequences that they will identify with and recognize in their own lives. When First Nation students see for themselves how other First Nation writers are able to create art in many forms, not only text-based literature, but all types of art forms, they can begin to envision themselves as having a story of their own to tell. They can envision themselves as writing poetry or plays or stories that will teach and entertain other First Nation people. By beginning as an audience and studying many forms of literature, students can transform themselves into the artist and raise their self-esteem by realizing that they, too, have a story to tell and an audience willing to listen. Learning Outcomes Another major justification for creating and implementing a First Nation ABE English program is the importance of promoting creative thinking in students. Traditionally, First Nation people were creative thinkers from birth to death as they worked to survive in often harsh environments with scarce resources. They had to work cooperatively and share teachings through stories, legends, and demonstrations. So much has been “done” for First Nation people since European settlement in Canada that the creative thinking processes and procedures have been eroded to the point where dependency is the norm. As educators, we have to reawaken the ability for our students to feel free to imagine possibilities or create something out of nothing. First Nation students need the freedom to accept new ways of thinking in order to become better learners and more literate in their First Nation history, culture, and issues. Creativity is also a process. Educators know how important lifelong learning is and how creating this attitude of persistent curiosity in their students is an important component to raising self-esteem. Healing While Learning Healing through literary experience is another intriguing concept. Introducing First Nation poems, stories, plays, live theater, novels, non-fiction, newspaper and magazine articles, to my students on a daily basis has created a venue for them to express their emotions, share healing laughter together, feel deep grief and sadness for people who have lived, or died, in the stories, and experience the pride of being a First Nation person. Healing for the First Nation students will come through validation of the worth of the culture. The worth of the First Nation culture will form and emerge from studying, understanding, discussing, agreeing or disagreeing with ideas, and creating a sense of empathy with the characters and the situations encountered in different literary experiences. If students are able to read about situations that they can identify with, or relate to the common situations in their own lives, they will be comforted in the knowledge that they are not alone and that there are always alternatives. The First Nation literature that students have studied in my classroom over time has elicited many interesting points of view, exciting discussions, and intellectual and emotional growth in the students. I can see the transformation in students – sometimes daily, certainly from month to month, and definitely from year to year. The students and I are constantly connecting our past literature experiences with new ones being studied, and it is extremely exciting to see their progress as better readers, writers, and thinkers. How it Works Indigenizing the curriculum has also made me become a better teacher by reflecting on the choices we make together, the process by which we discover the literature, and the traditional teachings that we cultivate and practice in our daily lives . Miss Magz (Sherryl Maglione M.Ed )is a passionate about First Nation education, a new kokom to her grandson Ben, and enjoys reading, sewing, and spending time with her husband seadooing on the ocean. She creates and market First Nation literature units to schools across Canada (grade 7 to adult education) For more information on materials avail- able, see page 7.
- 16. 16 DIY Marketing Keep a polished running update of your program offerings and updates on hand for easy cut and paste email correspondence (or to include in a magazine like Groundwork) Internal marketing is important too. Make sure other departments in your organization know what you offer and how it can help their students Hosting low cost special events (potlucks, award ceremonies, contests, anniversary events) are a good way to get people through the door and local me- dia coverage Your students are word of mouth advertisers. Touch base with them to see what they like best and what could be improved Keeping track of counts, statistics, and quotes means you can be sharing them in reports and at meetings Student success stories can be sent with the student’s permission and signed release to a local paper or your organization’s publication to promote ABE within your community. I appreciate the personal challeng- es from working with such a varie- ty of learners, and the experience I'm gaining is invaluable. What keeps me coming back, however, is genuine appreciation and respect for the skills I offer. Of course, it helps that the atmosphere is also friendly, relaxed, and flexible. It's a good fit. But what are many of today's volunteers looking for? A study from the Centre for Voluntary Sector Research and Development reveals that the answer is complex. Some volunteers want to contribute their work experience, yet others prefer to do something altogether different. Or for some, volunteering is about developing new skills, while others may want the chance to use their own well- developed skills to create their own opportunity. One thing that's clear is the importance of getting to know your volunteers well. Know- ing what motivates them and what their expectations are is a good start to making the volunteer expe- rience a positive one for all. See the study at http://volunteer.ca/ content/bridging-gap-report. —————————————- Val Sprott volunteers as an ABE tutor in a university setting and is also working on her Bachelor of Adult Education. Continued from page 11 How can I better encourage students to embrace their confusion and push through it to remain engaged in solving the problem for themselves? It would be disingenuous of me to pretend that I have all of the answers to these questions in my own practice. I am still, and always, learning. However, it is my hope that my students leave my classroom having had their own beliefs about Mathematics challenged and maybe, just maybe, I can make a dent in the mountain of affective baggage that my students carry around with them. I hope that each of us can allow a few more students to experience the beauty and wonder of Mathematics. ____________________________ Danica Matheson, B.Sc., MA, is an adult educator working with students returning to university for high-school equivalency credits. The focus of her Masters research was Teaching Mathematics Through Problem Solving. Look for her article “I have a problem: Tips to Initiate and Sustain Thinking in the Mathematics Classroom” in our upcoming Winter 2015 issue Notes From Our Volunteers A Call to Challenge students’ beliefs about mathematics
- 17. 17 Professional Development for the Time Crunched Linda Ohashi Whether you are a teacher, an administrator, a community liaison, or a program coordinator, there never seems to be enough time to devote to professional development. Despite our best intentions to keep abreast of new research and ideas, our PD plans seem to always make their way to the bottom of our ever-mounting “day-to-day” work pile. If this sounds familiar, here are some tips to keep your skills up-to-date and to keep your Pro D on track this year …. Identify a small specific goal and be very clear why this goal is important to you. For example, you may want to learn more about assessment to better understand the learning needs of the adults in your classroom. Choose a specific aspect of assessment (perhaps research on formative assessment), and identify one or two articles or a book that you plan to read. The key here is to make a solid plan- know what you are doing and why you are doing it. Set aside small chunks of time to learn. We all make plans to learn (or do) something new and are then frustrated by lack of time. Setting aside time for exercise is a good example. However, much can be achieved in small blocks of time. For example, scheduling 10 minutes of concentrated reading time each day can go a long way (as can 10 minutes of squats and stretches)! Make a commitment to set aside these 10 minutes – no matter what else needs to get done. Learn with others. Find colleagues to learn with. If you have 2 or 3 colleagues that are interested in the same Professional Development, that’s 2 or 3 more articles or books that you have read to build collective knowledge. Use your 10 minutes per day to have short, concentrated discussion sessions, or leave each other a “What I Learned Today” note in mailboxes. The “two heads are better than one” rule applies here. Remember that you each bring unique experiences and knowledge to any discussions. Be Research Saavy While the Internet is a phenomenal source of information, it can also be a real distraction. Browsing around for information, can take you in all sorts of directions and really break your focus. There is no such thing as a quick web search (unless you are looking for a very specific piece of information), so use your time wisely on the web. Build in accountability Work with a colleague to hold you accountable for your professional development goals. Celebrate and share your new knowledge with your colleagues Once you have made some significant learning, share it with your colleagues - build professional communities! ___________________________ Linda Ohashi is a District Vice-Principal in a BC School District working in a Foundations program and vocational training. She also works as a mediator and conflict resolution specialist
- 18. 18 What is ABEABC? The Adult Basic Education Association of BC is: An association of people concerned about the provision of high quality learning opportunities for undereducated adults. The only association specially for adult basic educators in B.C. The first such provincial organization in Canada. Connected with other groups involved in adult education such as: the Movement for Canadian Literacy BC the Pacific Association for Continuing Education the Teachers of English as an Additional Language, etc. An association which works to raise public and government awareness of the basic education needs of British Columbians The donor of a $100-$200 award to an outstanding student in each member institution How do I join? Fill out the membership application form and return it along with a Membership in the ABEABC is open to you if you are involved in: basic literacy programs ABE native adult education programs literacy in libraries ESL programs for adults workplace literacy programs correctional institution programs GED and college-prep programs community-based programs ADULT BASIC EDUCATION ASSOCIATION OF BRITISH COLUMBIA MEMBERSHIP APPLICATION Name _______________________________ Employer:______________________________ Home Phone: ___________________________ Work phone: ___________________________ Fax: ______________________ Email: ___________________________________________________ Address: __________________________________________________________________________ City: _________________________________ Postal Code: ___________________________ Please indicate which fee fits your category: • Individual and Groundwork subscription $40 • Individual outside Canada $50 • Organizations $175 (includes $100 bursary) • Organizations $275 (includes $200 bursary) • Organizations without bursary $75. Institutional memberships are due February 28 annually. • Business and union $50 • Non-profit community groups $40 Membership fee includes a subscription to Groundwork. Invoices are available from our website. Membership fees and donations are tax deductible. Website: http://www.abeabc.ca/ Total amount enclosed $ _____________ Mail to: Membership Chair The Adult Basic Education Association of British Columbia 5476- 45 Ave, Delta, BC V4K 1L4
- 19. 19 Harrison Hot Springs, BC Taking Back The Dream ABEABC Conference 2014 May 15-17
- 20. 20 Save the Date ABEABC Conference 2015 Harrison Hot Springs, BC April 30-May 1 The Kaleidoscope of Adult Learning: Our Shifting Perspective CONFERENCE DETAILS 2 days of workshops, wonderful meals and speakers , and an evening of dinner and dancing . WORKSHOP TOPICS Last years’ topics included The Teachability Factor, Overcoming Hurdles in ABE Math, ImPROVing your Confidence in the classroom, Using Dialectical journals in ABE English, Tech & the Flipped Classroom, and many more... CALL FOR PRESENTERS If you’d like to join our presenters this year, send your proposal for consideration to Allison Kilgannon at abeabcnews@gmail.com Kaleidoscope picture ABOUT THE HOTEL The Harrison Hot Springs Resort & Spa features five mineral pools, three outside and two indoors, and it’s the only resort right on Harrison Lake with its own marina and 337 guestrooms. Photo source: Wikipedia