Mission Drift: Toward the Junior College Model in California
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/12/recycle-cell-phone_featured.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/12/recycle-cell-phone_featured.jpg\" alt=\"recycle-cell-phone_featured\" width=\"640\" height=\"360\" class=\"alignleft size-full wp-image-11492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/12/recycle-cell-phone_featured.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/12/recycle-cell-phone_featured-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cbr>\n\u003cstrong>By Brent Warner\u003c/strong>\u003c/p>\n\u003cp>While most instructors lament the change of tides where every student has a cell phone seeming more interested in a four inch screen than the lesson at hand, I often wonder how quickly the instructor would change their tune if they knew, for example, that their students were tweeting something profound that they heard while listening to their favorite teacher.\u003c/p>\n\u003cp>I know, I know. This may be an idealistic approach, and yes, I know that they’re more than likely checking how many people liked their Instagram selfie. Still, what if instead of passing around a cell phone basket, we chose to meet them where they are? What if instead of fighting the waves coming at us, we learned to surf them?\u003c/p>\n\u003cp>I’m not implying that we should consider cell phones to be an integral part of all of our lessons, but what if we stopped viewing them as a “necessary evil” and began to view them as a supplemental tie-in? If we can change the way we view the technology students bring into classes from a point of distraction to an opportunity for education, everybody will benefit.\u003c/p>\n\u003cp>So here’s a challenge. Before reading on, please take action. I’d like you to set aside the next three minutes to come up with three ideas on how your students can use cell phones in class, in a way that facilitates their learning and write your answers in the comments below.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I’m serious. This is an active call to active teachers who want to make an active difference in their students’ activities. Your ideas don’t have to be profound, just actionable. If there’s anything I’ve learned in the world of ed tech, it’s that simple ideas often create the biggest impression.\u003c/p>\n\u003cp>I’ll start you out, please cut and paste below, and add your ideas. Keep them short if that’s what works for you:\u003c/p>\n\u003cp>1) You could…\u003cbr>\n2) You might also try…\u003cbr>\n3) It may be interesting to…\u003c/p>\n\u003cp>Cut, paste, and add your ideas below.\u003c/p>\n\u003cp>C’mon you guys, I want you to do it now. (Sound familiar?) 🙂\u003c/p>\n\u003cp>OK, I’m going to assume you’ve done it and THANK YOU for it! Now you know I’d never ask you to do anything that I wouldn’t do myself, so I’m going to give you three ideas to try out. Assuming they’re different than yours, you’ll have left this article with six actionable ideas to try out with your students this week. Not bad for a few minutes of reading and thinking.\u003c/p>\n\u003cp>1) You could create a \u003ca href=\"http://www.google.com/voice\">Google Voice\u003c/a> phone number, set the message as a problem to be answered, and have your students call it and do their best to answer on the fly. Google voice also transcribes students’ voices with certainty levels so your ELLs can later see how ‘accurate’ their pronunciation was.\u003c/p>\n\u003cp>2) You might also try \u003ca href=\"http://www.snapchat.com\">Snapchat\u003c/a>. While most adults “don’t get it,” you can flaunt it. Think of sending snapchats of an interesting photo and ask your students to come back to school the next day and tell you what they thought it was or to create a story based on it. You can also snap a question you physically write out and give the students a limited time to read and respond to the question.\u003c/p>\n\u003cp>3) It may be interesting to create Exit Slips using \u003ca href=\"http://www.socrative.com\">Socrative\u003c/a>. Want to check on students understanding of a lesson before letting them out for the day? Create a quick digital exit slip which they can use to answer a short question or two. 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"content": "\u003cp>The\u003ca href=\"http://catesol.org/annualconference/\" target=\"_blank\" rel=\"noopener\"> CATESOL 2013\u003c/a> conference, \u003cem>Riding the Waves to Success, \u003c/em>hosted the adult level essay contest sponsored by Cambridge University Press. Sandra Fernandez, a student in Mai Ackerman’s Essential English Transitions class at Simi Valley Adult School, won the prize of $100.00 dollars worth of Cambridge books and materials with her essay describing how she had ridden the waves that took her from Colombia to her life in the U.S.\u003c/p>\n\u003cp>Adult ESL teachers at the CATESOL conference had the opportunity to listen to Ms. Fernandez read her essay. As Sandra pointed out, it can be daunting for a non-native speaker to address a ballroom full of English teachers. Undaunted, however, she read with exquisite poise and expression, finishing to a well-deserved standing ovation.\u003c/p>\n\u003cp>Introduction by Jayme Adelson-Goldstein of \u003cspan style=\"text-decoration: underline\">L\u003c/span>\u003cspan style=\"text-decoration: underline\">i\u003c/span>\u003cspan style=\"text-decoration: underline\">g\u003c/span>\u003cspan style=\"text-decoration: underline\">h\u003c/span>\u003cspan style=\"text-decoration: underline\">t\u003c/span>\u003cspan style=\"text-decoration: underline\">h\u003c/span>\u003cspan style=\"text-decoration: underline\">e\u003c/span>\u003cspan style=\"text-decoration: underline\">a\u003c/span>\u003cspan style=\"text-decoration: underline\">r\u003c/span>\u003cspan style=\"text-decoration: underline\">t\u003c/span>\u003cspan style=\"text-decoration: underline\">e\u003c/span>\u003cspan style=\"text-decoration: underline\">d\u003c/span>\u003cspan style=\"text-decoration: underline\"> \u003c/span>\u003cspan style=\"text-decoration: underline\">L\u003c/span>\u003cspan style=\"text-decoration: underline\">e\u003c/span>\u003cspan style=\"text-decoration: underline\">a\u003c/span>\u003cspan style=\"text-decoration: underline\">r\u003c/span>\u003cspan style=\"text-decoration: underline\">n\u003c/span>\u003cspan style=\"text-decoration: underline\">i\u003c/span>\u003cspan style=\"text-decoration: underline\">n\u003c/span>\u003cspan style=\"text-decoration: underline\">g\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cstrong>Riding The Waves Of Success\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">by Sandra Fernandez,\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Life can be like the waters in the ocean, they can be calm and relaxing, but they can also be turbulent and frightening. My life has had both of these experiences. Those experiences have helped me to grow as a person, as a mom and as a professional.\u003c/p>\n\u003cp>My life in Colombia was calm, it was totally different from the life that I live in the U.S. I was a young motivated individual who focused mainly on my professional career. I was able to fully dedicate my life to my career in business administration. My passion for my profession and my job in financial analysis and auditing drove me to leave my personal life aside. I made time for my immediate family, but I didn’t have anyone special in my life. When I was in Colombia, I still lived with my parents and they helped me with many of my responsibilities. We were also very fortunate to have a person come and help us with house chores.\u003c/p>\n\u003cp>When I least expected it, I met a wonderful man who swept me off my feet, because he showed me how to see life in a different way. Although we met in Colombia, he was already living in the U.S. When my husband proposed to me, I was faced with a difficult decision – to stay in Colombia with my job and my relatives, or leave my family and my profession behind and come to the U.S. to start a new life. When I arrived in the U.S., I was very excited, but soon I also had many challenges. I had to learn a new culture, a new language, and be exposed to different kinds of foods and meet new people. This new setting was a huge contrast to my prior life; initially I only had the company and help of my husband. I was missing the support system of my parents and my whole family..\u003c/p>\n\u003cp>With time, I was able to deal with some of these challenges; however, new ones would soon appear. For example, motherhood was a beautiful time for me. A new experience in my life, and it contributed to me learning more about how to be a mom. 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"content": "\u003cp>There are expanding job opportunities for ESL students as Community Health Workers (CHWs) mainly in public health and community based organizations. It is a growing field requiring a whole range of skills that are developed during the certification program, which at City College of San Francisco includes a semester-long internship in a local organization or clinic.\u003c/p>\n\u003cp>CHWs work in many areas of health care – half of them work in clinics and half work in community based agencies and they have titles such as health worker, outreach worker, community health outreach worker (CHOW), public health aide, case manager/case worker, and promotora, health ambassador, and counselor/peer counselor amongst others.\u003c/p>\n\u003cp>The infographic below is based on City College of San Francisco’s CHW Certificate program, but numerous colleges offer programs with similar requirements. The infographic shows areas of work and common types of jobs for CHWs, pay scales as well as the skills employers look for. It also shows two related certificates – \u003ca href=\"http://www.ccsf.edu/NEW/content/dam/ccsf/documents/OfficeOfInstruction/Catalog/Programs/HealthEducation/PostPrisonHealthWorker.pdf\" target=\"_blank\" rel=\"noopener\">Post-Prison Health Worker \u003c/a>(PPHW) and the \u003ca href=\"http://www.ccsf.edu/NEW/content/dam/ccsf/documents/OfficeOfInstruction/Catalog/Programs/HealthEducation/YouthWorkerOrganizingAdvocacyCounselingEducation.pdf\" target=\"_blank\" rel=\"noopener\">Youth Worker\u003c/a> (YW) – both CCSF programs.\u003c/p>\n\u003cp>The Post-Prison Health Worker prepares individuals for positions working with incarcerated and formerly incarcerated people in community health and social services agencies and programs. The Youth Worker program focuses on organizing, advocacy, counseling and education, with the primary focus being on working with youth in the community and through local agencies (adapted from \u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-health-and-physical-education/health-education-and-community-health-studies0/Community-health-worker-certificate-program/certificate.html\">CCSF website\u003c/a>).\u003c/p>\n\u003cp>Community Health Workers help clients and their families to navigate and access community services as well as other resources. They advise on healthy lifestyle issues such as nutrition and exercise, and lead activities that promote, maintain, and improve the health of their clients. They provide social support and informal counseling, advocate for individuals and communities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>All these certificate programs are attainable in two semesters and lead to jobs that support and advocate for underserved communities seeking access to health-related services.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://btoddhouse.com/KQED/\" width=\"640\" height=\"2575\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cp>\u003cem>\u003cstrong>By Brent Warner\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Many of us in the ESL world are regularly watching well-to-do schools getting the latest and greatest in smartboard technology while we are left with the computer someone dusted off from the basement. But never fear! If you’ve got a projector, your iPad is going to take you to the next realm in EdTech, and I’d argue that in some ways it’s even more flexible than a smartboard.\u003c/p>\n\u003cp>While there are many approaches to turn your iPad into a smartboard, here I will present the three most common: You can go for the wired approach, which is a virtual guarantee that things will work out, or you can go with a wireless approach which will give you the freedom to walk around the room with the iPad in tow.\u003c/p>\n\u003cp>If you want to know how to connect your iPad to a projector using these methods, please visit me at \u003ca href=\"http://www.edtech.tv/\">http://www.edtech.tv\u003c/a> where I have created tutorials on how to do it. For now, I’ll assume you are connected and offer a few resources for getting something productive and useful up and running.\u003c/p>\n\u003cp>The magic of the iPad is, of course, in the apps. Your ability to bring the wonders of modern technology into your classroom is only limited by your awareness and understanding of how to use the ever-growing plethora of apps available at your fingertips. There are more apps than we could ever hope to follow, let alone gain a mastery of, so here I would like to present a simple list of 5 which can start you down your journey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/app/timer+/id391564049?mt=8\">Timer +\u003c/a>: There is little that can be more concrete than a simple timer letting students know exactly how long they have to finish a presentation or a test. While the iPad comes with its own elegant clock, I prefer the flexibility of Timer+ as it lets you set and store different lengths of time which you might find yourself wanting to use regularly.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/app/diodict-english-dictionary/id404542306?mt=8\">DioDict4\u003c/a>: In an English class, what’s more powerful than a dictionary? There are cheaper and even free solutions, but investing a little bit into a truly high quality dictionary is a wise investment indeed. Also, this helps solve the problem of students “checking their dictionary” on their phones when you set up the class for them to use the iPad instead.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/app/ted/id376183339\">TED\u003c/a>: If you haven’t started taking advantage of TED talks in your classroom, the time is now! Inspirational, motivational, or sometimes just downright interesting speeches from some of the top thinkers in the world. The app lets you display subtitles if you want, and also to download ahead of time if you should find yourself in a setting where the wifi isn’t guaranteed.\u003c/p>\n\u003cp>\u003ca href=\"http://www.educreations.com/\">Educreations\u003c/a>: If you can write it, you can record it! This app will help you keep a screencast of your presentations. You can display what you are working on live, adding in notes, pictures, and more, and then save it or shoot it online for your students to review at their leisure at home.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com/skitch\">Skitch\u003c/a>: This is by far my favorite of the bunch. Skitch allows you to show some live video, snap a picture, and then mark it up with annotations all on the fly. If you can imagine seeing this projected onto a screen, you’ll soon realize what I’ve just described: Your iPad has rendered any and all Document Cameras completely obsolete. Just search Amazon for an iPad stand that will hold the iPad in a way that floats above the table.\u003c/p>\n\u003cp>I could go on and on, but for now I’d love to hear how you’re using the iPad in your classroom and what apps you’ve found help you replace the need for a smartboard. Please feel free to contact me or leave a comment below so we can continue the discussion!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Brent Warner\u003c/strong> is an education and technology authority who believes that technology is great, but only if it’s used in an effective manner. Brent received his Master’s in Teaching TESOL from USC and is passionate about helping teachers develop professionally by exploring ways that they can create better connections with their students. He can be found at \u003ca href=\"http://www.edtech.tv/\">http://www.edtech.tv\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>By Brent Warner\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Many of us in the ESL world are regularly watching well-to-do schools getting the latest and greatest in smartboard technology while we are left with the computer someone dusted off from the basement. But never fear! If you’ve got a projector, your iPad is going to take you to the next realm in EdTech, and I’d argue that in some ways it’s even more flexible than a smartboard.\u003c/p>\n\u003cp>While there are many approaches to turn your iPad into a smartboard, here I will present the three most common: You can go for the wired approach, which is a virtual guarantee that things will work out, or you can go with a wireless approach which will give you the freedom to walk around the room with the iPad in tow.\u003c/p>\n\u003cp>If you want to know how to connect your iPad to a projector using these methods, please visit me at \u003ca href=\"http://www.edtech.tv/\">http://www.edtech.tv\u003c/a> where I have created tutorials on how to do it. For now, I’ll assume you are connected and offer a few resources for getting something productive and useful up and running.\u003c/p>\n\u003cp>The magic of the iPad is, of course, in the apps. Your ability to bring the wonders of modern technology into your classroom is only limited by your awareness and understanding of how to use the ever-growing plethora of apps available at your fingertips. There are more apps than we could ever hope to follow, let alone gain a mastery of, so here I would like to present a simple list of 5 which can start you down your journey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>This screen cast offers a brief guide to KQED Education’s media rich resources for ESL educators – resources developed by ESL educators around the Bay Area. To view the video, click on the play button below:\u003c/p>\n\u003cp>\u003ca href=\"http://screencast.com/t/N4WBhLmDkHuQ%20\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-10102\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg\" alt=\"portfolio-1-3\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Screen cast by Chigusa Katoku, Mission College\u003c/p>\n\u003cp>Below are step-by-step instructions on how to navigate the website:\u003cbr>\n1. Start by visiting the home page at www.kqed.org. Look for the EDUCATION tab.\u003cbr>\n2. Scroll over the EDUCATION tab and move your cursor down to Postsecondary ESL.\u003cbr>\n3. Click on the link. This is the ESL Homepage.\u003cbr>\n4. Under the main image you will see 6 images – showcasing different ESL projects.\u003cbr>\n5. If you click on the headers e.g. Work Voices it will take you to the project page.\u003cbr>\n6. If you click under the main header you will be directed to a specific post within a project.\u003cbr>\n7. In the right sidebar you will see 3 other ESL projects:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/green-jobs-green-tech-resources/\">Green Jobs and Green Tech Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/health-education-resources/\">Health Education Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/new-media-literacies/\">New Media Literacies\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>You will also see our ESL educator blog – ESL Insights. ESL Insights is for teachers to share ideas and resources and engage in discussion. Scroll down the page for former ESL Insights posts.\u003c/p>\n\u003ch3>\u003cstrong>Don’t forget our session at CATESOL!\u003c/strong>\u003cbr>\n\u003cstrong> 100 Ways To Engage Students Using KQED ESL Resources,\u003c/strong>\u003cbr>\n\u003cstrong> Friday 25th, 3:30-5:00, Le Sommet room\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">Presenters:\u003c/span>\u003cbr>\nMaxine Einhorn: KQED Education\u003cbr>\nChigusa Katoku: Academic Coordinator, Institute for International Studies, Mission College\u003cbr>\nBritta Burton: ESL Instructor, MissionCollege\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This screen cast offers a brief guide to KQED Education’s media rich resources for ESL educators – resources developed by ESL educators around the Bay Area. To view the video, click on the play button below:\u003c/p>\n\u003cp>\u003ca href=\"http://screencast.com/t/N4WBhLmDkHuQ%20\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-10102\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg\" alt=\"portfolio-1-3\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Screen cast by Chigusa Katoku, Mission College\u003c/p>\n\u003cp>Below are step-by-step instructions on how to navigate the website:\u003cbr>\n1. Start by visiting the home page at www.kqed.org. Look for the EDUCATION tab.\u003cbr>\n2. Scroll over the EDUCATION tab and move your cursor down to Postsecondary ESL.\u003cbr>\n3. Click on the link. This is the ESL Homepage.\u003cbr>\n4. Under the main image you will see 6 images – showcasing different ESL projects.\u003cbr>\n5. If you click on the headers e.g. Work Voices it will take you to the project page.\u003cbr>\n6. If you click under the main header you will be directed to a specific post within a project.\u003cbr>\n7. In the right sidebar you will see 3 other ESL projects:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/green-jobs-green-tech-resources/\">Green Jobs and Green Tech Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/health-education-resources/\">Health Education Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/new-media-literacies/\">New Media Literacies\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>You will also see our ESL educator blog – ESL Insights. ESL Insights is for teachers to share ideas and resources and engage in discussion. Scroll down the page for former ESL Insights posts.\u003c/p>\n\u003ch3>\u003cstrong>Don’t forget our session at CATESOL!\u003c/strong>\u003cbr>\n\u003cstrong> 100 Ways To Engage Students Using KQED ESL Resources,\u003c/strong>\u003cbr>\n\u003cstrong> Friday 25th, 3:30-5:00, Le Sommet room\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">Presenters:\u003c/span>\u003cbr>\nMaxine Einhorn: KQED Education\u003cbr>\nChigusa Katoku: Academic Coordinator, Institute for International Studies, Mission College\u003cbr>\nBritta Burton: ESL Instructor, MissionCollege\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>\u003cstrong>By Susan Gaer\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I have thought about writing this for quite some time. What is flipped learning? In 1948 Benjamin Bloom developed Bloom’s Taxonomy. This taxonomy determined learning. There were six tiers to get through and students needed to progress through the first tier before moving on to the second, and so on.\u003c/p>\n\u003cp>Curriculum design was based on this conceptual model; learners had to go through each tier before moving on. It was almost impossible to get through all six levels in one lesson. The taxonomy became the way we learned and objectives, curriculum and even most recently SLOs (student learning outcomes) reflected this. In the 1990’s, Lorin Anderson, a colleague of Benjamin Bloom, revised the taxonomy to six tiers and changed the nouns to verbs.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653.png\" alt=\"bloom_taxonomy\" width=\"640\" height=\"228\" class=\"aligncenter size-full wp-image-9822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653-400x143.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>But essentially nothing had changed. In 2000, three professors from the University of Miami \u003ca href=\"http://bit.ly/inverted2000\">conducted research on the “Inverted Classroom”\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Their conclusion was that taking the lectures out of the classroom and into the Internet, allowed for more learning. Due to the lack of publicity, few people heard of this research. You Tube wasn’t born until 2005, and when Jonathan Bergmann and/or Aaron Sams came up with the term flipped learning in 2007, it went viral.\u003c/p>\n\u003cp>\u003cstrong>What flipped learning does, is to turn the taxonomy upside down to look like this.\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/bloom_pyramid-2-300x321.png\" alt=\"bloom_pyramid-2-300x321\" width=\"300\" height=\"321\" class=\"alignleft size-full wp-image-9678\"> If you start with the creating, the remembering will naturally follow. We do this in ESL classes all the time. This model can be particularly useful for ESL students as class time is used to explore and apply ideas and practice language with their peers. Fill in the blank activities, videos, grammar points, and writing revisions can be done at home.\u003c/p>\n\u003cp>This can create a more interactive, student-centered environment, with students having prepared vocabulary and background information before the lesson.\u003c/p>\n\u003cp>It is by no means a short cut. The flipped model requires preparation in terms of recording video tutorials or researching appropriate media resources to meet the proficiency level of ESL students. However, there are many publisher textbooks which are utilizing a large number of these resources with their lessons. These resources are ideal to use in the flipped classroom. Ultimately this would allow for more interaction time in the class.\u003c/p>\n\u003cp>My thoughts are that you start with the creating and the learning will follow. That is what “flipped learning” is to me. So I am all for it! What are your thoughts?\u003c/p>\n\u003cp>The Community College level workshop at CATESOL is on “Flipped Learning.” We invite you to join in on the discussion on Saturday from 1:15-2:15 at San Diego Town and Country Resort.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>MindShift post \u003ca href=\"http://blogs.kqed.org/mindshift/2012/05/flip-this-blooms-taxonomy-should-start-with-creating/\">Flip This: Bloom’s Taxonomy Should Start with Creating\u003c/a> – May 2012\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Susan Gaer is an ESL Professor and Basic Skills and Instructional Technology Coordinator at Santa Ana College School of Continuing Education.\u003c/strong>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>By Susan Gaer\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I have thought about writing this for quite some time. What is flipped learning? In 1948 Benjamin Bloom developed Bloom’s Taxonomy. This taxonomy determined learning. There were six tiers to get through and students needed to progress through the first tier before moving on to the second, and so on.\u003c/p>\n\u003cp>Curriculum design was based on this conceptual model; learners had to go through each tier before moving on. It was almost impossible to get through all six levels in one lesson. The taxonomy became the way we learned and objectives, curriculum and even most recently SLOs (student learning outcomes) reflected this. In the 1990’s, Lorin Anderson, a colleague of Benjamin Bloom, revised the taxonomy to six tiers and changed the nouns to verbs.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653.png\" alt=\"bloom_taxonomy\" width=\"640\" height=\"228\" class=\"aligncenter size-full wp-image-9822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653-400x143.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>But essentially nothing had changed. In 2000, three professors from the University of Miami \u003ca href=\"http://bit.ly/inverted2000\">conducted research on the “Inverted Classroom”\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Their conclusion was that taking the lectures out of the classroom and into the Internet, allowed for more learning. Due to the lack of publicity, few people heard of this research. You Tube wasn’t born until 2005, and when Jonathan Bergmann and/or Aaron Sams came up with the term flipped learning in 2007, it went viral.\u003c/p>\n\u003cp>\u003cstrong>What flipped learning does, is to turn the taxonomy upside down to look like this.\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/bloom_pyramid-2-300x321.png\" alt=\"bloom_pyramid-2-300x321\" width=\"300\" height=\"321\" class=\"alignleft size-full wp-image-9678\"> If you start with the creating, the remembering will naturally follow. We do this in ESL classes all the time. This model can be particularly useful for ESL students as class time is used to explore and apply ideas and practice language with their peers. Fill in the blank activities, videos, grammar points, and writing revisions can be done at home.\u003c/p>\n\u003cp>This can create a more interactive, student-centered environment, with students having prepared vocabulary and background information before the lesson.\u003c/p>\n\u003cp>It is by no means a short cut. The flipped model requires preparation in terms of recording video tutorials or researching appropriate media resources to meet the proficiency level of ESL students. However, there are many publisher textbooks which are utilizing a large number of these resources with their lessons. These resources are ideal to use in the flipped classroom. Ultimately this would allow for more interaction time in the class.\u003c/p>\n\u003cp>My thoughts are that you start with the creating and the learning will follow. That is what “flipped learning” is to me. So I am all for it! What are your thoughts?\u003c/p>\n\u003cp>The Community College level workshop at CATESOL is on “Flipped Learning.” We invite you to join in on the discussion on Saturday from 1:15-2:15 at San Diego Town and Country Resort.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>MindShift post \u003ca href=\"http://blogs.kqed.org/mindshift/2012/05/flip-this-blooms-taxonomy-should-start-with-creating/\">Flip This: Bloom’s Taxonomy Should Start with Creating\u003c/a> – May 2012\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Susan Gaer is an ESL Professor and Basic Skills and Instructional Technology Coordinator at Santa Ana College School of Continuing Education.\u003c/strong>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>By Greg Keech\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is the difference between a community college and a junior college? This is a distinction that the general public may not be familiar with, and even within the community college arena, the definitions may be open to discussion. This piece examines the two typologies to spark dialog about whether California’s community colleges are heading in the right direction. I think it is fair to say that a college’s mission statement is the place in which the distinction is delineated. It is there that the institution expresses the focus of its efforts.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Junior Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>The traditional junior college is a two-year school. The model has been around for some time. But recently an increased focus on degrees and transfer, i.e.”completions,” has renewed the use of the term and its ramifications. This new interest in the junior college model is connected to the “Student Success” movement and the Student Success Act of 2012 here in California. The guiding principle is that a 4-year degree is the most valuable achievement public education can provide its population. A Bachelors degree is indisputably a ticket to higher salaries and the route tobuildsadvanced degrees and specialization.\u003c/p>\n\u003cp>One of the most serious challenges facing the 2-year-and-transfer model, however, is that 85-90% of students entering California’s community colleges cannot do freshman composition and mathematics. If the goal of a college is to prepare students for degrees and transfer, and funding is linked to this goal, colleges may become more selective to garner maximum funding. What will happen to those many students who are less likely to achieve this goal in a few years? Will their access be limited?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>ESL is often forgotten in this discussion, although many colleges enjoy very high percentages of immigrants and multilingual students. Then a familiar pattern emerges. Noncredit ESL is seen as a prelude to credit ESL. This can be seen in an accountability measure introduced during the implementation phase of SB 361 (Jack Scott) in 2006, the Career Development and College Preparation (CDPC) certificate.\u003c/p>\n\u003cp>Credit ESL is seen (more reasonably, in my mind) as a preparation for college-level work in other disciplines, and most credit ESL students have already chosen an academic goal. Neither mode, however, is officially countenanced as an end unto itself. Simply learning the language, or learning the language for a variety of purposes other than those funded for measurable statistics, these are not really in the picture. It is not easy to measure success. Traditional metrics are just that: traditional- measured with metrics that are familiar and easy to record within our existing databases? Is this a path to performance based funding which would exclude non-traditional students?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Community Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Most people’s definition of a community college is an institution that is broad-based and serves its local population in a variety of ways. It embraces the value of degrees and transfer, but it includes students with other goals in mind – criticized as “trying to be all things to all people.” Could it be equally well be characterized as trying to serve as many people as possible in a climate of continual funding cuts?\u003c/p>\n\u003cp>A community college goes beyond degrees and transfer. It includes myriad Career and Technical Education (CTE) certificates, which may or may not fit into the junior college model. It also includes providing classes to adults who may take only one or two classes – just enough to move up at work or improve their small business. These students don’t provide extensive completion metrics, but value this help from their local community college.\u003c/p>\n\u003cp>Community colleges include groups who are less valued in the Student Success model, casualties in tough economic times. Older adults have particularly felt this devaluation, as have local residents who take community education classes in foreign languages or sewing or figure drawing simply for enrichment of their lives.\u003c/p>\n\u003cp>ESL, in the community college model, is not there solely to prepare students for measurable completions. Its purpose can include classes in citizenship, vocational training, and skills focus classes in listening, speaking, writing or reading – classes students feel they need.\u003c/p>\n\u003cp>They may take credit ESL classes if their purposes are academic, with a view toward certificates, degrees and transfer. But they may also take credit ESL for career advancement. This is particularly common among evening credit ESL students, many of whom work full-time during the day and study at night. They may be accountants or architects or social workers who already have degrees from their home countries.\u003c/p>\n\u003cp>While credit students fit fairly well into the junior college model, as long as they pursue completions, noncredit students are less secure in that model. They may have personal goals which do not include certificates, degrees or transfer, but are fundamental life skills: surviving in a new country, understanding their children’s education better, increasing their income, learning to pay an electric bill etc. How do we measure these successes?\u003c/p>\n\u003cp>It is difficult to measure traditional notions of success, to count existing types of completion and make sure we’re capturing every single item, especially if it is tied to funding. It is even more difficult to introduce more up-to-date notions of success. How do you measure success students achieve outside school? How do you measure the success of older adults who are healthier because of their active involvement in school – by looking at public health costs? Not easy metrics, these. But they are all products of a more inclusive notion of community colleges.\u003c/p>\n\u003cp>So what is a college’s mission? Is it an expression of the needs and desires of its local community, or is it dictated at the state and federal level? Who decides how public funds that support it should be used, and where is the balance?\u003c/p>\n\u003cp>\u003cem>Gregory Keech is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>ESL is often forgotten in this discussion, although many colleges enjoy very high percentages of immigrants and multilingual students. Then a familiar pattern emerges. Noncredit ESL is seen as a prelude to credit ESL. This can be seen in an accountability measure introduced during the implementation phase of SB 361 (Jack Scott) in 2006, the Career Development and College Preparation (CDPC) certificate.\u003c/p>\n\u003cp>Credit ESL is seen (more reasonably, in my mind) as a preparation for college-level work in other disciplines, and most credit ESL students have already chosen an academic goal. Neither mode, however, is officially countenanced as an end unto itself. Simply learning the language, or learning the language for a variety of purposes other than those funded for measurable statistics, these are not really in the picture. It is not easy to measure success. Traditional metrics are just that: traditional- measured with metrics that are familiar and easy to record within our existing databases? Is this a path to performance based funding which would exclude non-traditional students?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Community Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Most people’s definition of a community college is an institution that is broad-based and serves its local population in a variety of ways. It embraces the value of degrees and transfer, but it includes students with other goals in mind – criticized as “trying to be all things to all people.” Could it be equally well be characterized as trying to serve as many people as possible in a climate of continual funding cuts?\u003c/p>\n\u003cp>A community college goes beyond degrees and transfer. It includes myriad Career and Technical Education (CTE) certificates, which may or may not fit into the junior college model. It also includes providing classes to adults who may take only one or two classes – just enough to move up at work or improve their small business. These students don’t provide extensive completion metrics, but value this help from their local community college.\u003c/p>\n\u003cp>Community colleges include groups who are less valued in the Student Success model, casualties in tough economic times. Older adults have particularly felt this devaluation, as have local residents who take community education classes in foreign languages or sewing or figure drawing simply for enrichment of their lives.\u003c/p>\n\u003cp>ESL, in the community college model, is not there solely to prepare students for measurable completions. Its purpose can include classes in citizenship, vocational training, and skills focus classes in listening, speaking, writing or reading – classes students feel they need.\u003c/p>\n\u003cp>They may take credit ESL classes if their purposes are academic, with a view toward certificates, degrees and transfer. But they may also take credit ESL for career advancement. This is particularly common among evening credit ESL students, many of whom work full-time during the day and study at night. They may be accountants or architects or social workers who already have degrees from their home countries.\u003c/p>\n\u003cp>While credit students fit fairly well into the junior college model, as long as they pursue completions, noncredit students are less secure in that model. They may have personal goals which do not include certificates, degrees or transfer, but are fundamental life skills: surviving in a new country, understanding their children’s education better, increasing their income, learning to pay an electric bill etc. How do we measure these successes?\u003c/p>\n\u003cp>It is difficult to measure traditional notions of success, to count existing types of completion and make sure we’re capturing every single item, especially if it is tied to funding. It is even more difficult to introduce more up-to-date notions of success. How do you measure success students achieve outside school? How do you measure the success of older adults who are healthier because of their active involvement in school – by looking at public health costs? Not easy metrics, these. But they are all products of a more inclusive notion of community colleges.\u003c/p>\n\u003cp>So what is a college’s mission? Is it an expression of the needs and desires of its local community, or is it dictated at the state and federal level? Who decides how public funds that support it should be used, and where is the balance?\u003c/p>\n\u003cp>\u003cem>Gregory Keech is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/p>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
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