building work skills: plan from the end & integrate from the start! presenters: lia conklin: ell...
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![Page 1: Building Work Skills: Plan from the End & Integrate from the Start! Presenters: Lia Conklin: ELL Instructor/Team Leader, EL Civics Grant Coordinator &](https://reader035.vdocuments.us/reader035/viewer/2022072011/56649e2d5503460f94b1c9b9/html5/thumbnails/1.jpg)
Building Work Skills: Plan from the End & Integrate from the Start!
Presenters:Lia Conklin: ELL Instructor/Team Leader, EL Civics Grant
Coordinator & Designer, Ronald Hubbs Center, St. Paul, MN ([email protected])
Elizabeth Andress: ELL & ServSafe Instructor, EL Civics Grant Team Leader & Designer, Ronald Hubbs Center, St. Paul, MN ([email protected])
EL Civics Grant materials available at: www.hubbs.spps.org/elcivics
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Session ObjectivesSession Objective 1:Identify work skills and language skills required in a reallife or work scenario.
Session Objective 3:Find available culminating activities and support materialson-line.
Session Objective 4:Outline a unit plan with a culminating activity, section activities and work skills.
Session Objective 2:Create a unit culminating activity in which learners use targeted work & language skills.
Session Objective 5:Evaluate yourperformance on workshop objectives using a variety of evaluation methods.
Session Objective 6:Participate in an authentic example of a product-based unit (i.e. this presentation).
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Session Learning GoalsName: _______________________ Date: _____________________
Circle the picture that shows how you feel about each leaning goal. = Hard, = So-so, = Easy
Learning Goals Before Unit After Unit
1. Identify work skills and linguistic functions required in a real life or work scenario.
2. Create a unit culminating activity in which learners use the targeted work and language skills.
3. Find available culminating activities and support materials on-line.
4. Outline a unit plan with a culminating activity, section activities and transferable work skills.
5. Evaluate your performance on workshop objectives using a variety of evaluation methods.
6. Participate in an authentic example of a product-based unit (i.e. this session).
![Page 4: Building Work Skills: Plan from the End & Integrate from the Start! Presenters: Lia Conklin: ELL Instructor/Team Leader, EL Civics Grant Coordinator &](https://reader035.vdocuments.us/reader035/viewer/2022072011/56649e2d5503460f94b1c9b9/html5/thumbnails/4.jpg)
Unit Planning: Small Group Grid Unit Topic
Real-life Scenario
Work Skills Language Skills
Culminating Activity
Health
Community
Food
Housing
Civic Responsibility
Consumerism
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Self EvaluationInstructions: Read each question. Circle your answer.
Name: Date:
1. Can I identify real life scenarios? Yes Somewhat No
2. Can I identify work skills needed for real life scenarios?
Yes Somewhat No
3. Can I identify language skills needed for real life scenarios?
Yes Somewhat No
4. Can I create a culminating activity that targets real life work & language skills ?
Yes Somewhat No
5. Can I work with a team? Yes Somewhat No
6. Can I evaluate my learning? Yes Somewhat No
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Product-Based Unit Plan: Health Example
Work skills:Read a schedule.Schedule appts.Match RX #s to labels.Give health recommendations.
Activity Product:Fill in a weekly
schedule to find one’s
availability.
Culminating Activity
Making/taking appoints.Visiting the Dr./ receiving patients.Asking/answering health QsFollowing/giving prescriptions
Section Product:Simulate
making a Dr’s appointment.
Section Product:Simulate visiting
a doctor &receiving patients.
Activity Product:Identify
parts of the body to
show what “hurts”.
Activity Product:Practice
explaining symptoms w/
“I have”.
Activity Product:
Categorize health
problems into “911” or Dr’s.
appt.:
Activity Product:Practice
“Making an appointment”
dialogue.
Activity Product:
Read a doctor’s schedule for Dr’s availability.
Activity Product:Fill out a medical
history form.
Activity Product:Practice
“Visiting the Dr.” dialogue.
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Product-Based Unit Plan Description Choose an authentic Culminating Activity that
promotes work skills (Unit Product). Outline benchmarks that integrate a variety of skill
types and are achievable w/in the Unit Product. Segment Unit Product into authentic instructional
“chunks” (Section Product) that scaffold to Unit Product.
Break down Sections into activities w/ products (Activity Product) that scaffold to Section Product.
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Product-Based Unit Plan: DescriptionActivity Product: 2. Provide authentic practice.
Culminating ActivitySection Product:
1. Scaffolds to Unit product
2. Provides authentic practice.
Section Product:
Activity Product:
Activity Product:
Activity Product:
1.Scaffold to Section product
Activity Product:
Activity Product:
Activity Product:
Activity Product:
Integrate Benchmarks
• Language & Strategies• Work Skills• Technology & numeracy• Social Interaction• Independent Learning
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Product-Based Unit Plan Template:
Work Skills:
Activity Product:
Culminating Activity
Section Product:
Section Product:
Activity Product:
Activity Product:
Activity Product:
Activity Product:
Activity Product:
Activity Product:
Activity Product:
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Peer EvaluationInstructions: Read each question. Circle your answer.
Peer’s Name: Date:
1. Can he/she identify a culminating activity?
Yes Somewhat No
2. Can he/she identify work & language skills to be demonstrated in the culminating activity?
Yes Somewhat No
3. Can he/she identify section products? Yes Somewhat No
4. Can he/she identify activity products? Yes Somewhat No
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Team EvaluationInstructions: Read each question. Circle your answer.
Your Name: Date:
1. Did everyone participate? Yes Somewhat No
2. Did you participate? Yes Somewhat No
3. Did you learn how to create a unit plan using the product-based method?
Yes Somewhat No
4. Did your team do a good job? Yes Somewhat No
5. Did you do a good job? Yes Somewhat No