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For I-CANS
Theme Stages
This collection of classroom activities will assist you in going through the theme process with your students. Several activities are listed under each step of the theme process: Theme Selection, Exploration, Research, the Project. and Evaluation and Planning. Means of integrating assessment into instruction are covered in a separate document.
Basic skills are integrated within each activity. Most activities can be used to explore any content of interest to the students and/or with content that meets particular program goals. Activities are carried out in pairs or small groups. Many can be altered for individualized instruction.
The following are some things helpful for you to reflect on before beginning the theme process:
LEARNING PREFERENCES
Often,
students learn new information relying on mainly one modality: by hearing
it, seeing it or doing something hands-on with it.
Because the way they were taught did not agree with the way that they learned, many students dropped out of school. It is helpful to begin a class quarter, or several week session with activities which will orient students to their own particular learning preference. With an understanding of their learning preference, students can begin seeking accommodations to make the learning experience work for them, and feel empowered in knowing that their way is in a viable way to learn just as valid as any other way. In addition, teachers can plan instruction using students' preferred styles and teach students how to use their non-dominant style.
The activities that are included were designed to accommodate a variety of learning preferences.
TRANSITION INTO THE ABE
CLASSROOM
Adult
learners bring to any educational setting a wide variety of experiences,
interests and concerns. By acknowledging students' interests, needs and
concerns before beginning instruction, affective barriers to learning
are likely to decrease.
Adult learners need to feel comfortable and empowered in their classroom. Instructors can provide a classroom orientation. They can explain to students their teaching methodology and the reasoning behind it. They can give students and idea and negotiate with students on issues of classroom dynamics and scheduling. Students should be given an opportunity to get to know each other, to voice their needs and to create goals for the class as well as for themselves.
COLLABORATION
Most of the activities
in this guide require that students collaborate with one another in order
to reach a desired end. By incorporating collaborative activities, students
learn the skills discussed at length in the SCANS report: interpersonal,
negotiation, and teamwork skills. It is often desirable for the instructor
to directly model those skills. Collaborative activities are the means
to bettering these more affective skills.
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THEME
PROCESS STEPS AND SKILLS INTEGRATION
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Stages
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Emergent
skills
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Other
skills which can be addressed
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| 1. Theme Selection |
Identify problems Learn from others Think covergently and divergently Use critical, creative and intuitive evaluation skills Express ideas and supply details Negotiate an issue |
Respect differences in point of view, life styles and values Develop relationship skills Understand the concept of conflict and strategies for handling Reading and writing enabling skills |
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| 2. Exploration |
Think covergently and divergently Generate ideas about the causes of problems Learn from and with other people Organize information Identify solutions to problems Analyze the components of a process/ issue |
Organize time and materials Identify problems Understand the concept of teamwork, courtesy and cooperation Be an effective and flexible team member |
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| 3. Research |
Find and use expert, peer and written resources Identify solutions Draw conclusions and make predictions Organize and process diverse kinds of information in meaningful ways Organize and outline information in writing |
Look up information Read and interpret signs, symbols and labels Create and fill out forms Interpret and generate tables, charts and graphs Read different formats Use resources for personal growth and awareness |
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4. Create a Project |
Write descriptions and reports Choose appropriate solutions Accept appropriate criticism and praise Demonstrate effective inter-team communication Present information clearly |
Take appropriate risks Learn from and with other people Analyze the components of a process, procedure or system Use resources for personal growth and awareness Write effective letters |
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| 5. Evaluate and Plan |
Evaluate the solutions Modify the solution as needed |
Identify and assess roles or rules of behavior contributing to effectiveness Assess their leadership skills and identify areas for improvement |