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For teachers and instructional leaders, this resource includes some of the commonly used digital instructional tools, including how teachers and students can use them, links to tutorials, and checklists for things to address when using.

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Use this playbook to enhance your virtual learning experiences

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10 Questions For Better Feedback On Teaching

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10 Questions For Better Feedback On Teaching

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Source: The Principal Center

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Too often, our feedback and suggestions put teachers on the defensive. These 10 evidence-based questions will keep teachers "in the driver's seat" so you can have less stressful, more productive conversations about teaching and learning."

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10 Questions for Better Feedback on Teaching - The Principal Center

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FREE PDF DOWNLOAD10 Questions For Better Feedback On Teaching (Without Triggering Resistance)In this concise and free PDF guide, you'll learn: Why the "feedback sandwich" can be counterproductive How to raise the level teachers' thinking and decision-making-even if they're already outstanding How to involve firsthand evidence in your post-observation conferences check Ten evidence-based prompts that lead [...]

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10 Questions to Ask About Digital Equity

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Across the country, school buildings remain closed due to the COVID-19 pandemic. These school closures are a stark reminder of the important role that schools can play in the lives of children and young adults. For many students, schools are a place of stability, where they can learn, grow, and nurture relationships. They are even a source of daily meals for many students.

However, students of color, students from low-income backgrounds, English learners, students with disabilities, and other vulnerable groups such as homeless students and students in foster care, were less likely to have rigorous, engaging, and positive educational experiences before the pandemic. There is a real risk that school closures will deepen these existing inequities in our education system.

Many states are leaving decisions about how to continue instruction during school closures up to districts. Digital Promise and The Education Trust partnered to compile the following questions to guide equity advocates and district leaders as they engage in conversations about ensuring that our most vulnerable students have equitable access to distance learning, both now and for however
long school buildings are shuttered. Depending on public health guidance, distance learning may be needed for the summer and parts of the next school year.

In this guide, we share ideas that advocates and district leaders can consider when planning for how to continue teaching and supporting students, based on what other states and districts have begun to do. But these are unprecedented times. There isn't yet research and data on best practices for ensuring continuity of learning during a global pandemic. A key role for advocates and district
leaders is to monitor how the challenges posed by school closures are being addressed and to urge transparency about the impact of these efforts on all students in their communities.

Still, even under the best circumstances, distance learning is not a substitute for in-school education. The learning loss created by the COVID-19 crisis is going to be massive. Districts should be planning now for how to make up this lost learning time, which particularly affects our most vulnerable students, by implementing summer programs, extending the school year, and extending or restructuring school days for summer 2020, the 2020-21 school year, and summer 2021.

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10 Questions for Equity Advocates to Ask About Distance Learning - The Education Trust

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Across the country, school buildings remain closed due to the COVID-19 pandemic. These school closures are a stark reminder of the important role that schools can play in the lives of children and young adults. For many students, schools are a place of stability, where they can learn, grow, and nurture relationships.

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SkillsUSA Career Essentials - SkillsUSA: Champions at Work

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Learn Career Essentials suite of resources at careeressentials.org. Login or Explore the Career Essentials Dashboard at https://mycareeressentials.org/#/public-dashboard

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ProLiteracy Resources for Learners during COVID 19

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ProLiteracy Resources for Learners during COVID 19

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These resources, tips, and platforms can help your program and learners continue learning from a distance during a time of health crisis and uncertainty.

Tools and Platforms

Zoom

A web-based software that allows groups to communicate via phone and/or video. A webinar version also allows users to share their screens, allowing programs to show documents needed during instruction. During the pandemic, for the free, basic version of Zoom, the 40-minute time limit has been lifted. Apply online at https://zoom.us/pricing.

Free Conference Call

Free Conference Call is a conference call solution which allows up to 1,000 participants to participate in a phone conference for free. There is a web-based version which allows for screen sharing, which gives instructors the ability to show learners documents needed for instruction.

Backchannel Chat

Backchannel Chat is a free, online, text-based class discussion tool that is designed to support instructors. Backchannels are great for facilitating participation in classroom discussions.

Google Hangouts

Google Hangouts is an easy-to-join way to conduct video calls between instructors and learners. Google is now rolling out free access to the advanced Hangouts video-conference capabilities for education customers until July 1. Click here to learn more.

Skype

Similar to Zoom or other software, Skype is an easy way for instructors and leaners to communicate. You can download and access Skype for free.

While this is not an exhaustive list, these are some of the more popular, free tools to explore for helping programs continue communication between administrators, instructors, and learners.

Resources for Helping Learners Access the Internet

EveryoneOn offers broadband service to income-eligible families (for example, those that qualify for free or reduced school lunch, or who live in public housing) at a cost of around $10-12 per month (varies from state-to-state). Some states also offer very low-cost laptops or desktops ($100-200).

Several internet providers are offering discounts or free internet services during the time of the pandemic:

Comcast offers income-eligible families internet access at $10-12 per month. However, they are now offering this low-cost service for free for the next 60 days. internetessentials.com/

AT&T is waiving data overage fees to all customers so that families and students can stay connected during the pandemic. They will not terminate service of any customer over the next 60 days. All AT&T consumer home internet wireline customers, as well as Fixed Wireless Internet, can use unlimited internet data. Additionally, AT&T will continue to offer internet access for qualifying limited income households at $10 a month through the Access from AT&T program.

Xfinity WiFi hotspots across the country will be available to anyone who needs them for free-including non-Xfinity customers. For a map of Xfinity WiFi hotspots, click here.

Verizon is waiving late fees and committing to no discontinuation of service during the next 60 days. Visit verizon.com/about/news/our-response-coronavirus for information about Verizon's services during the pandemic.

Libraries

Internet access in public libraries is also free. Of course, libraries are closing as well. Learners are able to use portable devices just outside libraries even when they are closed.

Digital Solutions Available for Continuing Instruction from a Distance

From New Readers Press, ProLiteracy's Publishing Division:

New Readers Press Online Learning -Free 90-day pilots available for online Pre-HSE, GED® test prep, and HiSET® exam prep courses to keep your learners on track to reach their HSE goals.

Leamos™ (Let's Read)-A pre-ESL online literacy course that teaches non-literate Spanish-speaking adults to read and write and to prepare them for English language learning.

Learning Upgrade -Free 4-month pilots available for an app that provides over 900 English and math CCRS-aligned lessons to help accelerate growth in literacy, ESL, ABE, and HSE classes. Special expansion packages available for providers with a current Learning Upgrade license.

News for You Online-FREE access to a weekly publication for adult learners that uses current event articles and human interest stories to engage learners' interest while building skills in reading, comprehension, and vocabulary. Use the courtesy password 22667F through April 30, 2020, to access News for You Online at https://www.newreaderspress.com/news-for-you-online. News for You Online includes a Tips for Teachers section where instructors can find the video How to Use News for You Online and other helpful resources. There are several articles related to COVID-19 with more being added in the coming weeks.

Voxy® -An ESL mobile learning platform that provides support for grammar, listening, reading, vocabulary, and writing. Additional features include navigational text in 14 languages, word banks, grammar guide, flashcards, and pronunciation practice.

For more information on any of the above solutions, please contact your local New Readers Press sales representative or Customer Service at (800) 448-8878.

While the above listed solutions are from New Readers Press, there are many other digital resources that can help facilitate distance learning. Some include:

CrowdED Learning:

CrowdED Learning provides free learning tools that reduce barriers for adult learners' education and employment while promoting persistence and lifelong learning in the digital age.

LINCS Learner Center:

The Learner Center links to federally-funded resources for learners. It is organized around goals such as "Learn to Read" or "Learn English." All resources are free, online, and ready for adult learners to engage with at any time.

USA Learns:

USA Learns is a free website to help adults learn English online.
COVID-19 quizzes below in English and Spanish
Futuro Sólido shares quizzes in English and Spanish to ounteract hysteria and promote smart decisions that will protect your employees, your workplace, and our society.
English quizzes: https://app.quizzify.com/demos/coronavirus-quiz https://app.quizzify.com/demos/coronaquiz-advanced Spanish quizzes: https://app.quizzify.com/es/demos/coronavirus-quiz https://app.quizzify.com/es/demos/coronaquiz-advanced
Tips for Providing Instruction from a Distance

Regardless of what platform or online instruction you provide, some additional tips for conducting learning include:

Keep in regular contact with learners. This can be done through phone, text, or email. Keeping in contact to remind learners about lessons or to make sure they're engaged is important.

Using a tool such as Zoom, Skype, etc. so that instructors and learners can meet "face-to-face" is best. Most of these tools also allow you to share documents or curricula you want the learner to focus on.

Stay on your current lesson plans as much as possible for consistency.

Use texting for a supplement to instruction

Send a short text that the learner can read and respond to

Send vocabulary words

Use supplemental instructional resources (such as those listed in this document) to keep learners engaged and practicing while learning from a distance

Use teleconference or phone conference systems (or simply phone calls) to practice conversation groups, especially for ESL learners

Additional Articles and Conversations Related to Providing Instruction from a Distance

Below are several articles and web pages that point to best practices and methods for teaching remotely:

The Literacy Information and Communication System (LINCS)

LINCS has facilitated an excellent discussion around many resources, tools, and tips for helping programs prepare to offer literacy instruction during the pandemic.

Click here to read the discussions.

EdTech Center New Website for Distance Education Support
In response to the need for adult educators to transition from in-person to distance teaching, the EdTech Center @ World Education has created a new website called Tips for Distance Learning, with resources to help adult basic skills programs scale up or launch distance education programs.

The site includes guidance on the first steps to take in planning, successful implementation (recruiting, onboarding, teaching, and assessing learners), and locating and evaluating online learning resources. We include information on how to meet virtually with students, links to offers for free or reduced online courses or curricula from publishers known to provide quality ABE learning resources, and a professional development events calendar

Download the
Continuing Instruction From a Distance info as a .PDF

Webinar: Learning Upgrade's Remote Learning Action Plan

Learning Upgrade and New Readers Press have a plan to help you continue delivering education remotely so students can continue to learn outside of the classroom. With many education providers now required to teach exclusively online, our plan enables you to provide all steps of instruction remotely with students using their smartphones or other devices. This starts with virtual training where we show you how remote students can self-enroll, how to view reports and assessments online, and how to reward achievement to keep students motivated and engaged.

Join us on Thursday March 19 at 2:00 EST to learn more. Click below to register.

https://zoom.us/webinar/register/WN_Hi8rmOEXRSK6hqmvKCECSA

Want to get started right away?

If you don't have a Learning Upgrade license, sign up for a free pilot.

https://www.newreaderspress.com/learning-upgrade-free-pilot

For education providers with a current Learning Upgrade license, we will be offering special expansion packages. Contact your local New Readers Press sales representative or customer service at (800) 448-8878.

Read More in our recent blog post

Share information with your learners, volunteers, and staff

ProLiteracy encourages everyone to prepare for, protect from, and prevent COVID-19.

Our friends at Cell-Ed have developed The Cell-Ed Coronavirus Guide in English and Spanish, available on any phone, that provides micro-lessons on what Coronavirus is, how to protect yourself from contracting it, and where to receive updated information. Share this guide with your learners today!

One of our member programs, Washtenaw Literacy, has generously created and shared a health literacy flyer written in plain language called "Wash-Wipe-Cover: Don't Infect Another" to help communicate and teach essential information about coronavirus. The health literacy flyer is available for download.

Free Resources from News For You

Many classes are being canceled due to the coronavirus.
News for You has made these free resources for you to print out and use anywhere: Additional Free Resources available for print, from News For You:

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These resources, tips, and platforms can help your program and learners continue learning from a distance during a time of health crisis and uncertainty. Zoom A web-based software that allows groups to communicate via phone and/or video. A webinar version also allows users to share their screens, allowing programs to show documents needed during instruction.

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EdTech Center @ World Education Launches New Website for Distance Education Support

In response to the need for adult educators to transition from in-person to distance teaching, the EdTech Center @ World Education has created a new website called Tips for Distance Learning, with resources to help adult basic skills programs scale up or launch distance education programs.

The site includes guidance on the first steps to take in planning, successful implementation (recruiting, onboarding, teaching, and assessing learners), and locating and evaluating online learning resources. We include information on how to meet virtually with students, links to offers for free or reduced online courses or curricula from publishers known to provide quality ABE learning resources, and a professional development events calendar.

Join us for the first of weekly webinars this Friday at 10:00 Pacific, 12:00 Central, 1:00 Eastern. The first webinar, designed for administrators, professional development leaders, and other practitioners, will cover a preview of the support site. We will feature lightning talks about LINCS resources and guidance on choosing online curricula. We will offer break out discussion on these and other topics participants have about getting started with distance education.

The link to register and join the webinar is the same: https://jsi.zoom.us/j/398236460.

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COVID-19 Resources - Coalition on Adult Basic Education

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EdTech Center @ World Education Launches New Website for Distance Education Support In response to the need for adult educators to transition from in-person to distance teaching, the EdTech Center @ World Education has created a new website called Tips for Distance Learning, with resources to help adult basic skills programs scale up or launch distance education programs. The site includes guidance on the first steps to take in planning, successful implementation (recruiting, onboarding, teaching, and assessing learners), and locating and evaluating online learning resources.

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LINCS Online Learning for Adult Education

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LINCS Online Learning for Adult Education

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Toolkits and strategies for assessing readiness to learn online and for delivering quality online instruction for adult learners.

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LINCS | Adult Education and Literacy | U.S. Department of Education

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Disclaimer: The LINCS System is maintained under contract with CivicActions with funding from the U.S. Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE), under Contract No. ED-EVP-O-16-F-0001. The opinions expressed herein do not necessarily represent the positions or policies of the U.S.

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Illinois Adult Education Career Pathways Modules

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Illinois Adult Education Career Pathways Modules

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Freely available modules on contextualizing instruction and delivering career pathways education to adult learners.

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Statewide Career Pathways Contextualized Basic Skills Curriculum & Resources

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Statewide Career Pathways Contextualized Basic Skills Curriculum & Resources

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This newsletter features resources for enhancing equity and access to education, particularly during school closures. The resources are K12 oriented but are extremely relevant to the adult education context. Scroll down to find resources on instructional design, socio-emotional health, and trauma-informed care.

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VDOE #EdEquityVA Monthly Newsletter-May 2020

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As we transition our guidance at the VDOE from a focus on continuity of learning amid current extended school closures, to return to school recovery planning, I want to assure you that equity remains at the center of our work. Thank you again for your continued partnership and commitment to meeting the needs of ALL students.

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How to design virtual learning to engage learners

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An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.

The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements - social, cognitive, and teaching presence.

Social presence is "the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities" (Garrison, 2009, p. 352).

Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).

Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).

History of the CoI Framework
In an interview for the Reflective Teaching in a Digital Age podcast, Dr. Randy Garrison describes the history of the CoI framework, including its role in the thoughtful design of online education, and practical ways of helping students learn through active participation and shared meaning-making.
Click here to listen to the interview

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Related Files

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An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding. The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements - social, cognitive, and teaching presence.

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IDEAL Consortium Handbook on Distance and Blended Learning

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IDEAL Consortium Handbook on Distance and Blended Learning

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Great strategies and resources for getting learners ready for distance education, delivering instruction, and assessing progress.

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The Revised 6th Edition of theIDEAL Distance Education and Blended Learning Handbook addresses both administrative and instructional issues that are at the core of successful blended and distance education. It is informed by current research and policy guidelines and observations of effective practice documented by IDEAL Consortium members, past and present, and affiliated state leaders. This most updated edition includes updates gleaned from two years of use in IDEAL Consortium member states.
By Jenifer Vanek, Destiny Simpson, Jerome Johnston, and Leslie I. Petty. Published by World Education, 2018.
Contents include:
Recruitment: Identifying and Recruiting Students

Decide who, where, and how to find learners for your distance or blended learning program
Screening: Determining Who Is Ready for Distance and Blended Learning

Identify which learners you can successfully support
Orientation: Setting Up Learners for Success

Design an orientation that provides students with the necessary information and skills for a successful learning experience and a plan for reaching goals
Instruction: Models and Strategies Supporting Involved Instruction and Communication

Learn about characteristics of involved instruction and how they are represented in different distance education models (e.g., supported distance and blended learning), the teacher role, and how to provide motivating and supportive feedback on students' work

Consider how to develop teacher-created curricula and make use of Open Educational Resources (OER)

Deepen understanding of how to make best use of proprietary online curricula

Assessment: Student Participation and Progress

Build awareness of the different purposes assessment serves

Explore multiple ways to gauge learner progress, including information needed to include distance learners in the National Reporting System (NRS)

Administrative Issues: Getting Started with Distance Education

Learn how distance education is linked to WIOA guidelines and prioritized adult education initiatives

Examine issues faced by administrators in implementing and sustaining distance education programs as part of their agency's educational offerings

Better understand how to monitor data and distance education program performance

Previous Editions
5th Edition: IDEAL Distance Education and Blended Learning Handbook, Fall 2016 4th Edition: Handbook of Distance Education for Adult Learners, Fall 2008

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IDEAL Distance Education and Blended Learning Handbook - EdTech Center @ World Education

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The Revised 6th Edition of the IDEAL Distance Education and Blended Learning Handbook addresses both administrative and instructional issues that are at the core of successful blended and distance education. It is informed by current research and policy guidelines and observations of effective practice documented by IDEAL Consortium members, past and present, and affiliated state leaders.

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This website has free technology courses.

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LearnFree | Free Online Courses and Practical Skills

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Build practical digital, workplace, study, and everyday life skills with free, self-paced LearnFree courses, tutorials, videos, and learning paths.

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Hear the latest news and Grid Tips from Flipgrid.

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FREE VIRTUAL MANIPULATIVES

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Digital literacy resources, videos from the Chicago Public Library

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What a computer is and how to use a mouse and keyboard.

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Browse CareerOneStop's video collection to learn about careers, industries, skills and abilities, or work options and education levels.

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COVID Resources for English Learners, Parents, and School Personnel 

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COVID Resources for English Learners, Parents, and School Personnel 

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These resources are collected and updated by VCU's Metropolitan Educational Research Consortium, a part of the School of Education.

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How-to videos on approaching a wide range of topics for learners with autism from VCU's Austism Center for Excellence

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How-to videos on approaching a wide range of topics for learners with autism from VCU's Austism Center for Excellence

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Videos are 5 minutes or shorter and are updated frequently. Check out their other free resources on the site.

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How To Video Series

These short videos demonstrate evidence-based practices for students.

These short videos are approximately five minutes long and are intended to provide a quick look at implementing a particular strategy. The How To videos provide a short description of the topic with real life video examples of how to implement the evidence-based practice in the classroom with students with ASD.

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These short videos demonstrate evidence-based practices for students. These short videos are approximately five minutes long and are intended to provide a quick look at implementing a particular strategy. The How To videos provide a short description of the topic with real life video examples of how to implement the evidence-based practice in the classroom with students with ASD.

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Designing for accessibility: Dos and don'ts

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Designing for accessibility: Dos and don'ts

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Check out these checklists of tips for what to do and what to avoid when designing materials for accessibility.

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Karwai Pun is an interaction designer currently working on Service Optimisation to make existing and new services better for our users. Karwai is part of an accessibility group at Home Office Digital, leading on autism. Together with the team, she's created these dos and don'ts posters as a way of approaching accessibility from a design perspective.

The posters

The dos and don'ts of designing for accessibility are general guidelines, best design practices for making services accessible in government. Currently, there are six different posters in the series that cater to users from these areas: low vision, D/deaf and hard of hearing, dyslexia, motor disabilities, users on the autistic spectrum and users of screen readers.

The dos, that run across various posters, include using things like good colour contrasts, legible font sizes and linear layouts. So, aren't good design principles applicable to everyone and not just those with access needs?

While this is true, the aim of the posters is to raise awareness of various conditions through good design practice. We need to be mindful of not just designing or building for our own immediate needs. For example, consider designing for keyboard use only. This is particularly helpful for users with motor disabilities where using the mouse can be quite difficult, especially with precise movements, whereas keyboard use is much easier.

Another aim of the posters is that they're meant to be general guidance as opposed to being overly prescriptive. Using bright contrast was advised for some (such as those with low vision) although some users on the autistic spectrum would prefer differently. Where advice seems contradictory, it's always worth testing your designs with users to find the right balance, making compromises that best suit the users' needs.

The team

The content for the posters came from our accessibility team in Home Office Digital. Led by accessibility leads Emily Ball and James Buller, we are a group of twelve, each specialising on these conditions: blind and visual impairment, dyslexia, autism and ADHD, D/deaf and hard of hearing, mental health and motor disabilities. Collectively, we learn as much of the conditions as we can to better increase our knowledge so they can be shared within and outside the team.

One of the challenges we faced with the posters was gathering information from our different specialisms and reducing the vast amount of knowledge to ten principal dos and dont's. There's also challenges surrounding content and graphics. I worked with Nick Cowan, a content designer, who is leading on motor disabilities, to keep the content concise and ensure the graphics visibly represented the advice accurately.

Next steps

We've shared these posters across government for feedback and they can be found on GitHub.

We are constantly improving and adding to them so please let us know what you think. Understanding accessibility through design means we can build better services for everyone, whatever their access need.

Update: We've been asked whether these posters can be reproduced or translated into other languages. In keeping with the the GDS ethos of making things open, we've used a Creative Commons license which allows everyone to share, use and build upon the posters provided they are used non-commercially and keep the appropriate attributions (Home Office, Home Office Digital and the Creative Commons logo). It would be great if people can share photos of them being used on Twitter and can commit translations of the posters to our GitHub repository so they're available for everyone.

What the posters say

Designing for users on the autistic spectrum

Do

Don't
View poster for the autistic spectrum
Designing for users of screen readers

Do

Don't
View poster for screen readers
Designing for users with low vision

Do

Don't
View poster for low vision
Designing for users with physical or motor disabilities

Do

Don't
View poster for physical or motor disabilities
Designing for users who are D/deaf or hard of hearing

Do

Don't
View poster for Deaf or hard of hearing
Designing for users with dyslexia

Do

Don't
View poster for dyslexia
Follow Karwai on Twitter and don't forget to sign up to email alerts.

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Dos and don'ts on designing for accessibility

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Karwai Pun is an interaction designer currently working on Service Optimisation to make existing and new services better for our users. Karwai is part of an accessibility group at Home Office Digital, leading on autism. Together with the team, she's created these ...

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Use this site or app to locate free wifi spots in your area. Simply type in the name of the location, and a map of wifi spots will come up.

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Connect to all Free WiFi Hotspots using WiFi Map App all over the World!

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https://www.thetechieteacher.net/2020/03/i-just-wanted-to-pass-along-some.html?m=1

Instructions, with pictures, for how to use Zoom on a computer and on an iPad. The iPad instructions are similar to what they'd be for smartphones.

In English, Arabic, Spanish, Polish, German, and French. You can make a copy of the translations as editable Google Slides - except for Arabic which is only a PDF.

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Post in the comment section here about the kinds of topics, information, resources, or ideas you think are important to share and communicate with the field. Think about HOW we may want to do this (e.g., webinars, PLCs, summits, discussion forums).

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ReWe also shared that several of us at VALRC (Kate, Hali, Elizabeth, & I) have been taking some courses on coaching approaches with Jim Knight's consulting group, ICG. We're happy to share more; here are a couple of links from the ICG site that may be of interest, esp. to those of you who are doing coaching or PD in your programs:

Radical Learners blog: https://instructionalcoaching.com/radical-learners/

Resources for Remote Teaching & Coaching: https://instructionalcoaching.com/resources-for-teaching-coaching-from-home/

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I know we may be reaching the max on webinars, but I do like to highlight when I see sessions that are teacher-led, so here's some info about the LINCS Teachers' Stories on Working During COVID-10 webinar this Thursday afternoon: https://tinyurl.com/lincsApril

Also, here's more info on Miro webinars, like the "getting started" one this Thursday that Joyce shared: https://go.miro.com/en/webinars

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Cell-Ed - Free For Up To 90 Days (through June 20, 2020)

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Cell-Ed - Free For Up To 90 Days (through June 20, 2020)

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http://cell-ed-6879950.hs-sites.com/cell-ed-unlimited

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For those of you not doing the Friday distance learning sessions, here are a couple of slides I put together on thinking about remote learning & the ELA CCRS. I added a couple of the resources shared--like EDpuzzle for adding interactivity to found videos--to our Resource Sheet, and R12's Donna Fariss shared tips for using Google Meet (make use of split screen view and encourage students to add the Nod Response extension). 

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For those of you not doing the Friday distance learning sessions, here are a couple of slides I put together on thinking about remote learning & the ELA CCRS. I added a couple of the resources shared--like EDpuzzle for adding interactivity to found videos--to our Resource Sheet, and R12's Donna Fariss shared tips for using Google Meet (make use of split screen view and encourage students to add the Nod Response extension). 

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To reach students that do not have internet or technology access, some instructors are using packets that are sent to students or picked up. This article addresses advice for using packets to serve students during this time. 

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To reach students that do not have internet or technology access, some instructors are using packets that are sent to students or picked up. This article addresses advice for using packets to serve students during this time. 

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Kristine Kelly, ATLAS Literacy & ELA Coordinator Lindsey Cermak, ATLAS Numeracy Coordinator

Kristine Kelly, ATLAS Literacy & ELA Coordinator ATLAS

Lindsey Cermak, ATLAS Numeracy Coordinator ATLAS

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To "Packet" or Not to "Packet"? That Isn't the Question.

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Kristine Kelly, ATLAS Literacy & ELA Coordinator Lindsey Cermak, ATLAS Numeracy Coordinator Kristine Kelly, ATLAS Literacy & ELA Coordinator ATLAS Lindsey Cermak, ATLAS Numeracy Coordinator ATLAS

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For those of you using Burlington English, check out their online Career Exploration and Soft Skills course.

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For those of you using Burlington English, check out their online Career Exploration and Soft Skills course.

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Our Career Exploration and Soft Skills course is completely web-based, mobile phone accessible, and easy for both teachers and students to navigate either virtually or at school.  This course prepares students for the workplace by helping them to explore career options, choose a career path, and gain the soft skills necessary to find employment and thrive in their chosen profession.

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The BurlingtonEnglish curriculum combines academic and workforce readiness skills which actively engage and prepare students for postsecondary education and job training, and ultimately, to succeed in their careers. Take a look at our catalog. BurlingtonEnglish meets WIOA. Click to download the PDF. Use the BurlingtonEnglish Placement Chart to place your students in the appropriate course.

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VCU Community Engagement Tips and Strategies for Engagement in Online Learning and Partnering

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VCU Community Engagement Tips and Strategies for Engagement in Online Learning and Partnering

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This post has some easy-to-use tips to get learners engaged during synchronous and asynchronous lessons. Also some useful links for online teaching.

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In these uncertain and ever-evolving times, we are grateful to VCU Health and our entire Ram family for all that you do as we come together to respond to the COVID-19 (coronavirus) crisis impacting our communities.

Together, we are #OneVCU. Together, we are one community.

Today, our communities need your support to serve the populations impacted by the spread of the coronavirus. Below are resources and tools you can use to support our VCU Health and community partners to connect, innovate and keep on partnering.
Virtual Volunteering: Supporting Communities and Partners Principles of Community-Engaged Work Remote partnership Development Remote Experiential Learning
Stay up to date. Stay informed.

The following VCU sites are available to support partners, faculty, staff and students by providing updated information on the university's response to COVID-19 and provide online resources to maintain academic and experiential learning continuity.

We are One VCU. Please consider sending messages of hope and encouragement to each other on social media using#OneVCU.

For questions about VCU community engagement, email engage@vcu.edu.

Virtual Volunteering: Supporting Communities and Partners

While many of our community partner organizations have suspended face-to-face operations (and many more forced to suspend operations all together for the safety and well-being of those they serve), identified community needs have not disappeared and our partners and our communities may need support now more than ever. In practice with social distancing measures advised by the Centers for Disease Control (CDC), the Commonwealth of Virginia and Virginia Commonwealth University, we are encouraging those seeking to support to participate in virtual volunteer, do-it-yourself (DIY), or philanthropic opportunities. Social distancing is our civic responsibility, yet it is still possible to make a difference when in-person interaction is not an option.

Virtual and DIY volunteering is the act of supporting our partners and communities by addressing partner-identified needs online using an internet-connected device or from your place of quarantine. As we adapt to the ever-changing landscape of COVID-19 and the many changes this may bring to our communities and our own lives, incorporating virtual volunteering and DIY projects can be a great way to contribute while also providing balance in uncertain times. Philanthropy means providing monetary support for an organization, group, or cause to help them continue their efforts to serve despite the current circumstances. Please see the links below for local and national/global virtual volunteering opportunities and organizations seeking donations in order to continue providing essential services.

Get involved locally

Get involved nationally and globally

Description

Organizations across the world are changing their approach to volunteering to meet the needs of their communities while ensuring the safety of their volunteers. Connect with a national or global nonprofit, community-based organization or faith-based organization and support communities across the nation and across the ocean.

Support communities around the world by serving a national or global organization remotely.

Details

Follow the connect links to access national and global virtual volunteer opportunities.

Search "remote," "virtual" or "DIY" to find remote opportunities.

VCU does not encourage anyone to engage in face-to-face or other non-remote volunteer opportunities at this time, consistent with health and safety directives from federal, state and local authorities. VCU Faculty and Staff: Use your service leave
VCU employees are allowed to use their 16 hours of community service leave (all 12-month state employees) and/or 16 hours of enhanced community service leave (University & Academic Professionals only) to volunteer from home. Upon receiving verbal approval from your supervisor, request the hours inRealTime. If using enhanced community service leave, please note the name of the community organization in the description.
Principles of community-engaged work

High-quality academic-community partnerships are built using values and principles that hold true in both face-to-face and virtual settings. As we sustain our partnerships over the coming months, it is important to remember these core values and principles* that guide us in our work.

Impact- Academic-community partnerships strive to promote positive results by aligning their efforts to meet community-identified needs. In times of crisis, community-identified needs can shift dramatically; and partnerships will need to remain nimble so they can successfully pivot towards these shifts.

Connections- Academic-community partnerships connect people to each other through relationships that foster new understandings. During challenging times, these trusting relationships provide the foundation from which new and creative collaborations can evolve.

Mutual Benefit- Academic-community partnerships strive for reciprocity and mutual benefit in all they do. During crises, all partners are impacted and will need to reevaluate their own changing needs so that ongoing mutual benefit can be sustained.

Communication- Academic-community partnerships commit to ongoing, open and authentic communications that honor shared goals and support continuous improvement. When crises occur, communications may need to shift dramatically; and all partners will need to remain flexible and patient as new communications processes emerge.

Contributions - Academic-community partnerships recognize that each individual and institution has knowledge, skills, and experiences to contribute to the pursuit of common goals. Crises may uncover previously unknown knowledge and skills within the partnership. An ongoing commitment within the partnership to an assets-based collaboration framework will increase the likelihood that these assets are recognized and utilized.

Additional information can be found on the Portland State University's CBL & COVID-19 page.

*The principles listed above have been adapted from the important recent work of RVA Engage.

Remote Partnership development

As we continue to navigate the online environment and adapt to the many changes brought forth by the COVID-19 pandemic, we know many of you are looking for ways to maintain partnerships for the good of our communities and our students. For those of you wanting to virtually redevelop the strong relationships with your current partners, and those of you looking to develop new online partnerships, we have compiled a list of 'best practices' and resources for developing and maintaining remote partnerships.

Remote Partnership Development Best Practices

The three main categories below identify 'best practices' and should be addressed during the partnership development phase:

Waldner, L., McGorry, S., and Widener, M. (2012). E-service-learning: The evolution of service-learning to engage a growing online student population. Journal of Higher Education, Outreach, and Engagement, 16(2), 123.

Technology

Training for students, community partner, instructor

Bridge synchronous and asynchronous methods

Trial runs prior to live sessions

Assess community partner and student technical capacity

Communication

Clear expectations in memorandums of understanding

Community partner access to course shell

Use of groups; group space on course management system

Community partner "reveal"

Course design

Service related to learning objectives

Appropriate typology

Reflection

Community partner and student feedback

The following table, shows common limitations and best practice tips for addressing those limitations:

"Lurking"

Students log into the session but fail to participate

"No Lurking Zone" policy in syllabus.

Actively direct questions towards lurkers

Lopsided Participation

Students type text in live sessions as opposed to visual or verbal participation

Award extra credit "hat points" to those using webcams

Technology

Software and hardware limitations, firewalls, individual skill levels, other unforeseen problems.

Provide training for instructor, students, client

Evaluate software need prior to course

Have back up plan in case of technological failure (e.g. phone in to session)

Avoid XE-SL courses when major software changes have just been implemented.

Include instructional design or IT as a fundamental fourth partner; library services as a fifth

Conduct trial run of the initial client session

Timeframe of Courses

Compressed time (e.g. 9 or 12 week) online course may hinder full product development

Set realistic goals for student products.

Break project up over two or more terms.

Student Disconnect

Lack of student interaction among student, client and/or instructor

Require teamwork; live client sessions; break-out discussions

Choose client willing to work with technology

Allow opportunities for reflection

Archive synchronous events for later student viewing.

Waldner, L., McGorry, S., and Widener, M. (2010). Extreme e-service learning (XE-SL): E-service learning in the 100% online course. MERLOT Journal of Online Learning and Teaching, 6, 839.

To assist you in addressing these main areas of development, we have created the following templates to be used during an initial collaborative meeting between partners:
Step 1. Each partner should complete a brief self-assessment to assess technology limitations, identified needs, etc. A logistical self-assessment is available online.
Step 2. Schedule a virtual meeting with your partner to discuss survey results and formalize a plan (using a technology and communication format that meets the needs of both partners).

Step 3: To help you identify priorities, collaboratively complete the Virtual Partnership Goal Ranking Sheet during this initial meeting.

Step 4. Next, complete the Virtual Partnership Action Plan to help you develop a sustainable plan moving forward.
NOTE: These templates can be used in subsequent meetings to identify new priorities and create new action plans as needs change or develop.
Remote Partnership Development Tips for Success

Remote partnership development is a process between academic entities and community organizations which ensures that collaborations between universities and the communities are mutually-beneficial relationships based upon shared goals. Strong partnerships use principles of community-engaged work as a framework. Like traditional partnership development, remote partnership development takes time and is action-oriented. While traditional partnerships may rely heavily on site visits and in-person meetings, remote partnering requires engaging using a variety of virtual methods. Below are several key steps in remote partnership development.

Self-Preparation- It is essential that faculty intending to partner with community organizations determine their own capacity and readiness for collaboration. Questions highlighting community engagement principles of mutual benefit and are helpful to discern whether an idea is research or project designed for short-term academic purposes or a long-term collaboration where both parties will benefit. A self-prep checklist is available online .

Researching and Identifying Potential Partnerships- Finding organizations to partner with is no easy task. It involves networking and connecting with organizations through other faculty and community members, online research, and events. The primary goal of this process involves aligning research and teaching goals with the mission and activities of the organization. From this starting point, narrow down the search to a handful of potential partners. Reach out to these partners to schedule a virtual meeting to determine whether a partnership could be successful. A remote partnership development meeting form is available online and is helpful for planning and implementing the first partner meeting .

Deepening the Relationship- Once an academic-community partnership is agreed upon, the work is just beginning. Communication between parties should be consistent and occur at regular intervals. It is important during this phase that the shared goals and objectives remain at the center of the relationship. Equally important is an agreed-upon method of communication that is accessible and feasible for all stakeholders. Remote partnership development will involve figuring out the best way to communicate from a variety of low and hi-tech sources. Academic partners should not assume the technological capability of community partners to partner virtually and should provide options for communicating that may include telephone/conference calls and or virtual opportunities such as Zoom, Google Hangout, Skype, FaceTime, or Webinars.

Sustaining the Relationship- This stage of partnership development involves recognizing and highlighting the contributions of partnership stakeholders, evaluating goals, and assessing impact. Often academic-community partnerships result in academic research that is shared throughout academia. Partnerships that are equitable also find methods to simultaneously share results with the community as well through agreed-upon means. While traditional partnerships may rely on events to discuss and share the work, remote partnerships can utilize open-source online formats to highlight research to various populations.

Remote Workflow Management Tips

Another challenge of working remotely is making sure everyone stays on the same page. While check-ins via Zoom and Google Hangouts (see above) are vital, project management tools and group discussion boards can help ensure everyone is going in the same direction once the meeting adjourns.

: Project management software that quickly and cleanly facilitates collaboration; think of it as a shared to-do list

: Customizable message board system to keep the conversation going even when everyone can't be online at the same time

Google Docs : A lo-fi version of both of the above, Google Docs allows a place to collect ideas, conversations and content. Team members can also be assigned tasks to help keep track of who is doing what.

Additional Resources for Virtual, Community-engaged Partnerships:

Remote experiential learning

For resources about academic continuity and remote experiential learning alternatives, visit:

For questions about changes in scheduled internships, capstone courses, field placements and other student experiential learning activities and how they impact community partners, faculty and students, please contact your school, program or department for specific details.

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In these uncertain and ever-evolving times, we are grateful to VCU Health and our entire Ram family for all that you do as we come together to respond to the COVID-19 (coronavirus) crisis impacting our communities. Together, we are #OneVCU. Together, we are one community.

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AIR's plain language FAQ about COVID-19 is written at about the 8th grade level. It has English, Spanish, and simplified Mandarin Chinese versions: https://www.air.org/resource/covid-19-frequently-asked-questions-plain-language

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The National Skills Coalition presents a series of podcasts on workforce topics for adult learners. Check out their latest episode on re-entry and their archives here.

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About Us

E Join Our Mailing List Donate
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As cities and states seek to reduce their jail and prison populations to slow the spread of Covid-19, already stretched re-entry programs are working to address increased demand for their services. We talked to Chris Watler of the Center for Employment Opportunities in New York and Jeff Abramowitz of JEVS Human Services in Philadelphia to find out how they're dealing with the increased demand and the challenges brought to bear by the pandemic. We also chatted with Darnell Manuel, a participant of JEVS Looking Forward Philadelphia program, about his experience and what support men and women like him need both now and beyond our current circumstances.

Don't forget to read our companion piece, Re-Entering The Fray, over on Medium.

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Listen to Skilled America Podcast Episode 4: Re-Entering The Fray

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About Us E Join Our Mailing List Donate y k l As cities and states seek to reduce their jail and prison populations to slow the spread of Covid-19, already stretched re-entry programs are working to address increased demand for their services.

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Support learners in their job-searching with these tools, and help them build and upload their resumes into Workforce Connection so that they become visible to employers seeking to fill needed positions during COVID.

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Virginia Workforce Connection - Time Out - id: f6e3219

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Notice to Unemployment Insurance Claimants - If you would like to change the banking or payment information on file for your claim, please call 1-800-897-5630, then select 1 from the first option list provided, and then select 3 from the second option list provided.

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Resources on teaching remotely (Literacy New Jersey)

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Resources on teaching remotely (Literacy New Jersey)

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Literacy New Jersey has made available recordings of some of their Zoom classes. At the link (https://literacynj.org/resources/distance-learning), scroll down to the Video Library to find recordings of a beginning ESL class, an intermediate ESL class, and a reading group. (They shared this resource on a recent ProLiteracy webinar.)

Also check out their recorded webinar here for ideas about adapting lesson ideas to remote tutoring sessions.

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Using Zoom for Adult Literacy Distance Learning (webinar- ProLiteracy) Zoom tutorials (YouTube) Khan Academy (webinar - PA Adult Education Resources) USA Learns (webinar- PA Adult Education Resources) Google Classroom (website) Google Classroom (YouTube) Google Hangouts (YouTube) Basic Computer Skills Tutorials on GCF Learn Free

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Useful post from Oxford University Press about ways to use WhatsApp with English learners

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Useful post from Oxford University Press about ways to use WhatsApp with English learners

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Philip Haines is the Senior Consultant for Oxford University Press, Mexico. As well as being a teacher and teacher trainer, he is also the co-author of several series, many of which are published by OUP. Today he joins us to provide 25 engaging and useful classroom activities for language learners using WhatsApp.
There are three main obstacles to the use of technology in ELT. First is the availability of technology and internet connection in the classroom. Second is teacher techno-phobia. The final, and perhaps the biggest problem, is knowing how to use it for language learning purposes.

WhatsApp or similar messaging services can help overcome these obstacles. If our classrooms are not well equipped, we can take advantage of the technology that students have on their phones, even if there is no internet available in class. Many activities can be set up by the teacher and extended beyond the classroom when students later link to Wi-Fi. Alternatively, students can show each other their phones at different stages of activities.

Many self-confessed, techno-phobic teachers that I know use WhatsApp on a regular basis in their private lives, so already feel quite comfortable with it. However, the trick is to set up activities that make students do all the work without the teacher needing to share contact details. Each student needs to have a WhatsApp buddy in the class who they communicate with via WhatsApp and carry out the activities.

Here are 25 ideas of how to make good use of WhatsApp for language learning. WhatsApp was the starting point for these ideas, but teachers will see that other applications and messaging services will work just as well. For these activities, I make use of the following five features: text, photo, video, audio and emoji.

Philip Haines moved to Mexico from England in 1995 and currently works as the Senior Academic Consultant for Oxford University Press Mexico. He has spoken internationally in three continents and nationally in every state in Mexico. Philip is the author/co-author of several ELT series published in Mexico.

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25 ideas for using WhatsApp with English language students | OUP

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There are three main obstacles to the use of technology in ELT. WhatsApp or similar messaging services can help overcome these obstacles.

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VATESOL is doing weekly town hall meetings for ESOL instructors in Virginia. It is open to member and non-members. Their teaching resources page has information about accessing the town hall meeting as well as a link to a Google Doc with notes from previous meetings. There are a lot of resources in the notes that instructors have shared.

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Weekly Zoom Link: https://virginiatech.zoom.us/j/603866095 Google Doc to Submit Topics/Questions: VATESOL Town Hall Meeting Topics/Questions Also, if you have a particular need, please email us at vatesol@gmail.com. We are happy to help! If we don't know the answer, we will help you find people who do. We are here to support each other as we all quickly adapt to meeting our students' needs across the state.

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Weekly Zoom Link: https://virginiatech.zoom.us/j/603866095 Google Doc to Submit Topics/Questions: VATESOL Town Hall Meeting Topics/Questions Also, if you have a particular need, please email us at vatesol@gmail.com. We are happy to help! If we don't know the answer, we will help you find people who do.

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Freely available online resources for adult learners: The LINCS Learner Center connects you to free online resources to reach your life goals. Choose a goal to learn how to read, get job skills, and more.

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Check in regularly to see our updated resource list

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Check in regularly to see our updated resource list

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VALRC staff and our statewide teacher leader group are regularly updating the database with resources we have found useful in delivering both online and face-to-face adult education instruction.

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Some of you may have attended one of GEDTS' Working at a Distance webinars this week; the webinar and resource lists are now archived on ged.com. Most of the resources reviewed are on their COVID-19 Educator Support page; there's also a COVID  FAQ page for students. Let us know if you have found any of GEDTS' recommended resources (some are already on our list) particularly helpful, or if you have questions about them!

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Remote Learning Via Students' Mobile Phones

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Remote Learning Via Students' Mobile Phones

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This resource was put together by an ESOL instructor in California and posted to LINCS. It gives an overview and explanation of different apps/technology that are available that students can access on their cellphones. Access to technology was a concern, and these ideas could help to bridge some of those gaps.

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VALRC's Resources for Remote Adult Education Programming

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VALRC's Resources for Remote Adult Education Programming

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This site is being consistently updated with new resources and discussion among program managers and teacher leaders from around Virginia.

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As we learned from Doc Brown at AE&L 2020, "You've got to reach em to teach em."

This resource repository is designed for adult education program managers as a single source of updates and a way to discuss and share information on the innovative ways Virginia's adult education programs are keeping their virtual doors open.

Bookmark this site and check in for announcements on this home page where we will share information about upcoming live conversations and dynamic resources. Click on the tabs above to post and discuss specific ideas and resources about teaching and learning and about managing programs remotely. The VALRC and VDOE will monitor the site daily.

"If there is a silver lining in this crisis, it may be that the virus is forcing us to use the internet as it was always meant to be used - to connect with one another, share information and resources, and come up with collective solutions to urgent problems." Kevin Roose NYT

facilitated by Katie Bratisax and Joanne Huebner at the Virginia Adult Learning Resource Center

Note: You will notice on this page and the Software/Curriculum Offers page the icon for Really Simple Syndication (RSS) and a link to Subscribe to posts. If you want to be updated on new information without having to check back daily, you can subscribe to the RSS feed and receive updates through an RSS Reader. If you would like to learn more about RSS and how to use this tool, please watch this YouTube video.

posted Mar 24, 2020, 8:16 AM by Joanne Huebner

Open Discussion on Distance Education, Part 2

posted Mar 17, 2020, 12:34 PM by Joanne Huebner

Register here: Open Discussion on Using Distance Learning, Part 2 - Friday, March 20 12:30 - 2:00 p.m.

Register here: Open Discussion on Using Distance Learning, Part 3 - Friday, March 27 12:30 - 2:00 p.m.

Register here: Open Discussion on Using Distance Learning, Part 4 - Friday, April 3 12:30 - 2:00 p.m.

After registering, you will receive a confirmation email containing information about joining the meeting.

posted Mar 17, 2020, 9:57 AM by Joanne Huebner

Open Discussion on Using Distance Learning if Schools Close

posted Mar 17, 2020, 9:55 AM by Joanne Huebner

This Google Doc was shared during the Friday, March 30 Open Discussion on Distance Learning by Jenna Kelly and Katie Bratisax. It contains links to policy and background information for distance education, AE&L presentations associated with distance education, and curated professional development, free resources, and tips. Check back often for continued updates. If you have difficulty accessing the document, please email Katie Bratisax for assistance.

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Resources for Remote Adult Education Programming

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As we learned from Doc Brown at AE&L 2020, "You've got to reach em to teach em." This resource repository is designed for adult education program managers as a single source of updates and a way to discuss and share information on the innovative ways Virginia's adult education programs are keeping their virtual doors open.

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ProLiteracy: Continuing Instruction at a Distance

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ProLiteracy: Continuing Instruction at a Distance

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These resources, tips, and platforms can help your program and learners continue learning from a distance during a time of health crisis and uncertainty.

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These resources, tips, and platforms can help your program and learners continue learning from a distance during a time of health crisis and uncertainty.

Tools and Platforms

Zoom

A web-based software that allows groups to communicate via phone and/or video. A webinar version also allows users to share their screens, allowing programs to show documents needed during instruction. During the pandemic, for the free, basic version of Zoom, the 40-minute time limit has been lifted. Apply online at https://zoom.us/pricing.

Free Conference Call

Free Conference Call is a conference call solution which allows up to 1,000 participants to participate in a phone conference for free. There is a web-based version which allows for screen sharing, which gives instructors the ability to show learners documents needed for instruction.

Backchannel Chat

Backchannel Chat is a free, online, text-based class discussion tool that is designed to support instructors. Backchannels are great for facilitating participation in classroom discussions.

Google Hangouts

Google Hangouts is an easy-to-join way to conduct video calls between instructors and learners. Google is now rolling out free access to the advanced Hangouts video-conference capabilities for education customers until July 1. Click here to learn more.

Skype

Similar to Zoom or other software, Skype is an easy way for instructors and leaners to communicate. You can download and access Skype for free.

While this is not an exhaustive list, these are some of the more popular, free tools to explore for helping programs continue communication between administrators, instructors, and learners.

Resources for Helping Learners Access the Internet

EveryoneOn offers broadband service to income-eligible families (for example, those that qualify for free or reduced school lunch, or who live in public housing) at a cost of around $10-12 per month (varies from state-to-state). Some states also offer very low-cost laptops or desktops ($100-200).

Several internet providers are offering discounts or free internet services during the time of the pandemic:

Comcast offers income-eligible families internet access at $10-12 per month. However, they are now offering this low-cost service for free for the next 60 days. internetessentials.com/

AT&T is waiving data overage fees to all customers so that families and students can stay connected during the pandemic. They will not terminate service of any customer over the next 60 days. All AT&T consumer home internet wireline customers, as well as Fixed Wireless Internet, can use unlimited internet data. Additionally, AT&T will continue to offer internet access for qualifying limited income households at $10 a month through the Access from AT&T program.

Xfinity WiFi hotspots across the country will be available to anyone who needs them for free-including non-Xfinity customers. For a map of Xfinity WiFi hotspots, click here.

Verizon is waiving late fees and committing to no discontinuation of service during the next 60 days. Visit verizon.com/about/news/our-response-coronavirus for information about Verizon's services during the pandemic.

Libraries

Internet access in public libraries is also free. Of course, libraries are closing as well. Learners are able to use portable devices just outside libraries even when they are closed.

Digital Solutions Available for Continuing Instruction from a Distance

From New Readers Press, ProLiteracy's Publishing Division:

New Readers Press Online Learning -Free 90-day pilots available for online Pre-HSE, GED® test prep, and HiSET® exam prep courses to keep your learners on track to reach their HSE goals.

Leamos™ (Let's Read)-A pre-ESL online literacy course that teaches non-literate Spanish-speaking adults to read and write and to prepare them for English language learning.

Learning Upgrade -Free 4-month pilots available for an app that provides over 900 English and math CCRS-aligned lessons to help accelerate growth in literacy, ESL, ABE, and HSE classes. Special expansion packages available for providers with a current Learning Upgrade license.

News for You Online-FREE access to a weekly publication for adult learners that uses current event articles and human interest stories to engage learners' interest while building skills in reading, comprehension, and vocabulary. Use the courtesy password 22667F through April 30, 2020, to access News for You Online at https://www.newreaderspress.com/news-for-you-online. News for You Online includes a Tips for Teachers section where instructors can find the video How to Use News for You Online and other helpful resources. There are several articles related to COVID-19 with more being added in the coming weeks.

Voxy® -An ESL mobile learning platform that provides support for grammar, listening, reading, vocabulary, and writing. Additional features include navigational text in 14 languages, word banks, grammar guide, flashcards, and pronunciation practice.

For more information on any of the above solutions, please contact your local New Readers Press sales representative or Customer Service at (800) 448-8878.

While the above listed solutions are from New Readers Press, there are many other digital resources that can help facilitate distance learning. Some include:

CrowdED Learning:

CrowdED Learning provides free learning tools that reduce barriers for adult learners' education and employment while promoting persistence and lifelong learning in the digital age.

LINCS Learner Center:

The Learner Center links to federally-funded resources for learners. It is organized around goals such as "Learn to Read" or "Learn English." All resources are free, online, and ready for adult learners to engage with at any time.

USA Learns:

USA Learns is a free website to help adults learn English online.
COVID-19 quizzes below in English and Spanish
Futuro Sólido shares quizzes in English and Spanish to ounteract hysteria and promote smart decisions that will protect your employees, your workplace, and our society.
English quizzes: https://app.quizzify.com/demos/coronavirus-quiz https://app.quizzify.com/demos/coronaquiz-advanced Spanish quizzes: https://app.quizzify.com/es/demos/coronavirus-quiz https://app.quizzify.com/es/demos/coronaquiz-advanced
Tips for Providing Instruction from a Distance

Regardless of what platform or online instruction you provide, some additional tips for conducting learning include:

Keep in regular contact with learners. This can be done through phone, text, or email. Keeping in contact to remind learners about lessons or to make sure they're engaged is important.

Using a tool such as Zoom, Skype, etc. so that instructors and learners can meet "face-to-face" is best. Most of these tools also allow you to share documents or curricula you want the learner to focus on.

Stay on your current lesson plans as much as possible for consistency.

Use texting for a supplement to instruction

Send a short text that the learner can read and respond to

Send vocabulary words

Use supplemental instructional resources (such as those listed in this document) to keep learners engaged and practicing while learning from a distance

Use teleconference or phone conference systems (or simply phone calls) to practice conversation groups, especially for ESL learners

Additional Articles and Conversations Related to Providing Instruction from a Distance

Below are several articles and web pages that point to best practices and methods for teaching remotely:

The Literacy Information and Communication System (LINCS)

LINCS has facilitated an excellent discussion around many resources, tools, and tips for helping programs prepare to offer literacy instruction during the pandemic.

Click here to read the discussions.

EdTech Center New Website for Distance Education Support
In response to the need for adult educators to transition from in-person to distance teaching, the EdTech Center @ World Education has created a new website called Tips for Distance Learning, with resources to help adult basic skills programs scale up or launch distance education programs.

The site includes guidance on the first steps to take in planning, successful implementation (recruiting, onboarding, teaching, and assessing learners), and locating and evaluating online learning resources. We include information on how to meet virtually with students, links to offers for free or reduced online courses or curricula from publishers known to provide quality ABE learning resources, and a professional development events calendar

Download the
Continuing Instruction From a Distance info as a .PDF

Webinar: Learning Upgrade's Remote Learning Action Plan

Learning Upgrade and New Readers Press have a plan to help you continue delivering education remotely so students can continue to learn outside of the classroom. With many education providers now required to teach exclusively online, our plan enables you to provide all steps of instruction remotely with students using their smartphones or other devices. This starts with virtual training where we show you how remote students can self-enroll, how to view reports and assessments online, and how to reward achievement to keep students motivated and engaged.

Join us on Thursday March 19 at 2:00 EST to learn more. Click below to register.

https://zoom.us/webinar/register/WN_Hi8rmOEXRSK6hqmvKCECSA

Want to get started right away?

If you don't have a Learning Upgrade license, sign up for a free pilot.

https://www.newreaderspress.com/learning-upgrade-free-pilot

For education providers with a current Learning Upgrade license, we will be offering special expansion packages. Contact your local New Readers Press sales representative or customer service at (800) 448-8878.

Read More in our recent blog post

Share information with your learners, volunteers, and staff

ProLiteracy encourages everyone to prepare for, protect from, and prevent COVID-19.

Our friends at Cell-Ed have developed The Cell-Ed Coronavirus Guide in English and Spanish, available on any phone, that provides micro-lessons on what Coronavirus is, how to protect yourself from contracting it, and where to receive updated information. Share this guide with your learners today!

One of our member programs, Washtenaw Literacy, has generously created and shared a health literacy flyer written in plain language called "Wash-Wipe-Cover: Don't Infect Another" to help communicate and teach essential information about coronavirus. The health literacy flyer is available for download.

Free Resources from News For You

Many classes are being canceled due to the coronavirus.
News for You has made these free resources for you to print out and use anywhere: Additional Free Resources available for print, from News For You:

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These resources, tips, and platforms can help your program and learners continue learning from a distance during a time of health crisis and uncertainty. Zoom A web-based software that allows groups to communicate via phone and/or video. A webinar version also allows users to share their screens, allowing programs to show documents needed during instruction.

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Digital Promise Resources for Online Learning

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Digital Promise Resources for Online Learning

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This library of online learning resources is intended for educators and can be filtered by type, grade, and subject. All of the included resources are free and meet student privacy criteria.

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Online Learning Resources - Digital Promise

This library of online learning resources is intended for educators and can be filtered by type, grade, and subject. All of the included resources are free and meet student privacy criteria.

Questions? Feedback? Email COVIDresponse@digitalpromise.org.

Suggest an online learning resource

Product Description: Include suggested use (e.g. requires teacher facilitation, can be used independently by students, etc.), technology requirements (e.g. students must be registered through roster, bandwidth requirements), accessibility features, ELL supports, etc.

1:1 Cloud

1:1 Cloud offers filtering, MDM, classroom-management, and parental-controls for take-home 1:1 devices (Chromebooks, iPads, Windows and Macs). It requires teacher facilitation while students are using it. It can be assigned by a teacher and used independently by a student.
Students can use single sign-on (such as OneRoster).

Data Privacy

Resource Types

Grade

Subjects

Cost

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Online Learning Resources - Digital Promise This library of online learning resources is intended for educators and can be filtered by type, grade, and subject. All of the included resources are free and meet student privacy criteria. Questions? Feedback? Email COVIDresponse@digitalpromise.org. Product Description: Include suggested use (e.g.

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Find virtual and Interactive services, including resume writing tutorials, job search webinar, an online interviewing skills workshop, and links to job search and workplace preparation resources.

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CareerForce is providing services online and on the phone to help Minnesotans during the COVID-19 crisis.

While people are being urged to stay at home right now, businesses that provide essential and emergency services are still operating and hiring. If you have transferable skills, your work could protect others and help save lives.

Everyone hopes that current layoffs are just temporary, and that people will be rehired soon. But whether you're looking for work now or thinking ahead, here are some job search resources and services you can access from home.
CareerForce online workshops and classes

Resume Writing Online Workshop: This 19-minute video covers the tools you need to develop an effective resume.

Interview Skills Online Workshop: This 30-minute video takes you through the job interview process - how to prepare, what to expect during it, and what to do afterwards.

Job Search Webinar: This 70-minute video is an overview of job search best practices.

Online classes on LinkedIn and other topics are coming soon, so check back.

Other online resources

CareerForceMN: Explore this website and its broad range of information and services, including career guidance, job postings, help with job loss, and more.

Northstar Digital Literacy: Find free online assessments and lessons on common computer, software, and technology skills, including Word, PowerPoint, email, internet, social media, and more. Strongly recommended: Career Search Skills under Using Technology in Daily Life.

Online Learning Modules: On the Unemployment Insurance website, find eLearning classes about job search, networking, resumes and interviewing. (These are not accessible with a screen reader.)

Career One-Stop: Find videos and a broad range of job search resources on this U.S. Department of Labor website.

For personalized assistance

Email or call your local CareerForce location team. Find your nearest CareerForce team at www.careerforcemn.com/locations. Our staff can help you connect to job search resources, provide assistance with interviewing and resume writing, and help you navigate various government benefits.

If you have trouble connecting with your local CareerForce location, call the CareerForce Help Desk at 651-259-7501 or email careerforce@state.mn.us.

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CareerForce is providing services online and on the phone to help Minnesotans during the COVID-19 crisis. While people are being urged to stay at home right now, businesses that provide essential and emergency services are still operating and hiring. If you have transferable skills, your work could protect others and help save lives.

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Check out AE resources on our Symbaloo!

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AdultEd Teacher Resources

About this webmix :

This symbaloo contains teaching resources for adult educators, many suggested by our VA teacher-leader group. Find communication/distance learning tools as well as subject-specific online resources.

Symbaloo-ers that viewed the webmix above, also viewed:

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About this webmix : This symbaloo contains teaching resources for adult educators, many suggested by our VA teacher-leader group. Find communication/distance learning tools as well as subject-specific online resources. Symbaloo-ers that viewed the webmix above, also viewed:

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Our teacher leader group has shared instructional resources over the course of the last few months. We continue to update and organize the list. Take a look !

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How to Post and Keep the Conversation Going

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How to Post and Keep the Conversation Going

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Welcome! To make a post, double-click anywhere on the page, and then click on the round + button in the bottom right-hand corner of the page. You can also comment on post to respond to a specific question or idea.

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What strategies and/or tools are you using to stay engaged with learners?

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What strategies and/or tools are you using to stay engaged with learners?

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Some of you have written that you are texting students to make sure they are okay, sending them links and reminders to use mobile apps and free online resources, and trying to figure out ways to help them continue on with their learning goals. Please share your ideas, the tools you're using, and your stories of what's happening with your teaching!