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View the slides from the Info Session.

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

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The Teaching the Skills That Matter in Adult Education project (TSTM) trains teachers to integrate the skills that matter to adult students using approaches that work across critical topics. Using the project's tools and training, adult education teachers can teach the transferable skills students need in these critical contexts.

The 9 skills that matter are:

Adaptability & willingness to learn

Communication

Critical thinking

Interpersonal skills

Navigating systems

Problem solving

Processing & analyzing information

Respecting differences & diversity

Self-awareness

The 5 topic areas are:

Civics education

Digital literacy

Financial literacy

Health literacy

Workforce preparation

The 3 approaches that work are:

Integrated & contextualized learning

Problem-based learning

Project-based learning

The following resources can help you to integrate these skills into your classroom.

Teaching the Skills That Matter Toolkit

The TSTM Toolkit was developed by adult education experts to support teachers in using approaches that work to help students gain the skills that matter. The toolkit has seven sections:

The Overview section introduces the key toolkit components;

Five topic-based sections each including an issue brief, a case study, lesson plans, and an annotated bibliography; and

The Other Tools and Resources section, which has additional tools and resources to support the integration of the skills into your instruction.

What Past Participants Have Said

TSTM Benefits

Implement research and evidence-based units/lessons that support standards-based instruction and the skills that matter for students

Collaborate and become part of a learning community with adult educators from other states focused on improving instruction

Developed units and lesson plans based on effective elements of instruction

Receive individualized coaching from national content experts

Collaborate with other state professional developers and project experts

Build on current instructional skills that matter for ABE and ELA students

TSTM States Map

Over 30 states have been TSTM trained. To find out what is happening in your state with TSTM implementation, please contact your state PD leader.

Background and Contact Information

The Workforce Innovation and Opportunity Act (WIOA, Pub. L. 113-128, July 2014), the first major reform in the publicly funded workforce system since 1998, increases access to employment, education, training, and support services for individuals, particularly those with barriers to employment. Title II of WIOA, the Adult Education and Family Literacy Act (AEFLA), presents an extraordinary opportunity to improve the quality of life for individuals with low skills. WIOA Section 203 encourages programs to provide instruction tied to "activities, programs or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment." (WIOA, Pub. L. 113-128, Section 203, July 2014).

Based upon public comments received during the WIOA rule-making process, technical assistance conversations with states, and ongoing community of practice conversations in LINCS, it is clear to OCTAE that adult education teachers need support and training in how to meaningfully integrate these skills (i.e., the skills that matter) into regular adult education classroom instruction.

Teaching Skills That Matter in Adult Education is being conducted by the American Institutes for Research, under contract to the U.S. Department of Education. For more information, please email tstm@air.org.

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Teaching Skills That Matter in Adult Education

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The Teaching the Skills That Matter in Adult Education project (TSTM) trains teachers to integrate the skills that matter to adult students using approaches that work across critical topics. Using the project's tools and training, adult education teachers can teach the transferable skills students need in these critical contexts.

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CrowdED Learning: EdTech Maker Space + SkillBlox

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CrowdED Learning: EdTech Maker Space + SkillBlox

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CrowdED Learning is now a project of the EdTech Center@ World Education !

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Register for the first EdTech Maker Space Meeting! 

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Register for the first EdTech Maker Space Meeting! 

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Welcome! You are invited to join a meeting: Teaching Skills That Matter EdTech Maker Space Meeting #1. After registering, you will receive a confirmation email about joining the meeting.

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During our first meeting, we'll get oriented to the goal of our project. This includes learning more about teaching the skills that matter in adult education, using Open Educational Resources (OER), and the process of curating and organizing OER into the TSTM topic areas.

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Our Work

"Technology-enabled instruction" uses online tools and methods to make learning available to a wide population of learners. It holds promise as a way for adults to have better access to high-quality learning both in and out of the classroom.

The CREATE Adult Skills Network (the Network) is developing a research base about effective ways to use technology in adult learning. It develops, adopts, and evaluates interventions that use technology to build adult learners' skills and improve their academic outcomes. The Network's activities and resources guide practitioners, educators, researchers, and policy and funding stakeholders in their work using technology to support adult skills programming.

Our Approach

Collaboration - The Network brings researchers together with adult education stakeholders, like instructors and policy makers, to develop and share best practices in technology-supported interventions.

Knowledge Building - The Network research teams conduct studies to better understand how to develop and use technology to support adult learning.

Dissemination - Through its wide array of partners, the Network shares research updates at webinars and conferences and in reports.

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"Technology-enabled instruction" uses online tools and methods to make learning available to a wide population of learners. It holds promise as a way for adults to have better access to high-quality learning both in and out of the classroom. The CREATE Adult Skills Network (the Network) is developing a research base about effective ways to use technology in adult learning.

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Welcome! You are invited to join a meeting: Staying Healthy EdTech Maker Space Showcase. After registering, you will receive a confirmation email about joining the meeting.

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Welcome! You are invited to join a meeting: Staying Healthy EdTech Maker Space Showcase. After registering, you will receive a confirmation email about joining the meeting.

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Free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.

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Streamlined career search and discovery for students and job seekers. Includes a built-in interest assessment and access to training, education, and job opportunities. Straightforward, easy-to-read one-page career reports help guide individuals' next move on their road to a satisfying career.

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TV411 looks at the fine print in a "too good to be true" credit card offer.

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Before your naturalization interview, study for the English and civics test by using our free resources to help you prepare.
English Test Overview
For the English portion of the naturalization test you must demonstrate an understanding of the English language, including the ability to read, write, and speak basic English.

Your ability to speak and understand English will be determined by a USCIS officer during your eligibility interview on Form N-400, Application for Naturalization.

For the reading test, you must read out loud one out of three sentences correctly to demonstrate an ability to read in English.

For the writing test, you must write one out of three sentences correctly to demonstrate an ability to write in English.

Civics Test (2008 Version)
The civics portion of the naturalization test is an oral test. The USCIS officer will ask you up to 10 questions from the list of 100 civics test questions. You must answer 6 questions correctly to pass the civics test.

For more information, refer to the USCIS Policy Manual Volume 12, Part E, English and Civics Testing and Exceptions, Chapter 2, English and Civics Testing
65/20 Special Consideration
If you are 65 years old or older and have been living in the United States as a lawful permanent resident of the United States for 20 or more years, you may study just the 20 questions that have been marked with an asterisk (*). You may also take the naturalization test in the language of your choice. For more information, see exceptions and accommodations or the USCIS Policy Manual Citizenship and Naturalization Guidance.

Note: On the naturalization test, some answers may change because of elections or appointments. You must answer the question with the name of the official serving at the time of your naturalization interview. For the answers to these specific questions, please visit the Civics Test Updates page.

Sign up to receive Citizenship Resource Center email updates.

Search below for civics flash cards, interactive practice tests, study booklets, videos and more. You may purchase USCIS products and publications from the U.S. Government Bookstore.

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Before your naturalization interview, study for the English and civics test by using our free resources to help you prepare. English Test Overview For the Engli

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https://applieddigitalskills.withgoogle.com/en/teach?gclid=Cj0KCQjwma6TBhDIARIsAOKuANyC9Ym9512HsSkEGolpHt6qBj3X0QDxOmn9770orvPIpGSwmLN4Pg8aApLPEALw_wcB

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Free of charge, flexible and ready-to-use

Adapt our video-based lessons for remote or in-classroom teaching, free of charge

Project-based curriculum

Students leave with a useful project, like a presentation, a resume or a research plan

Skills for school, work and life

Teach the 4 C's: communication, collaboration, creativity, and critical thinking

Connect with Google Classroom

Connect Applied Digital Skills with Google Classroom to import your roster and more

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Digital Teaching Tools - Applied Digital Skills

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Adapt our video-based lessons for remote or in-classroom teaching, free of charge Students leave with a useful project, like a presentation, a resume or a research plan Teach the 4 C's: communication, collaboration, creativity, and critical thinking Connect Applied Digital Skills with Google Classroom to import your roster and more

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In this new Private i History Detectives unit, Elementary students analyze primary sources to discover how Constitutional Amendments attempted to address slavery's wrongs, how the courts challenged unfair laws, and how individuals and groups fought for civil rights.

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In this new Private i History Detectives unit, Elementary students analyze primary sources to discover how Constitutional Amendments attempted to address slavery's wrongs, how the courts challenged unfair laws, and how individuals and groups fought for civil rights.

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Want to test what you know? Complete any of the following online assessments.

If you want to save your results to a Northstar location,

If you are not part of a Northstar location yet, but would like to earn a certificate for passing the assessments, find a Northstar location near you.

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Improve your computer skills and prep for your future!

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Did You Miss Our Conversation with Michelle R. Weise?

"From an institutional perspective, how we move towards a transformation of the scaffolding of learning is really hard without any resources to turn to. This is where the Personal & Workplace Success Skills Library is so helpful."

- Michelle R. Weise, author of Long Life Learning: Preparing for Jobs That Don't Even Exist Yet

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Personal and Workplace Success Skills | Skills for Employability

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Did You Miss Our Conversation with Michelle R. Weise? "From an institutional perspective, how we move towards a transformation of the scaffolding of learning is really hard without any resources to turn to. This is where the Personal & Workplace Success Skills Library is so helpful." - Michelle R.

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3.12.1 Evaluate the validity of health information, products, and services.

3.12.2 Use resources from home, school, and community that provide valid health information.

3.12.3 Determine the accessibility of products and services that enhance health.

3.12.5 Access valid and reliable health products and services.

8.12.1 Utilize accurate peer and societal norms to formulate a health-enhancing message.

8.12.2 Demonstrate how to influence and support others to make positive health choices.

8.12.3 Work cooperatively as an advocate for improving personal, family, and community health.

8.12.4 Adapt health messages and communication techniques to a specific target audience.

National Strategies that Align with the SHARE Curriculum

AH-2 Increase the proportion of adolescents who participate in extracurricular and/or out-of-school activities.

AH-3.2 Increase the proportion of parents who attend events and activities in which their adolescents participate.

Goal 1 Awareness - Increase awareness of the significance of health disparities, their impact on the nation, and the actions necessary to improve health outcomes for racial, ethnic, and underserved populations.

Strategy 2: Develop and support partnerships among public, nonprofit, and private entities to provide a comprehensive infrastructure to increase awareness, drive action, and ensure accountability in efforts to end health disparities and achieve health equity across the lifespan.

Goal 2: Leadership - Strengthen and broaden leadership for addressing health disparities at all levels.

Strategy 7: Invest in young people to prepare them to be future leaders and practitioners by actively engaging and including them in the planning and execution of health, wellness and safety initiatives.

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Guides: Project SHARE Curriculum: Health Literacy

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The Health Sciences and Human Services Library is a dynamic institution providing access to digital and print information, and fostering the life-long learning skills essential for health and human services professionals to succeed in the information intense environment of the 21st century.

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Home : Occupational Outlook Handbook: : U.S. Bureau of Labor Statistics (bls.gov)

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The Occupational Outlook Handbook is the government's premier source of career guidance featuring hundreds of occupations-such as carpenters, teachers, and veterinarians. Revised annually, the latest version contains employment projections for the 2022-32 decade.

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Northstar Literacy and Applied Digital Skills

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The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.

State Partnerships

Visit our states page to find more information about any of our state partners or new resources and information for all states.

State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin.

Stay Connected to CSEFEL: sign up for our electronic updates

Pyramid Model

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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There are three ways to approach the Implicit Bias Module Series:

To obtain certification required by your Institution or Agency: Complete the 4 training modules and then go to Module 5, to test your knowledge and receive the certification via email.

Individual Module Verification: Select this option if your workplace/agency asks you to take individual or specific module(s) of this series. Go to that module, complete it and take the quiz via link provided at the end of each module. An email will be sent to verify completion of the individual module.

Anonymous Training: If you do not need any certificate or verification for going through the modules, you may still use the same quiz links provided after each quiz. No identifying information will be asked, and no email will be generated verifying the outcome.

Welcome

Welcome to the Kirwan Institute for the Study of Race & Ethnicity's Implicit Bias Module Series. At the Kirwan Institute at The Ohio State University, we are committed to the creation of a just and inclusive society, where all people and communities have the opportunity to succeed. Our commitment to this mission is why we work so hard to understand and overcome barriers that prevent access to opportunity in our society, such as implicit bias and racial disparities in our education system.

This course will introduce you to insights about how our minds operate and help you understand the origins of implicit associations. You will also uncover some of your own biases and learn strategies for addressing them. Each module is divided into a short series of lessons, many taking less than 10 minutes to complete. That way, even if you're pressed for time, you can complete the lessons and modules at your convenience.

We are excited that you are starting this process to explore implicit bias and what its operation means for your decisions and actions. Thank you for joining us!

About Us

The Kirwan Institute for the Study of Race and Ethnicity is an interdisciplinary engaged research institute at The Ohio State University established in May 2003. As a racial equity research institute, our goal is to connect individuals and communities with opportunities needed for thriving by educating the public, building the capacity of allied social justice organizations, and investing in efforts that support racial equity and inclusion. Here at the Kirwan Institute, we do this through research, engagement, and communication.

The Race and Cognition team at the Kirwan Institute would like to give thanks to all of those involved in the process of creating and launching the Online Implicit Bias training. Countless hours have been dedicated to the creation of the modules and we do not take that for granted. There are several people we would like to show an additional level of gratitude to:

Frequently Asked Questions
Why focus on implicit rather than explicit bias?
Although our modules focus primarily on implicit bias, Kirwan acknowledges that inclusion and equity efforts must also address explicit bias and discrimination in order to create real change. Our explicit and implicit attitudes are related constructs, and many times peoples' implicit and explicit attitudes are in alignment.

However, even though concepts are related, they are distinct. Someone can act in a biased manner based on their implicit associations, even if they do not indicate an explicit preference for certain individuals or groups. Learning about implicit bias provides a lens to help examine the causes of racial, gender, or other social disparities, even in the absence of explicit intent to discriminate or cause harm.
How long will it take me to complete these modules?
While everyone works at a different pace, these modules should take participants roughly 45 minutes to 1.5 hours to complete, depending on the time spent on activities and supplemental exercises.
Can I embed these training videos into my website?
The Kirwan Institute carefully tracks and uses data collected from this module series. While the embedding of these videos is restricted by the Kirwan Institute, we do allow organizations to iFrame this module series. The code to accomplish this is:

<iframe src="https://kirwaninstitute.osu.edu/implicit-bias-training" height="1000" width="1400" title="Implicit Bias Training"></iframe>
Are these modules supported by research?
Yes. The methods and research shared in these modules is supported by our annual flagship publication, the State of the Science Implicit Bias Review. Each year, Kirwan researchers compile studies on the subject of implicit bias into an interdisciplinary literature review in a format that is accessible and easy to understand from a wide range of academic and professional backgrounds.
Does implicit bias reflect my beliefs about equity or inclusion?
We will get more into this during Module 1, but our implicit preferences do not necessarily align with our explicit beliefs. For example, one can believe in equality of all people and still hold a pro-self-identity bias. Importantly, some people possess implicit attitudes that do not align with their own held identities.
If I didn't intend to be biased in the first place, how will learning about implicit bias help?
Becoming aware of what biases you possess and the decisions that are most likely to be influenced by our unconscious processing can help you build interventions and strategies to prevent the expression of bias and unwanted outcomes. Our training also includes information about empirically based interventions to both reduce the expression of bias and alter the associations we possess.
What is the connection between implicit bias and how people act?
Implicit bias has been shown to impact decision-making across a wide array of sectors, including employment, medicine, and education. However, there are limitations to the extent to which unconscious biases can predict individual behavior. People with an implicit preference for one identity may not act on this bias or make biased decisions, much of this depends on the circumstance.
Does this training apply to me if I don't have implicit bias?
We will touch on this during the modules, but because biases can be activated across a wide-range of identities, we all hold some implicit preferences. However, even people without an implicit preference can still act in ways that produce discriminatory behavior, such as not speaking up when they see bias in their environment. This need to translate knowledge into action is why Kirwan also emphasizes the importance of being an Active Bystander.
Will these modules eliminate bias?
These modules are not designed to eliminate bias. Rather, we hope that an awareness of implicit bias and how it operates will help participants engage in more equitable decision-making practices and behaviors. These strategies to reduce the expression of bias are only one piece of the puzzle and should be complemented by policies and strategies to address institutional and explicit discrimination.
I'm not a K-12 educator, are these modules for me?
This module series includes examples and activities that are uniquely tailored to the experience of those who work in a K-12 education setting or closely-related field. However, much of the content in Modules 1, 3, and 4 are generalizable enough to apply to most audiences.

Module 1: Introduction

In this first module, you will be introduced to the basics of implicit bias:

What is meant by "implicit" or "unconscious" associations or biases?

How are implicit biases different from explicit biases?

What does it look and/or feel like when implicit associations operate?

How do our biases form?

Why does all of this matter?

You are encouraged to complete each lesson in order and at your pace. Each lesson is followed by a quick check-in question that will help us gauge your understanding thus far.

We hope you enjoy this first module!

Module 1: Recap

Implicit bias operates outside of our conscious awareness.

Implicit bias is unconscious, automatic, and relies on associations that we form over time.

We can form bias toward groups of people based on what we see in the media, our background, and experiences.

Our biases reflect how we internalize messages about our society rather than our intent. Nevertheless, we can still act on our biases in ways that can harm others.

Module 2: Recap

Implicit bias can turn even our best intentions into unwanted outcomes.

Teacher's implicit biases can impact their perceptions of the quality of students' work and the teaching strategies they choose to implement.

Implicit biases can impact perceptions of students behavior and is a contributor to racial differences in school discipline outcomes-particularly between Black and White students.

Institutional and historic patterns of inequity within the education system contribute to the manifestation of implicit bias in schools. A targeted approach to address the negative effects of implicit bias must also include strategies to address these systemic issues.

Take the IAT!

You can find out your own biases by taking an implicit association test at: https://implicit.harvard.edu/

All tests are free and take roughly 5 minutes

Try taking 2-3 tests and reflect on your results

Module 3: Recap

There are two main ways in which we measure implicit bias. We can understand our biases through examinations of our behavior and by looking at how our brain is activated through the use of imaging technology.

One of the most utilized behavioral assessments of implicit bias is the Implicit Association Test (IAT), which measures if there are positive or negative attitudes toward a particular concept or social group.

You can better understand your own biases by taking the IAT, available at https://implicit.harvard.edu/

It is important to reflect on your results. Consider how your background and personal experiences may have impacted your results.

Our Brains are Malleable

In this process of understanding what implicit bias is and getting to learn about our own biases, it is normal to start to feel like they are too deeply ingrained in our thoughts and actions to be able to combat their effects. However, as more research comes to light, we are able to find more and more ways to either lessen the effects of bias, or change the biases themselves. Although the latter is certainly a larger undertaking, it is very possible to do so. In the same way that our implicit biases were learned over time, we can disrupt this process with intention, attention and time.

This is because the neural connections between our associations get stronger as we take in more information that confirms our stereotypes or biases. By paying better attention to what we are exposed to and making the intentional choice to seek out experiences that go against our biases, we are able to disrupt this automatic chain of events, and those physical connection in our mind can be weakened. Two interventions we will be talking about later-mindfulness and intergroup contact, have shown the ability to not only stop the manifestation of these biases, but alter the implicit biases we possess.

Module 4: Recap

There are long term strategies and changes that we can engage in to reduce our unwanted biases, such as mindfulness and intergroup contact.

One of the best ways to prevent and intervene against bias, is by knowing when you are more susceptible to acting on it, such as moments of high ambiguity, subjectivity, or stress.

Knowledge about the operation of implicit bias can help inform the individual and institutional approaches you take to address inequitable outcomes in your classroom or school.

Learning about implicit bias provides a lens to help examine causes of racial, gender, or other social disparities, even in the absence of explicit intent to discriminate.

How long will it take me to complete this certificate process?
While everyone works at a different pace, this test should take individuals roughly 20-40 minutes to finish, depending on the time spent on the open-ended reflection questions.
How does this certificate process work?
There are roughly 30 questions in the test, including 16 graded questions, a number of open-ended reflection questions, and some demographic questions. Individuals will need to earn a minimum of 14 points out of 16 to get a certificate to verify actual completion of the Implicit Bias training modules. Participants will be asked to enter their name, email address at the beginning of the test. For those who pass the test, an email containing information verifying their completion of the Implicit Bias training modules will be sent automatically to the email address they entered.
What if I do not pass the test at 80%?
This certification process requires a minimum of 14 points out of 16 to pass. Individuals who score less than 14 points will need to retake the test if they would like to get a certificate of their actual completion of the Implicit Bias training modules. For those who do not wish to retake the test, we also offer to send an email to verify that they have at least gone through the training. All individuals will be able to indicate their choice once the score is displayed.
How many times can I take the test?
Individuals may take the test as many times as they would like. However, retaking the test too quickly without any review will be flagged in our completion report as it is indicative of false learning through simple repetition. It is recommended that individuals allow at least 30 minutes before restarting the test and take time to refresh their knowledge on implicit bias by going through the modules again.
Why can't I find the email verification of completion?
Emails sent from Kirwan Institute through Qualtrics systems can sometimes end up in your spam folder or "Other" category in your inbox, please check these locations if you are having trouble locating the email of verification for the Implicit Bias training. If you are sure that you have completed the test and earned at least 14 points but still having trouble locating the verification email, please send your name to us at kirwan-admin@osu.edu. We will try to locate your score and other information in our completion report and get back to you as soon as possible.

Additional Resources

Downloads

State of the Science Implicit Bias Review

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There are three ways to approach the Implicit Bias Module Series: To obtain certification required by your Institution or Agency: Complete the 4 training modules and then go to Module 5, to test your knowledge and receive the certification via email.

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North Carolina Health Literacy -Health Sciences Library - University of North Carolina at Chapel Hill

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The North Carolina Health Literacy website serves as the information hub for health literacy resources and efforts at University of North Carolina at Chapel Hill, as well as throughout the state of North Carolina. Our work includes outreach to rural and underserved communities. We offer workshops an…

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People who are seriously ill have learned a thing or two about dealing with the health care system, according to an October 20, 2018 New York Times article.

For example: Bring your documents with you to doctor's appointments. Plan your questions in advance. Seek advice or help from a family member or friend who works in health care, or from others who have a similar health condition as you.

This is some of the advice that came from seriously ill people who responded to a survey by Harvard T.H. Chan School of Public Health, the New York Times, and the Commonwealth Fund.

Another piece of advice from more than half of those surveyed: Bring a friend or family member to every appointment. John Benson, senior research scientist in Harvard Chan School's Department of Health Policy and Management, who helped create the survey, told the Times that people who are very ill "need somebody who will be able to function who is not ill."

Read the New York Times article: Advice From Health Care's Power Users

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How best to navigate the U.S. health care system

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People who are seriously ill have learned a thing or two about dealing with the health care system, according to an October 20, 2018 New York Times article. For example: Bring your documents with you to doctor's appointments. Plan your questions in advance.

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Detailed descriptions of the world-of-work for use by job seekers, workforce development and HR professionals, students, developers, researchers, and more. Individuals can find, search, or browse across 900+ occupations based on their goals and needs. Comprehensive reports include occupation requirements, worker characteristics, and available training, education, and job opportunities.

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Laverne (Liz Torres) dispenses sound advice about reading over-the-counter medicine labels and prescription instructions.

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Digital Skills Library • Digital Skills Library

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https://playspent.org/

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Think you’ll never have to ask for help? Here’s your chance to prove it.

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Thanks to all of our member organizations and partners who have shared their lesson plans. If you would like to share a lesson plan that you have developed and successfully used with your students, we would love to hear from you.

Discovering Carrots
Lesson plan (PDF)
This interactive English literacy lesson, shared by Sharon Warner at the New Beginnings family literacy program, focuses on nutrition and can be used in an adult classroom or with younger learners.

Reading Nutrition Labels
Lesson Plan (PDF)
Step-by-Step Instructions (PDF)
This lesson for high intermediate and advanced English language learners, shared by Lori Cabrera at West Area Adult School, teaches students to answer the question, "How do you read nutrition labels, and why is it important to pay attention to them?"

Staying Healthy - An English Learner's Guide to Health Care and Healthy Living
Lesson Plan (PPT)
This presentation by Lisa Leiby of the Clay County Literacy Coalition is aimed at high-level ESOL students. It contains a series of four lesson plans which provide learners with a broad foundation in health literacy.

Health Literacy - Staying Healthy
Lesson Plan (PDF)
This health literacy lesson plan, shared by Richard Crutcher, is aimed at adult learners. It contains seven chapters and provides students with a basic understanding of what is entailed in staying healthy.

Coping With Stress
Lesson Plan (PPT)
This bilingual presentation by Vicki Granati and Dr. Sue Chance at El Sol Jupiter's Neighborhood Resource Center is appropriate for English language learners of all abilities. It details some of the sources and effects of stress, utilizing pictures to stimulate discussion, and goes on to share coping techniques.

Lesson Plans and Relevant Curricula
Teaching Heart Health Toolkit
This toolkit provides a listing of plain language resources and activities that you can easily add to your curriculum. Teach heart health with videos, reading texts, vocabulary activities, and interactive games including Jeopardy. Click here to download the Hearth Health Jeopardy game. (PPT)

Planning a Healthy Menu Using the Food Pyramid
Melissa M. Embacher
A detailed lesson plan for planning a complete and healthy meal.

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Health Literacy Lesson Plan Bank - Florida Literacy Coalition

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Thanks to all of our member organizations and partners who have shared their lesson plans. If you would like to share a lesson plan that you have developed and successfully used with your students, we would love to hear from you.

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The Finance Authority of Maine (FAME) helps Maine businesses and families achieve a brighter future through business and education financing.

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Jumpstart: Financial Skills for Students

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Jumpstart: Financial Skills for Students

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

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Author(s) Organizational Affiliation

Health and Adult Literacy and Learning Initiative, Harvard School of Public Health, and the National Center for the Study of Adult Learning and Literacy

This guide is designed to help adult educators to integrate health literacy skills into their current adult education instruction. The approach emphasizes literacy, numeracy and communication skills, and draws on the existing strengths of adult educators. It provides tools to conduct needs assessments and develop health literacy curricula, lessons, and evaluation plans. It includes an overview of skills to address, planning templates, and links to sample lessons from the Study Circle+ Guides.

Adult basic education or ESQL Teaching

This resource has great potential to be of value in the field of ABE, and the materials are easy and ready to use. Overall, this is an excellent lesson planning tool that is written in a clear, intelligible way and takes into account the entire program planning cycle from needs assessment to evaluation. It is inclusive of adult educators working in adult basic education, ESOL, and family literacy and clearly describes the value of including health literacy topics in adult education classes. I particularly like the use of photographs as tools in needs assessment, and that the lessons created by individuals using this tool can be tailored to different levels of students. The varied worksheets and planning tools made available in the document are clear and useful. Another valuable feature is the access made available to sample lessons.

The authors of this guide are known in the field of health literacy to produce thorough, thoughtful and high quality products, and this is certainly one of them.

In order to compliment the concept of learning transfer discussed in this guide, it may be helpful for readers to see Chapter 10 of Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators, trainers and staff developers. San Franciso: Jossey-Bass.

This site includes links to information created by other public and private organizations. These links are provided for the user's convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.

Please note that privacy policies on non-ED sites may differ from ED's privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.

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Health Literacy in Adult Basic Education: Designing Lessons, Units, and Evaluation Plans for an Integrated Curriculum

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This guide is designed to help adult educators to integrate health literacy skills into their current adult education instruction. The approach emphasizes literacy, numeracy and communication skills, and draws on the existing strengths of adult educators. It provides tools to conduct needs assessments and develop health literacy curricula, lessons, and evaluation plans.

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https://www.nmcareersolutions.com/vosnet/Default.aspx

Includes career exploration and resources.

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Career Solutions - New Mexico's official online portal to virtual job matching services, employment resources, the Unemployment Insurance system, and much more.

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Learn digital skills for free at your own pace, with personalised training designed to help you develop your career, market your business, and more.

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The Zinn Education Project is my compass in a sea of corporate textbooks, packaged common core curriculum and standardized testing. My entire curriculum is based on lessons that can be found on the Zinn Education Project.

High School Social Studies Teacher, Portland, Ore.

Your support is needed to help more students learn people's history. 100% of Zinn Education Project funding comes from individuals like you. Donate today.

By Ursula Wolfe-Rocca

From voter ID laws to voter-roll purges, gerrymandering to poll closures to the deadly in-person voting conditions during a pandemic, the right to vote is under attack and the stakes are high. It is critical that students learn about the fight for voting rights, past and present.

Nov. 30, 1924: Shirley Chisholm Born...

Teaching About the Violence in Palestine and Israel...

I can UNDERSTAND pessimism, but I don't BELIEVE in it. It's not simply a matter of faith, but of historical EVIDENCE. Not overwhelming evidence, just enough to give HOPE, because for hope we don't need certainty, only POSSIBILITY.

-Howard Zinn

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Zinn Education Project: Teaching People's History

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The Zinn Education Project promotes and supports the teaching of people's history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn's best-selling book A People's History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

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Contact US Digital Literacy Today

Our message:

Thank you for visiting
US Digital Literacy. Digital Literacy is important in education, the work force and generally for every internet user. While this site focuses on the educational side of Digital Literacy , it also provides many resources in an all in one website to help you tap into the exponential amount of resources available via the internet. At the bottom of each page you will find a slider of corresponding links to our favorite sites categorized by each page. We put our favorite top 20 sites at the bottom of this HOME page, so scroll through them at the bottom to bookmark your favorites too! Most of all, you should know that this website is a work in progress. We are adding to and modifying it every day. If you would like to subscribe for free to our blog posts and updates click this link now. Thanks again for supporting this site by sharing it with your friends! Digital Literacy and Media Literacy for Today's Learners
The definition of literacy has evolved in the 21st century. The basic definition of literacy means to be able to read and write. To be successful in today's digital world, literacy goes far beyond being able to read and write. What it means to be digitally literate has reflected the change in how information is processed, delivered, and received in today's highly connected world. The University Library of The University of Illinois defines digital literacy as:

The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information.¹
The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers. ²
A person's ability to perform tasks effectively in a digital environment... Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. ³

US Digital Literacy believes in supporting Instructional Technologists in every school to facilitate digital and media literacy instruction for all children and all teachers and staff. School systems should make provisions for a certified Instructional Technologist in every school to truly embrace 21st century education in their schools. All districts need to look forward to what will continue to transform education and what has only been a taste of the evolution of technology in the lives of our children.

While in her blog article "14 things that are obsolete in 21st Century Schools", Ingvi Hrannar Ómarsson states "The idea of taking a whole class to a computer room with outdated equipment, once a week to practice their typewriting skills and sending them back to the classroom 40 minutes later, is obsolete. Computers or technology should not just be a specific subject, that's not sufficient anymore but rather it should be an integral part of all the subjects and built into the curriculum." But be careful in your plans for that old computer lab, it does NOT have to be removed from the building, it simply needs a visionary at your school to help repurpose it. Regenerating a computer lab into a Maker Space, Reading Lab with devices, a SMART lab or other 21st Century space will help teachers understand the need to step out of dated practice.

"Technology must be like oxygen: ubiquitous, necessary, and invisible."

-Chris Lehmann, Principal of Science Leadership Academy

US Digital Literacy is dedicated to providing many resources for learners, teachers, principals, parents, and ALL education stakeholders to become better equipped in today's digital world. Please check back often for updates and new information about digital literacy.

Commitment to providing digital tools must come with a commitment to providing fidelity in instructional practice. US Digital Literacy focuses on Technological Pedagogical Content Knowledge (TPACK). TPACK is a framework to understand and describe the kinds of knowledge needed by a teacher for effective technology integration in their teaching. Guests of US Digital Literacy will find significant digital resources in addition to resources for pedagogy and content throughout this site. This video is a quick introduction to the dynamic framework, TPACK (Mishra & Koehler, 2006). For more specific information on TPACK, please visit http://tpack.org/. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.

US DIGITAL LITERACY is today's INTERNET resource for 21st Century Education

You can check out what is TRENDING today in Digital Literacy, 21st Century Skills, Bring Your Own Device, and Common Core by checking out the news links below. US Digital Literacy is your one stop web based network for all things trending in digital literacies. Add us to your list of favorites!

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J. H. Grigg, Ed.D.Texas Learning

We are extremely happy with this site for teachers. We now have one place to go to help teachers integrate technology into their learning. Thank you and best wishes from Texas Learning Consultants.

Kari Curran, Literacy CoachGovernor's Teachers Network at NCDPI

US Digital Literacy is my number one resource for best practices in classroom instruction and assessment! A phenomenal resource for teachers to select from a menu of web apps for their teaching practice. Partnering with lynda.com for just in time professional growth needs for teachers. This site was created by a teacher for other teachers.

Your Digital Footprint

We live in a digital age with an Internet economy that is growing exponentially. Close to 75% of Americans use the Internet as part of their daily jobs and careers. Our goal is to help educators teach students best and safe practices as they use the Internet and record their digital footprint. What you do on the Internet and think may have been deleted is still embedded in the social network DNA, so Internet users must think before they click! The best policy for protecting yourself is PRIVACY. Protecting your digital footprint is the most important thing you will learn using technology. THANK YOU again for visiting our site. Be safe and be smart!

Digital & Media Literacy

Technology in our daily lives

Most challenging in this millennium is our students know a lot more about technology than we do, and it is almost impossible to keep up with them! We are serving a new generation of students, often referred to as Digital Natives. They have grown up with technology and have been immersed in media rich resources. They are masters of multitasking. Today's students have revolutionized expectations in the classroom.

Digital Immigrants & Digital Natives

Digital Immigrants, that would be most of the teachers (but not all) do things like print our email, while the Digital Natives do not even use email any more! They use text AND Snapchat! We still get our news from the newspaper, and think a podcast is some kind of science fair project! Only a handful of teachers understand how technology is a not a subject to teach but rather a tool to use with a Digital Native to let them power up and apply real world problem solving to their curriculum. These teachers are often referred to as Digital Transients. Teachers must meet students where they are, they must aspire to use the language of technology to engage their digitized learner in our globally collaborative world. In doing so, teachers must help students become responsible digital citizens. Mike Ribble has two great books about this topic. Check out Raising a Digital Child and Digital Citizenship in Schools to learn more, both available at Amazon.com.

Media Literacy

According to The National Association for Media Literacy Education, media literacy is seen to consist of a series of communication competencies, including the ability to ACCESS, ANALYZE, EVALUATE, and COMMUNICATE information in a variety of forms, including print and non-print messages. Media literacy empowers people to be both critical thinkers and creative producers of an increasingly wide range of messages using image, language, and sound. It is the skillful application of literacy skills to media and technology messages.

Today's Students

Today's students must do more than memorize facts. Students must understand how to use digital tools to gather facts, interpret, analyze and create meaning, even create new meaning from the information they gather. Becoming truly literate means embracing a new framework of learning that layers core content into a world rich in digital and media literacies that will help students become future ready graduates in a globally collaborative world.

Highly Qualified Teacher Leaders

While using the digital tools is innate for most students, digital citizenship requires leadership and facilitation in our schools by highly qualified teachers. Unfortunately, many districts are resorting to untrained faculty, part-time assistants, and sometimes even no one to lead digital literacy at their schools. Schools must not turn their back on highly qualified teachers who are based in schools that are leading the digital transformation in education. Schools who use budget cuts as an excuse to cut these positions from their schools are doing a huge disservice to their students. Many systems have a team of highly qualified teachers in central office positions rather than working directly with students. This too is a disservice to our children. Educators qualified in Instructional Technology should be providing direct services in classrooms.

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Contact US Digital Literacy Today Our message: Thank you for visiting US Digital Literacy. Digital Literacy is important in education, the work force and generally for every internet user. While this site focuses on the educational side of Digital Literacy , it also provides many resources in an all in one website to help you tap into the exponential amount of resources available via the internet.

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The Finance Authority of Maine (FAME) helps Maine businesses and families achieve a brighter future through business and education financing.

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Great budgeting activity but limited to NM cities.
https://whyiwork.dws.state.nm.us/app/home.html

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Why I Work is a budget tool that shows you how much money you need to make to afford the things you want and need. Whether you’re looking for a new job, making long-term career choices, or both, knowing how much money you need to earn is very important in making employment and career decisions that are right for you. Here’s how it works:

Step 1: Choose the city that you want to live in.

Step 2: Choose the items that you want and need.

Step 3: We’ll add up your spending and show you how much you need to earn to cover your expenses.

Step 4: Connect to Career Solutions to learn about occupations that have an annual wage that pays that amount.

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Why I Work is a budget tool that shows you how much money you need to make to afford the things you want and need. Whether you're looking for a new job, making long-term career choices, or both, knowing how much money you need to earn is very important in making employment and career decisions that are right for you.

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The Zinn Education Project is my compass in a sea of corporate textbooks, packaged common core curriculum and standardized testing. My entire curriculum is based on lessons that can be found on the Zinn Education Project.

High School Social Studies Teacher, Portland, Ore.

Your support is needed to help more students learn people's history. 100% of Zinn Education Project funding comes from individuals like you. Donate today.

By Ursula Wolfe-Rocca

From voter ID laws to voter-roll purges, gerrymandering to poll closures to the deadly in-person voting conditions during a pandemic, the right to vote is under attack and the stakes are high. It is critical that students learn about the fight for voting rights, past and present.

Nov. 30, 1924: Shirley Chisholm Born...

Teaching About the Violence in Palestine and Israel...

I can UNDERSTAND pessimism, but I don't BELIEVE in it. It's not simply a matter of faith, but of historical EVIDENCE. Not overwhelming evidence, just enough to give HOPE, because for hope we don't need certainty, only POSSIBILITY.

-Howard Zinn

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Zinn Education Project: Teaching People's History

# data[].attributes.attachment_link.description
The Zinn Education Project promotes and supports the teaching of people's history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn's best-selling book A People's History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

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Question 1: Do we need to get approval for material we create? Question 2: Do we use your logo on these materials?

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Is anyone compensating teachers for participation?  I'm thinking there may be part-time instructors who would be interested in participating but they couldn't afford to spend the time without compensation.