Date: Wednesday, September 30
Time: 1:00pm – 2:15pm
Choice of 4 sessions:
NO ONE WAY: Teaching Methods, Learner Motivation and Thinking about our own Working Philosophy (B2-C2) 2-part session
In part one, we will discuss who our learner population is and what some of the special considerations are for teaching adult literacy/basic education learners. We will discuss the pros/cons of three proven teaching methods (1. logical sequencing, 2. discovery learning and, 3. social learning). Some practical “take-aways” will be included.
The second part builds on the first by discussing enhancing learner-motivating approaches (i.e., beyond methods). Including: 1. Self-directed learning, 2. liberatory learning, and 3. transformative learning. We will conclude with a reflective discussion of our own Working Philosophy. Practical “take-aways” will be included.
NOTE: Participants will be invited to complete learning contracts after each session to encourage discussion and reflection-on-practice.
Allan Quigley was inducted into the Adult Education Hall of Fame in 2012 and he has received multiple awards for his work in adult literacy. He began teaching in Northern Saskatchewan in 1972 and in Fort McMurray in 1973-75. He helped found the Saskatchewan College system, later administered ABE/ESL with the Saskatchewan government and, now retired, published extensively with Penn State then St. Francis Xavier University.
Session Threads: Adult Literacy, Essential Skills, Foundational Learners and Learning, Foundational Life Skills, Community Capacity Building, CALP-funded Family Literacy Programs, Learner Support Services, Learning Activities, Tutoring in Literacy and Foundational Learning (LFL), Workplace Literacy, Coaching & Modeling Strategies, Facilitation Skills, Inclusion, Diversity and Safer Spaces, Indigenous, Metis and/or Inuit Learning and Learners, Learner-Centred Assessment, Tutor Training, Instructional Strategies, Human Resources, Volunteer Recruitment and Retention, Programming Needs Assessment and/or Evaluation
Gathering to Learn: Strategies for Opening the Doors to Learning (C1-D1) - 2-part session
How we gather matters. The purpose of this session is to share, reflect and equip CALP staff with helpful ways to enhance the learning experience for Adult Foundational Learners, from that first initial contact to being an involved witness to a learner’s successful completion of a goal or dream.
CALP Staff will gain understanding of what it takes for a participant to find a learning opportunity, walk in the door, stay, and continue on their learning pathway. This understanding will come from the rich stories and data that our CALP communities across Alberta (both learners and staff) shared with us during a CLN funded research project called “Gathering to Learn”.
The workshop will take place over 2 days. Our first workshop will focus on Finding and Attracting learners, and our second workshop, on Engaging and Retaining learners. Participants will explore common barriers and triumphs learners face at each stage of the journey and discover the key things that really make a difference for the learner. In doing so, they will take away ideas that can be tailored specifically for their own learning environments, communities and contexts. Participants will also make connections with other CALP staff in the session as a result of our shared experiences and stories, thus expanding their own networks of support and community.
Corinne Zimmerman & Shauna Pivarnyik
The Gathering to Learn team is a multi-disciplinary group of women who have facilitated groups and workshops in communities in a variety of settings in Calgary and abroad. We work together on a Community Development team at Carya, a non-profit organization in Calgary, inviting, creating, and developing opportunities for people to build stronger lives and stronger communities.
Session Threads: Foundational Learners and Learning, Coaching & Modeling Strategies, Inclusion, Diversity and Safer Spaces
Increase Tech Efficiency & Reduce Stress! (C3) - 75-minute session
Who should attend? Everyone who wants to increase Tech Efficiency & Reduce Stress. AKA everyone who uses email, has a smartphone, works in an office or works alone, interacts with others and uses the internet!
You’re probably managing an overflowing inbox, trying to work on-the-go so you don’t miss a thing, attending meetings that could deliver greater value, while addressing ever-more demanding clients. No wonder you sometimes go home wondering what you accomplished.
Karen Turner - Symposium 2019 participants said: “Please bring Karen back, and give her more time! We covered a few time-saving tips, but we want more, a lot more!” Since 2001 Karen has helped 18,000+ working professionals turn wasted effort into productive time with less stress and greater satisfaction.
Purpose: Join us for critical time saving tips to maximize today’s technology in our current work environment to Increase Tech Efficiency & Reduce Stress.
This interactive hands-on session will address your work challenges and save you 90 min a day = 9 weeks a year, giving you:
Set-up your office and technology to do exactly what you want and need:
Participants will leave this session with technology customized to their unique requirements and their work management habits updated so they can Increase Tech Efficiency & Reduce Stress, saving them 90 mins a day to live their passion!
Session Threads: Basic Digital Skills, Coaching & Modeling Strategies, Digital Technology, Tools and Resources, Facilitation Skills, Instructional Strategies, Marketing and Social Media
Why Learners Stay or Leave Programs (C4) - 75-minute breakout session
It’s the start of a new term in your program . . . which of your learners is going to stay and who’s going to leave? In this session, we reflect on the value of in-depth program review to reveal which learners are being well-supported and which learners need additional, or different, supports. We explore ways of knowing your learners and their needs, determining whether your program can meet those needs, and how to find collaborators to help create a network of support for learners.
Heidi Grogan is a supervisor of community services with Catholic Family Services and was previously an educator in the Never Too Late program. She has worked with learners who have experienced trauma, poverty, addiction and mental health in community-based programs for the past 20 years, including Humanities 101 and Servants Anonymous Society.
Jeb Gaudet is an educator and tutor with Catholic Family Service’s Never Too Late program. He combines his experience as a researcher, mental health peer support facilitator, and instructor to support adult learners in their educational journey.
Purpose: The purpose of this session is to demonstrate the importance of identifying learner needs and the importance of collaboration and community in meeting those needs.
Session Threads: Foundational Learners and Learning, Inclusion, Diversity and Safer Spaces, Trauma-Informed Practices, Mental Health & Learning, Instructional Strategies