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ESL/CivicsLink Training Module

Implementation Model

There are three implementation models available for using ESL/CivicsLink: independent, facilitated, and study group.

Those users choosing the independent model complete the units on their own after a brief (1 day) review of materials. No specific assistance would be provided thereafter.

In the facilitated model, teachers receive a brief (1 day) review of materials and then are assigned one facilitator who would assist in any way possible.

Study Group

Why use a study group?

Research in adult education has shown that motivation to learn and to stay in programs is enhanced when adults work in collaboration with others and when learning is a process of mutual inquiry building upon prior learning and based upon personal goals. Participation in a study group is intended to put into practice teaching and learning strategies that enable collaborative learning. The training process extends over time to allow teachers a chance to implement what they have learned and to reflect on the process.

Purpose of a study group

Those teachers wishing to form a study group to work through ESL/CivicsLink need to decide why a study group approach would be preferable to other study models. Is there a specific issue, question or need shared by some teachers within the program that all would like to investigate? Would input from different teachers enhance the outcome of the investigation?

Once teachers have determined that there is a question they would like to investigate together, they need to develop a plan of action to meet that goal.

(For guidance on how to choose an investigative question, see "Investigating Practice" in the "Teaching Approaches in ESL" unit.)

Planning a study group

When planning a study group, teachers should:

• Form the group. A desirable number is between three and six. Roles within the group should be determined. Each member should have a specific role in the process; selecting a "chair" is a good idea; another group member could be the recorder, another could be responsible for arranging the meetings and discussions, etc...
• Determine how often the group should meet (at least once a week is recommended).
• Choose the units within ESL/CivicsLink that will help address these, according to the identified question or need, .
• Determine tasks for each group member to do. For example, a group's question might involve identifying which teaching approach is most appropriate for teaching a particular language issue (identified by the group). Within the Teaching Approaches unit, the three activities deal with three distinct teaching approaches. The group could divide themselves into three sub-groups and each sub-group could work on a different activity. The groups would work through the activities and apply the information and materials found within them to their own practice. They could then report the results of using that approach to the whole study group.

Outcomes

The materials and information provided in the units can help the group resolve their questions and meet the needs they identified at the beginning of the process. In each of the units, teachers are asked to think about and share their thoughts and experiences on what they have done to investigate the question.

Developing projects and lesson plans (found in each of the units) can be excellent collaborative activities that expand on the work done within the units and further help clarify the issue the group is focusing on. Completed projects and implemented lesson plans are concrete, measurable outcomes teachers can report on as a culmination of their investigation. The unit reflection and discussion questions, as well as the discussion boards in the Community Space are also useful tools for recording progress and outcomes as the investigation goes forward.