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ABEA Course Competencies

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EDU 131

List of Competencies from EDU 131 Course Guide*

  1. Apply current research related to adult learning and development to delivering instruction to adult English language learners and adults with skills below 12th grade equivalency.
  2. Summarize applicable federal and state adult education legislation, USDOE initiatives, and movements in adult education.
  3. Discriminate between the types of education services available to adult English language learners and adults with skills below 12th grade equivalency.
  4. Compare and contrast adult and child learning theories to identify research- and evidence-based instructional methods and techniques appropriate for adult learners.
  5. Explain how adult learners" life experiences and circumstances can affect their participation in adult education.
  6. Evaluate the influence of family, culture and community on adult learners" expectations and learning, and use this information to deliver culturally responsive instruction.
  7. Analyze the connection between helping adult learners set and monitor goals to their persistence and motivation.
  8. Explain the metacognitive process and analyze strategies for developing metacognition in adult learners.
  9. Distinguish the elements of an instructional environment and climate that engage adult learners and promote purposeful learning.
  10. Describe local resources and support systems to minimize barriers in achieving educational and career goals for adult learners with special needs, e.g. adults with disabilities, skills at or below 3rd grade equivalency, immigrants and refugees at Student Performance Levels (SPLs) 0-2.
  11. Evaluate professional development options and resources for adult educators and develop a personal professional development plan.

EDU 132

List of Competencies from EDU 132 Course Guide*

  1. Describe and implement a process to support ABE, ASE and/or ESL learners in identifying, documenting, monitoring and revising personal, educational and career goals.
  2. Explain the purpose and use of formative and summative assessments. Identify specific standardized ABE, ASE and/or adult ESL assessments and describe their uses.
  3. Describe the process of providing accommodations for disabilities during instruction and assessment.
  4. Describe and implement a process to help adult learners understand and independently monitor academic performance and progress.
  5. Develop and document a profile for adult learners to inform instruction using information such as background, standardized assessment results, prior knowledge, learning preferences, and educational and career goals.
  6. Explain the instructor"s role in connecting adult learners to local resources that support them in achieving their personal, educational and career goals.
  7. Prepare written outcomes-based instructional plans that incorporate Webb"s Depth of Knowledge levels and align with the curriculum and learner goals.
  8. Demonstrate the contextualization of ESL, ABE or ASE instruction to address adult learners" personal, educational and career goals.
  9. Create an instructional environment that supports the development of metacognition.
  10. Utilize a variety of learner grouping strategies that address learning objectives.
  11. Relate to instruction the research and evidence-based practices that sustain motivation and promote persistence.
  12. Evaluate professional development options and resources for adult educators and develop a personal professional development plan.

EDU 133

List of Competencies from EDU 133 Course Guide*

  1. Evaluate the influence of the demographic profile and cultural norms and values of ABE and ASE learners and their instructors on instructional practices.
  2. Compare and contrast instructional techniques and resources appropriate for ABE and ASE learners.
  3. Identify a process for selecting level-appropriate instructional materials for ABE and ASE learners (e.g. print and electronic media).
  4. Apply results from two or more types of assessments for ABE and/or ASE learners to the planning and delivery of instruction.
  5. Deliver level-appropriate instruction using a written outcomes-based instructional plan that integrates Webb"s Depth of Knowledge levels and content areas across the curriculum.
  6. Contextualize instruction based on ABE and/or ASE learners" self-identified prior knowledge, and personal, education and career goals.
  7. Use technology to develop and deliver ABE and/or ASE instruction and provide learners with the opportunity to use technology to develop reading, writing and/or numeracy skills that address educational and/or career goals.
  8. Demonstrate knowledge of the writing skills adult learners need to complete each Educational Functioning Level (EFL) through the delivery of writing instruction appropriate to the adult learners" EFL.
  9. Demonstrate knowledge of the reading skills adult learners need to complete each Educational Functioning Level (EFL) through the delivery of reading instruction appropriate to the adult learners" EFL.
  10. Demonstrate knowledge of the numeracy skills adult learners need to complete each Educational Functioning Level (EFL) through the delivery of numeracy instruction appropriate to the adult learners" EFL.
  11. Apply instructional practices that support the development of independent ABE and ASE learners prepared to transition to the next step in their education and/or career pathway.
  12. Utilize a variety of learner grouping strategies that address learning objectives.
  13. Evaluate professional development options and resources for adult educators and develop a personal professional development plan.

EDU 134

List of Competencies from EDU 134 Course Guide*

  1. Demonstrate knowledge of the language acquisition process for adults.
  2. Differentiate the appropriate use of the adult learners" native language by the instructor or the learners during instruction.
  3. Evaluate the influence of the demographic profile and cultural norms and values of ESL learners and their instructors on instructional practices.
  4. Compare and contrast language teaching techniques and resources appropriate for adult ESL learners.
  5. Identify a process for selecting level-appropriate instructional materials for ESL learners (e.g. print and electronic media).
  6. Apply results from two or more types of assessments for adult ESL learners to the planning and delivery of instruction.
  7. Deliver level-appropriate instruction using a written outcome-based instructional plan that integrates critical thinking skills and language skills and components (e.g. listening, speaking, reading, writing, pronunciation, vocabulary, syntax).
  8. Contextualize instruction based on adult ESL learners" self-identified prior knowledge, and personal, education and career goals.
  9. Use technology to develop and deliver ESL instruction and provides learners with the opportunity to use technology to develop English language proficiency that addresses educational and/or career goals.
  10. Demonstrate knowledge of the skills adult ESL learners need to complete each Educational Functioning Level (EFL) through the delivery of language instruction appropriate to the adult learners" EFL.
  11. Demonstrate techniques for providing targeted, constructive error correction and for helping learners to develop the ability to monitor and correct errors.
  12. Apply instructional practices that support the development of independent ESL learners prepared to transition to the next step in their education and/or career pathway.
  13. Utilize a variety of learner grouping strategies that address learning objectives.
  14. Evaluate professional development options and resources for adult educators and develop a personal professional development plan.


*These course guides are unofficial versions of Colorado Community College Common Courses. View the official community college course guides, then click on "Access the Colorado Community College Common Courses Home Page" (General Public). Click "submit search", then "E" for Education, then "EDU", then select the course – EDU 131, 132, 133, or 134.

 

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