2. Have one group identify agencies with which they could make personal contact. Examples include the following:
| Local library | Tenants' councils |
| Welfare office | Children and youth services |
| Foodbanks | Women's shelters |
| Unemployment offices | Multiservice centers |
| Even Start |
3. Have the other group identify agencies to which they could send form letters. Examples include the following:
| Rotary clubs | Salvation Army |
| Local schools and colleges | Urban League |
| Chambers of Commerce | Churches and ministers |
| YWCA and YMCA | Key businesses |
4. Bring the groups together to share their lists and ask them to identify agencies where they could place program recruitment brochures, which would serve to recruit participants to the program but would also reflect the agencies' support of the program.
Estimated time
30 minutes
Effective environment
The physical environment should be large enough to accommodate the assembling of two large groups
Limitations
Learners are merely planning their strategy through this activity. Implementing that activity may require training in ways to present the program and selling techniques.
Evidence of effectiveness
When learners attempt to implement their plans, they will realize a commitment from many social service agencies and community organizations to provide services as needed to adult learners.
Required materials
A complete list of social service agencies and community organizations in the local area from which learners can draw names for their own lists.
Classroom arrangement
Chairs gathered around two large rectangle tables or circle tables, each to accommodate half of the class
Source
Adapted from Greater Pittsburgh Literacy Council 1994, p. 2
Cross reference
7.1
Discussions are learner centered and participatory, involving all who attend. The topics are presented in a manner that includes the learners from the beginning by activating prior knowledge on the topic; myths and assumptions regarding the topic are brought to the table as well. Hands-on activities are an important part of each discussion, thus further involving the participants. Reading materials such as pamphlets, brochures, and articles from magazines are available at the end of each workshop for all participants.
Estimated time
1 hour per session
How method is used in native country or state
As described; also used in conjunction with their family literacy program
Effective environment
Small groups preferred (12 maximum); participatory and learner-centered approach is essential.
Limitations
Locating a health care professional to implement workshops
Evidence of effectiveness
Attendance rate for workshops is steady; students' self-esteem improves; students inquire about future workshops.
Required materials
A health care professional to deliver the workshops
Classroom arrangement
Around a table or in a circle
Source
Adapted from personal interview and site visit with Bonnie Thomas, Union County ABE, Maynardsville, Tennessee
Cross reference
2.1, 3.1
2. Have each pair select a book or other reading material that is within the teaching partner's readability level.
3. Engage the pairs of partners in reading their selection, having the learning partner read aloud with the teaching partner sections of the text that are difficult.
4. If the learning partner makes an error in reading, the teaching partner should repeat the word correctly and have the learning partner do likewise.
Estimated time
30 minutes
Effective environment
The physical environment should be large enough to accommodate pairs of learners working together.
Limitations
Pairing of partners should ensure that the difference in ability between the two is neither too large nor too small.
Evidence of effectiveness
Improvement in the readability level of the learning partner, and possibly of the teaching partner as well
Required materials
Books of various reading levels
Classroom arrangement
Chairs should be movable to enable grouping by twos.
Source
Adapted from Dueck 1993, p. 13
Cross reference
3.1, 5.1
The STRIDE Program provides donated professional items to qualified participants at no charge and assists participants in choosing the correct attire for job interviews. Each participant is provided with one free professional outfit.
The purpose of these professional and social development workshops is to assist in moving participants from unemployment or low-paying jobs into those that will support them and their families, giving the participants the skills which are necessary to apply for and obtain employment. Volunteers are trained as mentors in personal and social development by the program staff.
Estimated time
Each mini-workshop is 1 hour long.
Effective environment
As described
Limitations
Not being able to find enough volunteers to donate time or clothing
Evidence of effectiveness
Students' self-esteem improves; employment is secured.
Required materials
Instructor/volunteer to implement mini-workshops
Classroom arrangement
Not applicable
Source
Adapted from STRIDE Program, Crowder College, Neosho, Missouri
Cross reference
2.1, 3.1
| Rooters | People who encourage learners |
| Constants | People who say they love the learner as he/she is and don't want him/her to change |
| Resources | People who assist the learners by providing services and information |
| Challengers | People who are critical evaluators, mentors, and role models who push the learner to progress even further and who suggest that even greater achievements are possible |
| Toxics | People who put the learner down and inhibit his/her efforts |
2. Introduce and explain the types of people as noted on the list.
3. Draw the learners in small groups of five or six to discuss the prevalence of each type of person in their lives.
4. Still in the small groups, have learners describe the specific reactions of significant others in their return to school-e.g., jealousy, fear, etc.-and the effect it has on them, relative to their education.
5. Bring the class together into one unit and discuss ways you, other adult educators, and other learners can provide support to offset negative influences and increase their education success rate.
6. Suggest ways of involving significant others in the learner's education. Examples: orientation sessions, open house, visitors' days, and field trips.
7. Ensure that administrators and program directors support learners and address their needs.
Estimated time
45 minutes
Effective environment
The physical environment must be comfortable and cheerful to encourage personal sharing among learners.
Limitations
Learners must be receptive to sharing elements of their personal lives that have impact on their ability to succeed in the educational program.
Evidence of effectiveness
Learners will develop awareness of the influences that have an impact upon their educational success and take steps to draw upon support services available to them.
Required materials
Flip chart or overhead transparency and projector
Classroom arrangement
Chairs should be arranged around circular tables to accommodate five or six learners.
Source
Adapted from Lewis 1984, p. 73
Cross reference
5.1
