AI: Does it Work for Low-Literacy Adult Students?
By: S.O.L.V.E.D. I just read a quote the other day that if teachers don’t get on board with AI, their job will become obsolete. I thought, hmmm… that couldn’t be further from the truth. Then I started going down a rabbit hole wondering how many educators have embraced AI and what they use it for. According to a Gallup poll (2025), 60% of teachers use AI to help save time, plan lessons, and develop activities. What about the other 39%? Are they not ready for a world of AI, or are they not familiar with how to use it? Many educators are told to begin implementing AI, but they truly don’t know how. What AI tool do they use? How can they do good prompt engineering? When do they use their judgement whether AI is hallucinating and providing bad data? In what situations is it appropriate to use AI? How do they teach students to use AI? And the list goes on and on……. In the Adult Education world, it seems we have a lot of catching up to do! While K-12 teachers have had some PD’s on implementing Generative AI, adult education seems to be left behind. The problem with this is that we are not preparing students for the modern workforce. Many jobs now require AI skills, and I believe in the future AI will be embedded in all streams of the workforce. But where do we begin? Think of a student who is NRS 1, or on a kindergarten reading level; they never got appropriate schooling and have a goal of getting an education to obtain a better job. Do we start those students with AI? Arguments can be made on both sides, but generally I believe skills such as analyzing, synthesizing, judging, and evaluating are necessary before students even think about touching AI. AI learns from many data sets even if the data is wrong. Just think: how will students know that AI is incorrect if they don’t have those necessary skills? In addition, I believe that foundational skills such as phonemic awareness, phonics, phonological awareness, and fluency should be taught by a human. Yes, AI can probably teach those things, but AI is missing a few factors. AI cannot motivate on the spot or make a quick adjustment (without, of course, someone prompting it) and cannot engage students in the way a teacher can. AI cannot properly diagnose student learning abilities and create specific modifications in a way an educator and a team would. Remember, AI is being fed data that largely comes from online, aka Reddit……..this means it is only teaching a student what it is generating from the data it has been fed. It can be missing sooooooooo many strategies and innovations to help low-literacy students! So, what can we teach to low-literacy students then, if AI isn’t recommended? I thought the whole goal was to embed AI in adult education so students are ready for the workforce….and we will….but differently. I believe we start teaching students who are NRS 1 and 2 vocabulary words they will come across and start introducing them to AI concepts, independent of a chatbot….so the notion of AI isn’t completely foreign to them as they continue to increase their literacy. Only when we feel students have inherited some of those higher-order thinking skills do I feel Generative AI should be utilized. Now I did think of utilizing AI to help me write this, but don’t worry I didn’t. I wanted this blog post to be authentic and utilize the skills I learned in school, rather than depending on a chatbot. See, I still need to use my brain and my judgment. This is what low-literacy students need. Skills they can use without AI, without technology (because, as we know, technology can fail), so they can become independent thinkers and move around the world applying skills and strategies they have developed, which can result in long-term success and economic mobility.
Rethinking the College Dream?
By: S.O.L.V.E.D. – Here are 7 ways to ensure your College Dream becomes reality. Remember, achieving your College Dream requires dedication and effort. When I was growing up, achieving my College Dream was the only option. Many young adults are rethinking their College Dream in today’s world. You had NO choice. Parents often bragged about their child going to college or getting accepted into a university. It was the crème de la crème, even more so if you were a first-generation college student. You were not just encouraged to go; you were expected to GO and SUCCEED. Those who went to technical schools were often assumed to be students who could not get into a university and had to settle for another path. This heavy weight on our shoulders often makes us question our College Dream. In this shifting landscape, pursuing your College Dream may not be the only path. Millennials and those before us are now stuck with student loans, unable to find jobs that allow them to even begin paying those loans off. Many struggle with bills and quietly wonder, Why did I do that? Yes, of course, for certain careers, college is the only option. But for many of us, it was never presented as a choice. So many of my friends are carrying $100,000+ in student loan debt, which we are told is one of the only things that follows you for life, a fate we hope is not near. Defining what your College Dream means to you can lead to new opportunities. This shift in choices impacts what many are now considering for their College Dream. But times have changed. Many are finding that their College Dream can also include vocational paths. Reimagining your College Dream involves considering multiple avenues to success. Many are ready to explore what makes their College Dream truly fulfilling. Ultimately, your College Dream should be a reflection of your unique journey. Understanding Your College Dream Now, more than ever, we must support each other’s College Dream. Young adults are now saying NO to student loans and NO to the idea that college is the only path to a successful life in America. Between the pandemic, a skilled labor shortage, and the reality of starting adulthood buried in debt, this model simply does not appeal to Gen Z. In fact, about 42% of Gen Zers are choosing trade school or technical college (Resume Builder, 2025), compared to 31% of Millennials in 2005. This shift shows that vocational, technical, and trade programs are no longer seen as a last resort. They are becoming a real and respected option for high school graduates. I remember one of our CTE leaders once calling a four-year university a steak and a technical or vocational school lobster. The message was simple. We can have both, and both can be good. Technical and vocational programs can often get students into the workforce faster, without the massive debt. In many cases, young adults come out earning more than peers with a four-year degree. I should know. As a former teacher, I often worked two additional jobs just to make ends meet. This is not about the death of college. It is about the end of college as the default. Rethinking the college dream means recognizing that success does not come from one path, one institution, or one definition. It comes from giving people real choices, pathways that lead to sustainable careers, and education that works for their lives, not against them. And for the first time in a long time, it feels like we are finally ready to have that conversation. As the landscape of education continues to evolve, it’s essential to examine the factors contributing to this significant shift in mindset. The rise of technology and the ever-changing job market play pivotal roles in shaping young adults’ decisions. For instance, many industries are now prioritizing skills over formal education, allowing individuals to thrive based on their abilities rather than their degrees. Moreover, the stigma surrounding vocational and technical education is gradually diminishing. Many successful professionals are openly sharing their non-traditional paths, inspiring a new generation to consider alternative routes to success. Take, for example, the story of a young electrician who, after completing a two-year apprenticeship, now earns a six-figure salary; this narrative resonates with many young individuals. Additionally, the increasing popularity of online courses has made learning more accessible. Platforms such as Coursera, Udemy, and Khan Academy offer a plethora of courses that equip individuals with the necessary skills for various trades and professions without the hefty price tag associated with traditional college degrees. Furthermore, the rise of entrepreneurship among Gen Z plays a crucial role in this transformation. Many young adults are exploring innovative business ideas and freelancing opportunities, which often require skill sets that can be acquired outside the classroom. This entrepreneurial spirit encourages individuals to think creatively and seek alternatives that align with their passions and interests. It’s also worth noting that the COVID-19 pandemic has accelerated this transformation. As businesses adapted to remote work, many realized they could operate effectively without requiring employees to possess a four-year degree. This realization has led to a more inclusive job market that values diverse experiences and skills, further validating the choice of vocational and technical education. In addition to financial considerations, there’s a growing recognition of the importance of mental health and work-life balance. Many young adults are prioritizing jobs that offer flexibility and fulfillment over traditional career paths that may lead to burnout. This shift signifies a need for education systems to adapt and offer programs that promote well-being alongside academic and professional growth. As we look ahead, it is crucial to continue the dialogue surrounding educational choices. Schools, parents, and communities must work together to provide accurate information about various pathways and emphasize the value of skills training. By encouraging exploration and open-mindedness, we can help young adults make informed decisions about their futures. Ultimately, the future of education lies in recognizing
AI Is Now a Federal Priority…….What This Means for Adult Education and CTE
By: S.O.L.V.E.D. On April 13, 2026, the U.S. Department of Education finalized a new Secretary’s Supplemental Priority on Advancing Artificial Intelligence (AI) in Education. If your first reaction was: “Okay… but what does this have to do with me?”or“Isn’t adult ed and CTE under the Department of Labor now?” You’re asking exactly the right questions. Let’s slow this down because I was quite confused when I saw this new Federal Register. What this policy is (and what it isn’t)? This Federal Register notice does not: Create a new AI grant Require programs to teach coding (a sigh of relief) Push AI tools into classrooms (well, some of us don’t want this, but AI isn’t going anywhere anytime soon…..so we might as well start preparing our learners to use it as a tool) Replace educators with technology (we know we can’t be replaced) What it does do is establish an official federal priority that may be used in discretionary grant competitions going forward. That means when competitive grants are designed, reviewers may give preference to proposals that show thoughtful alignment with: AI literacy Professional development related to AI Preparing learners for AI impacted workplaces Why are Adult Education and CTE part of this conversation? AI is already reshaping the work our learners are preparing for. Think about: Manufacturing systems Healthcare documentation tools Construction technology Logistics platforms Customer service and administrative work Learners don’t need to understand AI at a technical level. They do need to be able to use it confidently in environments where technology shapes how work gets done. That’s the readiness this policy seems to be pointing towards. Wait a minute…..I thought Adult Education and CTE were moving to the Department of Labor? What moved to the Department of Labor Under the ED–DOL workforce partnership: WIOA Title II (Adult Education) Perkins V (CTE) They are now administratively managed by the Department of Labor. DOL handles: Day‑to‑day program administration Performance and employment outcomes Workforce system coordination What did not move The Department of Education still: Sets education wide priorities and definitions Influences discretionary grants and national initiatives Shapes how “quality,” “readiness,” and “learning” are framed across systems Think of it this way: DOL runs the engine ED still designs the roadmap That means ED priorities still matter…….even if your primary funding now flows through the Department of Labor. Why integration matters more than ever? If you didn’t know, this priority sits alongside Career Pathways and Workforce Readiness. What does that mean? Federal policy is moving away from silos: Education or workforce Academic skills or employability Literacy or training The expectation is integration. This is where Integrated Education and Training (IET) becomes even more important, not as a trend, but as a structure that satisfies both agencies: ED’s focus on instruction and learning quality DOL’s focus on employment outcomes IET connects both by design. What program leaders should focus on now? You do not need an AI initiative. Ask: Does our instruction reflect today’s workplaces? Are educators supported in understanding industry changes? Can we clearly explain how our pathways prepare learners for what’s next? Are academic skills taught in context, not isolation? Programs that can answer those questions are already aligned with this priority. Adult education and CTE didn’t stop being education when the administration shifted to Labor. They entered a system where instruction has to stand up in the workforce. This AI priority isn’t a mandate; it’s a signal: Programs that integrate instruction with real-world work demands will be more defensible, more fundable, and more sustainable. That’s still where adult education meets workforce readiness.
5 Things Instructors Wish They Had More Time and Resources for in Adult Education
By: S.O.L.V.E.D. Let’s face it, as Adult Education Instructors, we are quite busy! Students are rolling in continually and moving in and out of your classroom from post-testing. There is never enough time in the school day to get everything done, but if we had a magic wand, I believe there are 5 factors we really wish we had more time to do. Individualized Instruction We definitely know how important it is to teach students at their instructional level, which requires small-group and some individualized instruction. With adult learners, having jobs, and other outside resources, we really have no control over how long they will stay, and if they will be full-time or part-time students. All of those factors can greatly impact the time we have for individualized instruction. We know every student comes to us with different goals, and we want to meet all of their needs, but that isn’t possible in an adult education classroom. We want the time and tools to differentiate without teacher burnout. Ready to Use IET Materials We are all well aware of the federal government’s mandate for Integrated Education and Training to receive grant funding, but there is no single solution to it. We don’t have the time to create a curriculum from the ground up that encompasses an entire IET, let alone the resources, materials, and assessments that go along with it! We want to teach workforce skills, but we just need high-quality instructional materials that will not take 50 hours to create. Professional Development that is Actually Useful I can’t tell you how many times I’ve been to PDs that have wasted time and energy. PD’s need to apply to current times and the educational landscape. It needs to be something I can use immediately. If I have to wait months to apply it or put in another 20 hours just for it to land, no thank you. Time to Analyze Data (not just enter it) What’s the saying we all have learned in the College of Education, “data drives instruction.” Well, what time do we have to analyze and manipulate the data? In Adult Education, we collect a multitude of data to achieve specific Measurable Skills Gains (MSGs). Do we have the time to look at test scores and drill down into each student’s needs so they can improve to the next level? Mental Bandwidth to Support Students’ Real Lives Adult learners juggle work, family, transportation, trauma, immigration processes, health challenges, and instructors often become the first line of support. They want time, resources, and partnerships to help students without carrying it all alone. Why this Matters? When instructors have the time and resources to do well, students succeed! Adult educators are out here making miracles happen! Imagine what they could do with more support!
Microcredentialing and IET: What Programs Should Know Before They Build
By: S.O.L.V.E.D. Adult learners want skills that lead to better work and better wages. Integrated Education and Training, or IET, is designed for that reality. It combines adult education, workforce preparation, and job training at the same time through one shared set of learning objectives. This structure is required under WIOA, which also requires occupationally relevant materials and simultaneous delivery. What microcredentialing really is Microcredentialing is a way to certify a specific skill through a short, focused learning experience. A high quality microcredential includes clear learning outcomes, defined workload or hours, and an assessment that proves the learner has mastered the skill. International microcredential frameworks emphasize these elements so the credential is transparent and portable. A microcredential is simple. It is proof that a learner learned something real, practiced it, and passed an evaluation that employers understand. Why microcredentials need structure inside IET IET requires sufficient instructional intensity and simultaneous delivery of adult education, workforce preparation, and occupational training. Microcredentials must match that structure. Without clear hours, outcomes, and assessments, the program cannot meet state or federal expectations. A practical timeline for quality Many states publish IET checklists, design tools, and program maps to help teams set timelines, select industries, and build shared learning objectives. A 20 week structure gives enough time to integrate foundational skills, workforce preparation, occupational training, and microcredential assessment. Always follow your own state’s IET guidance. States are also updating reporting systems, IET program numbers, and credential tracking. Defined hours and outcomes make this much easier. Recommended Microcredential Ideas for a 20 Week IET Below you will see common IET industries found in state maps and national technical assistance: Healthcare • Basic Patient Care Skills• Infection Control and Safety• Vital Signs Essentials• CPR and First Aid Hospitality and Tourism • Guest Services Professional• Food Safety Basics• Front Desk Operations• Housekeeping Quality Standards Construction and Skilled Trades • Construction Site Safety• OSHA 10 aligned safety training• Hand and Power Tools Basics• Intro to Carpentry Digital Literacy Skills • Basic Computer Operations• Email and Workplace Communication• Microsoft Office or Google Workspace Essentials• Customer Service Digital Tools Manufacturing and Logistics • Warehouse Operations Basics• Forklift Safety Theory• Intro to Quality Assurance• Production Floor Safety ESL Focused Workforce Microcredentials • Workplace English for Healthcare• Workplace English for Hospitality• Customer Service English• Professional Conversation Skills IET and Microcredential Alignment Checklist IET and Microcredential Alignment Checklist ☐ We defined the instructional hours for the microcredential and for the full IET program, following state requirements. ☐ We wrote one shared set of learning objectives that connects adult education, workforce preparation, and occupational training. ☐ We selected assessments that measure the exact skill the microcredential claims. These assessments use occupationally relevant materials. ☐ We validated the content and assessment with an employer or training partner. State IET tools provide templates for this process. ☐ We scheduled adult education, workforce preparation, and training to happen at the same time, not as separate blocks. ☐ We checked our state’s IET blueprint, maps, and planning tools to ensure alignment with approved industries and credentials. ☐ We confirmed our reporting plan using updated IET program number guidance and credential reporting requirements. Microcredentials do not replace IET. They strengthen it. A well designed microcredential gives learners a focused, employer recognized win while they build the literacy, numeracy, and workforce skills needed for long term success. A clear timeline, a clear skill, and a clear assessment make the difference.
Designing Curriculum That Supports Both Instruction and Instructor Bandwidth
By: S.O.L.V.E.D. Every time I talk with instructors the message is consistent: They’re committed to their students. They’re creative. They know how to teach, but they’re also managing multilevel classes, inconsistent attendance, shifting priorities, and a constant stream of “just one more thing” from everyone who has never had to teach Tuesday night class after working all day. Think about rushing after work to teach part time, or if you teach in the day, going to work feeling flustered and thinking of all the things you have to do in a limited amount of time. So when we talk about curriculum design, I want to name something that often gets treated like a side note: Good curriculum doesn’t just support students. It ALSO protects instructors. It creates clarity and makes strong teaching easier to deliver without requiring teachers to reinvent the wheel every week. Designing with instructor bandwidth in mind isn’t lowering expectations, it’s raising the floor so teachers can raise the ceiling. Below are the design principles I return to again and again when building curriculum that works: 1. Build Materials that Reduce Preparation Time A great curriculum should be able to reduce a teacher’s prep time, but sometimes that isn’t the case. The curriculum is so complex that in order to even teach it, the curriculum may require hours of reading and deciphering……which we really don’t have time to do. The goal is simple: a teacher should be able to pick up the lesson and teach it without doing an additional hour of prep. If they want to customize it, great, but the core lesson should stand on its own. Bandwidth-friendly curriculum includes: Adult education isn’t linear. Students come and go. Some read fluently, some don’t. Some are there for a credential, some are there for English, some are there because they’re trying to keep a job. So here’s the truth: curriculum that assumes a “standard classroom” can collapse in an adult education classroom. Build flexibility into the design (instead of forcing it from teachers) A lot of curriculum claims to be “flexible” but what it actually means is: teachers have to figure it out. Real flexibility means the curriculum already includes options: A simple model that works well is: Good / Better / Best Good: core lesson (minimum effective dose) Better: adds practice or discussion Best: adds application, transfer, or project-based output 2. Make the curriculum “carry the load” for routines, materials, and assessment If your curriculum is going to support bandwidth, it needs to do more than present activities. It should reduce cognitive load. That means: 3. Align to standards without burying teachers in paperwork Yes….. we ALL know alignment matters. Standards, frameworks, workforce competencies, and program goals all matter. But alignment should not turn into a second job. If a teacher has to read five pages to understand what a lesson is doing, the design missed the mark. Make alignment visible and useful: Alignment should feel like a helpful map, not a compliance document, better yet a compliance essay. When we design curriculum that respects instructor bandwidth, we’re not making teaching “easier” in a shallow way. We are: If we want instruction to be strong, we have to stop pretending that teachers have endless time to plan, search, adapt, and create. They don’t, and honestly, they shouldn’t have to.
Practical Strategies for Engaging Adult Learners Who’ve Had Negative School Experiences
By: S.O.L.V.E.D. Adult learners come to us with many different lived experiences. Some have had traumatic experiences that have shaped who they are now. This can range from natural disasters, growing up in poverty, abuse and violence, mental abuse, negative school experiences, and a host of other triggers. As instructors, we need to be mindful of these experiences when adult learners enter our classrooms. I can recall a time I had a negative school experience during a spelling test in 3rd grade. I admired and loved my teacher and was excited that she called on me to read the bonus word on the spelling test. The bonus word was “vegetable.” Well, I derive from Caribbean parents, and they pronounce certain words very differently. I proudly got ready to read the bonus word, and I said “/veg/ /eh/ /teh/ /bul/.” All of the students looked up and laughed. My teacher who I adored got upset with me and accused me of giving my classmates clues on how to spell the word and called that cheating. I couldn’t figure out how I helped every cheat and started crying. From that point on, I became extremely nervous to do any sort of speech in front of an audience. This carried on for years! Got better, but even in my adult life, I had to get involved in Toastmasters to become less fearful. I’m sure my 3rd grade teacher had no clue of the negative impact she made on me that day, but that day forever changed me. Trauma Informed Practice (TIP) has several definitions according to one’s interpretation. Still, the general definition of TIP is a way to help and understand people who have experienced trauma (Administration for Children and Families, 2026). This shifts the focus from what is wrong with you to an understanding of what happened to you. TIP involves multiple principles and a framework that can be applied in the adult education classroom to further understand your learners, create a safe environment, increase retention, and provide a positive classroom culture. In recent years, the shift from TIP has changed to Trauma ASSUMED. This shifts the way educators respond to the trauma our students have experienced. In TIP, we respond to trauma that adults may have shared with us, but in Trauma ASSUMED, we recognize that most of our students have trauma regardless of whether they have shared it with us. Trauma ASSUMED Practices in the Classroom Creating a Trauma ASSUMED classroom will create a learning environment where your students thrive, feel welcomed, and feel a sense of community! Back in the day, these terms were unheard of. I am sure if my 3rd grade teacher could go back in time, knowing how I felt, she may have tried some of these approaches. As you think about your classroom environment and the adult learners you support, try incorporating Trauma Assumed practices and notice the positive shifts that begin to take shape. Sources https://headstart.gov/browse/tag/trauma-informed-practices
What Adult Educators Should Look For When Choosing Materials for Adult Learners?
By: S.O.L.V.E.D. Choosing the “right” curriculum for adult learners takes time, careful observation, and a grounded understanding of who our students are. Adult learners bring lived experience, cultural identities, and specific goals into the classroom. The materials we choose should reflect those realities and move learners towards success. There is not a lot of rigorous research focused specifically on how curriculum choices affect outcomes in adult education. That gap makes our selection process for curriculum and materials even more important, as we often operate with limited evidence that is directly tailored to our context. Several overviews note a general shortage of curriculum effectiveness studies, which reinforces the need for local vetting and shared decision making when we adopt materials. What strong curriculum looks like for adult learners A solid curriculum for adult education does a few things well: What the evidence suggests about curriculum choice? While adult education has limited research on curriculum selection, there is relevant evidence from large‑scale analyses that curriculum materials can produce meaningful differences in student outcomes. One study that examined multiple widely adopted math programs found that a single curriculum consistently outperformed the others, with gains on the order of roughly 0.05 to 0.08 standard deviations on state tests and with advantages persisting in upper elementary grades (Koedel, Li, Polikoff, Hardaway, and Wrabe, 2017). The authors emphasized that these gains came at essentially no extra cost because textbooks are typically similarly priced, which means smarter selection can yield measurable improvement without new spending (Koedel, Li, Polikoff, Hardaway, and Wrabe, 2017). Here is the lesson we can carry into adult education. Curriculum choice matters. Even modest differences in materials can add up to meaningful differences in learning over time. Given the research gap in adult ed, our programs benefit from structured, transparent adoption processes that surface the best fit for our learners (Achieve, 2017). How we ran Curriculum Day To make selection smarter and more inclusive, we hosted a professional development day called Curriculum Day. The goal was simple. Put high‑quality options in front of instructors, give them time to explore, and center their expertise in the final decision. We invited several publishers to present their programs. Instructors reviewed samples, asked practical questions, and considered how each option would work with their learners. At the end, instructors completed an anonymous vote. They rated the materials and explained why their top choice would support both their teaching and student success. This approach built ownership and clarity. People understood the tradeoffs, and they stood behind the final decision because they helped make it. From adoption to a clear learning path Selecting materials is the start, not the finish. The next step is a scope and sequence that turns resources into a coherent path. Some curricula include a strong scope and sequence. Others require us to build or adapt one. Either way, the goal is consistent. Skills should build logically. Instructors should know where to differentiate and how to pace instruction. Learners should see their progress from one unit to the next. A clear scope and sequence also helps teams align expectations across classes and sites. That alignment makes onboarding new instructors easier and reduces variation in learner experience. Why quality and process both matter Quality curriculum supports clearer instruction, stronger engagement, and more confident learners. The process we use to choose it matters just as much. When instructors participate, adoption is smoother, use is deeper, and adjustments are smarter because they come from real classrooms. Adult learners deserve materials that are aligned, inclusive, flexible, and welcoming. Until there is a stronger research base in adult education, we can rely on thoughtful selection, transparent processes like Curriculum Day, and a well‑designed scope and sequence to give students the best chance of success. Sources Koedel, Li, Polikoff, Hardaway, and Wrabel. (2017). Mathematics Curriculum Effects on Student Achievement in California. (2017). Summary of effect sizes and key implications about curriculum choice and cost. [journals.sagepub.com] Achieve. (2017) “What the Research Says” overview noting the limited evidence base and the importance of curriculum selection.
Reciprocal Teaching: Turning Adult Learners into Leaders
By: S.O.L.V.E.D. Reciprocal teaching is a powerful way to get adult learners talking, thinking, and owning their learning. Instead of sitting back and letting a teacher do all the talking, learners become the leaders, naturally building skills by taking turns leading discussions. It’s simple but very effective! Here’s how it works: Imagine a small group reading a short article that’s relevant to their work or daily life. One person starts by guessing what the article is about just from the title. Another asks questions to dig deeper. A third chimes in to clear up any confusing words or ideas. Finally, someone sums up the main points to make sure everyone gets it. The teacher shows how it’s done first, then steps back and lets the group run with it. Adults get this because it taps into what they already know and values their experience. It helps build their confidence as they explain ideas to each other, and boosts their critical thinking as well. This kind of conversation keeps the group engaged without feeling like a traditional lecture. It’s especially helpful for getting ready for tests, building workplace communication, or simply becoming a stronger reader. Reciprocal learning can also be done independently, where adults still predict, ask questions, clarify, and summarize on their own. Instructors should model each step before allowing students to practice those skills. If you’re thinking about trying it, keep the groups small and the discussions focused. Rotate who takes each role so everyone has a chance to lead and contribute. Short, 20 to 30-minute sessions work best. Use real-world readings related to their goals, whether that’s GED prep, job skills, or everyday knowledge. Educators who have used reciprocal teaching see learners digging in deeper and staying motivated. If you want adult learners to take charge and support each other’s growth, reciprocal teaching is worth a try.
AI in Adult Education Classrooms: Friend, Foe, or Game Changer?
Adult education is a juggling act. In one room, you might have someone chasing a GED, another rebuilding basic reading skills, and someone else practicing English after a full day of work. You’re trying to prepare all of them for tests, jobs, and everyday life. It’s no wonder it can feel like there’s never enough time to teach the essentials and still make it connect to real goals. This post shares AI tips you can use in GED, ESOL, and ABE lessons to keep instruction grounded in real-world tasks for your learners. Tip 1: Use AI for Warm-Up QuestionsInstead of starting class with “How’s everyone doing? How was your weekend?”, let AI help you build quick, on-topic warm-ups.• For GED and ABE: Ask an AI tool to generate 3–5 short review questions tied to yesterday’s math or reading skill, but in a real-life context (budgeting, schedules, news, workplace forms).• For ESOL: Have AI create 3 conversation questions around your unit theme (health, transportation, workplace safety) and keep the grammar or vocabulary you’re targeting.You stay in charge of the skill and context; AI just saves you some brainstorming minutes. Tip 2: Level One Text Three WaysMixed-level classes are the norm in adult ed. AI can help you turn one text into several versions so everyone can participate in the same discussion.• Pick a short text related to your theme: a simple article, a workplace policy, a short scenario.Ask For:• A beginner ESOL/low ABE version with shorter sentences and clear vocabulary.• A middle version for ABE/GED with more details.• An advanced version that keeps key academic or workplace terms.Now GED, ESOL, and ABE learners can all read about the same situation and come together for a whole-group conversation, jigsaw, or writing response. Tip 3: Turn Skills into Job ScenariosContextualized instruction means basic skills show up inside real-world tasks, not on an island. AI can help create contextualized practice quickly.• Math (ABE/GED): Ask AI for word problems that use hourly pay, overtime, distance, or measurements in jobs your learners care about.• Reading (all levels): Ask for short procedures, checklists, or “how-to” steps tied to a workplace or community setting.• Writing (ABE/GED/ESOL): Ask for scenarios where someone has to write a message, note, or email to a supervisor, teacher, or landlord.You can edit details so they match local jobs, then build questions that hit your standards and test targets. Tip 4: Practice Workplace Talk in a Low-Stakes WaySpeaking at work is often harder than the actual job task. AI can be a rehearsal partner before learners try it with each other.• ESOL: Ask AI to act as “a customer returning an item,” “a coworker asking to swap shifts,” or “a patient asking questions,” and let learners practice replies.• ABE/GED: Have learners practice explaining how they solved a problem or what went wrong on a job, then compare their explanation to one drafted with AI.You can pause and highlight key phrases (“I understand…,” “Let me check…,” “Next time I will…”) and build a small phrase bank together. Tip 5: Use AI for Drafts, Learners for RevisionsAI can give a first draft; the learning happens when students fix it.• Ask AI to write a rough email, short paragraph, or explanation based on a simple prompt (for example, “requesting time off,” “explaining an absence,” or “reporting a problem”).Give the draft to learners and ask them to:• Make it clearer and more polite (ESOL).• Add specific details, transitions, or evidence (GED writing).• Correct grammar, spelling, or punctuation (ABE).This keeps ownership with the learner and lets you teach editing skills without spending your prep time writing all the models yourself. Tip 6: Build AI into Reading StrategiesAI can support classic reading strategies you already use, such as predicting, questioning, clarifying, and summarizing.• Before reading: Show learners the title and a picture, then ask AI to list 3–4 prediction questions they might ask.• During reading: If a sentence or paragraph is confusing, have AI restate it in simpler language, then have students “translate” it back into more academic or test-like language.• After reading: Ask AI for a short, bare-bones summary and let students improve it by adding missing key details or correcting anything inaccurate.The strategy stays the same; AI just gives you more quick examples and language to work with. Tip 7: Co-Create Checklists and Study GuidesRather than handing learners a finished study guide for an assessment, create it together with help from AI.• Ask AI for a checklist of “what students need to know about _” (fractions, main idea, comma rules, GED science graphs, etc.).• Review it with the class: cross out items that don’t fit, rewrite ones in friendlier language, add your own.• Turn the final, edited version into a class-made study guide or poster.Learners get both content review and practice deciding what’s important—a key part of adult learning and self-regulation. Tip 8: Remember……Teach “Smart AI Use” as a SkillYou don’t have to be a tech expert to help learners use AI wisely. A few simple norms can go a long way.• No personal or employer details in prompts. Use generic roles and made-up company names.• Always double-check important information in another source or with a real person.• Remind learners that AI doesn’t know local policies, teacher expectations, or their personal goals—they make the final call.