We often hear, ‘We need to get back to the basics.’ In Adult Education, we usually take that to mean reading, writing, math, and speaking. But what if the gap we’re seeing in our learners is even more basic than those skills?
About This Session
Description
We often hear this phrase: ‘We need to get back to the basics.’ In Adult Education, we usually take that to mean reading, writing, math, and speaking. But today, I want us to consider something different.
What if the gap we’re seeing in our learners is even more basic than those skills?
What if we’ve been assuming that the fundamental mental processing—those underlying abilities that allow us to think, learn, and solve problems—is already there?
Today, we’re going to peel back the layers and look all the way down to the cognitive foundation. We’re going to explore the cognitive domains that support every skill we try to teach. And we’re going to talk about how understanding these foundations can absolutely transform our approach in the AEL classroom.
What we'll cover:
Adult Education and Literacy (AEL) programs often respond to persistent gaps by doubling down on familiar basics—phonics, grammar, multiplication facts, and conversational practice. Yet many learners struggle before academic content even begins, signaling difficulties with the mental processes that enable learning in the first place.
This session reframes “back to basics” as a return to cognitive foundations—attention, working memory, processing speed, executive functions, and visual–auditory processing—on which reading, writing, math, and speaking depend.
Consider a motivated learner who attends reliably and tries hard, yet forgets multi‑step directions, loses track while reading, or needs extra time to start tasks. These patterns are not a lack of effort; they are indicators that cognitive systems are overloaded or under-supported.
By foregrounding cognitive domains, educators can design instruction that fits how the brain takes in, stores, and retrieves information, rather than treating performance as purely skill-based. This approach does not require clinical diagnosis; it relies on careful observation, low‑stakes checks for understanding, and targeted supports that reduce cognitive load.
This session aims to equip you with a shared language for cognitive domains, a sharper eye for identifying “unseen barriers,” and a practical toolkit you can apply immediately.
By the end, you will be able to:
- Describe the five primary cognitive domains relevant to AEL and explain how they interact;
- Spot at least five observable indicators of cognitive load or processing challenges during instruction;
- Select two or more low‑prep, high‑impact strategies matched to specific domains.
Topics & Focus
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Handouts & Materials
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“Name of Session” – session presentation slides (PDF)
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Presenter
Wayne Crandall
Professional Development Specialist
TCALL (Texas Center for the Advancement of Literacy & Learning)
Visit TCALL in the conference Exhibitor Area!
Wayne Crandall has been in adult education for more than 20 years. He has taught both ABE/ASE and ESL classes, has been an AEL Program coordinator, and is an AEL Trainer.
He is currently a Field Professional Development Specialist with the TRAIN PD @TCALL, where he develops PD content, trains adult education teachers and assists Texas Adult Education programs with their professional development needs.
Breakout26 – CRANDALL
Page checked or updated: 6/10/2026
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