This report presents work done by participating General Educational Development (GED), adult basic education (ABE), and English-as-a-Second-Language (ESL) instructors in collaboration with the Institute for Literacy Studies at Lehman College (City University of New York). The report is in three sections. The first section is a statement, in list form, of what workshop participants agreed represents components of their philosophy on teaching and learning. The second lists and defines the classroom strategies that seem to fit the philosophy best, and, where possible, offers brief examples of how these approaches have worked or might work in the classroom. The classroom strategies include student-centered and writing-to-learn approaches, collaborative approaches, and interview techniques. The third section offers sample lessons and projects designed by participating teachers, individually or collaboratively, and implemented based on workshop readings, writings, and discussions. Projects are listed under the following headings: GED units on the Constitution, on developing questions that motivate, on research journals for home care workers, and on activating background knowledge in geometry; Spanish GED units on reading, writing, and oral history, and on writing and publishing poetry; a GED unit on math; an ABE unit on using the newspaper to explore life and work in New York City; and an ESL unit on developing writing skills and union participation through oral history. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)