Transcript Francia Browne - galis - Technical College System of Georgia

Technical College System of Georgia
Office of Adult Education
April 17, 2014
Technical Housekeeping

At 2:00 pm call 1-866-590-5055 and enter access
code 8019870#

Please mute your phone line to minimize
background noise.

Do not place the call on hold or take another call.
Hang up and call back, if needed.

Presentation materials are on the GALIS “Help”
page under Technically Speaking

Technical Difficulties? Email [email protected].

Stay tuned at the end for a link to an online
evaluation form and information about the next
Technically Speaking.
2
Teleconference Overview

Introduction – Leatricia A. Williams, GPS Coordinator

Presenters
Kerry Bankston, Lead Instructor, Georgia Northwestern
Technical College
Francia Browne, Assistant Director, Cobb County School
District
Danielle Steele, Instructor, Chattahoochee Technical
College

Questions of Presenters

Sharing from Others

Closing Remarks – Leatricia A. Williams
3
Introduction
The Aim of the Workshop:
 The aim of this session is to provide the audience of
ABE/ASE instructors/practitioners with information
and resources that are relevant; and identified as
proven strategies used with your local program.
The Research Statement:
 The writer of a research article asserts, “Generally
speaking, students must understand what they are
expected to learn before they can take responsibility
for their own learning.”
4
5
Francia Browne, Assistant Director
Cobb -Paulding Adult Education Center
“Setting Student Learner Expectations”
6
Learning Culture

High expectations for all students is one of the defining
characteristics of school reform.

Setting student learning expectations is important in academic
success and needs to be made clear at the initial entrance
stage—orientation process.
Students must understand what they are expected to learn
before they can take responsibility for their own learning—this
starts with a well structured and informative orientation
process.
One crucial step is the pre-testing process and what it means
for the student or is an interviewing benefit —analysis and
interpretation (TABE scores).
Orientation is a stepping stone that equates to program
retention and completions which equals academic success.



7
Learning Culture
- Continued

Effective classroom management is essential in setting learning.
It enables students to understand what instructors expect them to
know, understand, and be able to do.

A key factor of this component is lesson planning - using the
Madeline Hunter Instructional Model (see model).

The Seven Components:
1.
2.
3.
4.
5.
6.
7.
Objectives
Standards (benchmarks)
Anticipatory set (ice breaker)
Teaching (input, modeling, checking for understanding)
Guided practice/monitoring
Closure
Independent practice
8
Learning Culture
-Continued
Madeline Hunter Lesson Plan
Components
Activities
Objectives
Standards
Anticipatory Set
Teaching
Guided Practice/Monitoring
Closure
Independent Practice
9
Learning Culture
-Continued

Students must see evidence of instructors and
administrators as active participants in the learning process,
such as, Classroom Observations.

Instructors play an important role in assisting students in
setting learning expectations—they too must be active
participants in the learning process.

For example, engaging activities may include professional
development sessions, post-conferences, quarterly
conferences, and participating in the implementation of
their local instructors report cards.

When instructors establish high expectations for students
this builds self-esteem, increases confidence and
improves academic performance.
10
Cobb Paulding Adult Education Local Report Card
11
Relationships

Bill Daggett emphasizes the importance of
establishing high expectations for all students –
relationships - know your students.

Students ability levels require differentiation of
instruction. Effective instruction requires knowing
one’s students and planning to address those
needs with research-based strategies.

Skills Tutor, ITTS (Instruction Targeted for TABE
Success), and Pre/GED, provide direct and indirect
instructional delivery.
12
Relationships
-Continued

These models may be used as supplements for direct
learning and indirect/ online(distance learning).

Research based online instructional models make it
possible for students and instructors to reach goals
enumerated in a student’s Student Education Plan (SEP)
which is crucial to a student’s success in the program.

Instructor planning is essential in setting student learner
expectations.

Students depend on and respond to consistent
expectations and feedback from instructors.
13
14
How GNTC’s Whitfield-Murray
Campus Sets Expectations:
Orientation at TABE pretest
 Goal setting at orientation
 Orientation package

 Explanation of program and course offerings
 Adult Education Roadmap (ESL > ABE > GED
> Post-Secondary)
 Behavior, dress code, attendance policy,
recognition of achievement
15
How GNTC’s Whitfield-Murray
Campus Sets Expectations:
Teachers orient students to classroom on
Day 1
 Teachers explain SEP on Day 1
 Teachers conference with students
regarding TABE pretest scores on Day 1
 Teachers conference with students after
post-test to reassess and update goals

16
How GNTC’s Whitfield-Murray
Campus Sets Expectations:

Direct instruction classes have lesson
plans with a daily agenda

Transition services are explained during
orientation
17
Adult Education Roadmap:
18
Remember:
Not all students have a clear understanding
of what their expectations even are. This
dialogue is key!
 Help students break large expectations
(earn my GED) into smaller, short-term
expectations, or “milestones”


SMART goals! Specific, Measurable,
Achievable, Realistic, Time-Bound
19
20
The SEP





A contract
A map
A reference
A record
A key to successful
communication
 Student Education Plan
21
The SEP as a Contract

Establish clearly the
rules for the students

Set tone for class for the
rest of the semester

Establish what to expect
from the teacher
22
The SEP as a Map
 Provide
students with an
outline of what they
need to achieve
 Use
both curriculum and
GED standards
 Refer
to daily
23
The SEP as a Reference
 List
additional
resources for
students
 Reminder
of what
student has learned
 Place
to turn in
case of absence
24
SEP as a Record

Witness learning process

Record success
(70% or higher mastery level)

Record success
70% or higher mastery level)
Study guide and reminder

Interactive between teacher and student
25
26
Adult Education Department GED® Mathematics
SEP Spring Semester (Morning Class) - continued
27
28
29
Conclusion
The SEP is a useful tool when used as a
communication device between the student and
teacher
 Integrating its daily use into the classroom will
allow students a greater understanding of what
to expect
 In doing so, the teacher will be helping the
student to feel confident in their learning
environment

30
Questions for the
Presenters
Please say your name, program and
location before asking your question
31
Sharing of Ideas from
other Adult Education
Professionals
32
Contact Information
Leatricia A. Williams
GPS Coordinator
Office of Adult Education
[email protected]
(404) 679-5234
Mr. Kerry Bankston
Lead Teacher
Georgia Northwestern Technical College
[email protected]
Ms. Francia Browne
Assistant Director
Cobb County School District
[email protected]
Ms. Danielle Steele
Instructor
Chattahoochee Technical College
[email protected]
33
Thank you for your participation!
Please complete an evaluation of this session at
http://surveymonkey.com/s/TechnicallySpeakingExpectations
FY15 Technically Speaking sessions begin in
Summer 2014!
34