Setting Student Learner Expectations - galis

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Transcript Setting Student Learner Expectations - galis

Technical College System of Georgia Office of Adult Education January 16, 2014

Technical Housekeeping

 On the day of the teleconference, call

1-866-590 5055

and enter access code

8019870#

 Please mute your phone line to minimize background noise.

 Technical Difficulties? Email

[email protected]

 When asking questions, please state your name, program, and location.

 Please complete the online evaluation form.

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

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

Francia Browne, Assistant Director Cobb -Paulding Adult Education Center “Setting Student Learner Expectations

”

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.

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.

Objectives Standards (benchmarks) 3.

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 Objectives Standards Anticipatory Set Teaching Guided Practice/Monitoring Closure Independent Practice Activities

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.

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 t

o address those needs with research-based strategies. 

Skills Tutor

ITTS

(Instruction Targeted for TABE Success), and

Pre/GED

, provide direct and indirect instructional delivery.

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.

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:

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!

pecific,

easurable,

chievable,

ealistic,

ime-Bound 19

The SEP

 A contract  A map  A reference  A record  A key to successful communication 

tudent

ducation

lan 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

Adult Education Department GED® Mathematics SEP Spring Semester (Morning Class) - continued

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

Sharing of Ideas from other Adult Education Professionals

Contact Information

Leatricia A. Williams

GPS Coordinator Office of Adult Education [email protected]

(404) 679-5234

Ms. Francia Browne

Assistant Director Cobb County School District [email protected]

Mr. Kerry Bankston

Lead Teacher Georgia Northwestern Technical College [email protected]

Ms. Danielle Steele

Instructor Chattahoochee Technical College [email protected]

Thank you for your participation!

Please complete an evaluation of this session at http://surveymonkey.com/s/TechnicallySpeakingExpectations Next Technically Speaking session for administrators:

January 22, 2014 - 2:00-3:30 pm Getting to Know your Staff through Visitation and Monitoring