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Technical College System of Georgia Office of Adult Education April 17, 2014.

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Presentation on theme: "Technical College System of Georgia Office of Adult Education April 17, 2014."— Presentation transcript:

1 Technical College System of Georgia Office of Adult Education April 17, 2014

2 Technical Housekeeping  At 2:00 pm call and enter access code #  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?  Stay tuned at the end for a link to an online evaluation form and information about the next Technically Speaking. 2

3 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

4 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

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6 Francia Browne, Assistant Director Cobb -Paulding Adult Education Center “Setting Student Learner Expectations ” 6

7 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

8 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 2. Standards (benchmarks) 3. Anticipatory set (ice breaker) 4. Teaching (input, modeling, checking for understanding) 5. Guided practice/monitoring 6. Closure 7. Independent practice 8

9 Learning Culture -Continued Madeline Hunter Lesson Plan 9 ComponentsActivities Objectives Standards Anticipatory Set Teaching Guided Practice/Monitoring Closure Independent Practice

10 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

11 11 Cobb Paulding Adult Education Local Report Card

12 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

13 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

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15 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

16 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

17 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

18 Adult Education Roadmap: 18

19 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! S pecific, M easurable, A chievable, R ealistic, T ime-Bound 19

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21 The SEP  A contract  A map  A reference  A record  A key to successful communication  Student Education Plan 21

22 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

23 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

24 The SEP as a Reference  List additional resources for students  Reminder of what student has learned  Place to turn in case of absence 24

25 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

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27 Adult Education Department GED® Mathematics SEP Spring Semester (Morning Class) - continued 27

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30 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

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32 32 Sharing of Ideas from other Adult Education Professionals

33 Contact Information Leatricia A. Williams GPS Coordinator Office of Adult Education (404) Mr. Kerry Bankston Lead Teacher Georgia Northwestern Technical College Ms. Francia Browne Assistant Director Cobb County School District Ms. Danielle Steele Instructor Chattahoochee Technical College 33

34 Thank you for your participation! Please complete an evaluation of this session at FY15 Technically Speaking sessions begin in Summer 2014! 34


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