Presentation on theme: "Presenters: Susan P. McKee, Ph.D., President/CEO, Pace Learning Systems, Inc. Ryan Hall, Program Delivery Coordinator, Literacy Action, Inc., GA Lori Callais,"— Presentation transcript:
Presenters: Susan P. McKee, Ph.D., President/CEO, Pace Learning Systems, Inc. Ryan Hall, Program Delivery Coordinator, Literacy Action, Inc., GA Lori Callais, GED Instructor, Livingston Parish Adult Education, LA Brenda Keisler, College & Career Access Program Instructor, College of Ouachitas, AR Eddie Lancaster, Ph.D., Education Coordinator, Alabama Department of Corrections COABE Session #C119 Fail-Safe success model for the varying needs and goals of the adult student
Session Objectives 1.What are general needs of the adult student for successful learning and retention? o in terms of orientation, feedback, structure and flexibility, independence and self-direction, individualized learning experience, context of instructional content, and success experiences in learning. 2.How do these needs vary along “the continuum of learning”? 3.What is a successful model for an adult education program, working with such a wide range of needs? o The Systems Approach 4.How do many of these students best learn? o Principles of Accelerated Learning: how instructional content and format should be designed for adult learners to maximize learning progress 5.How does facilitating learning change to address different needs as students vary along the “continuum of learning”?
Session Objective 1 Orientation to the learning environment: given concrete expectations and oriented to “what, how, and why” they will learn Consistent, reliable feedback o We have found this is necessary at all possible points: within instructional material (response, feedback), at the objective level (short-term; lesson mastery), and at the course level (long-term goal). Constantly, students must see and feel their progress toward their learning objectives and greater goals. Structure in learning activities, but flexibility in scheduling General Needs of the Adult Student for Successful Learning and Retention
A degree of independence and self-direction; consistent development of independence and learner control as students become more capable Adult-appropriate instructional content; learning objectives tied to familiar life applications Consistent, sequential success experience in learning to instill an expectation of success where it is lacking; to awaken latent independence and natural “life-long learner” curiosity o Nothing Teaches Like Success® General Needs of the Adult Student for Successful Learning and Retention Session Objective 1
Pace Learning Systems’ Continuum of Learning Student Level 0.0-4.9 IRIS, 8 th Edition Developmental Dependent learner Heavy learning manager involvement Short attention span; impatience in learning environments Learns by manipulating Extrinsic Reinforcement Student Level 5.0-11.9 Accelerated Learning Lab Diagnostic/prescriptive More independent learner Faded learning manager involvement Higher levels of attention and focus; able to approach more complicated, more involved objectives/activities Learns successfully in a variety of ways; able to make use of different modalities Intrinsic Reinforcement Student Level 3.0-5.9 At Your Own Pace Series Session Objective 2
The Systems Approach: maintain structure while providing flexibility Success generates success: Nothing Teaches Like Success® Instructional format and content designed specifically for adult learners What is a successful model for an adult education program, working with such a wide range of needs? Session Objective 3
Learning Management The Systems Approach Orient students to the program. Diagnose student’s strengths and weaknesses. Prescribe an individualized course of study. Manage progress and performance as students work. Evaluate mastery and retention of skills taught. Session Objective 3
Where did this model come from? o John McKee, Ph.D. The Rehabilitation Research Foundation – The Draper Correctional “Manpower Training Project” Pace Learning Systems was founded in 1977. History of the Systems Approach and teaching with success Session Objective 3
How do many of these students best learn? Session Objective 4 Instruction presented in “bite-size”, manageable steps. Students interact with the program/material in multiple ways, and are required to construct answers. Feedback is immediate and positive. Lessons are individualized and self-paced. Learning is validated through practice and mastery tests. Principles of Accelerated Learning
“Read, Write, Check” self-study work process which: promotes consistent movement. holds the student responsible for learning. allows for precise identification of learning breakdowns. Principles of Accelerated Learning: Programmed Learning Session Objective 4
The model remains consistent, regardless of the educational functional level or learning objective. What varies is the learning manager’s use of the instructional material, instructional content, and teaching and coaching style to meet the needs of the student as they change and grow. How does the Systems Approach and teaching with success change to address different needs as students vary along the “continuum of learning”? Session Objective 5
‘Literacy-Level Student’ (0.0-4.9) – Non-reader-5 th grade independent reading level; dependent student ‘Bridge Student’ (3.0-5.9) – lacking independence ‘Independent Adult Learner’ (5.0-11.9) – more independent student, preparing for GED® or high-school equivalency Inmate/Transition Student – Widely varying functional levels in employment and transition programs; alternative objectives (basic workforce, career readiness, social skills development, character development, etc); additional constraints and considerations How does this approach with adult students change to address different needs as they vary along the “continuum of learning”? Session Objective 5
Literacy Action, Inc. IRIS Session Objective 5 ‘Literacy-Level Student’ – Non-reader up to 5 th grade independent reading level Individualized Reading Instructional System (IRIS) Ryan Hall
College of the Ouachitas Adult Education/CCAP At Your Own Pace Session Objective 5 The “bridge student” – low-level readers (3-6), lacking independence At Your Own Pace Series (AYOP) Brenda Keisler
Accelerated Learning Lab Session Objective 5 The independent learner – preparing for the GED® or high-school equivalency Accelerated Learning Lab (ALL) Lori Callais Livingston Adult Education
Carefully and thoughtfully choose the students for these programs. o Older adult students who have been out of school for a while. o Any student who has not had the higher science and social studies classes in high school. o Any student who has taken the GED, has passed all of the sections of the test, but does NOT have a passing average. Teacher interaction is crucial Session Objective 5 Accelerated Learning Lab
Livingston Adult Education Teachers need to be excited about learning; it’s contagious Teachers need to be open to learning from their students; teaching goes both ways GED® 2014 applications: letting students get comfortable with using computers and providing a broad base of knowledge (Science and Social Studies) for the 2014 test. Session Objective 5 Accelerated Learning Lab
AL Department of Corrections Transition Skills lab Session Objective 5 Inmate/Transition student – widely varying educational levels, preparing for re-entry Transition Skills Lab (TSL) Dr. Eddie Lancaster
Summary Adult students in basic education don’t need a “teacher” as much as they need a “facilitator of learning.” Adult education students need personalized learning experiences, supported development of learning independence, and consistent reinforcing success experiences. Adult education programs need systems which are designed to support student success in a learning environment with widely varying needs, styles, and schedules. If your adult education program serves a wide range of needs, styles, and schedules, consider an instructional model/approach which is designed for this environment. Thank you for attending!
Find out more about Pace Learning Systems: Illiteracy/Delinquency/Incarceration School Dropouts Family Illiteracy Susan P. McKee, Ph.D. President/CEO firstname.lastname@example.org Clint T. Massey Business Development email@example.com 800.826.7223 205.758.2823 firstname.lastname@example.org www.pacelearning.com Contact Us Together We Can Break the Cycle of Failure
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