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Technical College System of Georgia Office of Adult Education April 17, 2014. Setting Student Learner Expectations. 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.
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Technical College System of Georgia Office of Adult Education April 17, 2014 Setting Student Learner Expectations
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 kbryant@tcsg.edu. • Stay tuned at the end for a link to an online evaluation form and information about the next Technically Speaking.
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.”
Francia Browne, Assistant Director Cobb -Paulding Adult Education Center “Setting Student Learner Expectations”
Learning Culture • High expectations for allstudentsis one of the defining characteristics of school reform. • Setting student learning expectations is important in academic successand 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 academicsuccess.
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: • Objectives • Standards (benchmarks) • Anticipatory set (ice breaker) • Teaching (input, modeling, checking for understanding) • Guided practice/monitoring • Closure • Independent practice
Learning Culture -Continued Madeline Hunter Lesson Plan
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.
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 knowingone’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.
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 StudentEducation 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 consistentexpectationsandfeedbackfrom 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
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
How GNTC’s Whitfield-Murray Campus Sets Expectations: • Direct instruction classes have lesson plans with a daily agenda • Transition services are explained during orientation
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
The SEP • A contract • A map • A reference • A record • A key to successful communication • Student Education Plan
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
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
The SEP as a Reference • List additional resources for students • Reminder of what student has learned • Place to turn in case of absence
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
Adult Education Department GED® Mathematics SEP Spring Semester (Morning Class) - continued
Conclusion • The SEP is a useful toolwhen 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
Questions for the Presenters ? Please say your name, program and location before asking your question
Thank you for your participation! Please complete an evaluation of this session at http://surveymonkey.com/s/TechnicallySpeakingExpectations FY15 Technically Speaking sessions beginin Summer 2014!