Preparing the Whole Learner

1. Preparing the Whole Learner 2013 Summer Institute Wednesday, August 14th, 2013 4:00 – 5:30pm

2. Hiawatha Valley Adult Basic Education Red Wing, MN

3. Who We Are… • Theresa Luther-Dolan – HVABE Director, Chief GED Examiner • Britt Gulstrand – ELL/ABE Instructor, Curriculum and Instruction Specialist, Data Specialist, GED Examiner

4. Learner retention and persistence… • In ABE, learner retention is an integral program goal. • Because of their unique needs, learner retention in ABE is difficult at best. • We try to address the “whole learner” from the moment they set foot into our programs. • In order to reach our retention goals, we do the following with our learners: • Set goals • Develop individualized learning plan • Establish motivators (find the “carrot”)

5. What kinds of variables affect our learners? • A barrier in adult education can be defined as any reason or variable which prevents a learner from entering or completing educational goals. Barriers can be present both prior to and during an educational activity (Cross, 1981). • There are three common types of barriers with which ABE learners experience. • Situational barriers • Institutional barriers • Dispositional barriers

6. Situational barriers… • A situational barrier is one that is relevant to a learner’s daily life or situation. • cost • time • responsibilities to children • job schedules • transportation issues • Also, there is a lack of problem-solving skills to successfully navigate adding education to their already full lives.

7. Institutional barriers… • An institutional barrier is one that is controlled by the program policies that are in place at the educational institution. • lack of relevant courses or programming • insufficient course hours/times • inaccessible locations • inadequate support for unique adult learners • confusing program/institutional rules • Many ABE learners have experienced a lifelong incongruence with educational institutions

8. Dispositional barriers… • Dispositional barriers are those barriers which are related to a learner’s beliefs , attitudes, behaviors, past school experiences, hopes/expectations, and/or self-esteem. • values and attitudes of the people around the learner (family, spouse, friends, etc…), • experiences from past educational conflict or situations, and fear. • ABE learners often have very low self-esteem and a lack of confidence. • The design of our program and instruction attempts to address the learner’s barriers, acknowledge their hopes and fears, and establish expectations (achievable goals).

9. The 1st three weeks is critical time for our learners. • The first three weeks… • we attempt to establish a connection with the learners through conversations and time spent addressing goals, motivation, and developing a personalized educational plan. • During this time we: • Provide a supportive and positive learning environment • Involve the student in the learning process and planning – emphasizing their overall control over the process as self-directed and autonomous learners (you can lead a horse to water….) • Facilitate the learner in finding personal relevancy and meaning in the process (helps them “own” the process and decision)

10. First three weeks, cont…. • Emphasize goal-setting as a critical tool in achievement: • long-term goal (GED completion) • short-term goals (steps leading to successful completion of long-term goal). • If the learner can see that each small step is leading them closer to their long-term goal (and can check them off as they go), there is greater probability that they will see the process to its conclusion…persistence! • Remember, we are often working with learners who have multiple reasons NOT to trust the educational “system”. • The more we can do to provide a stable, consistent, “user-friendly” path for them to follow, the higher our retention and completion rates will be.

11. What is the HVABE Delivery Model? • Intake Counselor (completes all ABE program learner intake except for Red Wing ELL learners): • Makes appointments for the 1st two-hour orientation • Administers the orientation to the learners • Completes regular and frequent follow-up • Intake/Orientation for Adult English Language Learners follows a similar protocol but is completed by the ELL instructor on the first day of a scheduled class session.

12. Orientation objectives… • Gives learner an overview of the program • including the program structure, • expectations, and the • instructor’s role (as facilitator). • Thoroughly explains the learners’ options of choosing face-to-face or online learning method or hybrid • Discusses attendance (and the importance of committing to a schedule) • Administers assessments to determine baseline skills and abilities. • Sets goals (long-term/short-term)

13. Goal-setting • The learner must see a focus and relevance for their studies, which is directly linked to their motivation . • Accomplished by the instructor and intake person facilitating the goal-setting. • The goals must: • Be SMART goals (specific, measurable, achievable, realistic, and timely) • Consider the learner’s level and abilities • Include strategies for achieving goals • Include creating a learning plan with objectives • Be carried out (and revisited often) • Monitored and refined as necessary

14. Importance of goal-setting • Goal-setting helps build self-esteem by teaching the learner how to set reasonable goals which can be reached in a short period of time. • Emphasis on goal-setting is worthwhile. It is also a cooperative, continuous, ongoing process between the learner and the instructor.

15. Assessments *Pre/Post testing is required for all learners* (CASAS, TABE) • Assessments in Reading and Math are completed (exception being that the lowest Adult English levels are initially only assessed in Reading) • A Learning Styles survey is completed http://www.vark-learn.com/english/index.asp • A computer skill survey is completed http://digitalliteracyassessment.org/

16. Tools for helping learners see their progress over the course of instruction. • Portfolios • Checklists • Certificates of Achievement • Attendance, Course Completion, Essential Skills, etc…

17. Portfolios • Throughout the course of instruction, portfolios help learners keep track of completed course work, pre-test scores, writing samples, performance assessments, progress test scores, photos, and/or certificates of accomplishment. • Instructors set aside class time for learners to label each items as they select them for the portfolio – there is also time included for the learner to write a brief reflection about why they chose the items they did. • Portfolios encourage learners to look back on earlier items in order to see their progress over time. • Instructors also allow class time for learners to celebrate and display their portfolios and review with classmates.

18. Checklists • Checklists establish a process for keeping track of the learner’s goal work. • Learners and instructor can (and should) regularly review progress and complete the checklists. • Also reinforces the use of self-management tools in the learner’s daily life.

19. Certificates of Achievement • Course Session Completion • Essential Skills • For 12 Hours of Attendance • For 20 Hours of Attendance • For 30 Hours of Attendance • Increasing a Level • Completing Entire Goals Checklist

20. Handouts • Tips for Teachers, “Managing the Classroom Goal-Setting Process • Goal-setting form • ABE structure chart • How to Reduce Student Attrition • More Strategies for Retention Thank You!!