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Technical College System of Georgia Office of Adult Education January 16, 2014. Setting Student Learner Expectations. Technical Housekeeping. On the day of the teleconference, call 1-866-590-5055 and enter access code 8019870#

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Technical college system of georgia office of adult education january 16 2014

Technical College System of Georgia

Office of Adult Education

January 16, 2014

Setting Student Learner Expectations


Technical housekeeping
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
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
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
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
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 continued1
Learning Culture -Continued

Madeline Hunter Lesson Plan


Learning culture continued2
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
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
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
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 expectations1
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 expectations2
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
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
The SEP

  • A contract

  • A map

  • A reference

  • A record

  • A key to successful communication

    • Student Education Plan


The sep as a contract
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
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
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
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
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

Next Technically Speaking session for administrators:

January 22, 2014 - 2:00-3:30 pm

Getting to Know your Staff through Visitation

and Monitoring


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