Setting Student Learner

Expectations

Technical College System of GeorgiaOffice of Adult Education

April 17, 2014

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evaluation form and information about the next

Technically Speaking.

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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

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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.”

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Francia Browne, Assistant Director

Cobb -Paulding Adult Education Center

“Setting Student Learner Expectations”

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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.

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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

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Learning Culture -Continued

Madeline Hunter Lesson Plan

Components Activities

Objectives

Standards

Anticipatory Set

Teaching

Guided Practice/Monitoring

Closure

Independent Practice

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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.

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Cobb Paulding Adult Education Local Report Card

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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.

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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.

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How GNTC’s Whitfield-Murray Campus Sets Expectations:

Orientation at TABE pretest Goal setting at orientation Orientation package

Explanation of program and course offeringsAdult Education Roadmap (ESL > ABE > GED

> Post-Secondary)Behavior, dress code, attendance policy,

recognition of achievement

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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

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How GNTC’s Whitfield-Murray Campus Sets Expectations:

Direct instruction classes have lesson plans with a daily agenda

Transition services are explained during orientation

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Adult Education Roadmap:

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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

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The SEP

A contract A map A reference A record A key to successful

communicationStudent Education Plan

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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

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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

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The SEP as a Reference

List additional resources for students

Reminder of what student has learned

Place to turn in case of absence

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SEP as a Record Witness learning process

Record success(70% or higher mastery level)

Record success70% or higher mastery level)

Study guide and reminder Interactive between teacher and student

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

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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

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Questions for the Presenters

?Please say your name, program and location before asking your question

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Sharing of Ideas from other Adult Education

Professionals

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Contact Information

Leatricia A. WilliamsGPS CoordinatorOffice of Adult Educationlwilliams@tcsg.edu(404) 679-5234

Mr. Kerry Bankston Lead TeacherGeorgia Northwestern Technical College kbankston@gntc.edu

Ms. Francia BrowneAssistant DirectorCobb County School DistrictFrancia.browne@cobbk12.org

Ms. Danielle SteeleInstructorChattahoochee Technical CollegeDanielle.steele@chattahoocheTech.edu

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Thank you for your participation!

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FY15 Technically Speaking sessions begin in Summer 2014!