1. Technical College System of Georgia Office of Adult Education April 17, 2014

2. 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.kbryant@tcsg.edu  Stay tuned at the end for a link to an online evaluation form and information about the next Technically Speaking. 2

3. 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 3

4. 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.” 4

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6. Francia Browne, Assistant Director Cobb -Paulding Adult Education Center “Setting Student Learner Expectations ” 6

7. 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. 7

8. 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 8

9. Learning Culture -Continued Madeline Hunter Lesson Plan 9 ComponentsActivities Objectives Standards Anticipatory Set Teaching Guided Practice/Monitoring Closure Independent Practice

10. 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. 10

11. 11 Cobb Paulding Adult Education Local Report Card

12. 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. 12

13. 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. 13

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15. 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 15

16. 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 16

17. How GNTC’s Whitfield-Murray Campus Sets Expectations:  Direct instruction classes have lesson plans with a daily agenda  Transition services are explained during orientation 17

18. Adult Education Roadmap: 18

19. 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! S pecific, M easurable, A chievable, R ealistic, T ime-Bound 19

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21. The SEP  A contract  A map  A reference  A record  A key to successful communication  Student Education Plan 21

22. 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 22

23. 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 23

24. The SEP as a Reference  List additional resources for students  Reminder of what student has learned  Place to turn in case of absence 24

25. 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 25

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27. Adult Education Department GED® Mathematics SEP Spring Semester (Morning Class) - continued 27

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30. 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 30

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32. 32 Sharing of Ideas from other Adult Education Professionals

33. Contact Information Leatricia A. Williams GPS Coordinator Office of Adult Education lwilliams@tcsg.edu (404) 679-5234 Mr. Kerry Bankston Lead Teacher Georgia Northwestern Technical College kbankston@gntc.edu Ms. Francia Browne Assistant Director Cobb County School District Francia.browne@cobbk12.org Ms. Danielle Steele Instructor Chattahoochee Technical College Danielle.steele@chattahoocheTech.edu 33

34. Thank you for your participation! Please complete an evaluation of this session at http://surveymonkey.com/s/TechnicallySpeakingExpectations http://surveymonkey.com/s/TechnicallySpeakingExpectations FY15 Technically Speaking sessions begin in Summer 2014! 34