< CHAT Raise/ Lower Hand Step Away Sound. Here Today…Gone Tomorrow: Strategies for Motivating, Retaining, and Transitioning Adult Learners Webinar

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  • < CHATRaise/ Lower HandStep AwaySound

  • Here TodayGone Tomorrow: Strategies for Motivating, Retaining, and Transitioning Adult LearnersWebinar

  • ObjectivesWe will:Discuss experiences, strategies, and ideas related to:Sharing the persistence information with your staffAssessing your current status and potential gaps Selecting a persistence support and strategy for future program improvementProvide guidance and answer questions related to Part II of your Culminating Project.*

  • Persistence Supports*Self management to overcome barriers to persistenceFeeling that student will be successful in adult education and obtain his/her goalWith instructional objectives that must be met to reach that goalMeasures that are meaningful to the studentComings et al. 1999

  • Persistence Supports*Strategies for engaging and re-engaging stop-out learnersComings et al. 1999

  • Open ChatHow did you share the student persistence information with your staff?What was their reaction?


  • Open ChatAs you and your staff examined what you were currently doing related to the four supports, what did you find?Were there any surprises?*

  • Open ChatWhich of the four supports or particular strategies interested your staff the most?How would you pilot one of those strategies in your program?


  • Open ChatDoes your culminating project involve any of the strategies or four supports for learner persistence?If so, briefly tell us what you are doing?*

  • Culminating ProjectDue date for Part II: April 20Should be completing the piloting phase


  • The Trident: Three Starting Points for Program Improvement*

  • Culminating Project: Part 2*

  • Culminating Project: Part IITask 4Gathering and selecting promising practicesTask 5Developing a pilot testing planTask 6Selecting and preparing the pilot sitesTask 7Conducting the pilot, measuring the impact, and developing/fine-tuning PD and resources*

  • Culminating Project: Part IIRemember Going to ScaleTasksExamplesModelsCuesClues*

  • Good Data Good EvaluationBe sure to collect your data throughout the piloting process based on your goals and measurable evidence outlined in Part I.Evaluation is critical.FormativeSummative*

  • Next CourseFive-hour online course: The Leadership Approach to Program Improvement: How Leaders Inspire, Influence, and Achieve ResultsMeaning of leadershipLeadership stylesFrom management to leadershipCreating a culture of learning


  • Next CourseAvailable through your course portal http://leaonline.clee.utk.edu/Complete no later than March 5Post interim activity by March 12Follow-up webinar *

  • Please Remember to:*Thank your state director for your LEA sponsorship

  • ALWAYS WILLING TO HELP*E-mail your facilitators at any time, or contact lea@utk.edu

    As you saw in the online orientation to this series, It is all about program improvement.

    We are charged with getting better at serving adult learners every year.

    As session begins, the trainer may introduce self as you may have some participants from other states who are not in your group (s). You can include local experience and special expertise.

    You may want to ask for a show of hands from each state so that participants will know that they may hear information from other states.

    **In addition to the four supports for persistence, Comings research emphasis the need to keep students engaged when they have to stop out.*Remind participants to try to focus on just one area that has been identified for the pilot for program improvement. The pilot should be 2-3 months long and then review and tweek anything that needs it before taking it to scale. *Explain how year one introduced them to the Trident and three starting points for program improvement.

    As a result of the year 1 workshops, you and your staff prioritized a need in part I of the culminating project. During year two, we will begin looking at strategies to address some of those needs strategies that are identified through the second starting point research.*These are the steps in Year 2 of the Trident. Walk through the steps with the participants.