Strategies for Motivating & Retaining Adult Learners Georgia Adult Education Workshop Wednesday, May 23, 2007--Jasper Friday, May 25, 2007--Fitzgerald

SStrategies for Motivating & trategies for Motivating & Retaining Adult LearnersRetaining Adult Learners

Georgia Adult Education Georgia Adult Education WorkshopWorkshop

Wednesday, May 23, 2007--JasperWednesday, May 23, 2007--JasperFriday, May 25, 2007--FitzgeraldFriday, May 25, 2007--Fitzgerald

Designed by Lennox McLendon, Kathi Polis, & Debra Designed by Lennox McLendon, Kathi Polis, & Debra HargroveHargrove

Presented by Presented by Dr. Lennox McLendonDr. Lennox McLendon

Here Today – Gone Tomorrow:Here Today – Gone Tomorrow:Why do they leave? How do we help them stay?Why do they leave? How do we help them stay?

McLendon and PolisMcLendon and Polis 22

We All Know The Issues…We All Know The Issues…

•Here today, gone tomorrow!Here today, gone tomorrow!

Why don’t our students

stick around longer?


Tell us one reason why you Tell us one reason why you think students leave your think students leave your

program early.program early.

What do you think?What do you think?


The Bottomline…The Bottomline…

• There is no ONE reason why There is no ONE reason why they leave.they leave.

• That’s what makes student That’s what makes student persistence such a challenge.persistence such a challenge.


Today’s Training ObjectivesToday’s Training Objectives• Examine the latest research on learner Examine the latest research on learner

persistence to determine factors that promote persistence to determine factors that promote retention.retention.

• Explore a variety of instructional and Explore a variety of instructional and management strategies that address the management strategies that address the research findings.research findings.

• Examine professional development options Examine professional development options that can help instructors and tutors support that can help instructors and tutors support student persistence.student persistence.

• Outline a student persistence learning project Outline a student persistence learning project to work on during the next three months.to work on during the next three months.


Why is persistence so Why is persistence so important?important?

GLE IncreaseGLE Increase EFL GainsEFL Gains Duration and Intensity

Duration and Intensity

Another gain after 250 – 300 hours

75 percent chance of making a 1+ GLE increase at 150 hours

100 hours required for a 1 GLE increase

Learner Persistence Study, NCSALL (2004)


So how important is student So how important is student persistence?persistence?Relationship of CASAS Reading Scale Score Gains

with Instructional Time


Data Check …Data Check …When You Return HomeWhen You Return Home

• On average, how long On average, how long is it taking your is it taking your learners to complete learners to complete and/or advance to a and/or advance to a higher functioning higher functioning level?level?


Intensity and DurationIntensity and Duration

The data tell us we need:The data tell us we need:

– intensityintensity (hours/month) and (hours/month) and – durationduration (months/year) (months/year)

for many adults learners to succeed.for many adults learners to succeed.


DUH-HUH!!!DUH-HUH!!!

BFOBFO

So how do we get So how do we get it?it?


What does the research tell What does the research tell us?us?

• Latest Research - Learner Latest Research - Learner Persistence StudyPersistence Study– John Comings et al., NCSALL, 2004John Comings et al., NCSALL, 2004

• [email protected][email protected]

•http://http://www.ncsall.netwww.ncsall.net

– Surveyed 150 adult learnersSurveyed 150 adult learners– Observed 9 programs that were trying Observed 9 programs that were trying

to improve persistenceto improve persistence

mailto:[email protected]

http://www.ncsall.gse.harvard.edu/

http://www.ncsall.gse.harvard.edu/


Student PathwaysStudent Pathways

• Long-TermLong-Term: highly motivated, few barriers, : highly motivated, few barriers, older, slow progressolder, slow progress

• MandatoryMandatory: poor motivation: poor motivation• Short-termShort-term: project learners: project learners• Try-outTry-out: fairly large, too many barriers, drop : fairly large, too many barriers, drop

outout• IntermittentIntermittent: largest group, motivated, : largest group, motivated,

participate, barrier emerges, stop-out, return participate, barrier emerges, stop-out, return laterlater

Comings, 2004Comings, 2004


Activity 1: Activity 1: Indicators of PersistenceIndicators of Persistence• Which of these do you think characterize the Which of these do you think characterize the

“persistors” in the NCSALL study?“persistors” in the NCSALL study?– GenderGender– Immigrant statusImmigrant status– Age of childrenAge of children– Employment statusEmployment status– Working hoursWorking hours– GoalGoal– Negative school experienceNegative school experience– Parent’s educationParent’s education– Involvement in previous trainingInvolvement in previous training– Single parent statusSingle parent status

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Adult Student CharacteristicsAdult Student CharacteristicsThat Support PersistenceThat Support Persistence

• Immigrant status, age over 30, and Immigrant status, age over 30, and parent of teen or adult childrenparent of teen or adult children

• Involvement in previous efforts at Involvement in previous efforts at basic skills education, self study, or basic skills education, self study, or vocational skill trainingvocational skill training

• Specific goalSpecific goal


Adult Student CharacteristicsAdult Student CharacteristicsThat Did Not Influence That Did Not Influence PersistencePersistence• Gender and ethnicityGender and ethnicity

• Single parent statusSingle parent status

• Employment status/working hoursEmployment status/working hours

• Negative school experienceNegative school experience

• Parent’s educationParent’s education


Persistence SupportsPersistence Supports

ManagingPositive and

Negative Forces

BuildingSelf-

Efficacy

ClearGoals Progress

Self management to overcome barriers to persistence

Feeling that student will be successful in adult education and obtain his/her goal

With instructional objectives that must be met to reach that goal

Measures that are meaningful to the student

John Comings et al. (2004)


Program ImprovementProgram Improvement

• When programs improved services,When programs improved services,– Months of engagement did not increase butMonths of engagement did not increase but

hours of participation did.hours of participation did.

– A major cause was increase in computer use A major cause was increase in computer use in the first six months of participation.in the first six months of participation.

Learner Persistence Learner Persistence StudyStudy

Comings et al., 2004Comings et al., 2004


Stop Outs, Not Drop OutsStop Outs, Not Drop OutsAlicia Belzer (1998)Alicia Belzer (1998)

•Leavers don’t consider themselves Leavers don’t consider themselves “drop-outs”“drop-outs”

•Stop attending but plan on returning Stop attending but plan on returning laterlater

•Departure from a program not viewed Departure from a program not viewed as a “negative” or “failure” by as a “negative” or “failure” by students, but rather as a temporary students, but rather as a temporary hiatushiatus


Persistence Should Be…Persistence Should Be…“Adults staying in programs for as long

as they can,

engaging in supported self study or distance education when they must stop

attending program services, and

returning to program services as soon as the demands of their lives allow.”

John Comings, 2004


Three Barriers to Three Barriers to PersistencePersistence

SituationalSituational InstitutionalInstitutional DispositionalDispositional

Examples:Examples:•Transportation

•Family Responsibilities

•Financial Obligations

Examples:Examples:•“Red Tape”

•Scheduling Problems

•Intake Procedures

Examples:Examples:•Learners’ Attitudes

•Values

•Perceptions

B. Allan Quigley (1993)The Critical First Three

Weeks


Classroom DynamicsClassroom DynamicsClassroom Dynamics in Adult Literacy Classroom Dynamics in Adult Literacy

EducationEducationHal Beder and Patsy Medina Hal Beder and Patsy Medina

• Classroom instruction focuses on basic skills, not Classroom instruction focuses on basic skills, not higher-level abilitieshigher-level abilities

• Teachers are not student-centered.Teachers are not student-centered.

• Class composition, enrollment turbulence, and Class composition, enrollment turbulence, and funding pressure shape classroom dynamics. funding pressure shape classroom dynamics.

• Continuous enrollment and mixed skill levels are Continuous enrollment and mixed skill levels are serious and understated problems in the adult serious and understated problems in the adult literacy classroom.literacy classroom.


Turbulence and Turbulence and FocusFocus

Thomas Sticht et al. (1998)Thomas Sticht et al. (1998)

• Open-entry/continuous enrollment makes it Open-entry/continuous enrollment makes it harder for students to stay in the program.harder for students to stay in the program.

• Multi-focused/multi-level classes make Multi-focused/multi-level classes make student persistence more difficult.student persistence more difficult.

• Persistence rates increase in classes where Persistence rates increase in classes where the focus of students and classrooms are the focus of students and classrooms are more closely aligned (e.g., job readiness, more closely aligned (e.g., job readiness, GED).GED).


Activity 2 – Does It Jive?Activity 2 – Does It Jive?

• Four research briefsFour research briefs– Persistence Among Adult Basic Education Persistence Among Adult Basic Education

Students in Pre-GED Classes (Comings, et Students in Pre-GED Classes (Comings, et al)al)

– The First Three Weeks: A Critical Time for The First Three Weeks: A Critical Time for Motivation (Quigley)Motivation (Quigley)

– Stopping Out, Not Dropping Out (Belzer)Stopping Out, Not Dropping Out (Belzer)– Classroom Dynamics in Adult Literacy Classroom Dynamics in Adult Literacy

Education (Beder and Medina)Education (Beder and Medina)

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Activity 2 – Does it jive?Activity 2 – Does it jive?

Read the research brief for your Read the research brief for your designated study. With your table designated study. With your table partners, discuss the following questions:partners, discuss the following questions:– Do the research findings jive with your Do the research findings jive with your

experiences?experiences?– If yes, what in particular?If yes, what in particular?– If no, what seems out of place?If no, what seems out of place?– Was there anything missing that you think Was there anything missing that you think

impacts learner persistence?impacts learner persistence?


Activity 3: Creating a VisionActivity 3: Creating a Vision

• Reflect on what you learned from the Reflect on what you learned from the research and complete the following research and complete the following sentence:sentence:

Learner persistence will be working Learner persistence will be working well in my program when…well in my program when…

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Research ImplicationsResearch Implications

• From an accountability perspectiveFrom an accountability perspective– Participation ends when an adult drops Participation ends when an adult drops

out of a programout of a program

• From a student’s perspectiveFrom a student’s perspective– Participation may continue after leaving Participation may continue after leaving

the program through self study or the program through self study or distance learningdistance learning



• New definition values self-study, New definition values self-study, transfer, re-entry into a programtransfer, re-entry into a program

• Increased need for programs to stay Increased need for programs to stay connected and offer alternative connected and offer alternative servicesservices



• Learner persistence impacts everything we do.Learner persistence impacts everything we do.

The Three P’sThe Three P’sPractice

(instructional delivery and program structure)

Policy and Procedures

Professional Development


Activity 4: What are Activity 4: What are you doing now?you doing now?Complete the Activity 4 Chart by responding to Complete the Activity 4 Chart by responding to these questions:these questions:

•What What practicespractices are you doing right now to promote are you doing right now to promote learner persistence?learner persistence?

•What What policies or procedurespolicies or procedures do you have that do you have that support learner persistence?support learner persistence?

•What What professional developmentprofessional development do you have access do you have access to that provides tools and strategies for increasing to that provides tools and strategies for increasing student retention?student retention?

•Does what you are doing NOW reflect the vision you Does what you are doing NOW reflect the vision you created in Activity 2? created in Activity 2?

•You will continue to add to the chart throughout the You will continue to add to the chart throughout the workshop.workshop.

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Lunch Time!Lunch Time!


Part IIPart II•We will take a look at the following We will take a look at the following

questions:questions:– What strategies can local programs What strategies can local programs

use to support learner persistence?use to support learner persistence?– What professional development What professional development

resources are available related to resources are available related to learner persistence?learner persistence?

– Where should I begin?Where should I begin?


Persistence SupportsPersistence Supports

ManagingPositive and

Negative Forces

BuildingSelf-

Efficacy

ClearGoals Progress

Self management to overcome barriers to persistence

Feeling that student will be successful in adult education and obtain his/her goal

With instructional objectives that must be met to reach that goal

Measures that are meaningful to the student

John Comings et al. (2004)


Four Supports and Sample Four Supports and Sample Strategies for Learner PersistenceStrategies for Learner Persistence

Managementof Positive &

Negative Forces

BuildingSelf-

Efficacy

ClearGoals Progress

• Student Needs Assessment

• Sponsorship

• Sense of Community

• Accessibility


Management of Management of Positive and Negative ForcesPositive and Negative Forces

• Strategy 1: Student Needs AssessmentStrategy 1: Student Needs Assessment– Involving students in examining their supporting Involving students in examining their supporting

and hindering forces to achieving their goalsand hindering forces to achieving their goals

• Sample needs assessment processesSample needs assessment processes– Brainstorming and prioritizingBrainstorming and prioritizing– Acting it outActing it out– Classroom discussionClassroom discussion– Snowball consensusSnowball consensus– Affinity diagrammingAffinity diagramming– Learner-to-learner interviewsLearner-to-learner interviews



• Strategy 2: SponsorshipsStrategy 2: Sponsorships– PersonalPersonal

•Relatives, godmothers, children, spouses and Relatives, godmothers, children, spouses and partners neighbors, friends, co-workerspartners neighbors, friends, co-workers

– OfficialOfficial•Paid professionals: Social workers, parole officers, Paid professionals: Social workers, parole officers,

DHS case workers, librarians, teachersDHS case workers, librarians, teachers

– IntermediateIntermediate•Pastors, fellow recovery program members and Pastors, fellow recovery program members and

sponsors, volunteer tutors, other studentssponsors, volunteer tutors, other students



• Sponsorship StrategiesSponsorship Strategies– Identify sponsors during intake process.Identify sponsors during intake process.– Discuss with student the role the sponsor can play in Discuss with student the role the sponsor can play in

supporting him/her.supporting him/her.– Help students identify sponsors if they don’t have any.Help students identify sponsors if they don’t have any.– Ask student’s permission to contact sponsor if Ask student’s permission to contact sponsor if

persistence challenges occur.persistence challenges occur.– Employ a Student Persistence Coordinator (paid or Employ a Student Persistence Coordinator (paid or

volunteer) to support students.volunteer) to support students.– Form a Student Retention Team to contact and Form a Student Retention Team to contact and

support at-risk students.support at-risk students.


Management of Management of Positive and Negative ForcesPositive and Negative Forces• Strategy 3: Building a Sense of CommunityStrategy 3: Building a Sense of Community

– Managed intake and managed enrollment classes Managed intake and managed enrollment classes (students begin and progress together)(students begin and progress together)

– Field trips, potluck dinners, etc. that bring learners Field trips, potluck dinners, etc. that bring learners together in different waystogether in different ways

– Student-run activities (e.g., Second Chance Prom)Student-run activities (e.g., Second Chance Prom)– Class ground rules set by studentsClass ground rules set by students– Diversity trainingDiversity training– Buddy system for new and returning studentsBuddy system for new and returning students– Group activities (e.g., Group activities (e.g., Dear Abby)Dear Abby)– Group projects Group projects


Management of Management of Positive and Negative ForcesPositive and Negative Forces• Strategy 3: Building a Sense of CommunityStrategy 3: Building a Sense of Community

• Using TechnologyUsing Technology– Wikis Wikis

• http://pbwiki.comhttp://pbwiki.com

• http://www.wikipedia.orghttp://www.wikipedia.org

• http://wiki.literacytent.org/index.php/Topicshttp://wiki.literacytent.org/index.php/Topics

– BlogsBlogs• http://www.blogger.com/starthttp://www.blogger.com/start

– Class WebsiteClass Website• http://www.expage.comhttp://www.expage.com – free – free

• http://www.homestead.com/http://www.homestead.com/ - $5.00/mo - $5.00/mo

http://pbwiki.com/

http://www.wikipedia.org/

http://wiki.literacytent.org/index.php/Topics

http://www.blogger.com/start

http://www.expage.com/

http://www.homestead.com/


Management of Management of Positive and Negative ForcesPositive and Negative Forces• Strategy 4: AccessibilityStrategy 4: Accessibility

– Intake Process: Barrier resolution to find out what Intake Process: Barrier resolution to find out what potential hindering forces may be and providing potential hindering forces may be and providing assistance (directly or through referrals)assistance (directly or through referrals)

– Persistence Plan: developing a plan during intake for Persistence Plan: developing a plan during intake for continued work during potential “stopping out” periodcontinued work during potential “stopping out” period

– Support Services: networking with community Support Services: networking with community agencies, prioritizing services to include a counseling agencies, prioritizing services to include a counseling positionposition

– Enrollment and Attendance Policies: changing policies Enrollment and Attendance Policies: changing policies to reduce classroom chaos from constant entering and to reduce classroom chaos from constant entering and exiting of studentsexiting of students

– Flexible SchedulingFlexible Scheduling


Activity #5: Managing the Activity #5: Managing the ForcesForces

With your table partners:With your table partners:– Review the handout on Sample Activities for Review the handout on Sample Activities for

Management of Positive and Negative Forces.Management of Positive and Negative Forces.

– Have you implemented any of these Have you implemented any of these activities? If so, how did you do it and what activities? If so, how did you do it and what were the results?were the results?

– Is there anything you need to add to the Is there anything you need to add to the Activity 4 chart?Activity 4 chart?

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ManagementOf Positive &

Negative Forces

BuildingBuildingSelf-Self-

EfficacyEfficacy

ClearGoals Progress

• Student Leadership

• Assessment

• Recognition

• Learner-generated Materials

• Learning Styles and Special Learning Needs


Building Self-EfficacyBuilding Self-Efficacy

• A belief by learners that they can be A belief by learners that they can be successful when attempting new successful when attempting new activities as learners.activities as learners.

• What are you doing now?What are you doing now?


Activity #6: The Flipchart Activity #6: The Flipchart BrainstormBrainstorm• Five strategies are listed on flipcharts around the Five strategies are listed on flipcharts around the

room: room: – Student leadershipStudent leadership– AssessmentAssessment– RecognitionRecognition– Learner-generated materialsLearner-generated materials– Learning styles and special learning needsLearning styles and special learning needs

• Are you doing anything in your program related to Are you doing anything in your program related to any of these strategies? If so, jot them down on any of these strategies? If so, jot them down on the flipcharts.the flipcharts.

• Is there anything you need to add to the Activity 4 Is there anything you need to add to the Activity 4 chart?chart?



• Strategy 1: Student LeadershipStrategy 1: Student Leadership– Peer orientationsPeer orientations– Peer teachingPeer teaching– Advisory board membersAdvisory board members– Student Advisory BoardStudent Advisory Board– Student Retention TeamStudent Retention Team– Student-led projectsStudent-led projects



• AssessmentAssessment– Begin with informal non-academic measures Begin with informal non-academic measures

before using formal (TABE, CASAS) before using formal (TABE, CASAS) measuresmeasures

– Begin standardized testing with the Begin standardized testing with the student’s greatest comfort area student’s greatest comfort area

– Involve learners more in assessment processInvolve learners more in assessment process•Portfolio assessmentPortfolio assessment

•ConferencingConferencing– Student Teacher Evaluation Process (STEPS)Student Teacher Evaluation Process (STEPS)



• Strategy 3: Recognition and IncentivesStrategy 3: Recognition and Incentives•National Adult Student Honor SocietyNational Adult Student Honor Society

http://www.naehs.org/Default.htmhttp://www.naehs.org/Default.htm

•Student of the MonthStudent of the Month

•Family of the MonthFamily of the Month

•Graduation CeremoniesGraduation Ceremonies

•Perfect Attendance RecognitionPerfect Attendance Recognition

• Incentive StoreIncentive Store

•OtherOther

http://www.naehs.org/Default.htm



• Strategy 4: Learner-Generated MaterialsStrategy 4: Learner-Generated Materials– Student newsletterStudent newsletter– Student writings publicationStudent writings publication– Class anthologyClass anthology– Online Activities - Online Activities - JeopardyJeopardy

• Strategy 5: Addressing Learning Styles and Special Strategy 5: Addressing Learning Styles and Special Learning NeedsLearning Needs– Learning style inventoriesLearning style inventories– Special learning needs screening instrumentsSpecial learning needs screening instruments– Special equipmentSpecial equipment– Quiet work spaceQuiet work space– Work loadWork load– Repetition and varietyRepetition and variety

http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm



• Technology-based activitiesTechnology-based activities– WebquestsWebquests

• http://webquest.orghttp://webquest.org• http://www.kn.pacbell.com/wired/donner/index.htmlhttp://www.kn.pacbell.com/wired/donner/index.html

– MOS TrainingMOS Training• actDEN Tutorials – actDEN Tutorials – http://www.actden.comhttp://www.actden.com• GCF Global Learning Tutorials – GCF Global Learning Tutorials –

http://www.gcflearnfree.org/Tutorialshttp://www.gcflearnfree.org/Tutorials

http://webquest.org/

http://www.kn.pacbell.com/wired/donner/index.html

http://www.actden.com/

http://www.gcflearnfree.org/Tutorials


Four Supports and Sample Strategies Four Supports and Sample Strategies for Learner Persistencefor Learner Persistence


Negative Forces

BuildingSelf-

Efficacy

ClearClearGoalsGoals Progress

• Intake Process

• Bridge to Next Steps

• Goals in Envelopes


Clear GoalsClear Goals• Adults are motivated to enroll by the desire to Adults are motivated to enroll by the desire to

reach a specific goal.reach a specific goal.• Therefore, you mustTherefore, you must

– Identify their specific goalsIdentify their specific goals– Show the student how the class/program will help Show the student how the class/program will help

them reach their goalsthem reach their goals– Understand the difference between student and NRS Understand the difference between student and NRS

goalsgoals• Important to:Important to:

– Help them determine realistic goals (short-term and Help them determine realistic goals (short-term and long-term)long-term)

– Set interim success benchmarksSet interim success benchmarks– Regularly review progress to those goalsRegularly review progress to those goals


Clear GoalsClear Goals• Strategy 1: Intake ProcessStrategy 1: Intake Process

– Do not focus on academic goal setting only.Do not focus on academic goal setting only.• ““What do you want to do that you cannot do now?”What do you want to do that you cannot do now?”

• If he/she wants a GED, “What will the GED do for you If he/she wants a GED, “What will the GED do for you that you cannot do now?”that you cannot do now?”

– Begin with a preliminary goal setting activity Begin with a preliminary goal setting activity during the intake process to identify interests and during the intake process to identify interests and strengths (websites listed in Resource Packet).strengths (websites listed in Resource Packet).

– Complete academic assessments before finalizing Complete academic assessments before finalizing goals, as well as learning style inventories and goals, as well as learning style inventories and special learning needs screening, if appropriate.special learning needs screening, if appropriate.


Clear GoalsClear Goals• Strategy 1: Intake ProcessStrategy 1: Intake Process

– Schedule a goal conference with individual student to Schedule a goal conference with individual student to discuss short-term and long-term goal attainment, discuss short-term and long-term goal attainment, realistic timelines, and interim success benchmarks that realistic timelines, and interim success benchmarks that will need to occur in pursuit of the goal/swill need to occur in pursuit of the goal/s

– Discuss the reality of “episodic participation” and that Discuss the reality of “episodic participation” and that there is support available when you find it necessary to there is support available when you find it necessary to stop coming to class for a while.stop coming to class for a while.

– For NRS goals, refer to the handout Considerations for For NRS goals, refer to the handout Considerations for Setting Realistic NRS Goals.Setting Realistic NRS Goals.


Clear GoalsClear Goals• Strategy 2: Bridge to Next StepsStrategy 2: Bridge to Next Steps

– Students may not know all of their options for further Students may not know all of their options for further training and employment. “They don’t know what training and employment. “They don’t know what they don’t know.”they don’t know.”

– Realistic goal setting may be hindered or short-Realistic goal setting may be hindered or short-sighted.sighted.

– Provide opportunities for students to become familiar Provide opportunities for students to become familiar with options for further education or work.with options for further education or work.• Field trips to community collegeField trips to community college

• Job shadowing opportunities with local employersJob shadowing opportunities with local employers

• Guest speakers from your One StopsGuest speakers from your One Stops

• Computer Self-Efficacy (pre-assessment)Computer Self-Efficacy (pre-assessment)


Clear GoalsClear Goals• Strategy 3: Goals in EnvelopeStrategy 3: Goals in Envelope

– Goals can change over time.Goals can change over time.

– Once the initial goals are determined, have the Once the initial goals are determined, have the student write them down.student write them down.

– Place the goal sheet in an envelope.Place the goal sheet in an envelope.

– Explain to the student that you will mail the envelope Explain to the student that you will mail the envelope to the student in six weeks as a reminder and to to the student in six weeks as a reminder and to determine if the goals need to be changed/adjusted.determine if the goals need to be changed/adjusted.


Activity 7: What Can I Activity 7: What Can I Change?Change?

• Select one of the three sample strategies Select one of the three sample strategies for helping students set clear goals.for helping students set clear goals.

• Compare that strategy to what you are Compare that strategy to what you are doing now.doing now.

• What changes could you make to your What changes could you make to your current practice to incorporate the sample current practice to incorporate the sample strategy?strategy?

• Share your ideas with your table partners.Share your ideas with your table partners.




Negative Forces

BuildingSelf-

Efficacy

ClearGoals ProgressProgress

• Assessment Strategies

• Conferencing

• Dialogue Journals


ProgressProgressAssessment StrategiesAssessment Strategies

– Use a variety of methods to allow students Use a variety of methods to allow students to see their progress (e.g., portfolios, to see their progress (e.g., portfolios, checklists, technology-based tracking checklists, technology-based tracking mechanisms)mechanisms)•e-foliose-folios

– MOS TrainingMOS Training•actDEN Tutorials – actDEN Tutorials – http://http://www.actden.comwww.actden.com•GCF Global Learning Tutorials – GCF Global Learning Tutorials – http://http://

www.gcflearnfree.orgwww.gcflearnfree.org/Tutorials/Tutorials

– Train students in self-evaluation proceduresTrain students in self-evaluation procedures•Computer Self-Efficacy Post AssessmentComputer Self-Efficacy Post Assessment

P.31







ProgressProgress• ConferencingConferencing

– STEPS – regularly scheduled sessions to review STEPS – regularly scheduled sessions to review student progress and evaluate materials, student progress and evaluate materials, methods, etc. (website in Resource Packet)methods, etc. (website in Resource Packet)

• Dialogue JournalsDialogue Journals– Using a process for learners to share their Using a process for learners to share their

concerns in a private way and for teachers to concerns in a private way and for teachers to respond to those concernsrespond to those concerns


Discussion PointDiscussion Point

•What are you What are you doing now to doing now to make sure that make sure that students are students are experiencing experiencing progress progress and and seeing the seeing the results?results?


Episodic Learning and Episodic Learning and Re-engagementRe-engagement• Set the ExpectationSet the Expectation

– At intake, At intake, • Acknowledge the need for Acknowledge the need for regular attendanceregular attendance BUT BUT

acknowledge the possible reality of acknowledge the possible reality of episodes of episodes of participationparticipation

• Review available Review available non-instructional support and distance non-instructional support and distance learning opportunities to keep them engagedlearning opportunities to keep them engaged

• Review Review re-entry proceduresre-entry procedures

• Review Review transitionstransitions to other programs and post secondary to other programs and post secondary

– During class or small group instructionDuring class or small group instruction• Acknowledge re-entering studentsAcknowledge re-entering students

• In group discussions, include In group discussions, include re-entry and transitionsre-entry and transitions


Chart CheckChart Check

•Anything you Anything you need to add to need to add to the chart for:the chart for:– Clear goals?Clear goals?– Progress?Progress?– Episodic Episodic

learning?learning?

P.76


If we really want a change If we really want a change in practice…in practice…

• Two factors that positively affect teacher Two factors that positively affect teacher change (Smith, 2002) are:change (Smith, 2002) are:

• Involving teachers in the decision making processInvolving teachers in the decision making process•Teachers working together to solve problems—collegialityTeachers working together to solve problems—collegiality

• Involve teachers/tutors in the process of Involve teachers/tutors in the process of analyzing student persistence data and analyzing student persistence data and recommending program improvement recommending program improvement strategiesstrategies


Professional Development Professional Development OptionsOptions

– Organize study circles on student persistence Organize study circles on student persistence •Resource: NCSALL’s Study Circle Guide on Learner Resource: NCSALL’s Study Circle Guide on Learner

Persistence in Adult Basic EducationPersistence in Adult Basic Education

http://www.ncsall.net/index.php?id=25http://www.ncsall.net/index.php?id=25

•Follow-up the study circle with pilot tests of Follow-up the study circle with pilot tests of various persistence strategiesvarious persistence strategies

– Select a few research studies for Select a few research studies for teachers/tutors to review and discuss at the teachers/tutors to review and discuss at the next staff meeting or training workshopnext staff meeting or training workshop•Variety of research included in your notebookVariety of research included in your notebook

http://www.ncsall.net/index.php?id=25


Professional Development Professional Development OptionsOptions– Develop a learner persistence bulletin board Develop a learner persistence bulletin board

and/or list serv for teachers/tutors to exchange and/or list serv for teachers/tutors to exchange their ideas on research findings and learner their ideas on research findings and learner persistence.persistence.

– Encourage practitioner research projects related Encourage practitioner research projects related to student persistenceto student persistence

– Encourage teachers and tutors to enroll in a free Encourage teachers and tutors to enroll in a free student retention online course at student retention online course at http://www.floridatechnet.org/inservice/retention2005/retention2005.htmhttp://www.floridatechnet.org/inservice/retention2005/retention2005.htm

– http://www.aceofflorida.org/inservice/region3/retention/indexa.htmlhttp://www.aceofflorida.org/inservice/region3/retention/indexa.html– http://www.floridatechnet.org/lib-persistence.asphttp://www.floridatechnet.org/lib-persistence.asp

http://www.floridatechnet.org/inservice/retention2005/retention2005.htm

http://www.aceofflorida.org/inservice/region3/retention/indexa.html

http://www.floridatechnet.org/lib-persistence.asp


Revisiting the VisionRevisiting the Vision

• Look back at the vision you created Look back at the vision you created for learner persistence at the for learner persistence at the beginning of the session.beginning of the session.

• Would you change anything in it Would you change anything in it now?now?


Activity 5: Making a Learner Activity 5: Making a Learner Persistence PlanPersistence Plan

• Review the chart you developed from Review the chart you developed from Activity 4.Activity 4.

• Select one category (Practice, Policy Select one category (Practice, Policy and Procedures, or Professional and Procedures, or Professional Development) which you would like Development) which you would like to address first.to address first.

• On On Page 77Page 77, complete the Activity 5 , complete the Activity 5 Chart to outline your Learner Chart to outline your Learner Persistence Learning Project.Persistence Learning Project.


Final ReflectionFinal Reflection

• Think about one thing that you Think about one thing that you learned today that had the greatest learned today that had the greatest impact.impact.

• What effect will that have on how What effect will that have on how you approach learner persistence?you approach learner persistence?


Thank YouThank YouWith what we get, we make a With what we get, we make a

livinglivingWith what we give, we make a lifeWith what we give, we make a life

Arthur AsheArthur Ashe


Always willing to help…Always willing to help…

• Lennox McLendonLennox McLendon– [email protected]@naepdc.org

• Deb HargroveDeb Hargrove– [email protected]@alo.com

• Kathi PolisKathi Polis– [email protected]@adelphia.net




Documents

Strategies for Motivating & Retaining Adult Learners Georgia Adult Education Workshop Wednesday, May 23, 2007--Jasper Friday, May 25, 2007--Fitzgerald