Structured Learning Structured Learning Assistance (SLA) andAssistance (SLA) andTraining for SuccessTraining for Success
Jim ValkenburgDelta College
Overview
Program Beginnings SLA at Delta
Adapting the program Early Data
Establishing an SLA Program
Training SLA The model at Delta Socialization
The SLA student Learning Strategies
Communication Choice of language
Program Beginnings
Data from Peer Mentoring Program (SI) Replicate UMKC data – 0.3-0.5 course grade higher Attendance in Study Sessions
5+ sessions the highest success and course GPA 0 sessions the lowest success and course GPA Participants have a higher semester and cumulative GPA Non-participants have a lower semester and cumulative
GPA Students who need the service the most do not attend
sessions
Program Beginnings
Delta Goes to Ferris State University The team Brought to Delta in 1998 The Pilot
Pilot Program
Non-SLA
SLA Participate
SLA Non-Participate
SLA Overall
ABC
DEW
GPA
ABC
DEW
GPA
ABC
DEW
GPA
ABC
DEW
GPA
ENG 090
17
26
1.47
5
5
1.47
0
1
0.00
5
6
1.34
ENG 108
30
31
1.96
6
7
2.11
0
1
0.00
6
8
1.90
MTH 102*
123
39
2.74
15
0
3.41
--
--
--
15
0
3.41
MTH 107*
274
152
2.32
15
8
2.52
--
--
--
15
8
2.52
SCI 099
--
--
--
9
1
2.90
0
3
0.00
9
4
2.64
SLA at Delta
Focus on Developmental Level Classes Professionally Trained Facilitators
Specific TrainingThe Developmental Level Student
Scheduled Study SessionsIncluded in class schedule and in the schedule book
SLA at Delta
To the T/LC in 1999 Modest beginnings
1 English Class1 Math Class1 Science Class
SLA 1999 Course
Grade Distribution Non SLA Sections
Grade Distribution Peer SLA Sections
Visits/Course GPA
GPA Comparisons
Participation Number/Percent
Course GPA Par/NonPar
ABC/P
DEW/N
ABC/P
DEW/N
0
1-4
5+
NSLA Sec
SLA Sec
5+ Visits
Par
NonPar
Par
NonPar
ENG108
82
28
(75%)
16
2
(89%)
NA
2.10
2.69
2.43
2.59
2.69
18
0
2.59
NA
MTH092
219
70
(68%)
13
6
(68%)
2.00
2.13
2.90
2.81
2.31
2.90
18
1
2.33
2.00
SCI099
NA
NA
11
2
(85%)
NA
NA
2.58
NA
2.58
2.58
13
0
2.58
NA
First Semester Data
*Information about courses—number of students, range of grades, course GPA, etc—may be obtainedfrom your college’s records office. If you are using a college database, input of appropriate queriesmay allow you access to information. Check with your institution’s research office.
SLA at Delta
Selling the program Working with Division Chairs Faculty Support
Meeting the Challenge All first level Developmental Courses Changes is Staffing Paradigm
The First Full Semester
Course ABC DEW Cour GP A
ABC DEW Cour GP A
ABC DEW Cour GP A
ABC DEW Cour GP A
ENG 090
MTH 092
MTH 096
SCI 099 6 0 100% 2.67- - - -6 0 100% 2.67NA NA NA NA
29 12 71% 2.630 5 0% 0.0029 7 81% 2.88250 51 83% 2.75
203 62 77% 2.764 7 36% 2.17199 55 78% 2.78NA NA NA NA
78 24 76% 2.421 3 25% 4.0077 21 79% 2.41NA NA NA NA
% Sss
% Sss
% Sss
% Sss
SLA Non-P articipate SLA OverallNon-SLA SLA P articipate
Differences between SI and SLA at Delta
SI follows the traditional model for sessions Peer Mentors sit in each class They meet either before or after the class Attendance is voluntary
SLA sessions are scheduled along with the class They are scheduled either before or after the class but are
treated as a “lab” Attendance is required
Any student who’s course grade average equals or goes below C+
All students are invited to every session
Textbooks and Copies and Handouts
Costs for all textbooks and handout materials is the responsibility of the department being served
Establishing the Program
Hiring Professional Staff
Establishing the Program
Hiring Student Facilitators
Certification Requirements
CRLA Level 2 is required to apply Work on CRLA Level 3 before class begins
(requires 10 additional hours of training)4-5 hours one-on-one/small group trainingCommunication skills Study Group differs from Peer Mentoring (SI)Learning Styles training
Training SLA Facilitators for Training SLA Facilitators for Student SuccessStudent Success
Programmatic Training
Use one umbrella to train all academic support program staff
CRLA is one option Commonalities of
required abilities
Programmatic Training
Communication Skills Eliciting responses Probing Questions Facilitating rather than
teaching Study skills and how to
convey them
Documentation Problem solving Specific position
responsibilities Limitations of position
responsibilities
Specific Training for SLA
Socialization The Developmental level Student
Role Models Learning Strategies
Note Taking Time Management Test Taking Skills
What is a Developmental Level Student?
• Each student has different learning needs, but in general, developmental level students need to be guided, or socialized, to appropriate learning behaviors.
• In essence, they have to learn the skills needed to learn.
Responsibilities of an SLA Facilitator
A facilitator DOES: Plan and hold study
sessions as scheduled Focus on the learner Listen carefully Ask questions Keep sessions on task Suggest learning
strategies Model effective behavior
Allow students to find their own answers
Develop creative means to aid learning
Communicate student concerns to faculty
Accurately collect and maintain data
Responsibilities of a facilitator
A facilitator DOES NOT: Add to content Lecture Wander off task Do anyone’s work for them Allow a conflict to damage the
group
Act as a substitute if the instructor in not available
Correct or grade tests or any other student work
Be solely responsible for any course content
Help with preparation of tests or class materials
Specific Training for SLA
Communication The importance of the first session Communication during a session Choice of language Eliciting responses Communication with the office Communication with the faculty
The importance of the first session
• Introductions• SLA Attendance Policy• The “contract”• Ice breakers
• “overcoming math/writing anxiety”• How to read the text book• How to take notes
Language
Language plays an important role in developmental education
The difference between positive and negative thinking
Four letter words What’s easy for the
goose is not…
Eliciting a Response
Ask guided questions Change the wording Praise each attempt Correct gently
Communication during a session
Notes Distributed Assignments Focus and Refocus Using knowledge of
study skills
SLA Sessions
Go over notes The facilitator should
take notes during class sessions
Focus the group The facilitator should
make sure the study session is focused on content
Seek input and questions The facilitator should ask
probing questions Reinforce what the
instructor has taught The facilitator should
only reinforce content presented by the instructor
SLA Sessions
Develop creative means to get ideas across to students
Use graphics Play games Have food events or
prizes
Communication with the Faculty
Faculty feedback to facilitator Faculty feedback to program manager
Communication with the Office
Time Sheets/Time and Effort Reports Attendance Records Communication/Contact
Tweaking the Program
Program Difficulties The need for continued faculty contact Looking at the numbers
Discussion Prompt
Please go to the discussion board and respond to the prompt you will find concerning this module.
Thank you.