ADULT BASIC EDUCATION KNOWLEDGE WITH GED PREP IMPLEMENTATION SCHEDULE FOR LANTANA COMMUNITY CENTER...
-
Upload
hillary-martin -
Category
Documents
-
view
217 -
download
0
Transcript of ADULT BASIC EDUCATION KNOWLEDGE WITH GED PREP IMPLEMENTATION SCHEDULE FOR LANTANA COMMUNITY CENTER...
ADULT BASIC EDUCATION KNOWLEDGE WITH GED PREP
IMPLEMENTATION SCHEDULE FOR LANTANA COMMUNITY CENTER
SHEAON MONLOUIS
CUR/516
NOVEMBER 3, 2014
ELIZABETH PACE
PHASE I
Description Target audience
• Prepares students to take the General Education Development (GED) exam.
• GED is a high school equivalency test required by employers and higher education institutions.
• Covers all four areas of the exam: mathematical reasoning, language arts reasoning, science, and social studies.
• Male and female students ages 18-45.
• High school students and high school dropouts seeking alternative to completion.
• Middle- to low-class immigrants
PHASE I
Goals of Course
• Students will pass all or parts of the GED test upon completion of the course.
• Students will improve math, reading and writing skills.
• Students will learn and apply social studies and science concepts.
PHASE I
COURSE OUTLINE
NOVEMBER-DECEMBER
• Student introductions and review of syllabus
• Ungraded assessment
• Language Arts reasoning skills
• Review of key concepts
• Take sample test
DECEMBER-JANUARY • Mathematical reasoning skills
• Algebraic expressions
• Arithmetic
• Mental Math
• Review of key concepts
• Take sample test
PHASE I
COURSE OUTLINE
JANUARY-FEBRUARY
• Key concepts of Science portion
• Geography
• Map reading
• Review session at end of month
• Take sample test
• Computer skills assessment
FEBRUARY-MARCH
• Key concepts of Social Studies
• End of month review
• Take section sample test
• Computer skills assessment
• Take sample GED test
PHASE II COURSE OBJECTIVES
• Adult GED prep students should be able to solve 15 algebraic expressions with 90% accuracy after given the principles of variables and their functions.
• Adult GED prep students will write and submit five reflective journals entries with minimal grammar and spelling errors given the website www.livebinders.com and handouts on sentence structure.
LEARNING ENVIRONMENT
• Adults will be in a knowledge-centered environment.
• Focus will be on information and activities that will help them develop an understanding in the four subject areas.
INSTRUCTIONAL STRATEGIES
• Lectures
• Guest speakers
• Simulations
• Drills
• Game show style quizzes
• Reflective writing
• E-readers, tablets
PHASE III
• Implementation Timeline
• Course will meet four days a week, Monday-Thursday, from 6-9 p.m. for 16 weeks.
• Anticipated start date is Monday, November 10, 2014; anticipated end date Thursday, March 19, 2015.
• Six holidays will be accommodated: Veterans Day, Thanksgiving, Christmas Eve, Christmas Day, New Year’s Day, and Martin Luther King, Jr. Day.
PHASE III
• Implementation Timeline
• Initial meeting, with mock class sessions, will be held on October 27 with the subject matter experts (SMEs): facilitator and Department of Adult Education representative.
• A follow-up meeting with revisions will be held October 29 with SMEs before presenting plan to community center coordinator on November 3.
• A trial run of the course with the focus group will be held November 3.
• Tentative follow-up meeting with further revisions, if any, will be scheduled for November 4.
PHASE III
• Building Interest
• Announcement in Palm Beach County Educator.
• Announcement on community center website, along with flyers in lobby.
• Email blast to previous students.
• Publicity at local high school.
• Reassurance for community center coordinator and facilitator that attendance is guaranteed.
PHASE III
• Resources & Materials
• Sample review questions and surveys for focus group
• Construction paper for inclusion activity
• Laptop/desktop with portable storage device for lectures
• Access to website www.livebinders.com
• Buzzer and/or bell for game show style quizzes
• Internet access
• E-readers and tablets
• Paper to make copies of syllabus, etc.
PHASE III
• Design Process Evaluation
• Formative Assessment
• Stage 1: Design Review - Needs analysis, task analysis, learner analysis
• Stage 2: Expert Reviews - Meet with content expert, facilitator, and ID experts
• Stage 3: Learner Validation - Small group evaluation with sample audience
• Stage 4: Ongoing Evaluation - Data will be collected for long-term effectiveness
PHASE IV
• Criteria for Determining Course Outcome
• Learner Evaluation using objective and constructed-response tests.
• Evaluation Instruments
• Objective tests
• True or false questions
• Multiple-choice questions
• Matching questions
• Short-answer questions
• Constructed-response test
• Essay questions
PHASE IV
• Future Decisions
• Instruction will be used multiple times at the community center; therefore, future changes can include:
• Online classes.
• A daytime session.
• Certificate of completion award.
CONCLUSION
• Demand for additional GED Prep Class offerings
• Adult Basic Education Knowledge with GED Prep Course will be implemented at the Lantana Community Center
• Implementation will be done in four phases
• A condensed version of course will be tested on a sample audience to gauge success
• Resources and materials are accessible and feasible; therefore, course will pay for itself
REFERENCES
• Brown, A., & Green, T.D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice (2nd ed.). Allyn & Bacon.
• School District of Palm Beach County (2014). Wikipedia. Retrieved from http://en.wikipedia.org/wiki/School_District_of_Palm_Beach_County
• Wlodkowski, R.J., & Ginsberg, M.B. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. John Wiley & Sons Inc.