Tools
for Success in Education
Eight
Week Lesson Plan
(Bing Images, 2019)
Introductions
Weekly Warm up Icebreaker-One-word
adjective
Target
Audience
- Scholarship recipients and prerequisite learners in GED preparation course(s)
Rationale
for the Use of WIKI
Build learning communities among GED prep participants
to collaborate time management strategies on daily task items, study, reading and note
taking skills strategies. The goal is to reduce the
amount of attrition of the adult learners that have multiple Periods of Participation
(POP) incidents. Address any gaps in
learning, soft skills deficits of the adult learners. Also, participants in the Adult Literacy and Developmental Program have trust issues with unfamiliar situations (West & West, 2009). The goal for the Web 2.0 technology is to eradicate the feelings of mistrust, anxiety and apprehension of learning to earn a high school equivalent (US Department of Education, 2017).
Wiki
Evaluation Rubric
The workshop is a non-graded because it is a
Continuing Education course. However, student’s
evaluations will occur based on peer evaluations from individual contributions
to the project. The project is completed
on or before the deadline. The
facilitator will compile the peer evaluations and integrate remarks to compose
a Pass/Fail grade. If the student receives
a Fail grade, the student has the opportunity to re-take the workshop or
produce an individual reflection WIKI on opportunities for improvement in the
deficit areas listed below. The
evaluation of the individual WIKI would be evaluated by the workshop
facilitator and the department director.
Learner
Collaboration
|
Content
|
WIKI
Aesthetics
|
Materials
List
Access to technology-computer/laptop with amplified
sound for a college classroom, access to WIFI; yellow 8” x 10” unlined paper,
markers, colored pencils, crayons, SMART goal worksheets, Career Transition
Action Plan worksheets; Bulletin boards size 20” x 20”, craft paint; magazines,
paint brushes, embellishments for decoration of vision boards; lettering; rulers;
scissors; glue; fabric scraps Workshop Syllabus; textbook(s)
Learning
Objectives
- Define academic success in Tools for Success in Education Workshop by developing strategies to improve note-taking skill, study strategies and time management.
- Understand and describe how learning success is directly related to one’s behavior.
- Develop strategies for realistic goal setting and goal achievement.
- Identify and work toward eliminating factors that hinder academic success.
- Improve critical thinking and problem solving skills.
Suggested
wiki-related learning activities/practices/schedules
Class
1: Student Success Orientation
Ø Creation of Vision Statement
Ø Goal Setting
Watch Video SMART Goals
Discuss with learners what is the best way to share
this information with class members using technology (West & West, 2009)
Watch DIY Vision Board
Class 2:
Knowing the Success Champion
Ø Skills for Success
o
Identify the skills required to achieve goals
and vision
Ø Review Notetaking, Study and Reading strategy
video
o
Pre-Class work, Notetaking, Study and Reading
Strategies
o
Have students identify personal learning
challenges
Ø Watch Perseverance Video
o
The Death Crawl
Class 3:
Creating Self Order
Ø Self-Organization
o
Designate dedicated study space
o
Assess technology skills for digital literacy
(West & West, 2009)
Ø Benefits of Self-Organization
Class 4:
Managers of Time
Ø Eat the Frog Video
o
Provide Copy of Eat the Frog book
Ø Time Management Activity
o
Complete Weekly Time Study to assess gaps in
productivity
o
Address opportunities for improvement in daily
task items
Class 5:
Creating the Right Attitude
Ø Attitude
and Enthusiasm Video
Ø Professional
Skills
o
Scenario
Role-Play of Workplace Conflicts
Class 6:
Social Media
Ø Introduction
of Web 2.0 Technology
o
Discuss the
usage and brainstorm using the Right Question Technique to incorporate
technology into GED preparation course(s)
Ø Discussion of Social Media
o
Review
from week 4 Time Study
- Workshop Reflection Activity (Oravec, 2002)
Class 7:
Teamwork
Ø Teamwork Video
Ø Distribute Technology Survey on skills,
abilities use of technology (West & West, 2009)
o
Create
teams to formulate WIKI groups
Ø Measurement of Teamwork Skills
Class 8:
Communication
Ø Formal and Informal Communication Video
Ø Effective Communication Skills
o
Learn the
Elevator Speech
o
Watch Elevator
Speech Video
o
Optional
activity: incorporate creating instructional WIKI on an Elevator Speech
What
is the Workshop Time Allotment?
Total production time 90 minutes per session per week.
Additional time is allocated for individual appointments to monitor goals and
review Transitioning Skills Check list.
How
is the WIKI Used?
After the workshop, students will create a WIKI based
on the strategies learned from the Education Tools Success Workshop. The WIKI will also serve in two
capacities. First, the presentation of
the WIKI will occur during the intake and assessment process for learners
entering the Adult Literacy program.
Second, the creation of the WIKI is by the learners in
the Tools for Success in Education Workshop.
The learners will synthesize all of the information learned during the
eight-week workshop and collaborate with peers to generate a WIKI about the
resources, tools, and strategies of the workshop. The WIKI will provide insight to all the
participants of the in the Adult Literacy and Developmental Program. Finally, the
WIKI will also serve as a reflective testimonial from former
workshop participants regarding the use of the strategies of what worked
well in the adult learning environment.
The use of the WIKI tool develops reluctant learners to engage in new ways of knowing by building relationships with classmates to collaborate and share best practices in the Adult Literacy Classroom.
Please share your best practices with us in the comments section and thanks for traveling with Rhonda's Tech Adventures.
Please share your best practices with us in the comments section and thanks for traveling with Rhonda's Tech Adventures.
Reference
List
Decision
Skills. (2014, May 22). SMART goals-quick overview. [YouTube] Retrieved from
Downing,
S. (2014) On course: Strategies for creating success in college and in life.
Boston,
MA: Cengage Learning.
Hazari,
S, North, A., & Moreland, D. (2009).
Investigating pedagogical value of wiki
technology. Journal of Information Systems Education, Vol 20(2).
Oravec,
J. (2002). Bookmarking the world: Weblog applications in education. Journal
of
Adolescent
& Adult Literacy, 45 (7), 616-621.
Scott,
Nik. (2014, January 1). How to create a vision board and make it work. [YouTube].
Visionboards 101. Retrieved from https://www.youtube.com/watch?v=4G-T2uLgOIQ
U.S. Department of Education. (2017). Reimagining the role of technology
in education: 2017
National Education Technology Plan update. Report link: https://tech.ed.gov/netp/
West, J. & West, M. (2009). Using Wikis for online collaboration: The power of the read-write
National Education Technology Plan update. Report link: https://tech.ed.gov/netp/
West, J. & West, M. (2009). Using Wikis for online collaboration: The power of the read-write
Web. San Francisco,
CA: Jossey-Bass.
This comment has been removed by the author.
ReplyDeleteThis appears like a good workshop to get the information across to those attending. I think the wiki at the completion is a good summary project to assess student learning and a good way to let the students collaborate with what they know. My only question would be with the timing of the introduction of the wiki- will 1.5 - 3 hours be enough time for the students to complete the wiki or are they expected to complete the wiki after the 8th workshop is complete? If it is after, and the class is not for a grade, what will be the motivation for students to complete the wiki?
ReplyDeleteThis is clearly a workshop you have a lot of excitement around and likely see a great need for. @Ksu1msm makes a good point that week 7 and 8 might be a little late in your plans to initially introduce the wiki portion to the project. What would you think about starting the wiki reflection week two by reflecting on their experiences as they work through each objective of this course? Perhaps it would be beneficial to weave the reflective process via wiki through-out the course. The reflections could also serve as a 'short-cycle formative assessment' strategy from which you could quickly address any feedback received from students along the way (Martin & Collins, 2009).
DeleteMartin, J. & Collins, R.A. (2009). Formative and summative evaluation in the
assessment of adult learning. In V. Wang (Ed.) Assessing and Evaluating Adult Learning in Career and Technical Education (pp. 153-171). Hangzhou, China: Zhejiang University Press and Hershey, PA: IGI Global.
Students participating in the workshop are on scholarship for the GED prep course and or the learner(s)had prior history in the program but did not complete the GED prep course. One of the stipulations of the scholarship is to fulfill the requirements of the workshop. Failure to complete the requirements of the workshop breaches the contractual terms of the scholarship. Second, if the participant of the workshop enrolls as a prerequisite, the learner must also fulfill the conditions of the workshop to gain permission of the literacy program to register in the GED preparation course.
DeleteAll participants are expected to work on the project asynchronously. The reasoning for this is to foster relationships in and out of the class. That said, perhaps introducing the project earlier in the timeline may prove beneficial to the participants.
Thanks for the feedback.
Thank you for the clarification. That makes the timing and "unfinished" objectives much more clear.
DeleteRhoonda, the subject that this wiki addresses fills a gap. Many who are trying to earn their GED are from an era of less technology usage. You are making technology less scary while also preparing students for the actual test. Excellent idea!
DeleteFirst, I had no idea what a Vision Board was, so I had to look it up! That is something I think that I want to do for personal reasons. A vision board to visualize my goals I have. Sometimes it is hard to just put it into words, and if I can through pictures and such together, it serves as a reminder of my why! I did not see that the learners will create a Vision Board, so was curious of how you would use that within your lessons?
ReplyDeleteI also see that you are using the same opening assignment as within our course with the one word adjective. That was a neat assignment and really gets you thinking about they why you are taking the class or beginning the journey!
Overall, I think that it looks like a great lesson to help someone get started on a good foot on completing their GED. Sometimes we all need those basics to get started when we haven't been in school for a long time. That time management is a huge piece!
Thanks for sharing your lesson!
If people do not have a vision, then how will they know where they are going. The vision boards are an expansion activity. Mainly due to the cost to produce the boards. However, our program simplifies vision casting activity which inspires learners to create the vision board. No one sets out to drop out of school to earn a GED. Some life event occurred shattering the learner's trust. Our students need someone to believe in them and what better way to do this to foster relationships with like-minded students. It is incredible to see the learning that stems from the tragedy that brought them to the literacy program. The learners take care of each other to ensure they attend class, understand assignments, swap child care services. I hope that the WIKI captures the spirit of inspiration generated from the workshop. Thanks for the feedback.
ReplyDelete