Transcript Structured Learning Assistance (SLA) - WikiTutor

Structured Learning
Assistance (SLA) and
Training for Success
Jim Valkenburg
Delta College
Overview
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Program Beginnings
SLA at Delta
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Adapting the program
Early Data
Establishing an SLA
Program
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Training SLA
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The model at Delta
Socialization
 The SLA student
 Learning Strategies
Communication
 Choice of language
Program Beginnings
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Data from Peer Mentoring Program (SI)
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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
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Delta Goes to Ferris State University
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The team
Brought to Delta in 1998
The Pilot
Pilot Program
Non-SLA
SLA Participate
SLA Non-Participate
SLA Overall
AB
C
DE
W
GPA
AB
C
DE
W
GPA
AB
C
D
E
W
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
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Focus on Developmental Level Classes
Professionally Trained Facilitators
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Specific Training
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The Developmental Level Student
Scheduled Study Sessions
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Included in class schedule and in the schedule book
SLA at Delta
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To the T/LC in 1999
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Modest beginnings
1 English Class
 1 Math Class
 1 Science Class
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First Semester Data
SLA 1999
Course
Grade
Distribution
Non SLA
Sections
Grade
Distribution
Peer SLA
Sections
ABC/
P
ABC/
P
DEW/
N
DEW/
N
Visits/Course GPA
0
1-4
GPA Comparisons
5+
NSLA
Sec
SLA
Sec
Participation
Number/Perc
ent
5+
Visits
Par
Course
GPA
Par/NonPar
Non
Par
Par
Non
Par
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
*Information about courses—number of students, range of grades, course GPA, etc—may be obtained
from your college’s records office. If you are using a college database, input of appropriate queries
may allow you access to information. Check with your institution’s research office.
SLA at Delta
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Selling the program
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Working with Division Chairs
Faculty Support
Meeting the Challenge
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All first level Developmental Courses
Changes is Staffing Paradigm
The First Full Semester
No n-SLA
Co urs e
ABC
S LA P articipate
DEW
%
Ss s
S LA No n-P articipate
%
Ss s
S LA Overall
%
Ss s
ENG 090
NA
NA
Co ur ABC DEW
Co ur ABC DEW
Co ur ABC DEW
GP A
GP A
GP A
NA NA
77
21 79%
2.41
1
3 25% 4.00
78
24
MTH 092
NA
NA
NA
NA
199
MTH 096
250
51
83%
2.75
29
S CI 099
NA
NA
NA
NA
6
55 78%
%
Ss s
Co ur
GP A
76% 2.42
2.78
4
7 36%
2.17
203
62
77%
2.76
81%
2.88
0
5
0%
0.00
29
12
71%
2.63
0 100%
2.67
-
-
-
-
6
0 100%
2.67
7
Differences between SI and
SLA at Delta
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SI follows the traditional model for sessions
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SLA sessions are scheduled along with the class
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Peer Mentors sit in each class
They meet either before or after the class
Attendance is voluntary
They are scheduled either before or after the class but are
treated as a “lab”
Attendance is required
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Any student who’s course grade average equals or goes
below C+
All students are invited to every session
Textbooks and Copies and
Handouts
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Costs for all textbooks and handout materials
is the responsibility of the department being
served
Establishing the Program
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Hiring Professional Staff
Establishing the Program
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Hiring Student Facilitators
Certification Requirements
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CRLA Level 2 is required to apply
Work on CRLA Level 3 before class begins
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(requires 10 additional hours of training)
4-5 hours one-on-one/small group training
 Communication skills
 Study Group differs from Peer Mentoring (SI)
 Learning Styles training
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Training SLA Facilitators for
Student Success
Programmatic Training
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Use one umbrella to
train all academic
support program staff
CRLA is one option
Commonalities of
required abilities
Programmatic Training
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Communication Skills
Eliciting responses
Probing Questions
Facilitating rather than
teaching
Study skills and how to
convey them
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Documentation
Problem solving
Specific position
responsibilities
Limitations of position
responsibilities
Specific Training for SLA
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Socialization
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The Developmental level Student
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Role Models
Learning Strategies
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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
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A facilitator DOES:
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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
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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
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A facilitator DOES NOT:
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Add to content
Lecture
Wander off task
Do anyone’s work for them
Allow a conflict to damage the
group
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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
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Communication
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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
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•
•
•
•
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Introductions
SLA Attendance Policy
The “contract”
Ice breakers
• “overcoming math/writing anxiety”
How to read the text book
How to take notes
Language
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Language plays an
important role in
developmental
education
The difference between
positive and negative
thinking
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Four letter words
What’s easy for the
goose is not…
Eliciting a Response
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Ask guided questions
Change the wording
Praise each attempt
Correct gently
Communication during a
session
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Notes
Distributed Assignments
Focus and Refocus
Using knowledge of
study skills
SLA Sessions
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Go over notes
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The facilitator should
take notes during class
sessions
Focus the group
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The facilitator should
make sure the study
session is focused on
content
Seek input and
questions
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The facilitator should ask
probing questions
Reinforce what the
instructor has taught
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The facilitator should
only reinforce content
presented by the
instructor
SLA Sessions
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Develop creative
means to get ideas
across to students
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Use graphics
Play games
Have food events or
prizes
Communication with the
Faculty
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Faculty feedback to facilitator
Faculty feedback to program manager
Communication with the
Office
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Time Sheets/Time and Effort Reports
Attendance Records
Communication/Contact
Tweaking the Program
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Program Difficulties
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The need for continued faculty contact
Looking at the numbers
Funding SLA
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Grant funding
Other options
Questions?
Contact Jim Valkenburg
[email protected]
Discussion Prompt
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Please go to the discussion board and
respond to the prompt you will find
concerning this module.

Thank you.