Literacy Council of Montgomery County, MD Presentation 12
Rev. 3-15-15
Goal Setting & Reporting
[40 minutes]
Materials
· Student Learning Goals (In all student packets)
· Student Goals Pictorial (In SB1 ESL student packet)
· Handout #13 – Goal Setting & Reporting
· Handout #14 –Tutor Record Sheet
Suggested Teaching Methods
· Lecture
· Role Play
· Question/Answer
Essential Presentation Elements
(25 minutes)
Notes to Trainer: You will be reviewing the following points:
· Identify students’ reason(s) for learning (purpose)
· Prepare lessons based on the goal(s) (relevance)
· Identify movement toward goal attainment (progress)
· Help students use their skills to learn outside of class (independence)
· Identify success and barriers to success
· Watch and discuss video of tutor and student and discuss goal setting
· Provide status to the Literacy Council on student progress (reporting)
Introduction
“You’ve got to be careful if you don’t know where you are going, because you might not get there.” Yogi Berra
Purpose
Important to learn what student wishes to accomplish in order to effectively meet the need.
Student intake form provides some broad-based goals; it is the tutor’s job to further define/refine these goals (make them SMART).
· SMART goals
o Specific
o Measurable
o Attainable
o Relevant
o Timely--Laddered (a number of small goals, which attained lead to a larger goal)
(Trainer – Provide an example of a SMART goal you set with your own student.)
How to create SMART goals
o Ask questions and listen to your student
o Avoid yes/no questions and use of open-ended questions
o Use Student Learning Goals document found in packet
When to develop goals
o Make initial inquiry at first meeting as part of getting to know the student.
o As tutor and student work together, refine goals and add additional goals.
Relevance
A characteristic of an adult learner, as discussed on Day 1, is that they must feel what they are learning is relevant to them.
Through use of material in Teacher’s Manual and additional supplementary material, tutor prepares activities that are based on the students’ goals.
(Trainer – Provide an example of activities you used relevant to your student’s goal(s).)
Progress
Adult learners need to feel they are gaining skills. Tutors should demonstrate to their student that s/he is making progress
· Through class activities
o What did you learn today? Today I learned……..
· Through external activities
o How did you use your English this week?
(Trainer – Provide concrete examples of how you have shown your student s/he was making progress.)
Examples to show progress:
· Collect and retain activities completed by the student throughout their tutoring sessions. When student feels they are not making progress, show them their beginning work and compare with their current work.
· Use the Student Learning Goal document to demonstrate progress by highlighting progress (show example to class).
Independence
· Tutor to provide students with activities to use outside of class to foster independence in learning. It’s all about the gradual release of responsibility from the teacher to the student.
(Trainer – Provide concrete examples of how you helped your student become more independent.)
General examples:
o Homework
o Flash Cards
o Teach student how to access public services
§ library
o Students can use knowledge learned in class
§ Sound out new words found outside of class.
o Internet-based programs
o LCMC language lab
o Television
Success
· Importance of pointing out to students when they have achieved a goal.
o Accomplishments are meaningful for low literacy students
o Positive feedback provides motivation to students to continue.
· Upon completion of a skill book level, a graduation certificate is mailed to the tutor.
· Upon completion of the last skill book level, the student has completed the LCMC program and graduates..
o Graduation ceremony is held at the annual Student/Tutor Party
o Students may continue with the program to accomplish a specific goal, e.g., citizenship
Barriers to Success
Why do some students have difficulty in meeting their goals or appear unmotivated?
· Situational barriers – those that arise from one’s situation or environment at a point in time.
o Lack of money
o Lack of time (because of job or home responsibilities)
o Lack of reliable transportation
· Institutional barriers – practices or procedures that exclude adults from participating in learning activities.
o Scheduling issues – work
o Lack of relevancy
· Dispositional barriers - those related to the attitudes and self-perceptions about one-self as a learner
o Lack of self-esteem, e.g., “too old/dumb/uneducated to learn”
o Lack of feedback
Steps to resolution:
· Talk with student
o Identify any concerns/issues and attempt to resolve
o Indicate to student others are waiting for a teacher
· Talk with coordinator – they may provide helpful hints to resolve issues.
· Request new student—REPORTING PROBLEMS TO THE OFFICE
VIDEO- of Alfredo and Brian
Discuss the following with tutors:
MAJOR GOALS IDENTIFIED
Ø Obtain citizenship
Ø Job communication
STEPPING STONES
Ø Learn specific vocabulary words as they relate to citizenship
Ø Understand US civics
Ø Learn specific job-related vocabulary
Ø Sentence structure as it relates to daily conversation
Ø Asking/answering questions
Reporting Progress
Why
· Report student’s achievements to the Literacy Council.
· Demonstrates to the Literacy Council that tutor is meeting the needs of the student and the student is progressing.
· Achievements demonstrate success to Literacy Council funders. Each tutor and student is a part of LCMC’s success!
When:
· Monthly
· Report, even if you have not met with our student!
What:
· Number of hours tutored in the month
· Total number of hours spent on preparation and travel (combined)
· Current skill book and lesson
· Supplementary materials used
· Requests for additional support or materials
· Feedback on tutoring sessions
· Goals met
(Trainer – Review slide that provides examples of met goals.)
How:
· Directly to the LCMC using online reporting
· By email to your coordinator using Word or .pdf documents available on the LCMC website
· Telephone
· Grid to keep track of records
Expectation is that at least two goals are met and reported upon each quarter.
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