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.