ERIC ED437385: Extended Opportunities for Student Learning.

51 Pages·1999·0.56 MB·English

by  ERIC

DOCUMENT RESUME
ED 437 385
SP 038 975
TITLE
Extended Opportunities for Student Learning.
INSTITUTION
North Carolina State Dept. of Public Instruction, Raleigh.
PUB DATE
1999-00-00
NOTE
51p
AVAILABLE FROM
North Carolina Department of Public Instruction, 301 North
Wilmington Street, Raleigh, NC 27601-2825. Tel: [phone]
(Toll Free); Fax: [phone].
PUB TYPE
Guides
Non-Classroom (055)
EDRS PRICE
MF01/PC03 Plus Postage.
DESCRIPTORS
*After School Programs; Elementary Secondary Education;
*Enrichment Activities; Extended School Day; Inservice
Teacher Education; Program Evaluation; Workshops
ABSTRACT
This skill packet presents training information on extended
opportunities for student learning (before- and after-school programs,
extended time, or extended school programs). The packet offers implementation
suggestions, such as explaining what skills trainers need, how to prepare for
delivering the packet, tips for working with adults, how to deliver the
packet, and how to set up the training room. The next section describes the
organization of packet materials. The materials in the skill packet are
organized by activities and are described in a Packet Overview. These
activities are arranged sequentially and described on individual direction
sheets. Each activity direction sheet is formatted with the activity name at
the top, a matrix giving the time necessary to carry out the task, the
purpose of the activity, the setting, and materials and equipment needed. The
direction sheet is divided into two columns. On the left are actions trainers
should take to carry out the activity, along with necessary equipment and
materials. On the right, the trainer is given a more complete explanation of
how to do the activity. Following a packet overview and discussion of
outcomes, five activities are detailed: setting the stage, completing the
checklist, creating a vision, developing an action plan, and wrapping up and
evaluation. A session evaluation form, bibliography, questions, program
evaluation information, and suggested readings are included.
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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Extended
Opportunities
for Student
Learning
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EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
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oo
Minor changes have been made to
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BEST COPY
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minPublic Schools of North Carolina
North Carolina Helping
Education in Low-l'eiforming Schools
State Board of Education
Department of Public Instruction
2
State Board of Education
Phillip J. Kirk, Jr.
Chairman
Raleigh
Jane P. Norwood
Vice Chair
Charlotte
Kathy A. Taft
Greenville
Margaret B. Harvey
Kinston
Edgar D. Murphy
Durham
Evelyn B. Monroe
Pinehurst
Ronald E. Deal
Hickory
Robert R. Douglas
Asheville
Zoe W. Lock lear
Pembroke
Eddie Davis Ill
Durham
Dennis A. Wicker
Lieutenant Governor
Raleigh
Harlan E. Boyles
State Treasurer
Raleigh
NC Department of Public Instruction
Michael E. Ward, State Superintendent
301 North Wilmington Street
Raleigh, North Carolina 27601-2825
Website: www.dpi.state.nc.us
Extended
Opportunities
for Student
Learning
tithing
Public Schools of North Carolina
Cddir,,
it
qt,gg
711ZState Board of Education
Department of Public Instruction
CONTENTS
3
Implementation Suggestions
7
Organization of Materials
9
Packet Overview
11
Outcomes
13
Introduction
15
Stage
Activity I - Setting the
17
the Checklist
Activity 2 - Completing
23
Vision
Activity 3 - Creating a
25
Action Plan
Activity 4 - Developing an
28
Evaluation
Activity 5 - Wrap Up and
30
Evaluation
32
Bibliography
35
Questions
38
Program Evaluation
40
Suggested Readings
Opportunities for Student Learning
- Extended
2
NCDPI/SI
5
.1
Implementation Suggestions
3
Extended Opportunities for Student Learning
6
NCDPI/SI
Suggestions
Implementation
for
Extended Opportunities
this skill packet,
level
Some of
What skill
Trainers delivering
high trainer skills.
need moderate to
need
does a trainer
Student Learning,
adapt activities
read a group and
require the ability to
this skill
be
to deliver
the activities
It would also
to an activity.
group's reactions
based on the
packet?
extended opportu-
with various
to be familiar
helpful for trainers
problems the pro-
the types of
programs and
nities for learning
require trainers to
Other activities
designed to address.
analyzing) the
grams are
(i.e., synthesizing,
with processing
be comfortable
participants.
outcomes with
should read and
packet, a trainer
deliver this skill
trainer
How can a
are
To prepare to
materials participants
familiar with any
deliver
prepare to
become thoroughly
documents listed in
activities and the
part of
packet?
expected to read as
this skill
of the skill packet.
at the end
the bibliography
being used
review any activities
trainer should
Additionally, the
thoroughly familiar
that s/he is
packet to make sure
in the skill
comfortable with
the activity and
of the parts of
with the "flow"
through the activity.
leading participants
transparencies to be
handouts and
should prepare
Next, a trainer
packet.
used in the skill
taking care to
training room,
should prepare the
Finally, a trainer
comforts as possible.
with as many creature
provide participants
taken from the
adults learners are
there
statements about
What tips are
The following
Assumptions
R. Thompson,"
Wood & Steven
with
for working
article by Fred H.
Practice."
Research and Best
Development Based on
adults?
about Staff
Implications
Staff Development
Characteristics
Adult Learner
that
should address areas
Staff Development
when the
important and have
commit to learning
Adults will
educators believe are
realistic
are considered
in the "real world."
goals and objectives
immediate application
them.
and important to
teachers
must enable
Staff development
what they
retain, and use
relationship
to see the
Adults will learn,
and administrators
and
their personal
learning and their
perceive is relevant to
between what they are
and problems.
professional needs.
day-to-day activities
to
should be structured
Staff development
involved; asking an
reduce the
from peers and
Adult learning is ego
provide support
pro-
and implement new
during learning.
educator to learn
fear of judgment
promote a more
fessional behaviors may
self.
positive view of
or less
should provide opportu-
Staff development
their efforts
they are
the results of
try out what
Adults need to see
nities for educators to
they are doing.
structured, feedback.
feedback on how
learning and receive
and have
for Student Learning
Extended Opportunities
4
NCDPI/SI
7
Staff Development Implications
Adult Learner Characteristics
Educators should have an opportunity for
Adults are much more concrete in the way
directed, concrete experiences in which they
they operate than formerly thought.
apply what they are learning in a real or
simulated work setting.
,
Staff development ought to include learning
Adults who participate in small groups are
in small groups in which teachers and
learning beyond
more likely to move their
administrators have an opportunity to share,
understanding to application, analysis,
reflect, and generalize from their learning
synthesis, and evaluation.
and experiences.
Staff development must accommodate this
Adults come to learning with a wide range
diversity in terms of needs, knowledge,
of previous experiences, knowledge, self-
readiness to learn, etc.
direction, interests, and competencies.
Staff development needs to give educators
Adults want to be the origin of their own
some control over the what, who, how,
learning and will resist learning situations
why, when, and where of their learning.
that they believe are an attack on their
competence.
Coaching and other kinds of follow-up
Because the transfer of learning is not
support are needed to help educators transfer
automatic for adults, it must be planned for
learning into daily practice.
and facilitated.
What are some
Select the most comfortable site for training with comfortable
training tips?
chairs, tables, good lighting, adjustable heat or air
conditioning, adjacent rest rooms, etc.
Use the best audio-visual equipment that is available.
Have music available to use before the session, during
breaks, at lunch, etc.
Have a roll sheet for participants to sign in each day.
Have participants make name tags.
Have individually wrapped pieces of candy on each table for
snacking.
Place materials in folders.
Have as many activities as possible posted on walls prior to
the start of the session in which they will be used.
Have a bell or "popper" to use as a signal during activities.
Have supplementary materials on display for review by
participants.
Have extra materials and business cards available for
participants to take as they wish.
Start each new session with a warm up activity.
Start on time; finish on time; take breaks as indicated.
Keep pace appropriate to activities. Do not pressure, but do
not lag.
8
Extended Opportunities for Student Learning
5
NCDPI/SI
Keep atmosphere friendly, helpful, open, and humorous.
Re-group table groups occasionally so that participants meet
new people.
Do energizers from time to time as energy lagsjust before
lunch, after lunch, in the afternoon after a day-long session.
For example, dance the "hokey-pokey"; do sit-down
exercises; do deep breathing exercises.
Observe constantly to gauge the level of participants'
involvement. Try to involve everyone in discussion by
having various tasks for table group participants to perform
(e.g., reporter, recorder, time keeper facilitator).
How should this
For an in-depth coverage of the information in this skill packet,
skill packet be
trainers should deliver the activities in brief sessions spread out
delivered?
over a span of time (e.g., several weeks or months).
Also, warm-up activities, supplemental activities, and homework
assignments can be added to enrich the basic content of the
packet.
Participants may determine that some of the topics covered in the
skill packet deserve further study. In their study, they may want
to use some of the following types of activities:
journal clubs,
study groups,
structured classroom observations with debriefing sessions,
structured visitations with debriefing sessions,
workshops with application in the classroom, and
development of pacing guides, instructional materials, or
curriculum guides.
In summary, for the best effect, the activities in this skill packet
should be spread over time with provision for reflection,
application, and synthesis built into the delivery schedule.
How should the
The training room should be set up so that all participants are as
training room be
comfortable as possible and can see and hear everything that they
set up?
need to participate in the activities. The trainer needs a table for
activity sheets, transparencies, materials, and equipment; a
refreshment table; a materials display table; and a small table set
up near the entrance for agendas, name tags, and roll sheets.
96
Extended Opportunities for Student Learning
NCDPI/SI
Organization of Materials
10
7
Extended Opportunities for Student Learning
NCDPI/SI