Structured Learning Structured Learning Assistance (SLA) andAssistance (SLA) andTraining for SuccessTraining for Success

Jim ValkenburgDelta College

Overview

Program Beginnings SLA at Delta

Adapting the program Early Data

Establishing an SLA Program

Training SLA The model at Delta Socialization

The SLA student Learning Strategies

Communication Choice of language

Program Beginnings

Data from Peer Mentoring Program (SI) 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

Delta Goes to Ferris State University The team Brought to Delta in 1998 The Pilot

Pilot Program 

  Non-SLA

 SLA Participate

 SLA Non-Participate

 SLA Overall

   ABC

 DEW

 GPA

 ABC

 DEW

 GPA

 ABC

 DEW

 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

Focus on Developmental Level Classes Professionally Trained Facilitators

Specific TrainingThe Developmental Level Student

Scheduled Study SessionsIncluded in class schedule and in the schedule book

SLA at Delta

To the T/LC in 1999 Modest beginnings

1 English Class1 Math Class1 Science Class

SLA 1999 Course

Grade Distribution Non SLA Sections

Grade Distribution Peer SLA Sections

Visits/Course GPA

GPA Comparisons

Participation Number/Percent

Course GPA Par/NonPar

ABC/P

DEW/N

ABC/P

DEW/N

0

1-4

5+

NSLA Sec

SLA Sec

5+ Visits

Par

NonPar

Par

NonPar

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

First Semester Data

*Information about courses—number of students, range of grades, course GPA, etc—may be obtainedfrom your college’s records office. If you are using a college database, input of appropriate queriesmay allow you access to information. Check with your institution’s research office.

SLA at Delta

Selling the program Working with Division Chairs Faculty Support

Meeting the Challenge All first level Developmental Courses Changes is Staffing Paradigm

The First Full Semester

Course ABC DEW Cour GP A

ABC DEW Cour GP A

ABC DEW Cour GP A

ABC DEW Cour GP A

ENG 090

MTH 092

MTH 096

SCI 099 6 0 100% 2.67- - - -6 0 100% 2.67NA NA NA NA

29 12 71% 2.630 5 0% 0.0029 7 81% 2.88250 51 83% 2.75

203 62 77% 2.764 7 36% 2.17199 55 78% 2.78NA NA NA NA

78 24 76% 2.421 3 25% 4.0077 21 79% 2.41NA NA NA NA

% Sss

% Sss

% Sss

% Sss

SLA Non-P articipate SLA OverallNon-SLA SLA P articipate

Differences between SI and SLA at Delta

SI follows the traditional model for sessions Peer Mentors sit in each class They meet either before or after the class Attendance is voluntary

SLA sessions are scheduled along with the class They are scheduled either before or after the class but are

treated as a “lab” Attendance is required

Any student who’s course grade average equals or goes below C+

All students are invited to every session

Textbooks and Copies and Handouts

Costs for all textbooks and handout materials is the responsibility of the department being served

Establishing the Program

Hiring Professional Staff

Establishing the Program

Hiring Student Facilitators

Certification Requirements

CRLA Level 2 is required to apply Work on CRLA Level 3 before class begins

(requires 10 additional hours of training)4-5 hours one-on-one/small group trainingCommunication skills Study Group differs from Peer Mentoring (SI)Learning Styles training

Training SLA Facilitators for Training SLA Facilitators for Student SuccessStudent Success

Programmatic Training

Use one umbrella to train all academic support program staff

CRLA is one option Commonalities of

required abilities

Programmatic Training

Communication Skills Eliciting responses Probing Questions Facilitating rather than

teaching Study skills and how to

convey them

Documentation Problem solving Specific position

responsibilities Limitations of position

responsibilities

Specific Training for SLA

Socialization The Developmental level Student

Role Models Learning Strategies

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

A facilitator DOES: 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

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

A facilitator DOES NOT: Add to content Lecture Wander off task Do anyone’s work for them Allow a conflict to damage the

group

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

Communication 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

• Introductions• SLA Attendance Policy• The “contract”• Ice breakers

• “overcoming math/writing anxiety”• How to read the text book• How to take notes

Language

Language plays an important role in developmental education

The difference between positive and negative thinking

Four letter words What’s easy for the

goose is not…

Eliciting a Response

Ask guided questions Change the wording Praise each attempt Correct gently

Communication during a session

Notes Distributed Assignments Focus and Refocus Using knowledge of

study skills

SLA Sessions

Go over notes The facilitator should

take notes during class sessions

Focus the group The facilitator should

make sure the study session is focused on content

Seek input and questions The facilitator should ask

probing questions Reinforce what the

instructor has taught The facilitator should

only reinforce content presented by the instructor

SLA Sessions

Develop creative means to get ideas across to students

Use graphics Play games Have food events or

prizes

Communication with the Faculty

Faculty feedback to facilitator Faculty feedback to program manager

Communication with the Office

Time Sheets/Time and Effort Reports Attendance Records Communication/Contact

Tweaking the Program

Program Difficulties The need for continued faculty contact Looking at the numbers

Funding SLA

Grant funding Other options

Questions?Contact Jim Valkenburgjcvalken@delta.edu

Discussion Prompt

Please go to the discussion board and respond to the prompt you will find concerning this module.

Thank you.