Program Environment

Program Quality Indicator Area 2: Program Environment

Quality Indicator 2.1 Book Discussion Groups at the Library Description
Originating in the Washington, D.C., area, this activity is designed for adult students reading on a 2-6 grade level. Each week at a local library, a discussion is held on a particular book, and for each book discussed, a different person facilitates the discussion. People from the community are invited to participate and lead the discussion: local scholars from the university; local authors and artists; teachers, tutors, preachers; people from local businesses; folk storytellers, historians, etc. Through discussion of books, students end up talking about life's experiences, using critical-thinking skills to analyze and evaluate situations and possible strategies for solving problems.

Tips for presenting a book and facilitating the discussion are offered:

Focus on communication and critical thinking skills.
If you need to refer to the text, leave plenty of time for students to find the lines to which you are referring.
Be attentive to hesitant or subdued attempts to take part in the discussion; be prepared to curtail overtalkative participants.
Get students talking early; begin with questions, not lecture. Begin with easy-to-answer questions such as "what happened in the story" and "what did you like about the story."
Use different types of questions.
There are no wrong answers. Make sure no one feels stupid and that all comments are validated.
Do not dominate the discussion. As facilitator you are there to ask questions, clarify, suggest, and enhance.

Estimated time
1-2 hours

Effective environment
Small group using a learner-centered, participatory, nonthreatening format.

Limitations
Finding people to volunteer to facilitate the discussion

Evidence of effectiveness
Students will join in discussion and return again.

Required materials
A list of books to choose from that are written on a lower literacy level and are content-appropriate for adults. (See Bloem and Padak 1995.)

Classroom arrangement
Chairs should be arranged in a circle.

Source
Adapted from Morgenthaler 1993; also cited in Rance-Roney and Ditmars 1994

Cross reference
4.1

Quality Indicator 2.1 Creating a Language Learning Center Description
This activity illustrates the creation of an environment where written language is everywhere. It promotes variety in seating arrangements, equipment, furniture type and placement, and learning activities to accommodate individuals with different learning styles and needs. It helps administrators, teachers, and program planners to expand their perspectives of what constitutes a language learning center. The following steps are involved in this activity:

Where do you typically sit when you read? at a desk? in a comfortable chair? on the couch? Do you like to read alone or in a room with others?
Think of a place where you have gone to read, such as a library. What kinds of furniture are available for reading or writing? Round tables? Long tables? Carrels? Book racks? Desks? Computer tables? Under what circumstances would you use each type of furniture?
What equipment do you use to help you learn? Tape recorder and tapes? Videotape player? Computer? Photocopier? What equipment do you not have at home but would like to use in learning?
What materials do you need to engage in reading and writing activities? Writing tablets? Folders? Books? Periodicals?

2. Ask each group to report on the responses to their assigned question and record the responses on a flip chart as they present them.

3. Using the list of items recorded on the flip chart, ask the class to identify those items they feel are crucial to include in a language learning center.

4. Distribute the illustration of Our Learning Center (Gillespie et al. 1990, p. 82) included on the following page and ask the class to compare the items in the illustration to those they identified in their learning activity. Point out the explanation of how individuals use the center and the purpose it was intended to fulfill.

Estimated time
45 minutes

Effective environment
The physical environment should be conducive to the assembling of small work groups.

Limitations
Learners will be limited by budgetary constraints and the existing inventory and facility.

Evidence of effectiveness
Reconfiguration of materials, equipment, furniture, and use of space in the physical learning environment

Required materials
Flip chart and pen

Classroom arrangement
Three to five chairs gathered in a circle for small group work and separated horizontally for large group work

Source
Adapted from Gillespie et al. 1990, p. 82

Cross reference
3.1, 4.1 Gillespie et al. 1990, p. 82

Quality Indicator 2.1 Creating a Physical Environment Conducive to Small Group Learning Description
This activity focuses on creating an environment conducive to small group learning wherein learners become partners with the instructor in directing the learning experience. It leads participants to consider ways to initiate and reasons to incorporate physical changes for small group learning. Following are the recommended steps for this activity.

2. Next, allocate a corner or section of the room for a collection of resources-materials to support the learning activities.

3. Ask participants to loan or donate items for the resource corner, e.g., books that learners can borrow.

4. Engage participants in a discussion of ways to involve learners in defining the physical environment. For example:

How can learners be involved in deciding on an appropriate physical arrangement?
Can learners be responsible for arranging the room and, if necessary, putting it back in its original condition?

5. Ask participants to consider the location of their own programs and write a paragraph explaining how they will create a hospitable environment given the unique conditions and constraints of their own facilities.

Estimated time
30 minutes

Effective environment
The physical environment should reflect the one described in the activity.

Limitations
If sites must be shared across programs, the room arrangement may not be able to be maintained. Also, furniture may be of the type that does not accommodate small group work, e.g., traditional school desks. Also, if the room is shared across programs, everything must be replaced at the end of the class period so that the room is as it was when you entered. Finally, some administrative policies may discourage creating different physical environments.

Evidence of effectiveness
Participants' creation of small group learning environments in their own settings.

Classroom arrangement
Not important as participants will rearrange the seating for this activity

Source
Adapted from Imel et al. 1994, p. 19

Cross reference
5.1

Quality Indicator 2.1 Creating a Safe Environment for Women Description
Many women in adult basic education programs have experienced abusive relationships, and women who have experienced abuse-whether it be physical, sexual, emotional, or mental-do not feel comfortable or safe expressing their views in front of men. For these reasons, Toronto's ALFA program created a "safe zone" for women, a class only women can attend. They use their literacy skills to share strength and support with each other.

This class has done a variety of activities, all of which use numerous skills involving reading, writing, critical thinking, communication, and social skills.

They created, wrote, and presented to the literacy program a policy for ending sexual harassment at the literacy center.
They gathered information from the community about what a woman can do and where a woman can go to receive help if involved in an abusive relationship.
They created booklets and pamphlets for women who are abused.
They read stories about women in order to find strong role models and increase their self-esteem and self-worth.
They wrote their own stories about their lives and shared them with others.
They discussed issues that affect them daily.
They brainstormed solutions for different situations that affect them and role played the various situations and possible solutions.
They shared stories and solutions regarding child care, parenting, and discipline.
They visited other literacy centers and talked to women about starting up a class like theirs.
They watched instructional videos about women's health issues, AIDS, immigration, parenting, tenants' rights, welfare, the school system, and citizen's rights; they discussed and wrote about what they saw, learned, and felt.
They shared recipes, swapped ideas about saving money and grocery shopping, and generally supported each other.
They wrote a booklet about their women's class so others in the program would learn more about it.
They formed an Anti-Racism committee to set a policy about racism at the center.

Estimated time
Ongoing; each session is an hour long.

Effective environment
Warm, informal; safe, nonthreatening; learner centered and participatory

Limitations
Some people in the program might be opposed to having a women-only class.

Evidence of effectiveness
Women's literacy levels increase as their level of comfort and self-esteem increases.

Required materials
A female facilitator

Classroom arrangement
Chairs in a circle or around a table

Source
Adapted from Lloyd et al. 1994, pp. 35-43.

Cross reference
3.1, 6.1

Quality Indicator 2.1 Creating a Welcoming Environment Description
This activity focuses on ways to create a positive learning environment even before the first session begins. It promotes the use of techniques that welcome participants into the program and set them at ease. The following steps of this activity suggest a variety of strategies useful in creating a welcoming environment:

2. To initiate the activity, divide the class into two groups and give each group a list of the names and addresses of the people in the other group. (If learners are uncomfortable giving their addresses, have them use made-up ones.) Ask the members of each group to write confirmation letters to individuals in the other group, pretending that those individuals are people who have registered for one of the programs they will instruct. Explain that the purpose of the confirmation letter is to reaffirm the registrant's attendance, welcome the person to the program, and restate the program objectives and its value to the participants.

3. Next, have each group decide on the content of a class they might teach and to identify one or more relevant articles they could give to participants prior to the first class. Tell them that another strategy to create a welcoming environment is to send appropriate readings to registrants in advance of the class. Have the groups give at least one relevant reading to each other, clarifying whether the "registrants" are required to read it before coming to class or whether it will be read/discussed in class.

4. Have each group create and post direction signs from the building entrance to the classroom. Explain that this can help to lessen participant anxiety and provide reassurance.

5. Also have each group create and post a sign outside of the door to the classroom that lists the title of the session and the starting and ending times.

6. Enlist learners in brainstorming ways to perk up the classroom and make it more inviting. For example, they might put up posters, signs, pictures, and symbols of success such as posters of motivational messages, and testimonials and pictures of past class members.

7. Introduce other strategies participants might follow to create a welcoming environment. For example, instructors could do the following:

Create a large "Welcome" banner using a dot-matrix printer and post it on the wall at the front of the class.
- Set a peaceful mood by playing music before the session begins. First, music breaks the awkward silence as participants get seated in the first class session. Second, certain music, like that created by the Lind Institute in San Francisco, which has a certain number of beats per minute, helps to put participants in a learning mode.
- Place a bouquet of flowers in the room to create a calming, engaging, and cheerful effect on the group.
8. Having engaged participants in examining strategies for creating a welcoming environment, ask them to list at least five ways in which they will create a welcoming environment in their own classes.

Estimated time
45 minutes

Effective environment
The physical environment should be cheerful and reflect the creativity of the instructor.

Limitations
Administrative policies may discourage altering existing environments, and rooms that must be shared may constrain the extent of alternation that can be done.

Evidence of effectiveness
Participants will implement their plans for creating a welcoming environment in the classes they instruct.

Required materials
Paper and pencils for the participants to use in class. Participants will need to assemble posters, signs, music tapes, flowers, etc. for the programs they instruct.

Classroom arrangement
Chairs and/or chairs and desks arranged in theater style

Source
Adapted from Draves 1995, p. 97

Cross reference
5.1

Quality Indicator 2.1 Moving within the Presenter Space Description
Interaction between participants and the instructor is influenced by room set up and separation distance. This activity focuses on creating an optimum distance between instructor and learners-a distance that is comfortable to all and encourages interaction. Following are the steps of this activity to help instructors create and move within a presenter space:

2. Next, ask learners to envision themselves in your (the instructor's) place and to draw an imaginary line from the closest learner on your left to the closest learner on your right. Ask them to place themselves visually no more than 5 feet behind that imaginary line. To facilitate their visualization, illustrate what you are saying by drawing the participant's seats and the imaginary line on the chalkboard.

3. Introduce strategies learners can follow when they are instructors to create the appropriate distance between themselves and the learners in their classrooms should the learners not seat themselves at the front of the room. For example:

Put the more comfortable chairs up front to encourage learners to sit close to you.
Remove the chairs in the back of the room (or block them off).
Reposition yourself if participants do not sit where you expect them to sit. For example, if participants do not sit up front, move your imaginary line.

6. Explain that when the instructor and learners are appropriately seated there is a circular space within which the instructor should move to instruct or facilitate the class.

7. Illustrate the placement of that space by drawing the circle on the chalkboard around the imaginary line you have already illustrated. The circular space should be approximately 10 feet in diameter or 5 feet from the center of the circle (where the instructor would be positioned).

8. Illustrate on the chalkboard the proper placement of any audiovisual equipment, which is within 5 feet of where the instructor will stand. For example, an overhead projector and table should be immediately to one side, the screen should be in back of the instructor, and the flip chart off to one side. However, all equipment should be within the circular presenter space.

9. Set up a room as described and demonstrate to another class participant how you will utilize the presenter space. Explain that staying within the presenter space is most comfortable for learners and allows the instructor to maximize the use of items, props, and audiovisual aids within the space.

10. Have learners take turns playing the role of instructor and practicing staying within the presenter space while instructing a class. Discuss reasons why moving outside the space can distract participants and disrupt their concentration and train of thought.

Estimated time
30 minutes

Effective environment
The physical environment should encourage learning. It should reflect thought about the learning room-the human built environment, the teaching tools, the natural environment (which includes temperature and time of day), and learning media-those physical objects that facilitate and encourage learning

Limitations
Appropriate size of room for class

Evidence of effectiveness
Appropriate use of presenter space in classroom presentations

Required materials
Overhead projector, table, and screen and flip chart

Classroom arrangement
Classroom arranged in a predetermined room set-up, e.g., classroom style, circle style, u-shape, etc.

Source
Adapted from Draves 1995, p. 45

Cross reference
5.1

This page http://literacy.kent.edu/Oasis/beyond/progenviron.html