Program Quality Indicator Area: Program Planning

1. Divide the class into two groups and give them the assignment of planning an education program to accommodate learner differences.

2. Have the members of group 1 interview the members of group 2 to learn the following information:

• Cultural backgrounds
• School and work experiences
• Beliefs about education programs
• Learning styles, e.g., how they learn best
• Learning pattern, e.g., what they do to learn
• Learning preferences, e.g., how they would like to learn
• Barriers to their learning and participation

3. Bring the two groups together to brainstorm about strategies for building upon the strengths each learner brings to the workplace. For example:

• Place learners in the expert role by having them explain a complicated process.
• Keep the curriculum flexible so all learners have options in choosing the ways they learn best.
• Select visual materials that are appropriate to a variety of learners.

4. List these strategies on a flip chart.

5. Invite a speaker to class to present strategies for detecting learner needs. For example:

• Ways to pick up cues that indicate learners are experiencing difficulty
• Ways to adapt instruction to meet individual needs
• Ways to be flexible in order to meet a variety of needs

6. Reassign the class to their respective groups and ask them to communicate, share concerns, and plan ways they will be more responsive to the needs of the learners in their education programs.

Estimated time
1 1/2 hours

Effective environment
Well-lit room that accommodates group work

Limitations
Learners should recognize that individuals are unique, which contributes to their differences regarding learning.

Evidence of effectiveness
Participation and success of learners in the program

Required materials
Flip chart

Classroom arrangement
Two sets of chairs arranged in a closed circle

Source
Forlizzi et al. 1992, pp. 18, 37

Cross reference
5.1

1. Assemble all stakeholders in the program to be evaluated, e.g., in an adult education program, include learners from ABE, GED®, and ESL classes as well as volunteers, teachers, administrators, and other staff members.

2. Engage the group in a discussion of questions relevant to the program. For example:

• How are classes going?
• What needs are or are not being met?
• What issues have come up in the classroom?
• What changes need to be made?

3. Ask the group to record any questions that have arisen during discussion, e.g., questions related to-

• student retention rate,
• funding for more classes and more hours,
• use of native language in the classroom,
• need for child care,
• role of volunteers, and
• class levels and placement.

4. Engage the entire group in finding solutions to problems and in decision making regarding program operation.

5. Continue to involve the group in ongoing assessment of the program.

Estimated time
Two 1-hour sessions

Effective environment
The physical environment should be conducive to discussion.

Limitations
The freedom to move forward in ongoing program planning will be dependent on the commitment school administrators and teachers make to relinquish control and incorporate changes recommended by the group.

Evidence of effectiveness
Learners in different parts of a program will learn a little more about each other's struggles and achievements in learning. They will also be more informed when asked to serve on hiring committees, speak at hearings for more funding, and help make decisions about priorities of time and money.

Required materials
Paper and pencil

Classroom arrangement
Chairs should be arranged in a semicircle or circle to facilitate discussion.

Source
Adapted from Nash et al. 1992, p. 59

Cross reference
5.1

Many skills are acquired and honed through a project such as this. Students will learn to-

• interview people, thus improving their communication skills.
• listen actively while they are interviewing, thus enhancing their ability to succeed in school, work, and relationships.
• transcribe tapes and notes from interviews, thus increasing their written language usage.
• edit transcriptions of interviews, thus acquiring new methods for understanding grammar, spelling, and sentence structure.
• use a typewriter, word processor, or computer, thus enhancing their job marketability.
• compromise with others, thus increasing and fine-tuning their communication skills.
• make decisions about what is important and what is not as important, thus helping them to understand priorities.
• search for people with particular experiences and stories, thus becoming more secure about themselves in the process.
• work as part of a group to achieve a common goal, thus understanding the importance of cooperative efforts.
• understand and appreciate local history and how the past ties into the present, thus helping them to understand and prepare for the future.

Estimated time
Flexible and ongoing; could take up to a semester or two depending on teacher's and students' initial plan

Effective environment
An informal, open environment; a program that practices learner-centered and participatory literacy education

Limitations
Some students might lose interest if not able to see the big picture.

Evidence of effectiveness
The end product is a book, a collection of oral histories from the local community.

Required materials
Tape recorders, cassette tapes, notepads, typewriter or word processor, paper

Classroom arrangement
Not applicable

Source
Adapted from Lewis and Gaventa 1990, pp. 24-25.

Cross reference
1.2, 4.1

1. Divide the class into groups of four or five learners.

2. Have each group select a topic upon which to focus the activity. Give examples such as the following:

• Reading or spelling of specific words
• Numeracy tasks relevant to a given occupational task
• Independent living tasks
• Communication skills
• Healthy eating

  3. Ask each group to identify an activity around the selected topic. Present examples such as the following to trigger ideas:

  • Arrange a trip, planning the itinerary from start to finish. Include details of travel bookings, hotel options, and costs.
  • Invite speakers to visit and talk about various aspects of the topic.
  • Bring in items relevant to the topic that the group can discuss.
  • Produce books about people's lives.
  • Prepare a magazine or newsletter.
  • Make up a crossword puzzle.
  • Plan menus that reflect healthy eating patterns.

  4. Engage each group in planning for their chosen activity by having them complete the following steps:

  • Identify material that could be used to stimulate interest in the topic and activity, e.g., pictures, photos, videos, newspaper cuttings, magazines, text books, worksheets, etc.
  • Describe the purpose of the activity and its relevance to students' learning.
  • Identify the objectives to be achieved through this activity.
  • Describe ways in which the activity is appropriate for groups of individuals who are at different levels and stages of academic and skill development.
  • Describe your plans for evaluating the activity and for obtaining student evaluations of the activity.

Estimated time
1 hour

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

Limitations
Learners should have some general knowledge of group process and be open to hearing the ideas of other group members.

Evidence of effectiveness
Improvement of program planning skills

Required materials
None

Classroom arrangement
Four to five chairs arranged in a circle or placed around a circle table for each group of learners

Source
Sutcliffe 1994, pp. 99-112

Cross reference
5.1

Furthermore, board members partake in working committees with students from the literacy program. The committees assist in coordinating the daily work that is needed in order for a community-based organization to function. Three working committees provide learning experiences for all involved: evaluation, planning, and personnel; fund-raising and special events; and development, maintenance, and dissemination of the board of directors' information. The committees have organized a variety of activities, including selling food at lunchtime for fund-raising; publishing a booklet on AIDS and safe sex for mothers; and the Community Unity Festival, a day of celebration and solidarity for communities of color.

Estimated time
Ongoing

Effective environment
Warm, supportive; open minded and flexible

Limitations
Adapting this policy; finding students as well as professionals who are dedicated enough to implement it

Evidence of effectiveness
Both groups learn from each other.

Required materials
Dedicated students and professionals willing to learn from each other

Classroom arrangement
Not applicable

Source
Adapted from Young and Padilla 1990, pp. 1-18.

Cross reference
None

1. Describe the various ways in which to administer surveys:
• Mail or hand to prospective participants, asking them to record their answers to the questions on the survey form.
• Read the questions to the prospective participants over the telephone and record their answers on the survey form.
• Administer orally in person to prospective participants, reading the questions in English or in their native language.

2. Display on an overhead (or distribute copies of) the handout on page 50. Explain that the handout lists some of the types of information about participant needs that can be obtained through a survey.

3. In reviewing the items on the handout, point out the various type(s) of questions used to obtain initial assessment information:

• Open-ended questions, which may give a more complete understanding of the respondent's needs.
• Closed-ended questions, which may be easier for respondents to answer and the answers easier to tally.

4. Engage the participants in a discussion of factors that affect decisions about how to administer the survey, what type of information to collect, and what type of questions to use to collect the information. Encourage participants to consider the educational level, English speaking capability, and economic status of potential participants. For example, telephone surveys will not reach individuals who do not have a telephone.

5. Divide participants into small groups of four to five members. Ask the members of each group to make a list of the type of information he/she thinks is important to collect from the individuals they might recruit to a literacy program, e.g., when to hold classes, where to hold classes. Then, have the group members discuss the lists among themselves and prepare a final list of information to collect through survey.

6. Assemble the small groups and have each group report to the entire class the content of the group's list. As information is given, write it on the chalkboard or on a flip chart.

7. Once the list is complete, reassemble the class into small groups. Divide the total number of items on the flip chart by the number of small groups and assemble items of that number into sets. Give each group a set of items for which to prepare survey questions.

8. After the groups have completed their survey questions, collect them and compile them into a survey instrument.

Estimated time
1 1/4 hours

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

Limitations
Participants should understand the purpose of initial assessment as part of program planning. They should also know that there are other method for gathering initial assessment information, e.g., interviews, focus groups, document and literature review.

Evidence of effectiveness
The survey instrument developed by participants will be effective in gathering information about potential program participants' needs.

Required materials
Chalkboard and chalk or flip chart and pens; handouts or overhead projector and transparency

Classroom arrangement
The room in which the class or session will be held should accommodate large and small group seating.

Source
Adapted from Holt 1994

Cross reference
5.1

1. Demographic information about adults in the community

Q. How long have you lived in the community? Q. How many adults in your neighborhood? Q. Have any of these adults taken a literacy class or session?

Q. What skills do you want to learn or improve?
• English language skills
• job search skills
• mathematical skills.
• communication skills
• other

Q. Are your English speaking skills good, acceptable, or poor?
Q. How would you describe your reading and writing skills?

Q. Why do you want to improve your reading skills?
Q. What do you want to read better?
• newspaper
• bus schedules
• advertisements
• business letters
• job applications

Q. Would you be willing to participate in a 4-hour class or session?

Q. How many days per week would you be able to the program?

Q. What time of day would be better for you-morning, afternoon, or evening?

Q. What day(s) of the week would you be able to participate in a class or session?

Q. Would you need child care assistance on site to attend?
Q. Would the location of the class or session be important to attendance?