ADULT EDUCATION

Back to Table of Contents for the On Course I Workshop

1. Strategy: Graduation Game (Ring Toss)

Application: Adult Education, Math

Educator: Dennis Radice, Faculty, Adult Ed/Prep. Math, Central Florida CC, FL

Implementation: Play the Graduation Game, and, afterwards, discuss results and insights. Next, present students with a contract that promises a passing grade to every student who earns 30 points in the course. Explain that to earn points, students must choose a performance level and successfully complete all of the actions in that level. The performance levels are as follows:

  • 3-Foot Level: Successfully complete all class assignments (7.5 points), successfully complete all homework assignments (7.5 points), pass all quizzes (7.5 points) and pass the final exam (7.5 points). Second chances allowed for class assignments, homework assignments and quizzes.
  • 10-Foot Level: Successfully complete all homework assignments (10 points), pass all quizzes (10 points) and pass the final exam (10 points). Second chances allowed for homework assignments and quizzes.
  • 15-Foot Level: Pass all quizzes (15 points) and pass the final exam (15 points). Second chances allowed for quizzes.
  • 30-Foot Level: Pass the final exam (30 points).

Finally, discuss the pros and cons of each performance level, relating it to the experience of playing the graduation game; have students complete and sign contracts individually. [Editor’s note: The choice offered to students in this activity will likely appeal to students who are motivated by autonomy.]

2. Strategy: Desired Outcomes/Experiences, Inner Critic & Inner Guide, and Tracking Form

Application: GED Students

Educator: Martin Garibay, HEP Alliance Recruiter & Placement Specialist, Heritage University, WA

Implementation: While advising new students/applicants, provide them a packet in which they will work on Desired Outcomes and Experiences, Inner Critic & Guide, and a Tracking Form. For the Desired Outcomes and Experiences, have applicants create 3 Desired Outcomes and Experiences (using the DAPPS Rule for Outcomes) that they wish to achieve while seeking their GED. After they have created their Desired Outcomes and Experiences, give students the Inner Critic and Inner Guide Form. With the Inner Critic, have students criticize themselves on their Desired Outcomes and Experiences. After they have assessed why their Inner Critic is telling them such negative thoughts, have them use their Inner Guide to find a refutation for the negative thought. Next have students create a Tracking Form that will help them keep track of their Desired Outcomes and Experiences…and next to each goal, have students write the Inner Guides positive statements. Have them track each goal.

Forum Image OptionOCI Adult Education/GED Forum