Program Investigation - Revisited

Darcey commented on Indigenous and Spiritual Learning.

Carol Freeman commented on Spiritual Learning and Transformational Learning Program

Program Investigation: Narrative Learning

Carol Freeman, Frances Robinson, Darcey Mitschelen

Ball State University

Roles: Darcey Mitschelen revisited Elkhart Community Schools Adult Education program and prepared a description of the program, its main features, and application. She also reached out to initiated the rework process. She began writing the investigation paper and also wrote the introduction, the application, and started the chart. 

Carol Freeman researched Steward Speakers and prepared a description of the program, its main features, and application. She finished the writing the second half of the investigation, she also wrote the conclusion, included the features we want to apply to our program.  

Introduction

“Narratives are stories” writes Merriam, Cafferella, and Baumgartner in Learning in Adulthood. (2007, p. 207). All of us know stories, hear stories, and create stories. Many of us read stories, write stories, and perform stories. Stories are the fabric of our being and of our lives. We absorb and acquire them while processing the information. We determine through our five senses whether the story’s information is something that gets woven into our own story, gets relegated to the fringes, or gets tossed away. Regardless, we learn through the activity – without even knowing how.

This understanding of narratives and stories is key to two adult education programs and their focus on instruction. Elkhart Community Schools Adult Education and Steward Speakers know that people learn information through stories of all kinds and that in general, it is an easy process in which new information is gathered, organized, and restoried. The purpose of investigating these programs is to identify effective and beneficial main features that are desirable in program development.

Program #1 –Elkhart Community Schools Adult Education

Program Description

Elkhart Community Schools Adult Education (ECSAD) program is located in Elkhart, IN in the north central region of Indiana. Currently, the free program offers classes in seventeen Adult Basic Education (ABE) classes in seven locations across Elkhart and nearby Goshen, Indiana. In addition, thirteen English as a Second Language (ESL) classes are also available for free in four locations in both Elkhart and Goshen.  Morning and evening classes are available at most locations.

The program is available to adults (in general 18 years and older with exception for 17 year old students with extenuating circumstances) who are desiring to earn their High School Equivalency (H.S.E.) diploma, needing remediation for college entrance, improve basic education skills, requiring assistance for employment retention/improvement, or learn/improve English skills. Individual classes are a mix of ethnic backgrounds, economic status, gender and ability. Enrollment is on-going, meaning that as a space in a class becomes open whether though drop-out, withdrawal, or test completion, a new student enters the class and begins studies based on his current academic levels and needs.

Educational purpose of ECSAD is to prepare adult students for academic, professional, and personal success. Evidence of this can be seen in the wide range of assistance that is available. The range includes High School Equivalency (H.S.E.) preparation classes, basic education improvement courses, college/career counseling, job readiness and life skill development, ACCUPLACER preparation, ESL classes with transition to H.S.E. preparation classes, and serving as the regional H.S.E. test site. In addition, within the partnership of the Department of Workforce Development, ECSAD connects students to free short term (12-14 weeks) certification training.

Objectives of the program focus on the entire student’s life through college/career planning that includes instruction in, but not limited to, H.S.E. content, goal setting, career pathway exploration, college search, FAFSA filing, resume development, interview skills, communication skills, and financial budgeting. In addition, students complete portfolio of work ranging from writings to recommendations.

The program is educationally sound and  designed with Indiana licensed teachers:

            8          ESL (English as a Second Language)

            3          Math Specialists

            1          Technology Special

17        ABE (Adult Basic Education)

The teachers are trained and educated to provide appropriate teaching methods including the use of narratives to assist students in the processing of new information, adding it to old, and developing a new story or understanding. Educators report using narratives in their classroom at least once a day- intentionally. Use of narratives include storytelling, case studies, and journaling. Instructors have found the use of journaling to be of great benefit in teaching math. Math students are required to journal about how they feel when they are unsuccessful or successful with a math topic as well as what they have learned. Utilization of the narrative tracks progress, notes struggles, and provides a means to rewrite or expand the students’ experience with math, ultimately developing positive attitudes towards the content.

Social Studies students also explore topics such as the Civil War through utilization of narratives. Initial discussions begin with examining students’ prior knowledge and understanding of the topic. This is accomplished through class conversations, surveys, and writings. Students gain new knowledge through guest speakers, case studies, and reflective writings.  In addition, students participate in group presentations with the purpose of sharing the information learned, gaining insight from feedback from classmates, and demonstrating how the learning effects the students’ future.

ESL educators within the program believe that all students benefit from the use of narratives and that narratives are easy to incorporate into instruction because adult learners understand stories, have prior experience learning from stories, and do not have to be taught a new learning method. This is particularly important to those enrolled in ESL instruction. Often these students are struggling with not just understanding the language, but also the culture, and the customs of the United States.

Main Features

Mullet, Akerson, and Turman (2013, p. 72) share “a reauthored story provides a new, more encompassing framework that fosters trust, curiosity, and healthy relationships – sure signs of secure attachment and learning success.” Deb Weaver, Director of ECSAD, and her staff recognize that students come to the program from a wide variety of circumstances and bring with them their own unique stories that most often provide barriers to success. By providing an avenue for experiencing information in narrative or story form, students ECSAD program have the opportunity to sort through feelings, emotions, and reactions that surround information and create a new understanding. Utilization of stories allows for exploration of topics in safety, encourages personal reflection and growth, and finally, offers strength and courage to move passed barriers.

A main feature in ECSAD narrative philosophy is utilizing curriculum, storytelling, and autobiography methods as key aspects in student learning and discovering meaning. The curriculum method presents content in story form to bring understanding. This method has been successful in teaching science which requires the students to gather information to create a story in order to not only bring understanding, but to interpret the information as well. Storytelling method has been used in social studies content, such economics, where the use of case studies, role-playing, and fiction to encourage problem-solving and perspective has seen positive results. The final method, the autobiography, includes journals, logs, and blogs. This method has been incorporated to strengthen writing skills as well as to explore topics of goal setting, resume development, and interview skills. By providing opportunities for self-expression, students gain insights into how the information shapes their future and what options are available for their next steps.

Another main feature of the ECSAD program focuses on the recognition that stories are processed either by hearing, telling, or recognizing. Traditional classroom style of ECSAD program puts the student in the position of receiving (hearing) the story or information and being responsible for the interpretation of the story. The group discussions and presentations allows the student to give (telling) the story/information to others, adding insight and knowledge to his own story. And finally, reflective writing (recognizing) indicates that the learner understands that he is the current story and that he can write/create his future story,

Combined, ECSAD program offers students access to learning through a variety of experiences, activities, and methods while keeping the overall purpose of the program in sight – To prepare adult students for academic, professional, and personal success.

Program #2 – Steward Speakers

Program Description

Steward Speakers is located in Indianapolis, IN. Their mission is to “Present prominent and credible African-Americans to the greater Indianapolis community and surrounding cities and Midwest states” (Steward, 2013). The learners are a combination of youth, adult learners, as well as the general public.  The purpose of this program is to expose individuals to prominent leaders and role models, who have successful and respected careers. They also arrange for 25% of learners with a socioeconomic disadvantage, an opportunity to attend their speaking events for free or at an extremely discounted price.

Steward Speakers offers an outreach program for four or more area schools with approximately 7,500 students attending their annual activities (Steward, 2013). The program is designed to provide students a real-life positive image, rather than a mediated counterfeit one, of successful African American. They desire to supersede the negativity portrayed on television of the African Americans community.  To achieve this they work with local schools to create a venue of speaking engagements.

Steward Speakers is designed to use a narrative learning method. Their affluent guest speakers utilize story-telling to educate the learners. The lectures “stress to students the importance of staying in school and the advantages of always striving to do their best” (Steward, 2013). Students who have gone through the series have reported back that they are “better equipped to visualize the possibilities of achieving their personal goals” (Steward, 2013).

Main Features

One of the main features of this program is its use of the narrative learning method. Offering students an opportunity to personally engage in story-telling by hearing and speaking to individuals who were once where they are, can be priceless. This gives the learner the hope that their dreams and goals are not in vain but actually achievable.

Steward Speakers are used to enhance the educational experience by providing inspirational and motivational lectures. They also team up with organizations who want to host an encouragement seminar in their community. Another feature of the program is the offering of training courses on Leadership, Entrepreneurship, & Professional Networking.

A third feature of the Steward Speakers program is their use of audio-video recording. Every lecture event is recorded and provided to schools and churches for reference and reuse, as an ongoing educational tool (Steward, 2013). This feature is very beneficial in the sense that some of the national speakers may not be as easily accessible as the local ones. However if there is a particular audience, at a different time, that would benefit from a previous lecture, organizations can always refer back to it.

Steward Speakers customize their lecturers to their various audiences so the speaker and learner can find harmony within the content of the message. Students often want to be reassured that some of a higher statue has, at one time, sat where they are currently sitting. Using Steward Speakers to enhance the learning experience through the use of narratives allows the learner an opportunity to virtually walk through the speaker’s life journey through the use of autobiographies. Memoirs journal real life experiences to measure an individual’s progress through their journey of human development.

Applications

            In any program development, identifying key components necessary to fulfill the purpose and objectives of the program is paramount for success. By exploring other successful programs’ implementation of methods helps in building a strong organizational and educational foundation. Investigating both ECSAD and Steward Speakers use of narrative learning style in their programs has aided in determining four main features that must be included in future program development. The four are:

·       Utilizing journaling to create autobiographies so students can measure their own progress in their life journey.

·       Including well-respected local and national individuals to engage in story-telling as a means of educating the learners.

·        Allowing students an opportunity to sort through feelings, emotions, and reactions that surround information and create a new understanding.

·       Engaging students in group discussion to gain feedback and insight to enhance the narrative learning environment.

Conclusion

An aspect of narrative learning is using strategic storytelling as a means of connecting with the audience. Immersing the learner in real life stories, can empower them to participate in co-constructing the story and reflecting on the experiences of the narrative. This will heighten the level of understanding when implementing narratives in the learning environment.

Elkhart Community Schools Adult Education and Steward Speakers approach the narrative learning method in different ways. The ECSAD program encourages narrative among students to gain knowledge from one another’s life stories. Whereas Steward Speakers utilize local and national leader to educate the learner through autobiographical means. The objectives for both programs center on the successfully educating the students which proves to be effective.

Table 1. Summary of Program Investigation

Main Feature	Elkhart Community School Adult Education	Steward Speakers	Features You May Adapt (check applications)
Feature 1	Remember: Students come with their own unique stories that effect learning.	Students have an opportunity to personally engage in the story-telling process with the lecturer	Utilize journaling to create autobiographies so students can measure their own progress in their life journey
Feature 2	It is important to prepare adult students for success in all areas of life.	Using inspirational and motivational speakers to offer  training courses on Leadership, Entrepreneurship, & Professional Networking	Use well-respected local and national individuals to engage in story-telling as a means of educating our learners
Feature 3	Utilize the three key narrative methods: curriculum, storytelling, and autobiography.	Audio-video recordings of lectures to be used by organizations as an educational resource tool	Allow students an opportunity to sort through feelings, emotions, and reactions that surround information and create a new understanding
Feature 4	Provide opportunities to process narratives by hearing, telling, or recognizing.	Customized lectures so speakers and learners can find harmony within the content of the messages.	Students engage in group discussion to gain feedback and insight to enhance the narrative learning environment

 References

Elkhart Community Schools Adult Education. (n.d.-a). Adult Education [Flyer]. Elkhart, IN.

Elkhart Community Schools Adult Education. (n.d.-b). Community Education [Brochure]. Elkhart,

            IN.

Merriam, S.B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood: A Comprehensive Guide. Jossey-Bass Publishing, San Francisco, CA.

Mullett, J. H., Anderson, N. M. K., & Turman, A. (2013). Healing the past through story. Adult Learning, 24(2), 72-78 Doi:10.1177/10451595134778423

Stewart Speakers. (2014). Stewart Speakers Series. Retrieved from http://www.stewardspeakers.org/current-season.html