Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id QAA01823; Mon, 24 Jan 2000 16:04:16 -0500 (EST) Date: Mon, 24 Jan 2000 16:04:16 -0500 (EST) Message-Id: <s88c5a23.019@jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Andy Nash" <andy_nash@jsi.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:807] Re: Staff Training X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise 5.2 Status: RO Content-Length: 2124 Lines: 42 Hi all, Some thoughts about the current teacher/tutor prep discussions: If you have limited time (which is usually the case when preparing volunteers), I think it's important to focus on the big picture of what EFF is trying to do, which is to make our education system more responsive (and accountable) to the real needs of adults. So any discussion that helps tutors think about what people need/want to do in the world and whether or not our traditional offerings will adequately prepare them is a great start. Without this big picture, EFF looks like an overwhelming bunch of lists. Then they need to think about whether/how EFF can help them provide something different. One way to do this is to have the tutors use the components to consider their own life goals and purposes, areas of strength and weakness, skill practice they'd need in order to carry out their purposes, and evidence of progress that they'd look for. Or they can use a student case study to walk through the same process. Debriefing the activity would help them consider: whether or not this WAS different, how EFF helped them organize the instruction and assessment, how each component could be used, and what support they'd need in order to be able to do this on their own. It's unlikely, though, that tutors/teachers will be able to revise their assumptions and beliefs about why and how adults learn in just a couple of meetings. So follow-up is key - it's one of the system reforms that is necessary if EFF is going to work. There are some California programs that do an excellent job of training tutors in EFF, and they might have something to say about this, also. On a different point - Jenny's question about whether we infuse, overlay, or incorporate EFF - I sometimes talk about integrating EFF into a program, but I'm more likely to simply say that we use EFF to XYZ (reconsider program goals, align the elements of a program, reflect on why we're teaching what we're teaching, etc.). A framework is a guide for making consistent decisions; I don't know what to do besides "use" it. Andy Nash EFF Staff NELRC/World Education
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