Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e8JJqP920031; Tue, 19 Sep 2000 15:52:25 -0400 (EDT) Date: Tue, 19 Sep 2000 15:52:25 -0400 (EDT) Message-Id: <24.aab5ec2.26f91c99@aol.com> Errors-To: rgspacone@aol.com Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: JSP1440@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1194] RE: Integrating Technology X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 120 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 3601 Lines: 71 Lisa In a message dated 9/18/00 11:43:22 AM Pacific Daylight Time, LISAL595@aol.com writes: << 1) How did you assess what students goals were in regards to technology? I have an assessment form that I use. I use a modified version of an existing technology assessment form that I found through the NIFL site. We have a class discussion regarding the use of technology, and how it impacts their lives, their roles, what they would like to learn to do and why? 2) How did you incorporate their goals into your lesson planning? I use a goal setting form for math in the beginning of the course. The students plainly state their goals are to pass the GED. Some desire to continue in an education or technical program, teach math to their children, manage finances and/or get a job. I teach a GED multilevel math class. These initial assessments and subsequent discussions seem to unify the class and create a cooperative atmosphere. The students choose whether they would like to do any of these assignments regarding technology. I have online math quizzes and use online tutorials and problem generators as well. I find they become hooked and want more. The students compile their favorite sites for math and often generate their own problems online. I use modified versions of the EFF Student Questionnaire that appears in the Blue Book for each of these lessons. These are added to the students portfolio. 3) How did you incorporate the components of performance of the standard into the lessons? Our EFF committee has worked on a lesson plan guide that we fill out when designing and formally writing up a lesson. It includes the performance for standards on it, so that we may ponder whether this lesson will meet them. Additionally, I was involved in writing the Math Outcomes for our program in which we tried to use the EFF Standards in writing the outcomes. Olympic College has just asked several of us to write curriculum for the Families That Work program. 4) How did you build in mechanisms for students to practice their skills and relate what they were doing to their lives? The role maps? One of the problems we face is retention of students. It is the focus on the role maps that is one of the strongest factors in retention of students. The roles and purposes add relevance to and guide the application of the skills and standards in the context of the learning outcomes. For example, when we discuss evaluating websites, it is in the context of the role maps. The lesson/evaluation form that I use asks questions in context of their different roles. Would you like your children to see this webpage? Do you think this would help your child learn math? List 5 things you like or dislike about this website. If you were designing a website for your employer or own business, what would include or not include on your website? Keep in mind that these lessons are not the focus for the entire course. The students become very goal oriented and spend a great deal of time working on math problems and completing workbooks/handouts. We have a competitve scholarship available, so not only do they want to pass the GED, they want a high score. I hope I have adequately addressed your questions. I apologize for any delay in answering your emails. This is Opening Days at OC. there are several lectures planned, courses to teach and I am in the process of developing new courses for next week. I really appreciate the questions and feedback. Jeffery Parham Olympic College Bremerton, WA (360) 649-7142
This archive was generated by hypermail 2b30 : Mon Oct 29 2001 - 15:04:15 EST