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 e9GJra918019; Mon, 16 Oct 2000 15:53:36 -0400 (EDT) Date: Mon, 16 Oct 2000 15:53:36 -0400 (EDT) Message-Id: <001701c037aa$aff34e60$a31f8f80@virginia.edu> 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: Debbie Tuler <djt9u@virginia.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1212] question for Regie X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook CWS, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 604 Lines: 14 I have another question for Regie: When I read messages and talk to people about "using" EFF, I invariably hear them talk about the roles and role maps. In contrast, I have never used the role maps as a starting place for "using" EFF - whether for goal setting, curriculum/lesson planning, or assessment. There are so many different components to the EFF framework, I wonder if you could speak to the issue of "using" the framework - what that means to you, how to get in to the framework, a starting point (or points) and what pieces make better entry points for what purposes. Debbie Debbie Tuler
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