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 eBI1hB917089; Sun, 17 Dec 2000 20:43:11 -0500 (EST) Date: Sun, 17 Dec 2000 20:43:11 -0500 (EST) Message-Id: <4.2.2.20001217203621.00a39c30@postoffice.worldnet.att.net.> Errors-To: rgspacone@worldnet.att.net Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Eileen Eckert" <eileeneckert@hotmail.com> (by way of "Ronna G. Spacone" <rgspacone@worldnet.att.net>) To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1304] Re: where to start? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" X-Mailer: QUALCOMM Windows Eudora Pro Version 4.2.2 Status: O Content-Length: 3643 Lines: 76 Jane, Thanks for the reply and explanation. You say "we" have decided that starting with the common activities works best. Can you talk about that "we"? What kind of team do you work with? How has it developed? Is there support (money and guidance) for teachers to work together and to work with administrators? Does this extend to part-time faculty? Thanks, Eileen >From: Jane Meyer <meyer_j@ccsdistrict.org> >Subject: [NIFL-4EFF:1299] R: where to start? >Date: Fri, 15 Dec 2000 13:23:22 -0500 (EST) > >Eileen, > >In Canton, Ohio we have tried starting from various places and >decided for us the common activities work best. We build units around >the common activities. Than we teach the skills in context of the roles >within the units. Since the common activities are common to all 3 roles >and the skills support the common activities this way lets us have >something in common for the class, but be flexible to meet individual >student needs and interests. We struggled a lot with wanting to meet >individual goals, but still have students working in groups, not having >each student on a totally different learning plan. For example, the >unit we are in now is based on the common activity gather, analyze, and >use information. Students have been using the standard learn through >research to find out about different jobs (worker role). They have used >this same standard to find activities that they can do at home to >support what their children are learning in their classrooms (family >role). > >We use the same units year after year, but the activities change >to fit the students. Another year the class chose to research >information on ways to discipline their children. This set-up allows us >to be flexible and yet to have some structure and not have to invent >everything every year. The teachers keep files for each common >activity. They put in related articles, poems, math projects, any kind >of learning ideas. We cut apart the GED and preGED workbooks and put >some of the pages into the files (like the pages on finding averages, >graphing, fact vs fiction, author's point of view, and political >cartoons are in this unit on gather, analyze, and use information. > >An idea for this unit that didn't get used this year was for students to >use the standard use information and communications technology to create >a pamphlet about a job that interests them. An activity that did get >used was focusing on the standard plan to create literature kits for >their children to practice reading skills at home. This structure gives >us a wealth of things to pick from to meet student needs. Of course we >add new things each year. This saves lots of time. > >Jane Meyer >Canton ABLE >meyer_j@ccsdistrict.org > > > >Sender: "Eileen Eckert" <eileeneckert@hotmail.com> > > >Subject: where to start? > > > > > >As I've looked at lessons and curriculum materials from ABE and ESL > > sites, I've started to wonder what it means organize instruction > > around different components of EFF--for example, how does an > > instructional unit (class, project, lesson, etc.) change if it is > > based on one of the roles vs. the standards or one of the common > > activities? Are certain components (the 4 purposes, 3 roles, etc.) > > more likely to be used as the basis for instruction by teachers or in > > programs with particular characteristics? > > > > > >I would appreiciate hearing from people who start with any of the EFF > > components and build from there about why and how you work that way. > > Thanks. > > > > _________________________________________________________________
This archive was generated by hypermail 2b30 : Mon Oct 29 2001 - 15:04:21 EST