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 f2JMVhg18778; Mon, 19 Mar 2001 17:31:44 -0500 (EST) Date: Mon, 19 Mar 2001 17:31:44 -0500 (EST) Message-Id: <sab64157.017@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:1431] Posting for Mary Bartlett re: pictograph and facilitator v. X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Novell GroupWise 5.2 Status: O Content-Length: 3590 Lines: 113 Hello 4EFF. First, I want to add my thanks to Joan on the pictograph. I used it recently with a group of 4H leaders for a workshop titled, "Building Successful Adults". The pictograph is great because it not only does helps the visual learner, it also allows the learner to DO something with the information. During the activity using the pictograph, the small groups were integrating EFF vocabulary and seeing relationships between the standards and their goals as youth leaders. So much more effective than me just telling them how it could relate. Second, back to the topic of facilitator vs. instructor. Thanks to all for your responses to my post on this topic several weeks ago. I printed out all the responses and was able to pull out the following points I thought were key. (for me) 1. "We have been so well-socialized in the belief that the teacher is the authority...and puts the responsibility [for learning] and control on the instructor." I think this is why there is so much tension for me letting go of the "teacher" role since I've been taught it's my responsibility that the group "get it". 2. "Students AND TEACHERS need to develop the skills to make the shift from external to internal locus-of-control." Letting go of control and using participatory facilitation methods does not mean I am not teaching, it means I am respecting the learners as adults and providing well thought out tasks they engage in to use and learn the information. 3. "It's not possible to identify any one standard for one activity, although one standard may be more workable for a specific activity. It really depends on the goal of the learner and what they are trying to accomplish." Not MY goal for the activity. 4. "Adults appreciate ownership of their learning....However, when we use facilitation instead of teaching, it takes longer." This is one of the biggest challenges. Instead of trying to pack in the whole history of EFF, learning and teaching activities, and the dimensions of performance, into one 3 hr. presentation, why not focus on one area and do it thoroughly? Also, giving some information in "lecture format" has its uses, not the least of which is it honors those who learn best from this method. But, I can easily default to lecture only because there "wasn't time" to craft a learning task that lets people construct meaning from the information, within their own context, and for their own purpose. (not mine) 5. "Teachers have important leadership roles, guiding and influencing the work of learners. Maybe we should all look to the standards ourselves to find guidance for our work as teachers." This one reminded me to use the standard Reflect and Evaluate immediately after each training to determine what worked, what needs improvement, what needs to be scrapped. It's using the principle of praxis - DO, REFLECT, CHANGE, DO. So, thanks again for all your input into my question. It was really helpful to me as I've been thinking about this issue. I ran across this piece in "Enhancing Adult Motivation to Learn" by Raymond Wlodkowski, which speaks to the essence of how I'm coming to understand EFF. "The modus operandi of an instructor fostering a safe, inclusive, and respectful learning environment is to share the ownership of knowing. This is not a method as much as it is a value and a way of being. It means encouraging all learners to understand their own construction of meaning and to accept the integrity of their own thinking." Mary Bartlett LVA, Inc (315) 472-0001 Ext. 207
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