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 f3OMI2f13108; Tue, 24 Apr 2001 18:18:02 -0400 (EDT) Date: Tue, 24 Apr 2001 18:18:02 -0400 (EDT) Message-Id: <20010424.181218.6382.0.GDEMETRION@juno.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: "GEORGE E. DEMETRION" <gdemetrion@juno.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1520] a question for facilitators X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Juno 1.49 Status: O Content-Length: 6440 Lines: 138 Hi Mary: This is really probing! Without going into a lot of elaboration (I'm on a writing project), let me suggest two things: a) It's useful, important and relevant to present the entire framework as that; a framework, so that folks get a comprehensive understanding at least on a conceptual level b) From an instructional perspective, I view the entire framework, any and all of its pieces, as well as any integration of the different aspects of the framework, as a dynamic set of heuristics (tools for exploring learning) that can unleash learning in a broad array of directions. From this perspective the *use* of EFF may be intensive and highly focalized on a few aspects, or more extensive, whatever may be useful within any learning situation. For example, in our new tutor training I introduce the 4 Purposes, which new tutors get quite easily. This Friday we're presenting lesson plan outlines that include incorporation of the 4 purposes--we'll see. I could introduce additional aspects of EFF in the general tutor training, though am leery of overkill. Still I may go with some version of the role maps, but wouldn't think of bringing in at this time, the Standards, the Knowledge Domains and Common Activities. It's just too much, though if I were implementing EFF in a more systematic fashion among experienced tutors I would present the entire framework even though I would still stress, "draw upon what is useful and keep an open mind." There's a dynamic tension in the field which many of us experience between the quest for comprehensiveness and depth at a seemingly infinite level, and the spontaneity and (seemingly) simple unfolding of the single teaching moment where the only thing that matters is doing the right thing (however defined) at that time--to make that learning/teaching moment as dynamically rich, insightful and personally meaningful as possible. I believe it's important to respect both poles of this tension in order to experience the creativity of both. I believe this tension is embedded within the EFF framework particularly in the dynamic contrast between the perspective of the system designers and the field practitioners as represented, for example on this list. I believe that tension is healthy. How can we better capitalize on both aspects of this tension within EFF? George Demetrion Literacy Volunteers of Greater Hartford Gdemetrion@msn.com Gdemetrion@juno.com Gdemetrion@lvgh.org _________________________________________________________________ For the past several months, whenever I've done an EFF teaching and learning workshop, I've noticed something that worries me. Participants are interested in everything that happens, they do their best with the activities, but they don't seem to "get it" and they certainly don't seem ready to implement EFF at the end of the workshop. Have any other trainers had this experience? What thoughts do you have about how we can address it? In the rest of this lengthy message, I've recounted what happens in workshops, and proposed ideas of my own. I'd certainly like to engage in a discussion with others about any aspects of the issue. What happens: Each time I've done the workshop I've worked with other EFF trainers. We've worked through the sample learning activity from Vermont Adult Learning and then moved to the planning activity based on a scenario. Participants are impressed by the VAL example. I've heard people say that they've used similar projects with their students and other people note the accomplishment of the VAL teachers who sustained learning through all of the activities described. These responses tell me that participants are seeing EFF learning as substantial; and that - whether they can articulate it or not at this point - they recognize the purposeful, contextual, and constructive elements of EFF learning activities. The scenario based planing activity is where the difficulty starts. Participants struggle to figure out what to do with it. They try to come up with great content ideas, they worry over whether they're attending to each of the COPs for the standard they've chosen. They ask lots of questions about the planning form, and they have trouble connecting everything into purposeful, contextual, and constructive learning. During the sharing time we hear really interesting ideas along with ideas that sound like "business as usual." Still, everyone tells us that they are ready to go home and use EFF with their students. My concern: What I'm just not sure about is this last bit of the workshop. Somehow, as I reflect back, I am faced with this nagging concern that teachers really are not ready to go home and use EFF. We've asked participants to make a large number of "stretches" in the workshop, and their first efforts to construct learning activities do not suggest to me that they've made all of them. My questions and thoughts: Time: I don't think that merely extending workshop time would help. Participants have had about all they can handle in the hours we have with them. Content: I can't imagine leaving out any of the content. People need the overview of standards, role maps, common activities, history - whether this is a first or later encounter with EFF. They need a good example to guide them. They need a clear planning activity to get them started. Expectations: Could it be that our expectations are off the mark? Can we really assume that people are ready to implement EFF after just a few hours? If not, what else should we do to assist them? So, I'm left with trying to build other scenarios that might work. What might happen, for example, if we offered a two or three day institute style workshop? I think it might be better than two workshops separated in time (where the attrition rate would enter into the mix). Could we get teachers to sign up? Could we get program managers to buy in? I think we're at a critical place with EFF staff development. We can't provide every program in the country with the kinds of support offered to field development sites. Yet, unless we provide necessary support we are likely to lose people who try it for awhile and then move back to earlier practices. Mary Mary Dunn Siedow, Ed.D. Director, NC Literacy Resource Center 5025 Mail Service Center Raleigh, NC 27699-5025 919-733-7051, ext 502 800-553-9759 (NC only) http://www.state.nc.us/NCLRC/home
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