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From: "Ronna G. Spacone" <rgspacone@worldnet.att.net>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:1557] Activities to Elicit Values
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On 4/24 Andy Nash wrote:
"I've been talking with other facilitators about developing activities that
elicit participants' knowledge of/appreciation for the value of 1) being
purposeful, contextual, and constructivist, 2) metacognition, and 3)
standards-based reform. Because if you find value in these ideas, then it's
a short step to seeing how the EFF standards are uniquely useful to you
(and the orientation process might not take as long)."
Hi Andy and all: Here are two activities that I like, which I think we can
try using for this purpose. I learned about them through the The
Pennsylvania Adult Literacy Practitioner Inquiry Network and have used them
successfully with practitioner research groups in Virginia:
1. Reflecting on a Word/Phrase (a.k.a. Reflective Conversations): The
purpose is to build shared knowledge, value differences, and illuminate the
various meanings that a word or phrase can have for people. Facilitators
select a word or phrase that's commonly used or may have many meanings, or
is used without clear or substantive meanings in the minds of practitioners
("standards-based education" or "metacognition" for example). Participants
spend 2-3 minutes writing freely about images and associations with the
particular word or phrase. Then each person takes a turn reading their
writing out loud -- go all around the group without any interruptions.
Finally the facilitator summarizes the themes that have emerged and guides
the group in a discussion about the multiple viewpoints and understandings.
2. Doubting and Believing Game: To identify and clarify ideas/assumptions
about practice and consider alternative perspectives and approaches. You
start with a thought provoking, generalized statement related to good
practice, learning or learners -- like "we teach to change the world" or
"standardized tests provide valuable information". Each participant
divides a piece of paper into two halves and writes a list of reasons to
doubt the statement and a list of reasons to believe the statement.
Alternatively, divide the group of participants. Each half is responsible
for writing a list of doubts or beliefs. Participants take turns sharing
their doubts one at a time around the group, and then the "believers" do
the same. This leads to a discussion of the common and divergent
themes/ideas that emerge from the group's thoughts. Since we all have
assumptions about a subject, it's important to identify, clarify, and
question them -- before moving ahead.
I think we could also use these activities as part of an ongoing
professional development process that addresses the issue -- raised by
Marilyn Gillespie -- about learning how to bridge the gap between our
espoused theories and theories in practice in order to actually change what
we do. I have more thoughts about this, which I'll share in another
message...later.
Ronna
Ronna G. Spacone
NIFL-4EFF List moderator
rgspacone@worldnet.att.net
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