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 f54JTUf02757; Mon, 4 Jun 2001 15:29:30 -0400 (EDT) Date: Mon, 4 Jun 2001 15:29:30 -0400 (EDT) Message-Id: <B184F618841CCD409AF32AC37B968929077E1E@admin.bbcc.ctc.edu> 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: "Cheek, Sandy" <sandyc@bbcc.ctc.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1649] How do you work with EFF.doc X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 1907 Lines: 34 How do you work with EFF? I teach a level 3 ESL class with the majority of students enrolled in the Families that Work program. EFF is helpful at the start of a class as a way of framing the instruction for the quarter. I like going through what I think is the same process the original EFF inventors went through to gather their information and create the wheel, etc....for example, I ask students in very general terms to describe what their lives consist of-we do this by brainstorming all the specific activities they do, and where they do them-out of this comes (usually) a role map, with the same general categories as in the EFF role maps-community members, parents and (future) workers. Once we have gone through this in a variety of ways, we begin to talk about what things they DON'T do because they don't have enough English. I do some prodding about what they do if their kids have problems at school, if they are sick and need to see a doctor, if they have problems with their neighbors or landlords etc. etc. so we begin to uncover the places where they don't feel comfortable and use those as starting points for curriculum projects. I use the standards and try and think about ways of incorporating them in the projects. After we finish projects, we try to reflect on what skills they feel they used. I think EFF helps students understand that there are skills that they are developing beyond the conventional read, write and speak. It helps students to understand that employers are not just looking for those skills (although they are important) but also ability to solve problems, work cooperatively, etc. As far as my teaching is concerned-I have always been student-centered, and I have always tried to teach English contextually. I think EFF has given me a sense of legitimacy to expand what is done in the classroom to include a larger range of activities. Sandy Cheek
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