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 f7UHOwf15332; Thu, 30 Aug 2001 13:24:59 -0400 (EDT) Date: Thu, 30 Aug 2001 13:24:59 -0400 (EDT) Message-Id: <002401c13178$65fe84a0$01cce4cf@oemcomputer> 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: "Donna Curry" <donnac@clinic.net> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1797] EFF in a variety of contexts X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.00.2919.6600 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3830 Lines: 68 A comment I often hear from practitioners is that EFF works well in contexts other than their own. From classroom teachers I hear that EFF works in one-on-one situations but not with a class while I hear tutors remarking that EFF works only when there is a group of learners together. Tutors and teachers alike sometimes suggest, "EFF only works with family literacy programs," "EFF can't be used with new readers," or "EFF doesn't work in a corrections environment." These comments forced me to reflect on my own classroom experiences. Before becoming the publications coordinator for the EFF National Center, I worked for twenty years as an instructor (and sometimes coordinator) in a variety of adult education contexts, including a medium security prison, a library-based family literacy program, community based organizations. I have taught GED, pre-GED, ABE, ESOL, and workplace education. In all of these environments, I was able to apply my philosophy of education - which complements EFF's program practices: *A purposeful and transparent approach to education, *A contextualized approach to curriculum and instruction, *A constructivist approach to teaching and learning, *An approach to assessment based on cognitive science, and *A systematic approach to program improvement. Because of the variety of contexts in which I have taught, I find it difficult to pigeonhole adult education programs and I can see how EFF is applicable in a vast variety of contexts. Previous to coming to the National Center, I was a staff development specialist in Maine. My main responsibility was to help move the state forward with EFF. In doing so, I sometimes had the opportunity to work with directors who saw their adult education program as an integrated whole rather than separate, distinct programs: GED vs. ABE vs. ESOL vs. Family Literacy vs. Community Education. In one instance in particular I was invited to introduce EFF to about 50 adult educators. This group included ABE, GED, and family literacy teachers as well as high school diploma and computer teachers and even community education instructors. As they discussed their various classroom situations, it became evident to many that the EFF framework and practices clearly had implications in all adult education environments. For example, the quilting teacher offered her class as an option for adults needing a high school math credit. She saw how math played a critical role in creating geometric patterns. Using the EFF math standards she could document how a learner applied math concepts and computation. One "community" educator I talked to did not see how EFF or its principles applied to her particular situation. She taught conversational German. I posed several questions. "Don't you want to first find out what vocabulary your students already know? Do they have any understanding about sentence structure and how that compares to English? [constructivist approach] Don't you want to know why they want to learn German? Wouldn't this information then influence what you would teach? [purposeful and transparent] In what context is their new learning going to be used? [contextualized] And, even though you aren't giving tests or grades, wouldn't you want to think about how your students are progressing? If it's a conversational class, how will know you know that they can speak so others can understand? [assessment] Doesn't the program director want to know whether individuals thought your class was what they expected it to be? [program improvement] As the German teacher left for the evening, she stated that she was not yet convinced, but she was going to reflect on my questions. I hope that other practitioners will remember these sorts of questions and pose them for themselves as they design learning activities with their students.
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