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 f83Kcpf04162; Mon, 3 Sep 2001 16:38:51 -0400 (EDT) Date: Mon, 3 Sep 2001 16:38:51 -0400 (EDT) Message-Id: <Pine.A32.3.96.1010903160747.15277A-100000@acad.umm.maine.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: Bonnie Fortini <bfortini@acad.umm.maine.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1802] Re: History Lessons X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: TEXT/PLAIN; charset=US-ASCII Status: O Content-Length: 1251 Lines: 28 On Sat, 11 Aug 2001, Ronna G. Spacone wrote: > NIFL-4EFF Colleagues, > > Let's assume you are working with practitioners who are in the process of developing long-term professional relationships with EFF. In other words, using EFF to plan, implement and assess what goes on in their classrooms and programs. Given that, consider this query from the field: > > What's your stand on teaching EFF history and development? How much, which parts and how? ========================================================================== My personal preference is to consider the audience, the time available, and what kind of follow up or future contact I will have with the practitioners. For some people the history is not very important. They would prefer to spend time learning ways to use the EFF tools. For other people the history is interesting because it demonstrates the involvement of the student and the field in developing EFF. If I hear comments such as, "it's just something else we have to do," "something 'new' from Washington," "who is responsible for this," or other indications that the person really doesn't "get" where this all began and how it applies to us all, then I will include some EFF history and development. Bonnie
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