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 f9NJQP001318; Tue, 23 Oct 2001 15:26:25 -0400 (EDT) Date: Tue, 23 Oct 2001 15:26:25 -0400 (EDT) Message-Id: <000e01c15bf8$7c5be9e0$65fd3ad0@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: "Bonnie Odiorne" <bodiorne@c4k.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1868] Re: What does a transparent approach mean? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.50.4522.1200 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2414 Lines: 47 Great response, and what I would have said if I hadn't been acting silly late at night. Yes, absolutely: it was a revelation to me that self-reflection and evaluation, critical thinking, even responsibility, problem solving and decision making sometimes need to be taught, or rather, discovered, and the EFF framework is one of the best ways I know to discover where both the student and the practitioner "fit in." I'm still learning, and don't yet have the "second nature" EFF tools to be able to quote "chapter and verse" of standards etc. fluently. Yes, technology is in the same category in the sense that its use isn't "intuitive" can't be "taken for granted" even by the most competent user. This has been a most instructive, and therefore NOT transparent, in the sense of "obvious," discussion. Rather goes back in some ways to Eileen Eckert's questions, which I'm still reflecting on... Bonnie Odiorne ----- Original Message ----- From: "Bonnie Fortini" <bfortini@acad.umm.maine.edu> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> Sent: Tuesday, October 23, 2001 10:04 AM Subject: [NIFL-4EFF:1864] Re: What does a transparent approach mean? > And herein resides the rub! While we can deal with the transparency of > technology by mastering the tool- from fountain pen or mechanical pencil > to computer (personally, I am still working on the electric pencil > sharpener in our office that seems bent upon eating my pencils), EFF asks > to be noticed. Watching students (and practitioners) find themselves in > the framework or roles has been an instructive experience for me. So many > of the students in our program have, for so many reasons, never "had a > clue" about becoming an effective individual. The tools in EFF are often > the first glimmer of goals and plans for some of them. And the fact that > EFF began in and continues to return to the field to be refined and > informed predisposes the process to some level of resonance with our > students. > > If the approach needs to be transparent, then perhaps it should be "second > nature" for practitioners who should become "fluent" in the application > of the EFF tools. The struggle to understand and implement EFF is part of > the tool kit, and if that isn't "taking responsibility for learning," > "reflect and evaluate," and all the communication skills at least, then I > don't know what is. > > Bonnie F. > > > >
This archive was generated by hypermail 2b30 : Tue Apr 09 2002 - 13:30:23 EDT