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 g0E1l1001348; Sun, 13 Jan 2002 20:47:01 -0500 (EST) Date: Sun, 13 Jan 2002 20:47:01 -0500 (EST) Message-Id: <A1DF203D7C27D411A4EC00D0B78055802FB244@WRL_NTSERVER> 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: j ransone <jransone2@jcplin.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1966] RE: X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 2466 Lines: 58 Hi everyone, Lisa, when I read your questions I see one issue standing out and that is standards. I'm going to respond to your questions by stating how I have been using the EFF standards in my practice and program. I hope other list participants will fill in the large gaps I will leave in responding to all of your questions. In my opinion, materials and their applications come well after the application of the EFF Standards. When I refer to the materials we use, I am referring to them as tools, not curriculum. When a student comes to our program they do initial goal setting with staff and tutors. They are asked to consider what they want to be able to do or know based on the three roles. This determines which standard(s) the learner will work on. In a one-on-one tutoring with literacy students I have found that the standards are most useful as guides for the tutors. For example: an ESL learner wants to be able to be able to go to a restaurant and order a meal. The tutor looks at the Speak So Others Can Understand standard to ensure that they address all the components of performance when helping the learner learn vocabulary, phrases, etc necessary to order and eat in a restaurant. The standard is taught within the context of the learner's goals. On the other hand, when I go to the jail to teach "life skills" I usually end up teaching the EFF Standards and then having the ladies apply them to their context. For example, if the ladies (as a group) choose the standard Plan to work on, we go through each component of performance and discuss them. After sufficient time to discuss and digest the standard, each person creates a plan for a personal goal. I try to keep the agenda as learner centered as possible and I have been known to stop in mid project, put the Reflect and Evaluate standard on the board, and ask the question, "Shall we go on, or are you as uninterested as you seem to be?" We would then look at the plan, and decide if we should modify the existing plan (see the plan standard) or move on to something else (the group's needs or goals may have changed). I am very interested in how others are using the EFF standards. I am also very interested in how others would answer the rest of Lisa's questions. Jenny Jenny Ransone Program Coordinator Adult Learning Center Johnson County Public Library jransone@jcplin.org (317) 738-4677 and NIFL-4EFF Discussion List Moderator jransone2@jcplin.org
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