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 g1CK3Hu23893; Tue, 12 Feb 2002 15:03:17 -0500 (EST) Date: Tue, 12 Feb 2002 15:03:17 -0500 (EST) Message-Id: <sc692ddf.047@mail.jsi.com> 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: "Andy Nash" <andy_nash@jsi.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2044] Re: EFF friendly materials X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Novell GroupWise Internet Agent 5.5.5.1 Status: O Content-Length: 1262 Lines: 28 Since we're back on the subject of texts, I just want to suggest that we beware of texts that may use the lingo of EFF without applying the principles of EFF. Now, I say this knowing absolutely NOTHING about the texts that have been suggested here, and I do hope that good, EFF-friendly texts are being published. But it's important to evaluate publishers' claims. What I look for is: Does the text: - ask students to consider their past experience and knowledge? - relate new lessons explicitly to experiences that are familiar and relevant to students? - present skills in context? ask students to practice skills in context? - teach not only the mechanics of the skill, but awareness of the strategies that allow you to use it in varied situations? - ask students to think about how they'll monitor themselves - how they'll know they're using the skill effectively and what they might do to make adjustments? I could add more about helping students set goals, consider their roles, etc., but I think that those parts of the process are inherently social (involving discussion and dialogue) and reflective (involving introspection and, perhaps, journaling), and are better dealt with through personal interaction. Andy Nash NELRC/World Education EFF staff
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