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 g210P1u02048; Thu, 28 Feb 2002 19:25:01 -0500 (EST) Date: Thu, 28 Feb 2002 19:25:01 -0500 (EST) Message-Id: <5DCA49BDD2B0D41186CE00508B6BEBD007E977CB@wdcrobexc01.ed.gov> 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: "Spacone, Ronna (Contractor)" <Ronna.Spacone@ed.gov> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2063] EFF in TN X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Internet Mail Service (5.5.2655.55) Status: O Content-Length: 3898 Lines: 75 Hi everyone, On Tuesday, Donna invited us to share our EFF stories [NIFL-4EFF:2052]... A couple of weeks ago, I met a group of teachers and administrators from ABE/GED programs in Tennessee who are using EFF. They're participating in a project to try out the EFF Framework. Their work is supported by the Center for Literacy Studies (CLS) at the U of TN and the EFF National Center. CLS invited five programs to be in the pilot. Each program has an EFF team consisting of two teachers and a supervisor. They agreed to work with the EFF Framework to develop one or more learning activities, participate in four workshops, and subscribe to the state's EFF discussion list. They began using EFF in their programs in October, after their first meeting/EFF orientation. One interesting thing about their most recent meeting, which I attended, was that a group of family literacy practitioners joined them for about half the day. Together we did three activities: 1. a review of the EFF content framework; 2. taking a student goal and figuring out how it related to the family member role map (broad areas of responsibility, key activities and role indicators); 3. and finally, programs were mixed in small groups to design a learning activity, from a specific student/class goal, that was grounded in the family member role map and that incorporated an entire content standard (that is, used all the components of performance for a particular standard). In all these activities, I was struck by the lively way in which people guided and supported one another; the cooperative learning. It was fun to see and be part of, although I was nervous prior to the workshop about how things would go. (I couldn't recall ever having worked in a group with quite an array of EFF knowledge and experience.) In our review of the EFF framework, for example, the more experienced participants called out the main elements (the 4 purposes, 3 roles, 13 common activities, 16 standards) while I wrote the words on a large piece of paper divided into four sections w/a "picture frame" drawn around the edges. We briefly shared the purpose/uses for each of the components, and those too came from the participants. We (re)constructed the EFF framework in about 10 minutes. Since the meeting I've been thinking about how positive those interactions were, speculating about the implications for practice, and imagining teachers teaching other teachers about EFF, and students doing the same. Each EFF team had an opportunity to briefly share the learning activities they've implemented thus far. We focused on the significance of using the components of performance to structure teaching/learning, and how the role maps can guide curriculum and the standards can guide instruction. We discussed the Model for Program Improvement Using EFF (explicated in the publication, Results That Matter) and how the goals of programs, learners, and funders coincide - or collide. One comment I liked/remember from that discussion about the Quality Model and what the EFF initiative aims to accomplish by using it was, "You don't have to be bad - to be better." The day's final discussion was about the benefits, opportunities, and challenges of using EFF. Here's some of the points the EFF TN teams made: In a state where students move around a lot and transfer from program to program, the common language/framework of EFF can help them transition and help teachers implement instruction. Using EFF has helped raise an awareness of student issues/concerns. EFF makes learning fun and enjoyable. EFF takes a lot of time to learn and plan for. EFF gives students a fresh outlook on learning and education. I appreciated having the opportunity to find out what's happening in these programs and to meet the good people doing the work. Ronna Ronna Spacone EFF National Center Technology Coordinator (202) 233-8767
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