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 g3QIGju21642; Fri, 26 Apr 2002 14:16:45 -0400 (EDT) Date: Fri, 26 Apr 2002 14:16:45 -0400 (EDT) Message-Id: <LAW2-F24SwLHI1VHt8f00000f1d@hotmail.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: "Eileen Eckert" <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2132] program level support for self-regulation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 5029 Lines: 101 Joan, I've had the good fortune to visit your program and observe your class, so I've seen some of the strategies you use and the results in terms of learner motivation and engagement. Since I have observed, I'd like to explore a little more and try to get at the conditions that support self-regulation. You said you make connections between student needs/goals and instructional activities. I've also seen that others in your program--administrators and support staff--work with teachers and students to help them achieve their goals. Program support for work activites might include arranging work study or internships or help finding a job for students and program completers. Students continue on at the college and stay involved in your program. Program staff help with finding or arranging child care and transportation, and set up an after school program for school-age children of students in which they did great learning activities like creating their own website. Students are encouraged to set goals not only for themselves but for their learning community, and to view their families as part of their learning community that is not separate from their school activities. Students, teachers, staff, and administrators interact with each other on multiple levels. Students have power over--and responsibility for-- program activities and direction, and staff work hard to create opportunities for them to connect with many larger communities and be leaders. So, next question: are the program efforts and activities that foster student responsibility and self-regulation supplemental to the teacher's interventions, or are they an integral part of the teacher's success? What if you were in a program which did not have this intricate web of supportive activities? I know your efforts are necessary to student self-regulation, but are they necessary AND sufficient to foster student self-regulation? Or is the supportive program necessary as well? I'd love to hear from others as well. Thanks! >From: "Joan Allen" <joana@cbnn.net> >Reply-To: nifl-4eff@nifl.gov >To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> >Subject: [NIFL-4EFF:2131] Re: learner self-regulation >Date: Fri, 26 Apr 2002 11:52:02 -0400 (EDT) > >In my work as a teacher I have found that the best way to help learners be >motivated is to help them to see that there is a direct link between what >they want out of their education and what they are going to learn in this >class. The whole idea behind "purposeful" teaching is that we begin with >needs assessment in our classes and continually give our learners the >oppportunity to reflect on what they are doing and learning - what do I >want >to accomplish - what's my need- what knowledge and skills do I need to get >there- what do I already know how to do- what am I going to do with what >I'm >learning? Self- regulation skills, as we all know, can't be forced. The >roles, common activities and standards are an avenue, a vehicle, tools to >help the learners get where they want to be. As I applied this in my >classroom I found that learners who came all the time really grabbed ahold >and began taking responsibility for their own learning- which was like a >magnet to those who were on the fringes and they become lots more engaged. >EFF is in the midst of creating many practical tools for the classroom and >for programs that will help in this process- like the 10 step Teaching and >Learning Cycle, which is being developed into a Toolkit. >----- Original Message ----- >From: "Eileen Eckert" <eileeneckert@hotmail.com> >To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> >Sent: Friday, April 26, 2002 7:59 AM >Subject: [NIFL-4EFF:2129] learner self-regulation > > > > What strategies do you use to help students build their motivation and >basic > > self-regulation skills? By "basic" self-regulation skills I mean making > > connections between their own behavior and the results in terms of >learning, > > like: coming to class on time every session and learning; coming >prepared > > with paper, pencil, homeowrk, etc. and learning; doing homework >assignments > > and learning; participating in class activities and learning; and > > communicating positively with other students and the teacher and >learning. > > > > We've probably all had students who seem to think that if they come >breathe > > the rarified air of the classroom once in a while they will achieve >their > > academic purpose by something like osmosis (and if they don't it must be >the > > teacher's fault). Do you use EFF to help them make the connection >between > > their own actions and their learning? How? What are the results? > > > > Thanks! > > > > _________________________________________________________________ > > Chat with friends online, try MSN Messenger: http://messenger.msn.com > > > > > _________________________________________________________________ Send and receive Hotmail on your mobile device: http://mobile.msn.com
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