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 h06Ic7P06560; Mon, 6 Jan 2003 13:38:07 -0500 (EST) Date: Mon, 6 Jan 2003 13:38:07 -0500 (EST) Message-Id: <200301061344.AA316539188@ihost.mmhs.u102.k12.me.us> 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 Fortini" <bfortini@ihost.mmhs.u102.k12.me.us> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2269] Re: literature and EFF X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: <IMail v5.07> Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 2161 Lines: 38 I responded, off-list, to this topic, but thought I ought to pipe up again. I have been working on using quality children's literature to discuss EFF tools and issues, and while I haven't been doing it for very long, it seems to have a lot of potential. For one thing the books are generally very quick reads and suitable for lower literacy levels when working with students. They are also not threatening which may be a positive factor when working with practitioners and others having difficulty "getting" EFF. I began because Suzanne Carlisle, our lead ABE teacher threw me in with two students and a copy of "The Signmaker's Apprentice" which she thought could be used to discuss the Worker Role map. She was right, and I was able to do it just by using what was there in the book. Of course, it wasn't a comprehensive discussion, but we only had 45 minutes to spend, and the students expressed their increased understanding of the role map after we were done. It has been a LOT of fun reading more children's books and seeing where they might fit. As a sidebar of sorts, at our annual adult education conference last October, I attended a workshop on the new GED, a kind of roundtable discussion to share news and notes after almost a year of using the new exam. One of the pieces that Shannon Cox the facilitator gave us was a website printout discussing Bloom's Taxonomy that used Goldilocks and the Three Bears as a framework. While we saw that the content needed some work, the idea of using something that almost everyone is very familiar with in this manner helps cut through a lot of pre-organizing that sometimes muddies a workshop. It puts everyone in the same, familiar, comfortable place from which to progress, discuss, and experiment. I believe it was Meta who suggested we begin compiling a list of titles for possible use, and I hope to do a bit of that in preparation for a workshop I am scheduled to give this summer at the Maine Adult Education Summer Institute in which I plan to share my experience with "The Signmaker's Apprentice" and other titles. Bonnie Fortini Machais A&CE CWCABEC- ABE
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