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 h8NGH5V14394; Tue, 23 Sep 2003 12:17:05 -0400 (EDT) Date: Tue, 23 Sep 2003 12:17:05 -0400 (EDT) Message-Id: <000001c381ed$e32d87b0$2540bb3f@bfa8d0v0d2z76j> 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: "Linda " <rytt@mindspring.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2553] RE: Toolkit on line X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.2627 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2072 Lines: 50 Wow. I just had one of those classroom experiences where it seemed the lesson had fallen flat around an activity that didn't seem to generate much interest. After previous discussions of the four purposes, I asked my intermediate-level students to fill out individual goal sheets (see tools: Naming Role-related Goals) to help identify specific changes they'd like to make in 4 areas of their lives: work, family, community, and self. I shared my own goals, gave them time to think about and begin the task at home, and then encouraged them to complete the goal sheet during class. As I circulated, I got an overall sense in the group of confusion, hesitation, or reluctance to write. I braced myself for the usual generic goals: "to get more English", "to improve my English skills", etc. But when I sat down to read them, my mouth dropped open as I saw the depth of thought and feeling evident in their work. Some of the responses: . Understand when I talk with the teacher about my son . Talk speech in front of the whole class . Volunteer at school . Volunteer with my neighbor . Be more brave to speak English . Manage money . Learn about opening a child-care business . Meet new friends . Help my church . Volunteer for my son classes . Read the newspaper . I want a change my life . Fill out application It seems what I took for hesitation was part of the process, the struggle to put their ideas into English. This assignment not only gives me a great jumping off point for joint class goals and connections to the standards; it is an integral part of the needs assessment process. It reveals a lot about students' metacognitive skills, ease of expression, and priorities. I've been dabbling with EFF concepts and materials for a few years, and have found them helpful to reflect on and evaluate my own teaching practices. But until now I've seldom been satisfied with results in the classroom. I happily await more models of instruction and "tried & true" tools from this excellent toolkit! Linda Rytterager Boise State University rytt@mindspring.com
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