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From: "Andy Nash" <andy_nash@worlded.org>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:2571] Re: program curriculum and EFF
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The other day, Meta sent us all the following question and invited
responses:
"We understand that EFF is a Framework. If that is true, we should be
able to use our own curriculum along with the Standards. Can you
explain where we will insert our own curricular choices into the
Teaching and Learning Cycle?"
I think it depends on the kind of curriculum you're talking about
(thematic, grammar-based, etc.) because some are more compatible with
EFF and the Teaching/Learning Cycle than others (for example, some focus
on strategy use, skill application, and the building of metacognition -
all very consistent with EFF). But I'd say that almost all curricula
have pieces that can be helpful in building particular skills and
knowledge (Step 5 of the cycle) related to real life goals.
I think that what changes when we use EFF is HOW we use our curriculum
resources. If we're constructing EFF learning activities that are based
on student goals and interests, which vary from group to group, EFF
teaching is unlikely to move through any curriculum from beginning to
end - it will involve picking and choosing the pieces that are relevant
to that learning activity. Many EFF teachers pull from their program
curricula whatever particular lessons will help build the transferable
skills (the Standards) and knowledge students need to develop for the
goal they are working toward. For example, in the ESOL example currently
in the online toolkit, I taught the irregular past tense "was" to a
beginner class because that's what they needed in order to be able to
communicate something important ("I was a baker," or "I was a farmer.")
to their American co-workers. I taught this lesson (which was in the
curriculum) "out of sequence," according to my program's approach.
Andy Nash
NELRC/World Education
Andy_Nash@worlded.org
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