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 h9UGC2V07204; Thu, 30 Oct 2003 11:12:02 -0500 (EST) Date: Thu, 30 Oct 2003 11:12:02 -0500 (EST) Message-Id: <1067530141.3fa1379d57007@mail.msln.net> 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@mmhs.u102.k12.me.us> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2595] Re: query X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=ISO-8859-1 Status: RO Content-Length: 1947 Lines: 34 Hello George, I'm always concerned when EFF is presented as something to learn, some new approach, something "else" to do, because, while I do see it as something to become acquainted with on a personal as well as professional basis, but the content or meat of EFF is nothing new. It is, in a way, a "essentialization" of best practices, national standards, reality, things that work, and common sense about what it means to be a successfully functioning adult in today's world. I have yet to find a student at any literacy level for whom some part of EFF does not ring a bell. It might be a skill on the wheel they feel they need help with or are very good at, an area of responsibilty on a role map that they are dealing with in their lives, a common activity that helps organize a project or sparks a piece of curriculum. And as with any other tool, the best way to get good with it is to use it. As for staff/professional development, I've been trying to get tutors and administrators comfortable with the EFF tools using quality children's literature. Workshops are fun and usually non-threatening (I hope!), and I think people get a feeling for and understanding of the tools or pieces we focus on. I haven't had time to crunch any data yet, but I am collecting some to assess the effectiveness of this approach. It is also an approach easily translatable to use with literacy students. One thing that EFF and its tools has provided this practitioner is a handy, built in, part of everything research model. And I'm a person who believes strongly that the best teacher is one who is learning right along with the student. In fact, the learner role is key for both participants and should shift back and forth between (or among in groups) them. Whether it's learning more about the student(s) or learning how to be a more effective teacher, EFF has pulled it all together for me. Bonnie Fortini bfortini@msln.net Machias, Maine
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:14:47 EST