Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h9RFG4V25475; Mon, 27 Oct 2003 10:16:04 -0500 (EST) Date: Mon, 27 Oct 2003 10:16:04 -0500 (EST) Message-Id: <001a01c39c9c$cd5d4960$52042344@DJ8SMH31> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "Alexandra Kolkmeyer" <drkay@earthlink.net> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:731] Re: Are you ready? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1106 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4063 Lines: 98 Q: My observation as an ABE evaluation Team Leader is that there are challenges around the linkages between program philosophy, curriculum, syllabi, class design, and type of assessment. The article you listed (Carver) on class design and curriculum is critical to the understanding of these linkages. We have to encourage directors and teachers to identify the factors that can be controlled for success, such as open/closed enrollment, length of class (beginning and end), type of class (two-three NRS levels), and student choice (ability to repeat a class if necessary in order to obtain level gain) because there are far too many teachers and directors can't control (seasonal work, life turbulance). We have some informal on-site research that shows shortening classes, establishing a beginning and end, and aligning curriculum with assessment is increasing our level gains; however, there are a lack of systems out there that lead the way to this "action research" that will promote change in design and curriculum simultaneously. Shouldn't there should be a direct link between Exhibit 11 in the NRS (Average Hours of Assessment) with level gain?; i.e., the lower the number of hours it takes to advance, the higher the student achievement, and some link then to an average number of hours of advancement to the length of the class design and then back into curriculum development using the assessment and average hours of advancement as guides? Using teacher assessment to determine standardized test readiness also helps prevent students from being over tested. What are others finding out about how to adopt curriculum to achieve the very highest learning gains? There is a fine line between teaching to the test and aligning curriculum to assessment based on philosophy of program and class design. These are high stakes years coming forth, with sanctions and rewards, and as you have indicated, students certainly deserve our very best thinking around this issue. Sincerely, Dr. Alexandra Kolkmeyer drkay@earthlink.net Director, ABE Evaluation Project New Mexico ----- Original Message ----- From: "jataylor" <jataylor@utk.edu> To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> Sent: Monday, October 27, 2003 7:14 AM Subject: [NIFL-AALPD:730] Are you ready? > Good morning, everyone, > Today is the first day of our event on Curriculum Development! Are you > looking forward? If so, please submit questions for our virtual panel of > guest speakers now. I will be formally introducing them in short order, but > we do need to hear from you. > > As practitioners interested or working in PD, what are your concerns about > curriculum development? > > > All my best, > Jackie Taylor > List Facilitator, AALPD > jataylor@utk.edu > > 1) "Collaborating with Students to Build Curriculum that Incorporates > Real-Life Materials," by Charissa Ahlstrom > http://www.gse.harvard.edu/~ncsall/fob/2003/ahlstrom.html > > > 2) "Same Curriculum, New Mode of Delivery: Adapting ABE Professional > Development to the Internet," by Jane Martel Mencer > http://www.gse.harvard.edu/~ncsall/fob/2003/martel.html > > > 3) "Creating Curricula for Challenging Circumstances," by Barbara Garner > http://www.gse.harvard.edu/~ncsall/fob/2003/garner.html > > > 4) "A Conversation with FOB: What Works for Adult ESL Students," with Heide > Spruck Wrigley > http://www.gse.harvard.edu/~ncsall/fob/2003/wrigley.html > > > 5) "Not by Curriculum Alone: This ABE program found that the class schedule > needed to change to support curriculum changes," by Mary Lynn Carver. > Collaborator and colleague Paula Phipps will be joining Mary Lynn as one of > our panel guests. > http://www.gse.harvard.edu/~ncsall/fob/2003/carver.html > > > 6) "Changing a State's Approach to Curriculum: Insight from Oregon's > Efforts," by Dennis Clark > http://www.gse.harvard.edu/~ncsall/fob/2003/clark.html > > 7) "One Classroom, Two Languages: Adult Bilingual Curriculum Development" with > Sara Martinez > http://www.gse.harvard.edu/~ncsall/fob/2003/taggart.html >
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