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 hB2FB7m21732; Tue, 2 Dec 2003 10:11:07 -0500 (EST) Date: Tue, 2 Dec 2003 10:11:07 -0500 (EST) Message-Id: <3FDE7B7C@webmail.utk.edu> 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: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:844] from Lisa, Re: experiential learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 3101 Lines: 70 Good morning, everyone, Below is a response to Eileen's inquiry on experiential learning from AE/ESOL teacher Lisa Mullins. Everyone, please read on! Thanks, Jackie ******************************************* Hello Jackie, I can't send this to the listserv because I don't have plain text. Would you post this message for me? Thanks, Lisa I have found one of the most powerful activities we can engage our students in is the goal setting process. I teach multi-level ABE and ESOL classes. I am also an avid user of EFF and its components. I use the teaching/learning cycle steps to guide me when making lesson plans or learning activities. The goal setting process is the best way to motivate adults. I am a former welfare recipient. I returned to my education at 30 years old. The goal setting process was the sole factor that kept me going. I knew my goal, I knew the steps I needed to take to reach the goal, and I had the evidence that I had come a long way from where I started. Since the goal setting process was so powerful in my life I have used it at varying degrees with my students. Now with the EFF plan/process it fits into every student's life. We spend time setting goals, making substeps, listing timelines, and revisiting/revising our goals! . The students love it and rely on the goal plan to help them see achievement and know what to do next. This also helps them look beyond the GED as a goal. It is a substep in most cases. Another aspect of EFF that has had a great impact on my life is the "make a plan to capture evidence" step of the T/L cycle. In this step you must ask yourself what do I want the results of this learning activity to look like. I must focus on what does the "expert" version of the task look like, what can my students do now, and what steps do I need to teach to reach that expert version. I learned about both these processes in PD training, but it has been the real-life use in my classroom that has helped me understand the significance of these two activities: goal setting and making a plan to capture evidence of learning. Lisa Mullins Hawkins County Adult Education Rogersville, Tennessee ----- Original Message ----- From: Eileen Eckert <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Sent: Tuesday, November 25, 2003 2:46 PM Subject: [NIFL-AALPD:838] experiential learning > Hi all, > While we consider questions of attending PD, I wanted to ask about PD as a > "generative" activity on the part of teachers--in other words, not something > we attend and receive but something we do ourselves (develop professionally > through learning). > > Would some of you be willing to share a powerful experience you've had, what > you learned from it, and what impact it has had so far on your teaching? I'm > especially interested in experiences that occurred outside the bounds of > formal professional development activities, and maybe outside the bounds of > your professional life, or at the intersection of personal and professional. > > Thanks, > Eileen
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