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 hB2FPWm22094; Tue, 2 Dec 2003 10:25:32 -0500 (EST) Date: Tue, 2 Dec 2003 10:25:32 -0500 (EST) Message-Id: <Sea2-F20vHXsprw0m250000524f@hotmail.com> 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: "Eileen Eckert" <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:845] Re: experiential learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 3085 Lines: 88 If ESOL teachers benefit from experience as students of other languages, do these observations say anything about a need for administrators, professional developers, and others whose decisions affect learners and teachers to have ongoing experience with learners in the classroom? Can an administrator continue to be effective based on "old" experience as a teacher, or does that experience need to be renewed periodically? Eileen From: bodman@ucc.edu Reply-To: nifl-aalpd@nifl.gov To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:843] Re: experiential learning Date: Mon, 1 Dec 2003 22:43:46 -0500 (EST) I absolutely agree with you. I think this experience is invaluable every few years or so. Jean Bodman Union County College bodman@ucc.edu Work: 908-965-6096 Home: 609-695-6567 -----Original Message----- From: Judy Rittenhouse [mailto:jrittenhouse@alclv.org] Sent: Monday, December 01, 2003 10:22 AM To: Multiple recipients of list Subject: [NIFL-AALPD:842] Re: experiential learning As an ESOL teacher, my principal touch point is recalling immersion language study I undertook in Quebec, well before I entered this field. It helps to recall that a collection of phonemes, in and of themselves, do not carry meaning. I required time to absorb and puzzle things out. The deductive process infuriated me. Now, remembering how it feels to meet a new word, phrase or syntactical arrangement helps enormously when I'm across from an English learner. A little new-language study on my part is one of my best avenues for connecting with that learner. And not surprisingly, in professional development sessions, most insights occur when a demonstration target a language I don't know. Judy Rittenhouse ----- 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 > > _________________________________________________________________ > Groove on the latest from the hot new rock groups! Get downloads, videos, > and more here. http://special.msn.com/entertainment/wiredformusic.armx > > _________________________________________________________________ Gift-shop online from the comfort of home at MSN Shopping! No crowds, free parking. http://shopping.msn.com
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