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 hB2LYMm03001; Tue, 2 Dec 2003 16:34:22 -0500 (EST) Date: Tue, 2 Dec 2003 16:34:22 -0500 (EST) Message-Id: <LAW10-F56pQvYnhTyr200004840@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: "Erick Garcia" <efaerick@hotmail.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:850] Re: experiential learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 5680 Lines: 140 Hello to All, This is my first time engaging in a discussion, but I think that Eileen raised a very interesting question in terms of the role of administrators and "renewing," or not, their teaching experience. More specifically, I would be interested in learning about the experience of Education Directors in relation to maintaining a fresh perspective of what happens in the classroom and how to use that perspective to improve programming. Speaking from my experience, I work as an Education Director for a relatively new organization where we strive to incorporate participatory learning methods and techniques in our classrooms. With participatory education comes flexibility, innovation and change within the class environment. On the one hand, we are incorporating new methods as the organization develops. But on the other hand, we have to train ESOL facilitators to implement "new" learning tools which we as administrators have not fully tested or developed. In my case, facilitating an ESOL class of my own informs how the organization manages its training and PD. Taking this step to "refresh" my experience also provides insights on the reliability of our teaching tools. I believe that constant involvement with learners from an administrative point of view provides a crucial link to gauging the effectiveness of the teaching. However, my biggest challenge is creating a system by which my experience in the classroom translates the information gathered into program and curriculum adjustments. What are some concrete ways in which the knowledge gathered from recurring "teaching" comes full circle and enables quality programming/instruction/administration/learning? I'd be curious to learn from those of you who have had similar experiences. In particular, please share your challenges and some insight as to how returning to the classroom enabled you to become a more effective Education Director. peace, e r i c k english for action >From: "Eileen Eckert" <eileeneckert@hotmail.com> >Reply-To: nifl-aalpd@nifl.gov >To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> >Subject: [NIFL-AALPD:845] Re: experiential learning >Date: Tue, 2 Dec 2003 10:25:13 -0500 (EST) > >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! 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