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 hB556um26145; Fri, 5 Dec 2003 00:06:56 -0500 (EST) Date: Fri, 5 Dec 2003 00:06:56 -0500 (EST) Message-Id: <Sea2-F63H71yEXUIEAO00019422@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:857] Re: experiential learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 3742 Lines: 69 Thanks for your thoughtful, and thought-provoking, response Erick. The question arose from my experience as a teacher, administrator, and sometimes observer. I noticed as a program director that whenever I attended statewide meetings, there were lots of administrators who felt perfectly comfortable speaking for "their" teachers, but somehow the decisions that we as a group made, when actually implemented by practicing teachers, seldom worked out as envisioned. I theorize that the administrators held on to the badge of honor of having been teachers long after they had started to lose the feel of it. I've seen it in myself when I'm out of the classroom too long, and I personally feel "too long" is anything more than a year away from teaching, but that's just me. At the moment my job is developing an outcomes assessment system, and I am team-teaching to pilot some of that work. It's keeping my sometimes idealistic scenarios grounded in reality, it's professional development both for me and for the teacher I'm working with, it's reflection-in-action and reflection on what we're doing, and it's trying out and refining what could just be a list of nice-sounding outcomes that never leave the surface of the paper they're printed on. Anyone else want to weigh in? Eileen From: "Erick Garcia" <efaerick@hotmail.com> Reply-To: nifl-aalpd@nifl.gov To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:850] Re: experiential learning Date: Tue, 2 Dec 2003 16:34:07 -0500 (EST) 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 _________________________________________________________________ Shop online for kids’ toys by age group, price range, and toy category at MSN Shopping. No waiting for a clerk to help you! http://shopping.msn.com
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