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 hB5IGgm18532; Fri, 5 Dec 2003 13:16:42 -0500 (EST) Date: Fri, 5 Dec 2003 13:16:42 -0500 (EST) Message-Id: <3FE3AA55@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:858] 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: 5888 Lines: 108 Hello Eileen, Erick, and others, I appreciate you raising this question of what administrators do to stay grounded in teaching. I also know several professional development practitioners who also teach in literacy and ESOL classrooms to stay fresh. One of my most recent connections to the classroom is through ALTA (Adult Learning Thru the Arts), which is a locally-based program affiliated with Knoxville's Carpetbag Theatre, Inc. ALTA works with adult learners who attend adult education as a part of Tennessee's welfare reform initiative. As a member of ALTA, I do have opportunities to teach (integrating the arts and literacy) and also to join the ladies as a colearner in the "classroom." These experiences do help me to maintain a fresh perspective on teaching, and also what it is like learning thru the arts. Our classroom has been in many locations for us; the dance studio, the theatre, the recording studio, church activity rooms, civic meeting rooms, nature centers, and the outdoors. My involvment with ALTA challenges me to think about alternative ways of teaching and learning basic skills that deviate from traditional models. Have my experiences come full-circle to inform my PD practice? I have had the occasional opportunity (upon request) to integrate arts into teaching basic skills in professional development workshops - the most recent being on teaching writing (Rachel Martin facilitated). But, since the arts are generally seen as something separate from or supplemental to the teaching of adult literacy and basic skills, I do not have as many opportunities as I'd like to explore the knowledge I've gained from ALTA further. Hopefully one day, that may change. What do other professional development practitioners do to maintain a fresh perspective? And as Erick asked, "What are some concrete ways in which the knowledge gathered from recurring "teaching" comes full circle and enables quality programming/instruction/administration/learning?" Thanks for the opportunity to participate, Jackie >===== Original Message From nifl-aalpd@nifl.gov ===== >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. 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