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 i1ILYwI05720; Wed, 18 Feb 2004 16:34:59 -0500 (EST) Date: Wed, 18 Feb 2004 16:34:59 -0500 (EST) Message-Id: <403740DE@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: sfugate1 <sfugate1@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1076] Re: Activities for NIFL-AALPD 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: 6571 Lines: 217 Okay! I'm game for a try. This is so intriguing, how can I resist? I looked the book up on Amazon. There are excerpts available, as well as reviews. Sandra >===== Original Message From nifl-aalpd@nifl.gov ===== >Book is long, 700+ pages. However, it is easy to read, like a novel. My idea is that we read a couple of chapters every two weeks, about 40 pages. Then, every two weeks on a given day we post comments and question about what we read, and how we felt about it. Also, we post sample ESL or GED activities that we would develop for the students based on the read chapters. This would be very informal. We could commit to read the first two chapters and see what transcends. The book is very thought provoking and powerful. It catches your eye from the get go. It is also very controversial. So, it ought to generate lots of discussion. > >Andres > >In a message dated 2/18/2004 2:48:04 PM Eastern Standard Time, sfugate1@utk.edu writes: > >> >> Andres, >> >> I am interested, but I would like to have a little more information before I >> commit. I am not familiar with the book. Could you tell us the length of the >> book and some of your ideas (such as a timeline) for this project before we >> commit? I would really enjoy a project like this if it does not require too >> much time. >> >> Sandra >> PS I teach ESOL two nights each week. >> >> >> >===== Original Message From nifl-aalpd@nifl.gov ===== >> >If Jackie is game, we should start ASAP. 4 to 6 people would be an ideal #. >> Of course it would be open to everyone. As son as we have 4 candidates we can >> discuss and post a schedule of action. >> > >> >Andres >> > >> >In a message dated 2/18/2004 1:25:43 PM Eastern Standard Time, >> sfugate1@utk.edu writes: >> > >> >> >> >> I like this idea. It could give us a better 'feel' for the beneficiaries >> of >> >> the PD which we create----the teacher and ultimately the learner. >> >> >> >> Additionally, perhaps those who are teaching would be willing to go a step >> >> further and try some of the lessons that are posted with your adult >> learners, >> >> then, give feedback to the list. We might also want to share insight that >> we >> >> gain as professional developers. As Andres mentions, "One of the arguments >> >> that is always made is that adult education has to be grounded in the >> >> realities of the learners." We, too, need to be grounded in the realities >> of >> >> those we serve. >> >> >> >> >> >> >===== Original Message From nifl-aalpd@nifl.gov ===== >> >> >Hi everyone: >> >> > >> >> >A friend of mine suggested to me last Friday that we read "A People's >> History >> >> of the United States" By Horward Zinn. We will read 2 chapters every two >> weeks >> >> and discuss them on Fridays. >> >> > >> >> >I think that this book may be appropriate for PD. H. Zinn's position si >> that >> >> the history that we learn is not the hitory of the people, but of the >> leaders >> >> and the wealthy. he argues that the poor, the minorities and the middle >> class >> >> "the people" have a very different, not told history. >> >> > >> >> >We could read pieces of this text and post questions about how we would go >> >> about turning texts from this book into activities for our students. One of >> >> the arguments that is always made is that adult education has to be >> grounded >> >> in the realities of the learners. Also, Paulo Freire always argues that >> >> literacy requires that we know our history and our historical context. We >> >> could explore, if Zinn's book is really about our history, and that of our >> >> learners, and how we could develop lessons that are meaningful and valuable >> to >> >> our students. >> >> > >> >> >We could follow the schedule that I set up with my friend, two chapters >> every >> >> two weeks. This is very easy reading, btw. >> >> > >> >> >Just a suggestion, >> >> > >> >> >Andres >> >> > >> >> > >> >> >In a message dated 2/18/2004 7:57:54 AM Eastern Standard Time, >> >> jataylor@utk.edu writes: >> >> > >> >> >> >> >> >> Colleagues: >> >> >> Would you like to see more discussion activities on NIFL-AALPD? >> >> Discussions >> >> >> around PD-related articles and research, the latest hot topics in PD? >> Maybe >> >> >> you know of a professional developer or a team of professional >> developers >> >> >> doing some very exciting work and you would like to learn more about it? >> >> If >> >> >> so, then I wanted to invite the group to join in a brainstorm of >> possible >> >> >> loosely scheduled discussions that you would like to see occur on the >> list >> >> >> this spring. >> >> >> >> >> >> 1)Please offer professional development topics of interest to you >> >> >> >> >> >> 2) current articles and recent research you would like to discuss on the >> >> list. >> >> >> >> >> >> Currently, I am looking into the possibility for a discussion event this >> >> >> spring regarding Content and Course Design for Online PD. Other ideas >> >> *might* >> >> >> include: >> >> >> >> >> >> - Professional Development and "getting the vote out" >> >> >> - Publications and research recently posted to NIFL-AALPD from CAAL, >> NCLE, >> >> >> NCSALL, and others; >> >> >> - Promoting staff diversity; >> >> >> - Teacher change; >> >> >> >> >> >> etc. >> >> >> >> >> >> But it's up to you. What are your thoughts? Please share your ideas on >> >> the >> >> >> list, as your ideas may spark ideas for others. Or, you >> >> can send them >> >> >> directly to me at <jataylor@utk.edu>. >> >> >> >> >> >> Additionally, if you know of any possible guest >> speakers >> >> >> for any of the topics >> >> >> you recommend, please email me those name(s) off-list. >> >> >> >> >> >> Thanks! >> >> >> >> >> >> Jackie Taylor >> >> >> List Moderator >> >> >> NIFL-AALPD >> >> >> >> >> >> >> >> >> >> >> >> >> >> > >> >> >go here: www.geocities.com/andresmuro/art.html >> >> >> >> Sandra Fugate >> >> Research Associate >> >> UT Center for Literacy Studies >> >> 600 Henley St., Suite 312 >> >> Knoxville, TN 37998-4135 >> >> Phone: 865-974-7908 >> >> Fax: 865-974-3857 >> >> >> >> >> >> >> >> >> > >> >go here: www.geocities.com/andresmuro/art.html >> >> Sandra Fugate >> Research Associate >> UT Center for Literacy Studies >> 600 Henley St., Suite 312 >> Knoxville, TN 37998-4135 >> Phone: 865-974-7908 >> Fax: 865-974-3857 >> >> >> >> > >go here: www.geocities.com/andresmuro/art.html Sandra Fugate Research Associate UT Center for Literacy Studies 600 Henley St., Suite 312 Knoxville, TN 37998-4135 Phone: 865-974-7908 Fax: 865-974-3857
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