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 j3MIMYG13966; Fri, 22 Apr 2005 14:22:34 -0400 (EDT) Date: Fri, 22 Apr 2005 14:22:34 -0400 (EDT) Message-Id: <42724ECA@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:2088] More on models for learner-led PD 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: 1031 Lines: 24 Hi all, I have a few more questions regarding models of PD that involve learners in professional development for practitioners: Will, we've discussed starting with learners' stories as a way in to the design and delivery of the teacher PD, but I'd like to know more about how these stories are used to address teachers' concerns. Would you say more in that regard? David and Lynn, you both shared very interesting examples of student involvement on panels for professional development. Is there anything more you could tell us about how that practice evolved? Where did the idea originate? What specific need was it addressing at the time? What successes or challenges did you have with introducing the idea to others? What tips do you have for others in getting something similar started? Blair, I am curious about the tutor training. Will you tell us more about the model, and of the sensitivity training in particular? How was/is the training designed/delivered? Thanks, all, and have a great weekend! Jackie
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