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 j3MIfZG14351; Fri, 22 Apr 2005 14:41:35 -0400 (EDT) Date: Fri, 22 Apr 2005 14:41:35 -0400 (EDT) Message-Id: <1d9.3b0fb467.2f9a9eb9@aol.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: BlastGrant@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2089] Re: learners' role in teacher training X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: 9.0 Security Edition for Windows sub 1200 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 1592 Lines: 26 Janet makes a great point that we can take too narrow a focus on the roles students can play in PD. It does not have to be a workshop presented by students. There are many avenues for dialogue and listening to students. Student voice can influence professional development when PD staff ask students how their teachers should be trained. Asking students "What do teachers need to know in order to teach adults?" brings out interesting responses. It can be done with focus groups, informal discussions with students, or in class discussions. Students can also produce teacher training materials like essays and information sheets for teachers. We've done it as writing exercises for GED and ESL classes. A lot of what students produce may not be usable, but some it will be. The writing can be sifted and compiled. Earlier postings had lists of questions from teachers to students that can be used to generate student writings. Students can imagine workshop content for teachers. For example, asking students to think of classroom scenarios that they have experienced and then posing the scenario for teachers to think through how they could handle them. An example is a classroom with a mix of teen age and middle-aged students. Younger students are disruptive in the eyes of older students and the older students are condescending in the younger students' eyes. Teachers can be posed that scenario and asked to come up with what to do. (That scenario was posed by students to a potential teacher during a hiring process at an ABE program).
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:48:34 EST