Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h1QGF0P16544; Wed, 26 Feb 2003 11:15:01 -0500 (EST) Date: Wed, 26 Feb 2003 11:15:01 -0500 (EST) Message-Id: <DMECLAMJGFFFOBCMDJJGEELNCBAA.ngriffis@bellsouth.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "Nixon S. Griffis" <ngriffis@bellsouth.net> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:244] RE: Assessment and bullet points X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3611 Lines: 79 K Heath and List, Students in the Lab where I work come to get the High School Equivalency Diploma. That is their main goal. They must go through the lower level Standards and Benchmarks Curriculum if their scores are low. The AD. Ed. teacher faces the problems of: 1. Finding curriculum materials that are at a low skill level but are at a high intellectual and experience level. (Adults protest at working on materials that have been developed for ten year olds.) 2. Adults have their goal well in mind when they come to us. They want their diploma and the knowledge that goes along with it; in that order. This diploma allows students to apply for higher paying and more satisfying jobs. Students want that piece of paper and they want it the fastest and most efficient way possible. We lose many students because they perceive the process to be unconnected to their diploma. I believe that an Adult Ed Curriculum starting with two separate divisions i.e.. Standards and Benchmarks for the lower levels and the Diploma curriculum for the higher levels unnecessarily lengths the runway for students. Adult Ed students, right from the beginning, should see lower level materials that simulate the diploma level materials. Student should experience upper level content as soon as possible; all be it at a lower, appropriate skill level. This system will, hopefully, more effectively and efficiently bring students home to their diploma. In conclusion, what is best for the student's most effective and efficient development to their goal? That should be the focus of delivering the skills that complete the Standards and Benchmarks. A ten year old thinks in one thought sentences. An adult thinks in more complex thoughts, naturally. This goes to point number one above. It is a constant challenge to overcome the procrustean bed that Adult Ed. faces. Nick Griffis Adult Education Inlet Grove H.S. Riviera Beach, FL -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov]On Behalf Of HthKar@aol.com Sent: Wednesday, February 26, 2003 8:55 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:243] Assessment and bullet points Dear list We have in the Uk a set of standards, expressed as bullet points set out within various stems and components, stated to set out all the skills a person needs to be literate at 5 levels. We also have a curriculum expressed as bullet points stated to set out all the skills a person needs to meet the standards. If a learner is working towards the first level, they must learn to a simple sentence, even if they find this 'frustating' because adults are not beginning thinkers and they want to write things longer than a simple sentences. Then we let them write complex sentences. It has occurred to me that it might be harder and less natural to write in simple sentences. I was late because the traffic was bad. Not a simple sentence. You'd have to train the adult not to do this. They would have to say I was late. The reason for this was that the traffic was bad. But then that would mean they had written two sentences, and they are only supposed to write one at a time. The standards are quite transparent. I think this is hard. What experience do people elsewhere have with curricula that lay down similar approaches? How many bullet points are there in standards in other countries, does anybody know? At Level 1 here, reading has 5 bullet points at the first level,10 at the secon! d, 13 at the thirds, 6 at the fourth, and 10 at the fifth K Heath (Mrs) Adult Literacy Teacher K Heath
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