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 iAR19Lo25731; Fri, 26 Nov 2004 20:09:21 -0500 (EST) Date: Fri, 26 Nov 2004 20:09:21 -0500 (EST) Message-Id: <BAY4-F3D5B982467C8B08C6771BC5BB0@phx.gbl> 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: "George demetrion" <gdemetrion@msn.com> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:785] questions on learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 1566 Lines: 38 These are some questions I have on one of my computer files. I haven't even begun to grapple with it, though I am giving some thought to take on a writing project on what some of the major 20th century writers have to say about learning. If there is interest, taking on some of these questions, one at a time, could provoke some interesting commentary. George Demetrion __________________________________________________________________ Critical Issues in Adult Literacy 1. How is learning defined? What assumptions ground the selected definition(s) of learning? How well do these assumptions stand up to critical scrutiny? 2. What are the ways in which adult literacy students learn? Which are most effective for which group of students? How do we know? 3. What is it that adult literacy students learn? What is the curricular range that should give shape to adult literacy education? In what contexts? Upon what assumptions are these based? How solid are these assumptions? 4. What can they come to learn? Upon what do we base this judgment? 5. How can instructors learn to teach with increased effectiveness based on models of pedagogy identified? 6. What role does curriculum play in adult literacy? From where is it derived? What are its presuppositions and sources? 7. To what extent is the program situated to best facilitate student learning for the population it serves or seeks to serve? What changes can be instituted or might be considered to better achieve more effective learning for the students programs served?
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