Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eAM1cG927583; Tue, 21 Nov 2000 20:38:16 -0500 (EST) Date: Tue, 21 Nov 2000 20:38:16 -0500 (EST) Message-Id: <Pine.SGI.3.95.1001121202017.17244B-100000@world.std.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: David J Rosen <DJRosen@world.std.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5313] Re: curriculum in volunteer tutoring programs X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: TEXT/PLAIN; charset=US-ASCII Status: O Content-Length: 1208 Lines: 32 NIFL-ESL Colleagues, On Tue, 21 Nov 2000 Wesclarksn@aol.com wrote: > There are three kinds of curriculums. > > 1. The official, district, school, state, or agency curriculum which is > usually published as a guide or a list of standards. > > 2. The lesson plan book which is submitted to the principal for > documentation. > > 3. The curriculum behind the closed door is what the teacher actuallu does > in the classroom. > > The effectiveness of number one above should be judged by comparing it to > number three. Number two is usually just busy work to keep the principal > occupied. It sounds like the context of this reply is public schools. From my experience, in adult ESOL teachers create curriculum at the program level, curriculum which -- if imperfect -- makes sense to them and is tailored for their students' needs. Also, I think responses 2 and 3 describe instruction or instructional planning, not curriculum. I am curious. What is a typical adult ESOL teacher's experience with curriculum. For you, is it something imposed and irrelevant, or is it something you help to develop (and continually refine) and which has some meaning for you and your students? David J. Rosen
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