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 eAM2OX929045; Tue, 21 Nov 2000 21:24:33 -0500 (EST) Date: Tue, 21 Nov 2000 21:24:33 -0500 (EST) Message-Id: <B28BD16DA07FD4119BF80030482121780EAD03@aguirre04.aiweb.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: Heide Wrigley <hwrigley@aiweb.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5314] Re: curriculum in volunteer tutoring programs X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2650.21) Status: O Content-Length: 3432 Lines: 75 David. I've seen the full gamut of curriculum options in adult literacy. In some programs teachers have a great deal of freedom to create lessons and the curriculum emerges out of the daily work between teachers and students. In my experience, visiting programs and observing classes, this is not the most common way of doing curriculum. In many programs, there has been a curriculum committee that has outlined what is to be learned at each level. Typically, in these programs the curriculum committee also selects textbooks (most often a series), which can be supplemented with other texts or teacher made materials. The curriculum may include some assessments as well. In states, such as California, the "official curriculum" is aligned with state standards or competencies; I think Florida has a similar framework, and some districts adhere to it more closely than others. In many of these programs, teacher are asked to either submit a syllabus at the beginning of the term (more typical of community colleges) or are asked to submit lesson plans (more typical of LEAs or adult schools). This model seems to be predominant in programs that are fairly large and have multiple levels of classes. BUT, as was hinted at in the previous message, most teaching goes on "behind closed doors" and even if there is an official curriculum (or lesson plan), many, if not most, teachers feel free to subvert it to their own standards (for better or for worse), one of the perks of the profession. (Anyone remember the book "Teaching as a Subversive Activity?") I would also love to hear more about teachers' experiences in either implementing or gently modifying the existing curriculum or in creating their own. For example, do you have having a curriculum to work with or does it constrain your creativity? Do you enjoy creating units and activities or is it a burden and you would just as soon have a curriculum to help you decide what to focus on in your teaching? Cheers Heide Spruck Wrigley -----Original Message----- From: David J Rosen [mailto:DJRosen@world.std.com] Sent: Tuesday, November 21, 2000 5:38 PM To: Multiple recipients of list Subject: [NIFL-ESL:5313] Re: curriculum in volunteer tutoring programs 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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