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 eAO0oE920705; Thu, 23 Nov 2000 19:50:14 -0500 (EST) Date: Thu, 23 Nov 2000 19:50:14 -0500 (EST) Message-Id: <01JWW1KMM94K8YBOE7@swt.edu> 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: Eileen Trainor <et02@swt.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5321] Re: curriculum number six X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset=ISO-8859-1 X-Mailer: WebMail (Hydra) SMTP v3.51 Status: O Content-Length: 2080 Lines: 43 How about learner-based curriculum? Teach them what they want/need to know to function as worker/parent/citizen. I have found the most effective teachers to be the ones who ask, "what do you need to learn for <fill in the blank>?" Then they figure out a way to help the individual learn that information. My opinion and I'm no expert. Eileen Trainor >===== Original Message From nifl-esl@nifl.gov ===== >Shall we add number six to the list of curriculums/curricula? > >How about the perceived curriculum? The sum total that is learned by each >student. It has to be filtered through past experiences, personal talents, >and even the current living conditions. > >In my former incarnation I taught middle school ESL & math classes during the >day and adult classes (ABE and immigration/citizenship programs) at night. >Currently I teach adults (teachers) about instructional methodology, ESL >instrution, and for Gifted programs. Incedently, I see very little >difference in the learning styles of the adult immigrants and the university >educated teachers, but that is another topic all together. > >All learners, but especially adults, come to class with goals and >expectations. These must be integrated into all the other issues that make >up the final curriculum, taht we teach, as David's 6th curriculum indicates. >But after all this negotiation has occured, something must happen in the >brain of the student that changes the very nature of the mind. That's >probably why I used to get headaches while attending language school in >Madrid, Spain. Something was happening to my mind and I would never be the >same.... (Shades of paranoia and bad science fiction movies).... But this >must surely be the ultimate curriculum, this I firmly believe, unless, of >course, someone else comes up with number seven. Eileen Trainor, Grant Coordinator Project Inter-ALT http://cie.ci.swt.edu/interalt Texas Crime Stoppers http://www.crimestoppers.swt.edu Center for Initiatives in Education Southwest Texas State University San Marcos, TX et02@swt.edu 512 245 9047
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