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 eARGVS915565; Mon, 27 Nov 2000 11:31:28 -0500 (EST) Date: Mon, 27 Nov 2000 11:31:28 -0500 (EST) Message-Id: <20001127162013.71226.qmail@web9607.mail.yahoo.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: Susan Finn <finnmiller@yahoo.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5332] Re: is curriculum the answer? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 3850 Lines: 109 Hello to Heide and all, Heide has neatly described (see below) an issue I think about daily, and that is how-- as a professional developer and teacher trainer-- to support the learning of new staff members and volunteer tutors. The craft of teaching and learning involves such subtly and requires a lot of flexibility on the part of teachers/tutors. For sure, some teachers are born, but many are made, and, of course, all of us can grow and change. Moreover, novices and experienced practitioners often have very different needs. In an effort to support the learning of new staff in our program this year, we've been experimenting with team teaching. For the first few weeks of the school year, teams of two teachers --one experienced and one new-- worked side by side in the same classroom. This set-up has made it possible for the experienced teacher to model teaching approaches and techniques, and the novice to do a lot of observing. In interviewing our newer staff members recently, the new teachers have talked about how valuable observing has been for them -- just watching how an experienced teacher approaches instruction and interacts with adult learners seems to be a critical learning point for novices. I'm thinking about this in light of Heide's comment about how teachers are inundated with ideas, but sometimes don't know quite how to implement the ideas. I'll share a case in point. For example, although I've shared the learning log and vocabulary teaching idea (that I posted about recently) with many teachers, only a few have been able to implement the activity. I recently began to think that perhaps teachers don't know how to introduce and structure the activity nor do they know how to guide their adult learners into understanding the benefit of the logs. This year, as part of our new apprentice approach to teacher training, I've had the opportunity to model how I structure the activity for learners. As a result, the teachers I've been mentoring are using the logs with success. Such learner-centered methods of instruction in which the teacher serves more as a creator of learning structures and the supporter of such structures are not always very familiar and comfortable approaches to teaching and learning. Having the opportuntity to observe how experienced teachers set up such activities and interact with learners seems to be helpful to novice teachers. As far as a set curriculum is concerned, I do think that most new teachers need and appreciate guidance, but it is not always simple or straightforward to determine how much or how little guidance to provide. It would be great to hear from others about what has helped them most to learn the craft of teaching. Susan Finn Miller Lancaster, PA finnmiller@aol.com Heide Wrigley wrote: <<And I know many a teacher who feels overwhelmed by the many great teaching ideas that are out there. But they don't know where to start or how to create learning experiences that build on each other and lead to somewhere. It may never have occurred to them to invite learners to teach each other or use overheads to illustrate a story or a word or to use pictures as a way to handle multi-level classrooms, or have students write The Weekly News (one of Janet Isserlis' great ideas). And even if they hear about these things, they wouldn't quite know how to set them up or how to keep the ball rolling or how to fit them into the rest of the class. So I'm in favor of a curriculum that both inspires and provides guidance, but one that is created around the "opportunities for learning" that need to exist if teaching is to make a difference for the adults who come to our programs.>> __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/
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