Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id fBJErS000937; Wed, 19 Dec 2001 09:53:28 -0500 (EST) Date: Wed, 19 Dec 2001 09:53:28 -0500 (EST) Message-Id: <AEFA02D075142A4F98CCA13DAB67C222165625@web1.thecenterweb.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: "Laura Bercovitz" <LBercovitz@irc-desplaines.org> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:535] RE: Curriculum responses X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook CWS, Build 9.0.2416 (9.0.2910.0) Content-Type: multipart/alternative; Status: O Content-Length: 6244 Lines: 182 This is a multi-part message in MIME format. ------=_NextPart_000_0011_01C18869.4DC22FC0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit While I agree with what Jon and Jane are writing I also think that some programs . developed such good curricula that they now market and sell these products either on their own or through a publisher. Although "home-grown", they have moved into the .commercial arena. I was wondering how do we share program developed materials that now have a price tag attached to them. With share, not selling being the operative word. Laura Bercovitz -----Original Message----- From: nifl-family@nifl.gov [mailto:nifl-family@nifl.gov]On Behalf Of Jane Meyer Sent: Wednesday, December 19, 2001 7:28 AM To: Multiple recipients of list Subject: [NIFL-FAMILY:534] RE: Curriculum responses Jon Lee wrote: I have always felt that commercial products have removed the"down to earth" nature of the content. Commercial products are too glossyand clean, so that the nature of the environment and people the materials are meant for is lost. Hopefully we can get around the commercial issues by using authentic materials from programs like yours and others that have responded to these questions. What do the rest of you all think? I think its not the commercial products themselves that are limiting, its how we use them. These products can be very helpful if you use them as resources and don't feel obligated to go straight through them. The curriculum framework we have designed for our Even Start program uses units based on the EFF common activities (broad topics like "gather, analyze, and use information" that allow us to go lots of different directions with student needs and interests). We keep files on each unit and add things we find in real life like a magazine article or food labels or a credit card bill. We also go through the commercial products we have and pull them apart putting sections in the appropriate file. We even take the GED workbooks and cut them apart, putting pages into units where they might fit. Then when we get to each unit we have files of ideas to select from based on the direction the students want/need to take the unit. There is plenty of good stuff in commercial resources and it saves teachers time, we just need to use it wisely. Jane Meyer Canton, Ohio Even Start meyer_j@ccsdistrict.org > ------=_NextPart_000_0011_01C18869.4DC22FC0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 3.2//EN"> <HTML> <HEAD> <META HTTP-EQUIV=3D"Content-Type" CONTENT=3D"text/html; = charset=3DWindows-1252"> <META NAME=3D"Generator" CONTENT=3D"MS Exchange Server version = 6.0.4417.0"> <TITLE>RE: [NIFL-FAMILY:534] RE: Curriculum responses</TITLE> </HEAD> <BODY> <!-- Converted from text/plain format --> <P><FONT SIZE=3D2>While I agree with what Jon and Jane are writing I = also think that some programs . developed such good curricula that they = now market and sell these products either on their own or through a = publisher. Although "home-grown", they have moved into = the .commercial arena. I was wondering how do we share program = developed materials that now have a price tag attached to them. = With share, not selling being the operative word. </FONT></P> <P><FONT SIZE=3D2>Laura Bercovitz</FONT> </P> <P><FONT SIZE=3D2>-----Original Message-----</FONT> <BR><FONT SIZE=3D2>From: nifl-family@nifl.gov [<A = HREF=3D"mailto:nifl-family@nifl.gov">mailto:nifl-family@nifl.gov</A>]On = Behalf Of</FONT> <BR><FONT SIZE=3D2>Jane Meyer</FONT> <BR><FONT SIZE=3D2>Sent: Wednesday, December 19, 2001 7:28 AM</FONT> <BR><FONT SIZE=3D2>To: Multiple recipients of list</FONT> <BR><FONT SIZE=3D2>Subject: [NIFL-FAMILY:534] RE: Curriculum = responses</FONT> </P> <BR> <P><FONT SIZE=3D2>Jon Lee wrote: I have always felt that commercial = products have removed the"down</FONT> <BR><FONT SIZE=3D2>to earth" nature of the content. Commercial = products are too glossyand clean, so</FONT> <BR><FONT SIZE=3D2>that the nature of the environment and people the = materials are meant for is</FONT> <BR><FONT SIZE=3D2>lost. Hopefully we can get around the commercial = issues by using authentic</FONT> <BR><FONT SIZE=3D2>materials from programs like yours and others that = have responded to these</FONT> <BR><FONT SIZE=3D2>questions. What do the rest of you all think?</FONT> </P> <P><FONT SIZE=3D2>I think its not the commercial products themselves = that are limiting, its how we</FONT> <BR><FONT SIZE=3D2>use them. These products can be very helpful if = you use them as resources and</FONT> <BR><FONT SIZE=3D2>don't feel obligated to go straight through = them. The curriculum framework we</FONT> <BR><FONT SIZE=3D2>have designed for our Even Start program uses units = based on the EFF common</FONT> <BR><FONT SIZE=3D2>activities (broad topics like "gather, analyze, = and use information" that allow</FONT> <BR><FONT SIZE=3D2>us to go lots of different directions with student = needs and interests). We</FONT> <BR><FONT SIZE=3D2>keep files on each unit and add things we find in = real life like a magazine</FONT> <BR><FONT SIZE=3D2>article or food labels or a credit card bill. We also = go through the commercial</FONT> <BR><FONT SIZE=3D2>products we have and pull them apart putting sections = in the appropriate file.</FONT> <BR><FONT SIZE=3D2>We even take the GED workbooks and cut them apart, = putting pages into units</FONT> <BR><FONT SIZE=3D2>where they might fit. Then when we get to each = unit we have files of ideas to</FONT> <BR><FONT SIZE=3D2>select from based on the direction the students = want/need to take the unit.</FONT> <BR><FONT SIZE=3D2>There is plenty of good stuff in commercial resources = and it saves teachers</FONT> <BR><FONT SIZE=3D2>time, we just need to use it wisely.</FONT> <BR><FONT SIZE=3D2>Jane Meyer</FONT> <BR><FONT SIZE=3D2>Canton, Ohio Even Start</FONT> <BR><FONT SIZE=3D2>meyer_j@ccsdistrict.org</FONT> </P> <BR> <BR> <P><FONT SIZE=3D2>></FONT> </P> </BODY> </HTML> ------=_NextPart_000_0011_01C18869.4DC22FC0--
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