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Date: Wed, 19 Dec 2001 16:12:07 -0500 (EST)
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From: "Nancy Sledd" <nsledd@famlit.org>
To: Multiple recipients of list <nifl-family@literacy.nifl.gov>
Subject: [NIFL-FAMILY:537] On Curriculum Materials: Life Application Curriculum Sourcebooks
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George Demetrion sent me the e-mail below, and I want to post it in its
entirety. The discussion this past week on curriculum has been great. The
Life Application Curriculum Sourcebooks are terrific. When a new program
was starting and the adult education instructor needed some “help” getting
started, I sent her a copy of this. I think it is great. AND, the best
part…it is free! :-) Read below. If you are interested in learning more,
be sure to write George directly, not the list. His e-mail address is
listed below.
Nancy Sledd, Senior Training Specialist
NIFL-Family List Moderator
National Center for Family Literacy
325 W. Main St., Ste 200
Louisville, KY 40202
Phone: 502-584-1133 x 142
Fax: 502-584-0172
Internet: http://www.famlit.org/ <http://www.famlit.org/>
Committed to Excellence in Family Literacy Services
-----Original Message-----
From: George Demetrion [mailto:george.demetrion@lvgh.org]
Sent: Wednesday, December 19, 2001 2:37 PM
To: nsledd@famlit.org
Subject: On Curriculum Materials
Hi Nancy:
I've been following the interesting discussion on curriculum through the
archives. We've created and/or compiled a great deal of usbreuctional
materials through our Life Application Curriculum Sourcebooks (4 volumes)
that people are able to access for free at:
http://www.crec.org/atdn/teacher_resources/lvalifeapp.shtml
<http://www.crec.org/atdn/teacher_resources/lvalifeapp.shtml>
I enjoyed Jane Meyer's last message on the creative ways in which their
programs are using instructional materials of all sorts. It is in the
spirit that Jane discusses how are materials can best be used. I am
appending to this a piece I wrote for our tutor training, which I think
follows along the current discussion.
If you could post this for me to the family list, I'd apreciate.
Best,
George Demetrion
Literacy Volunteers of Greater Hartford
____________________________________________________________________________
____________________________
Moving Back and Forth from Instructional Materials to Highly Significant
Learning
George Demetrion
Literacy Volunteers of Greater Hartford
George.Demetrion@lvgh.org <mailto:George.Demetrion@lvgh.org>
Adult literacy and ESOL instruction is a hunt for the learning that matters,
which is difficult to discern because "what matters" is individually based
and highly subjective. What is valuable in one learning setting is not
necessarily so in another context, even with the same class. Moreover, the
learning that matters may or may not be something students can articulate at
the beginning of a learning cycle, though they may. It is also something
that is often discovered only through engaging the learning process.
Students often identify what is important only after engaging the formal
learning environment for some time. Moreover, goals and purposes change. So
it is a daunting task indeed, to define "the learning that matters" as the
basis for a program’s curriculum. Yet it is one that is unavoidable if
students are going to achieve maximum learning impact and sustain high
levels of motivation which is critical for long term success.
One of the major challenges in identifying the learning that matters is in
the working through the relationship between what students want and need to
learn and the availability of instructional materials. In fact, there is
often a significant gap between selected instructional materials and the
learning that students deem important. Materials are typically viewed as
providing direct access to significant learning. Sometimes materials do
provide a direct connection to significant learning, though far from always.
All too often, materials are chosen by tutors because they may seem
interesting, useful, or convenient, though there may not be a vivid grasp of
the learning purposes the materials are designed to stimulate or whether
those are connected to what students most seek to know. Even still, students
and tutors interact with the text based on their mutual experience,
knowledge, expectations, and educational background. The learning that does
emerge is based on a mediation of all of these factors—the text, the
learners, the instructor, and the context of the group dynamic and the
broader context that shapes the learning environment.
The quest for the learning that matters will always remain elusive since
human life itself is in continuous development. Yet there are things that
can help to create more dynamic relationships between instructional
materials and the significant learning that students seek. The Russian
educational psychologist Lev Vygotsky discusses the "zone of proximal
development." This represents a very rich zone of potential learning between
what students can currently do independently and what they are able to do
with the assistance of more capable others or other bridging support.
Typically, but not always, it is the teacher who fills the gap. Sometimes it
is other students. Sometimes it is the materials. Most often it is the
interaction among the students, the instructor, the materials, and the
social context that shapes the learning environment.
LVGH takes a student centered approach—the ultimate purpose of the program
is to assist students to determine for themselves what they want to learn.
Still, it is evident that students often lack the background to make
independent decisions in defining their learning objectives. In a volunteer
tutoring program, tutors also, often lack the resources exclusively on their
own to establish a student-centered program. Most students and tutors seek a
degree of structure even as they require the freedom to chart the
educational program in the manner that makes the most sense to them. In
response, LVGH has developed curriculum sourcebooks and accompanying tutor
training that honors the tension for structure while leaving considerable
scope, as much as desired, for students and tutors to make their own
decisions about instructional content.
These include lessons in six areas: employment, family education, community
involvement/citizenship, health, meeting personal goals, and preparing for
advanced school work. These areas were selected because they cover a wide
gamut of what adult literacy and ESOL students need and want to focus their
instruction upon and they represent areas of learning that are most commonly
defined as important across the field.
They cover a wide array of topics and include questions, activities, and
language exercises. The questions and activities in particular are designed
to stimulate additional areas of inquiry and discussion and as a prompt for
the creation or location of additional materials that most adequately meet
student learning objectives as they are emerging.
They are designed to foster additional learning and insight well beyond the
information that is presented within the text. It is in working through the
questions and activities that additional material and learning objectives
are often identified that give the emergent curriculum its vitality. It is
the dynamic relationship between structure and improvisation that often
stimulates the most effective learning and this will differ in each learning
environment.
These materials represent only a small sampling of what students and tutors
might work on, but they are intended to represent areas of general interest
that may stimulate wide interest among a broad array of topics both covered
and not covered by the given texts.
In the words of John Dewey, "They are tools. As in the case of all tools,
their value resides not in themselves but in their capacity to work shown in
their consequence of their use."
Some of the materials have been field tested in limited contexts, which will
be further field tested during the year. This will likely result in their
modification as we continue to search for the learning that matters most.
These materials will need to be supplemented, refined, and adapted, for
their maximum utilization in any specific learning context. These materials,
are guides only, though they do tap into many areas of interest that
students would deem as important.
The curriculum materials, therefore, are best viewed as instrumental in the
stimulation of the learning that matters. Some students and tutors may want
to stay close to the available materials. For them, there is much within the
guides with which to work. Others may want to veer well beyond the given
materials. This is highly encouraged. As you do so, we ask that you add your
best lessons to the collection samples of best lessons. In that way you will
be contributing to the ongoing development of the emerging curriculum.
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<p class=3DMsoNormal><span class=3DEmailStyle18><font size=3D2 =
color=3Dnavy face=3DArial><span
style=3D'font-size:10.0pt;mso-bidi-font-size:12.0pt;font-family:Arial'>Ge=
orge
Demetrion sent me the e-mail below, and I want to post it in its =
entirety.<span
style=3D"mso-spacerun: yes"> </span>The discussion this past week =
on
curriculum has been great.<span style=3D"mso-spacerun: yes"> =
</span>The
Life Application Curriculum Sourcebooks are terrific.<span =
style=3D"mso-spacerun:
yes"> </span>When a new program was starting and the adult =
education
instructor needed some “help” getting started, I sent her a =
copy of this.<span
style=3D"mso-spacerun: yes"> </span>I think it is great.<span
style=3D"mso-spacerun: yes"> </span>AND, the best part…it is =
free!<span
style=3D"mso-spacerun: yes"> </span></span></font></span><span
class=3DEmailStyle18><font size=3D2 color=3Dnavy face=3DWingdings><span
style=3D'font-size:10.0pt;mso-bidi-font-size:12.0pt;font-family:Wingdings=
;
mso-ascii-font-family:Arial;mso-hansi-font-family:Arial;mso-char-type:sym=
bol;
mso-symbol-font-family:Wingdings'><span =
style=3D'mso-char-type:symbol;mso-symbol-font-family:
Wingdings'>J</span></span></font></span><span class=3DEmailStyle18><font =
size=3D2
color=3Dnavy face=3DArial><span =
style=3D'font-size:10.0pt;mso-bidi-font-size:12.0pt;
font-family:Arial'><span style=3D"mso-spacerun: yes"> </span>Read =
below.<span
style=3D"mso-spacerun: yes"> </span>If you are interested in =
learning more,
be sure to write George directly, not the list.<span =
style=3D"mso-spacerun:
yes"> </span>His e-mail address is listed =
below.<o:p></o:p></span></font></span></p>
<p class=3DMsoNormal><span class=3DEmailStyle18><font size=3D2 =
color=3Dnavy face=3DArial><span
style=3D'font-size:10.0pt;mso-bidi-font-size:12.0pt;font-family:Arial'><!=
[if =
!supportEmptyParas]> <![endif]><o:p></o:p></span></font></span></p>
<p class=3DMsoAutoSig><!--[if supportFields]><span =
class=3DEmailStyle18><font=20
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12.0pt;font-family:Arial'><span =
style=3D'mso-element:field-begin'></span><span=20
style=3D"mso-spacerun: yes"> </span>AUTOTEXTLIST \s "E-mail=20
Signature" <span =
style=3D'mso-element:field-separator'></span></span></font></span><![endi=
f]--><font
size=3D2 color=3Dnavy><span =
style=3D'font-size:11.0pt;mso-bidi-font-size:12.0pt;
color:navy'>Nancy Sledd, Senior Training =
Specialist<o:p></o:p></span></font></p>
<p class=3DMsoAutoSig><font size=3D2 color=3Dnavy face=3D"Times New =
Roman"><span
style=3D'font-size:11.0pt;mso-bidi-font-size:12.0pt;color:navy'>NIFL-Fami=
ly List
Moderator<o:p></o:p></span></font></p>
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Roman"><span
style=3D'font-size:11.0pt;mso-bidi-font-size:12.0pt;color:navy'>National =
Center
for Family Literacy<o:p></o:p></span></font></p>
<p class=3DMsoAutoSig><font size=3D2 color=3Dnavy face=3D"Times New =
Roman"><span
style=3D'font-size:11.0pt;mso-bidi-font-size:12.0pt;color:navy'>325 W. =
Main St.,
Ste 200<o:p></o:p></span></font></p>
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Roman"><span
style=3D'font-size:11.0pt;mso-bidi-font-size:12.0pt;color:navy'>Louisvill=
e,
KY<span style=3D"mso-spacerun: yes"> =
</span>40202<o:p></o:p></span></font></p>
<p class=3DMsoAutoSig><font size=3D2 color=3Dnavy face=3D"Times New =
Roman"><span
style=3D'font-size:11.0pt;mso-bidi-font-size:12.0pt;color:navy'>Phone:<sp=
an
style=3D"mso-spacerun: yes"> </span>502-584-1133 x =
142<o:p></o:p></span></font></p>
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style=3D'font-size:12.0pt'>http://www.famlit.org/></font></a></span=
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size=3D2 color=3Dnavy><span =
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<p class=3DMsoAutoSig align=3Dcenter =
style=3D'text-align:center'><i><font size=3D2
color=3Dpurple face=3D"Times New Roman"><span =
style=3D'font-size:11.0pt;mso-bidi-font-size:
12.0pt;color:purple;font-style:italic'>Committed to Excellence in Family
Literacy Services<o:p></o:p></span></font></i></p>
<p class=3DMsoNormal><!--[if supportFields]><span =
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<p class=3DMsoNormal><font size=3D2 color=3Dblack face=3DTahoma><span =
style=3D'font-size:
10.0pt;font-family:Tahoma;color:black'>-----Original Message-----<br>
<b><span style=3D'font-weight:bold'>From:</span></b> George Demetrion
[mailto:george.demetrion@lvgh.org]<br>
<b><span style=3D'font-weight:bold'>Sent:</span></b> Wednesday, December =
19, 2001
2:37 PM<br>
<b><span style=3D'font-weight:bold'>To:</span></b> nsledd@famlit.org<br>
<b><span style=3D'font-weight:bold'>Subject:</span></b> On Curriculum =
Materials</span></font></p>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'><![if =
!supportEmptyParas]> <![endif]><o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Bell MT"><span
style=3D'font-size:12.0pt;font-family:"Bell MT";color:black'>Hi =
Nancy:</span></font><font
color=3Dblack><span =
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'> </span></font><font =
color=3Dblack><span
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Bell MT"><span
style=3D'font-size:12.0pt;font-family:"Bell MT";color:black'>I've been =
following
the interesting discussion on curriculum through the archives. =
We've
created and/or compiled a great deal of usbreuctional materials through =
our
Life Application Curriculum Sourcebooks (4 volumes) that people are able =
to
access for free at:</span></font><font color=3Dblack><span =
style=3D'color:black;
mso-color-alt:windowtext'><o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'> </span></font><font =
color=3Dblack><span
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'><a
href=3D"http://www.crec.org/atdn/teacher_resources/lvalifeapp.shtml"><fon=
t
face=3D"Bell MT"><span style=3D'font-family:"Bell =
MT"'>http://www.crec.org/atdn/teacher_resources/lvalifeapp.shtml></=
font></a></span></font><font
color=3Dblack><span =
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'> </span></font><font =
color=3Dblack><span
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Bell MT"><span
style=3D'font-size:12.0pt;font-family:"Bell MT";color:black'>I enjoyed =
Jane
Meyer's last message on the creative ways in which their programs are =
using
instructional materials of all sorts. It is in the spirit that =
Jane
discusses how are materials can best be used. I am appending =
to this
a piece I wrote for our tutor training, which I think follows along the =
current
discussion. </span></font><font color=3Dblack><span =
style=3D'color:black;
mso-color-alt:windowtext'><o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'> </span></font><font =
color=3Dblack><span
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Bell MT"><span
style=3D'font-size:12.0pt;font-family:"Bell MT";color:black'>If you =
could post
this for me to the family list, I'd apreciate.</span></font><font =
color=3Dblack><span
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'> </span></font><font =
color=3Dblack><span
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Bell MT"><span
style=3D'font-size:12.0pt;font-family:"Bell =
MT";color:black'>Best,</span></font><font
color=3Dblack><span =
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'> </span></font><font =
color=3Dblack><span
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Bell MT"><span
style=3D'font-size:12.0pt;font-family:"Bell MT";color:black'>George =
Demetrion</span></font><font
color=3Dblack><span =
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Bell MT"><span
style=3D'font-size:12.0pt;font-family:"Bell MT";color:black'>Literacy =
Volunteers
of Greater Hartford</span></font><font color=3Dblack><span =
style=3D'color:black;
mso-color-alt:windowtext'><o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'>__________________________________=
______________________________________________________________________</s=
pan></font><font
color=3Dblack><span =
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'> </span></font><font =
color=3Dblack><span
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'> </span></font><font =
color=3Dblack><span
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p align=3Dcenter style=3D'text-align:center'><b><font size=3D3 =
color=3Dblack
face=3DGeorgia><span =
style=3D'font-size:12.0pt;font-family:Georgia;color:black;
font-weight:bold'>Moving Back and Forth from Instructional Materials to =
Highly
Significant Learning</span></font></b><b><font color=3Dblack =
face=3DGeorgia><span
style=3D'font-family:Georgia;color:black;mso-color-alt:windowtext;font-we=
ight:
bold'><o:p></o:p></span></font></b></p>
<p align=3Dcenter style=3D'text-align:center'><font size=3D3 =
color=3Dblack
face=3DGeorgia><span =
style=3D'font-size:12.0pt;font-family:Georgia;color:black'>George
Demetrion</span></font><font color=3Dblack face=3DGeorgia><span =
style=3D'font-family:
Georgia;color:black;mso-color-alt:windowtext'><o:p></o:p></span></font></=
p>
<p align=3Dcenter style=3D'text-align:center'><font size=3D3 =
color=3Dblack
face=3DGeorgia><span =
style=3D'font-size:12.0pt;font-family:Georgia;color:black'>Literacy
Volunteers of Greater Hartford</span></font><font color=3Dblack =
face=3DGeorgia><span
style=3D'font-family:Georgia;color:black;mso-color-alt:windowtext'><o:p><=
/o:p></span></font></p>
<p align=3Dcenter style=3D'text-align:center'><font size=3D3 =
color=3Dblack
face=3D"Times New Roman"><span style=3D'font-size:12.0pt;color:black'><a
href=3D"mailto:George.Demetrion@lvgh.org">George.Demetrion@lvgh.org</a></=
span></font><font
color=3Dblack><span =
style=3D'color:black;mso-color-alt:windowtext'><o:p></o:p></span></font><=
/p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>Adult literacy and ESOL instruction is =
a hunt
for the learning that matters, which is difficult to discern because =
"what
matters" is individually based and highly subjective. What is =
valuable in
one learning setting is not necessarily so in another context, even with =
the
same class. Moreover, the learning that matters may or may not be =
something
students can articulate at the beginning of a learning cycle, though =
they may.
It is also something that is often discovered only through engaging the
learning process. Students often identify what is important only after =
engaging
the formal learning environment for some time. Moreover, goals and =
purposes
change. So it is a daunting task indeed, to define "the learning =
that
matters" as the basis for a program’s curriculum. Yet it is =
one that is
unavoidable if students are going to achieve maximum learning impact and
sustain high levels of motivation which is critical for long term =
success.</span></font><font
color=3Dblack face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;
mso-color-alt:windowtext'><o:p></o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>One of the major challenges in =
identifying the
learning that matters is in the working through the relationship between =
what
students want and need to learn and the availability of instructional
materials. In fact, there is often a significant gap between selected
instructional materials and the learning that students deem important.
Materials are typically viewed as providing direct access to significant =
learning.
Sometimes materials do provide a direct connection to significant =
learning,
though far from always.</span></font><font color=3Dblack =
face=3DGeorgia><span
style=3D'font-family:Georgia;color:black;mso-color-alt:windowtext'><o:p><=
/o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>All too often, materials are chosen by =
tutors
because they may seem interesting, useful, or convenient, though there =
may not
be a vivid grasp of the learning purposes the materials are designed to
stimulate or whether those are connected to what students most seek to =
know.
Even still, students and tutors interact with the text based on their =
mutual
experience, knowledge, expectations, and educational background. The =
learning
that does emerge is based on a mediation of all of these =
factors—the text, the
learners, the instructor, and the context of the group dynamic and the =
broader
context that shapes the learning environment.</span></font><font =
color=3Dblack
face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;mso-color-alt:windowtext'><o:p><=
/o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>The quest for the learning that matters =
will
always remain elusive since human life itself is in continuous =
development. Yet
there are things that can help to create more dynamic relationships =
between
instructional materials and the significant learning that students seek. =
The
Russian educational psychologist Lev Vygotsky discusses the "zone =
of
proximal development." This represents a very rich zone of =
potential
learning between what students can currently do independently and what =
they are
able to do with the assistance of more capable others or other bridging
support. Typically, but not always, it is the teacher who fills the gap.
Sometimes it is other students. Sometimes it is the materials. Most =
often it is
the interaction among the students, the instructor, the materials, and =
the social
context that shapes the learning environment.</span></font><font =
color=3Dblack
face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;mso-color-alt:windowtext'><o:p><=
/o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>LVGH takes a student centered =
approach—the
ultimate purpose of the program is to assist students to determine for
themselves what they want to learn. Still, it is evident that students =
often
lack the background to make independent decisions in defining their =
learning
objectives. In a volunteer tutoring program, tutors also, often lack the
resources exclusively on their own to establish a student-centered =
program.
Most students and tutors seek a degree of structure even as they require =
the
freedom to chart the educational program in the manner that makes the =
most
sense to them. In response, LVGH has developed curriculum sourcebooks =
and
accompanying tutor training that honors the tension for structure while =
leaving
considerable scope, as much as desired, for students and tutors to make =
their
own decisions about instructional content.</span></font><font =
color=3Dblack
face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;mso-color-alt:windowtext'><o:p><=
/o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>These include lessons in six areas: =
<i><span
style=3D'font-style:italic'>employmen</span></i>t, <i><span =
style=3D'font-style:
italic'>family education, community involvement/citizenshi</span></i>p, =
<i><span
style=3D'font-style:italic'>healt</span></i>h, <i><span =
style=3D'font-style:italic'>meeting
personal goal</span></i>s, and <i><span =
style=3D'font-style:italic'>preparing for
advanced school wor</span></i>k. These areas were selected because they =
cover a
wide gamut of what adult literacy and ESOL students need and want to =
focus
their instruction upon and they represent areas of learning that are =
most
commonly defined as important across the field.</span></font><font =
color=3Dblack
face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;mso-color-alt:windowtext'><o:p><=
/o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>They cover a wide array of topics and =
include
questions, activities, and language exercises. The questions and =
activities in
particular are designed to stimulate additional areas of inquiry and =
discussion
and as a prompt for the creation or location of additional materials =
that most
adequately meet student learning objectives as they are =
emerging.</span></font><font
color=3Dblack face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;
mso-color-alt:windowtext'><o:p></o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>They are designed to foster additional
learning and insight well beyond the information that is presented =
within the
text. It is in working through the questions and activities that =
additional
material and learning objectives are often identified that give the =
emergent
curriculum its vitality. It is the dynamic relationship between =
structure and
improvisation that often stimulates the most effective learning and this =
will
differ in each learning environment.</span></font><font color=3Dblack
face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;mso-color-alt:windowtext'><o:p><=
/o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>These materials represent only a small
sampling of what students and tutors might work on, but they are =
intended to
represent areas of general interest that may stimulate wide interest =
among a
broad array of topics both covered and not covered by the given =
texts.</span></font><font
color=3Dblack face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;
mso-color-alt:windowtext'><o:p></o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>In the words of John Dewey, "They =
are
tools. As in the case of all tools, their value resides not in =
themselves but
in their capacity to work shown in their consequence of their =
use."</span></font><font
color=3Dblack face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;
mso-color-alt:windowtext'><o:p></o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>Some of the materials have been field =
tested
in limited contexts, which will be further field tested during the year. =
This
will likely result in their modification as we continue to search for =
the
learning that matters most. These materials will need to be =
supplemented,
refined, and adapted, for their maximum utilization in any specific =
learning
context. These materials, are guides only, though they do tap into many =
areas
of interest that students would deem as important.</span></font><font
color=3Dblack face=3DGeorgia><span =
style=3D'font-family:Georgia;color:black;
mso-color-alt:windowtext'><o:p></o:p></span></font></p>
<p><font size=3D3 color=3Dblack face=3DGeorgia><span =
style=3D'font-size:12.0pt;
font-family:Georgia;color:black'>The curriculum materials, therefore, =
are best
viewed as instrumental in the stimulation of the learning that matters. =
Some
students and tutors may want to stay close to the available materials. =
For
them, there is much within the guides with which to work. Others may =
want to veer
well beyond the given materials. This is highly encouraged. As you do =
so, we
ask that you add your best lessons to the collection samples of best =
lessons.
In that way you will be contributing to the ongoing development of the =
emerging
curriculum.</span></font><font color=3Dblack face=3DGeorgia><span =
style=3D'font-family:
Georgia;color:black;mso-color-alt:windowtext'><o:p></o:p></span></font></=
p>
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