Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hBB45am18026; Wed, 10 Dec 2003 23:05:37 -0500 (EST) Date: Wed, 10 Dec 2003 23:05:37 -0500 (EST) Message-Id: <004f01c3bf9b$89e13620$a10a1845@DeepThought> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Woods" <woods@ncia.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:881] RE: Teaching to the test X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2720.3000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1080 Lines: 19 Eric Appleton wrote: > We can create thematic, project-based curriculum that is has substance I'm a teacher in a prison high school. Our students range in age from 17-60. We have several different options for students such as a regular diploma by completing coursework and earning credits, a diploma through assessment of prior learning, and a GED. I have always preferred a rich offering of experiential thematic courses, but one student who was working on a GED reminded me this may not be what everyone prefers. He said he didn't want to waste time in the experiential classes. He just wanted to get his GED. The upshot is, for us it's important to offer both a thematic approach and a "no-nonsense" direct approach. Different students need different things. For students who are poorly motivated, one way to get them interested in education is to make it personally meaningful. If a student is interested in learning to read blueprints, he or she can learn the incidental stuff like reading, math, and writing without even realizing it. Call it stealth education. Tom Woods
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:17:00 EST