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From: "Le, Nhi" <Nhi.Le@pfizer.com>
To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov>
Subject: [NIFL-FOBASICS:894] RE: About Focus on Basics
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Mary Jo, thank you so much for giving me the background of this organization
and the purpose of the emails.
I am a manager of learning and development for a pharmaceutical company. My
formal training is in adult learning and use it daily in the workplace as it
relates to training, learning and development.
Thanks again for letting me know what this forum is used for - I am now very
curious and will stay on the mailing list in hopes of constantly learning
and keeping myself up to date with trends.
Nhi
-----Original Message-----
From: Maralit, Mary Jo [mailto:MaryJo.Maralit@ed.gov]
Sent: Thursday, December 11, 2003 5:05 PM
To: Multiple recipients of list
Subject: [NIFL-FOBASICS:893] RE: About Focus on Basics
Nhi,
The Focus on Basics electronic discussion list is facilitated by the
National Center for the Study of Adult Learning and Literacy (NCSALL)
through the National Institute for Literacy http://www.nifl.gov. This list
is designed to provide a forum for discussion about the articles published
in the National Center for the Study of Adult Learning and Literacy's
(NCSALL) quarterly publication -- Focus on Basics. For more information, go
to:
http://www.nifl.gov/lincs/discussions/nifl-fobasics/about_nifl-fobasics.html
.
To unsubscribe, go to:
http://www.nifl.gov/lincs/discussions/nifl-fobasics/focus_on_basics.html and
click on the UNSUBSCRIBE button on the left navigation bar and enter your
email address when prompted. The messages posted to this list are archived
on this page as well. [Read Posted Messages-2003].
Regards,
Jo
*** TELL US HOW YOU USE LINCS ***
Jo Maralit
National Institute for Literacy, LINCS http://www.nifl.gov/lincs/
Email: mmaralit@nifl.gov
-----Original Message-----
From: Le, Nhi [mailto:Nhi.Le@pfizer.com]
Sent: Thursday, December 11, 2003 12:38 PM
To: Multiple recipients of list
Subject: [NIFL-FOBASICS:887] RE: Managing Statistics/Teaching to the t
I've asked someone on this mailing list to give me more information on what
this organization is; however he did not respond.
How can I get off this mailing list?
-----Original Message-----
From: Nixon S. Griffis [mailto:ngriffis@bellsouth.net]
Sent: Wednesday, December 10, 2003 10:52 AM
To: Multiple recipients of list
Subject: [NIFL-FOBASICS:871] RE: Managing Statistics/Teaching to the
test
Welcome to the wonderful world of education Mr. Boone. Teaching to the test
is more and more part of the curriculum by necessity for many teachers.
Suggestion 1. Duplicate each question couching that question in different
forms. Make twenty examples of such a question. Then drill your students
over and over again until each student is capable of answering that
question. Math and language are the easiest to accomplish. Usage, grammar
mechanics, math solutions are logical and can be set out in rule form.
Reading is much more difficult because of the subtle skills needed to be
developed over long terms of time in order to build comprehension and speed.
See suggestion 2. for Reading. Oh yes, because you will have M(6-7grade),
D(8-10)and A(11-12) level students you will need to have three sets of
curriculum.
Suggestion 2. Go through the TABE test and pick out keywords and words that
are at a level that indicates to you that your students need to see their
definitions. Teach those words to your students. It will amaze you how
easily you can spot these words after working with your students for a bit
of time.
Reading's largest factor, after being able to call words, is made up
of our
ability to give our minds the proper definition of words that are being used
in the text. This is meekly known as vocabulary, these days. TABE can only
choose a small fraction of vocabulary and keywords in its' tests. That, I
believe, is why reading assessment tests are so inept at showing progress.
The odds are infinitely small, given the number of words in our language,
that your students will have looked up the words contained in the test.
We are still in such a state of development on this subject that I
do not
even think anyone has made an official ruling as to if teaching the specific
vocabulary of the TABE is allowed.
Anyone out there know about this issue?
-----Original Message-----
From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov]On Behalf Of
Richard T. Boone
Sent: Wednesday, December 10, 2003 9:36 AM
To: Multiple recipients of list
Subject: [NIFL-FOBASICS:869] Managing Statistics
I run a small computerized Workplace Literacy lab and have several
questions.
I hope I may receive some feedback on the following topics.
1) Students are referred to me for a 30-60 day time period to "bring
their
scores up", so they may enter some form of training. What would be
considered a normative increase in TABE scores for students averaging 20
hours a week in the lab?
I do realize that "I am teaching to the TABE", but I see no alternative
given the short time periods.
2) Every 50 hours I am supposed to retest students giving the
complete TABE battery. Several students will drop out right after retesting;
they know they have done poorly even before the tests are scored. How do you
deal with this problem?
2) I am highly dependant on state, labor and county officials for
referrals.
It appears that their job criteria demand that data management is the
overriding concern. The "goals" of students must be met at close to a 100%
success rate, so data must be managed to accomplish this success rate. How
do others deal with this?
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