Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e9SHxQ901001; Sat, 28 Oct 2000 13:59:26 -0400 (EDT) Date: Sat, 28 Oct 2000 13:59:26 -0400 (EDT) Message-Id: <86.21790ba.272c6d51@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: KathleenBombach@aol.com To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:266] Re: Sharing Strategies for Success: The Intake Process X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Windows AOL sub 100 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 2703 Lines: 43 Mary Ann Corley: The traditional intake process, which you outlined in your post, exacerbates the fear and intimidation that potential learners already have about schooling. Indeed, after learners are confronted with what is probably one of their worst nightmares about schooling, many fail to return for class or the next phase of the intake process. As providers, we then conclude that they were not really interested, instead of realizing that we have intimidated them out. This type of intake process also demands that learners who have not been allowed to explore and learn, because they are poor and marginalized, the range of possible choices instantly declare a goal or reason for attending school that they are then obligated to go through with. This is part of the reason that so many students drop out of programs so quickly. Of course, they are blamed as not having enough motivation or persistence. The Community Education Program in El Paso uses a totally different process of intake. Anyone who comes in is immediately enrolled in a class, usually based on the location most accessible to them. That is the intake process. Once they are participating in a class, all the other information is collected through a process of self-discovery-based activities during the first few weeks and placed in an individual portfolio. Exposure to the next level of learning opportunities is accomplished through field trips and guest speakers. Students make choices over a period of time. Testing is used for those who have made choices that require an entrance or placement test, and no one is tested without test-taking practice. For example, those who become interested in a specific job training program or college program will learn how to take their tests. In class progress is assessed using the portfolio. All of these activities are used for learning contextualized English and students themselves identify what they want to learn about as the basis for lessons. Of course, after many years, the program has lots of lesson materials and community contacts to make this happen. Right now the program is creating a learning 'Tool Kit" to make it even easier for classroom faciliatators to access the materials they need for classes, especially as these facilitators are usually residents of the same communities as the learners, albeit those who have worked their way up to the associate degree or mid-point of the bachelor's degree in education, social work, Chicano Studies, anthropology, etc. The facilitators themselves are constantly expanding what they know through leadership provided by others with years of experience. Kathleen Bombach
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