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Subject: [NIFL-POVRACELIT:272] Re: Sharing Strategies for Success: T
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Reply to: RE: [NIFL-POVRACELIT:267] Re: Sharing Strategies for Success:
Hello to all, I'm in the process of doing a literature review paper on the intake process and how it effects the learners and enrollment numbers. I'm looking for any journals, articles, or any references that addresses this issue. Please let me know if you are familar with any. Thanks
Mary Ann Corley wrote:
>Kathleen:
>
>Thanks for sharing your program's intake process, which could well be a
>model for many other programs. It would be great if you could share one or
>more of the self-discovery-based activities you mention. Also, when your
>"tool kit" has been completed, it would be extremely helpful if portions of
>it could be made available on the web or in other formats for sharing with
>list subscribers. Literacy programs can make change in moving from the
>traditional intake process if they have some concrete alternative procedures
>that they can use.
>
>How long ago did your program make the shift from traditional intake, and
>have you been able to document improved learner retention and performance
>with your process? The National Center for Literacy and Social Justice is
>working to identify programs that are successfully using inclusive (and
>often non-traditional) approaches to literacy instruction and plans to
>document these programs' innovative practices.
>
>Are there other list subscribers who will share some successful strategies
>for learner intake?
>
>-Mary Ann Corley
>
>
>----- Original Message -----
>From: <KathleenBombach@aol.com>
>To: "Multiple recipients of list" <nifl-povracelit@literacy.nifl.gov>
>Sent: Saturday, October 28, 2000 12:59 PM
>Subject: [NIFL-POVRACELIT:266] Re: Sharing Strategies for Success: The
>Intake Process
>
>
>> 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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> Subject: [NIFL-POVRACELIT:267] Re: Sharing Strategies for Success: The >Intake Process
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