Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id NAA04951; Fri, 11 Feb 2000 13:12:28 -0500 (EST) Date: Fri, 11 Feb 2000 13:12:28 -0500 (EST) Message-Id: <s8a3db62.002@epcc.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Andres Muro" <AndresM@epcc.edu> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:895] RE: Questions for John Fleischman -Reply X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise 5.5.3 Status: O Content-Length: 3127 Lines: 62 I am assuming that you are talking about a basic ESL or ABE class. Bring a general reading for the entire class, ie, a newspaper article. Break class into several groups of four people according to level. Ask lowest level group to read 2 sentences, underline the vocabulary that they don't know, search for definitions in dictionary and paraphrase, summarize, etc etc. Ask second group to read 1st paragraph, and do the same. Ask third group to read entire article. Walk around the class and stop in each group to help and give instructions individually. In a computer class, you could do something similar. Give four students a basic keyboarding assignment, four other students could write emails to each other and four others can search the web for information. Walk around the class and help the groups as needed. Once an activity is completed, you can convey entire class and discuss with students issues that may emerge. Let them talk, and write key language on chalkboard. After a while, you can work on a clustering activity with them using the key language that emerged to explore a possible writing activity. Break the class into groups again and give each group a different writing activity with the vocabulary and clusters that emerged. One group could write sentences, another group could write paragraphs and a third group could write essays. There are lots of activities that you can do with multilevel groups they work well, but they go against traditional teaching approaches. Andres >>> carolyn.werner@llcc.cc.il.us 02/10 6:51 pm >>> Our program is set up in multi-level classrooms. What tips can we get to accommodate students at various levels & how can we deliver instruction to them? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ carolyn.werner@llcc.cc.il.us Carolyn Werner Lincoln Land Community College Center for Adult Education and Literacy 5250 Shepherd Road Springfield, IL 62794-9256 217 786-2359 FAX 217 786-2495 -----Original Message----- From: nifl-technology@literacy.nifl.gov [mailto:nifl-technology@literacy.nifl.gov] On Behalf Of Emily Hacker Sent: Thursday, February 10, 2000 4:24 PM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:887] Questions for John Fleischman Hello List: Just a reminder to keep those questions coming. We've collected questions for John Fleischman, Executive Director of OTN <http://www.otan.dni.us> thus far, on the following topics: finding/developing online resources for low-literacy adult learners; infusing technology in adult correctional educational programs; exploring new or underutilized technolgies that would be valuable for adult learners; more information on the Cyberstep Project John mentioned in his introduction; succesful models of distance learning in adult ed; high quality, interactive GED software and online resources and research on how people learn on computers Please post questions for John on topics not covered above by next Wednesday, February 16th. Happy Valentines Day! -- Emily Hacker NIFL Technology List Moderator Emily Hacker Bank Street College Graduate School of Education (212) 875-4687 ehacker@bnkst.edu
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