Thanks, for the referral, Bryan.  I checked it out, and it looks
interesting.
Jo Pamment

Jo Pamment
Director Adult Ed. ESL
Haslett Public Schools
1118 S. Harrison 
East Lansing, Michigan 48823

TEL:  517 337-8353
FAX:  517 337-3195
E-Mail:  pammenjk at haslett.k12.mi.us


>>> "Bryan Woerner" <bryan at cal.org> 1/24/2007 2:34:05 PM >>>

Hi everyone,
 
The information I posted about is actually through the American
University TESOL program, which is where I got my masters degree. The
information is copyrighted, but it is free to use by anyone and you
don't have to be a student to download it.
 
Bryan

________________________________

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

On Behalf Of Marie Cora
Sent: Wednesday, January 24, 2007 2:27 PM
To: Assessment at nifl.gov 
Subject: [Assessment 600] Your classroom today


Hi everyone,
 
Thanks for these great ideas and suggestions.  Keep them coming!
 
(Let me know if you find the use of bold below helpful or annoying - I
was trying to highlight certain sections so that you could skip over
things if you want to.)
 
I'm struck by just how much everyone seems to do in terms of
diagnostics
and placement.  I guess it could be argued that appropriate diagnostic
placement is crucial in terms of making or breaking an adult student's
experience.  
 
Some replies to folks who've posted:
 
Susan - I really like the idea of using scenarios in professional
development.  I think that providing a real situation for people to
respond to is really helpful in the learning process.  Do you use this
regularly with people?  Where do you get your scenarios from?  Real
experiences or things you've heard about?  Others - do you use
scenarios
with either staff or students?  What's that like?
 
Jeannette - you brought up IEPs (Individualized Education Plans). 
These
are so useful in terms of providing the guidance needed.  I know that
they are used widely (always?) in special education - but do folks not
working in special ed use them as well?  I know Katrina mentioned that
she does.  I also love the idea of the teacher group discussions for
determining student progress!  There's nothing more powerful than
talking things through with colleagues.
 
 Tina - you talked about pre-tests that you develop at your program. 
Do
you do this on your own or with others in the program?  Do you have
pre-tests for various levels or content areas?  Others - do you
develop
your own pre-tests and what does this look like?
 
Katrina - you also mentioned IEPs, but also you talked about the fact
that students have access to these and can use them as guides, is that
correct?  This is a really great form of student self-assessment.
Others - do you have your students engage in self-assessment?  What
does
that look like?
 
Bryan - thanks for this great resource (Lesson Plan Blueprints, TESOL)
-
it looks very intriguing.  Often you need to be a TESOL member to
access
their resources, but it appears that this one anyone can go to.  There
are a ton of useful resources at this site including white papers on
rationale, bibliographies, real lessons, among other things.  Anyone
else use this and care to comment?
 
Thanks!
 
Marie
 
 
Marie Cora
marie.cora at hotspurpartners.com <mailto:marie.cora at hotspurpartners.com>

NIFL Assessment Discussion List Moderator
http://www.nifl.gov/mailman/listinfo/assessment 
Coordinator, LINCS Assessment Special Collection
http://literacy.kent.edu/Midwest/assessment/