Beth,

What a sweetie!  Thanks for the direction.

Andrea

On Apr 7, 2006, at 2:36 PM, Beth Bingman wrote:


> Hi Andrea,

> The way I would recommend to teachers (and others) to get a sense of 

> what

> EFF "in action" might look like is to read some of the examples from 

> the

> EFF Toolkit. You can find them on-line at

> http://eff.cls.utk.edu/toolkit/examples.htm  They are organized by 

> Standard

> and by instructional setting with links to tools, the EFF 

> Teaching/Learning

> Cycle (a planning tool) and various supports for teachers. From there 

> you

> can go into the entire EFF site for the lots more, but the Toolkit 

> examples

> show how EFF standards (and other pieces) can be used to build 

> teaching and

> learning around the interests and goals students bring to class.

>

> Beth

>

>

>

>

> At 02:08 PM 4/7/2006 -0400, you wrote:

>> George,

>>

>> I'll tell you, it's the language, I just can't take it.  I wish it 

>> were

>> crisper and more real.   That's why I long for just a couple of pages

>> and an executive summary.  I have never viewed EFF in action, or been

>> able to talk clearly with a teacher, so the printed material is all

>> I've got, and it's opaque.  Personally, I object to the  term 

>> "worker."

>>   it implies one of a mass, and not in the management "class" either.

>> To me, it's a very discouraging word.

>>

>> I think all the printed material is useful if one wants to know

>> something about how the program was put together, that's why i said it

>> must have been written to suit many needs.

>>

>> But I said at the beginning when I started this quest, that EFF may

>> give some structure to ABE chaos, or ABE indirection or ABE lack of

>> direction.  In that, pure usefulness, it might do well. That's why I

>> want  the voices of those who use the materials.

>>

>> Andrea

>> On Apr 7, 2006, at 1:29 PM, George Demetrion wrote:

>>

>>> That's a good observation, David.  It certainly continues, though, as

>>> you say, not as a federally-sponsored NIFL project.  I suppose the 

>>> past

>>> tense had to do with the original incarnation.

>>>

>>> George

>>>

>>> -----Original Message-----

>>> From: contentstandards-bounces at nifl.gov

>>> [mailto:contentstandards-bounces at nifl.gov] On Behalf Of David Rosen

>>> Sent: Friday, April 07, 2006 12:58 PM

>>> To: The Adult Education Content Standards Discussion List

>>> Subject: [ContentStandards 112] Re: Whose content? EFF Roles

>>>

>>> George,

>>>

>>> I wonder why you describe EFF in the past tense (e.g. "it was a noble

>>> experiment").  My understanding is that EFF is alive, and perhaps

>>> expanding.  A number of states have formally adopted EFF as their set

>>> of curriculum standards and many (perhaps all?) of these are

>>> providing EFF training for teachers.  Sometime this year several

>>> states will roll out the employability credential based on the EFF

>>> Worker standards.  ETS has state partners and is seeking more to

>>> develop EFF assessments.  Given that there is no federal support for

>>> EFF that suggests to me that EFF, unlike APL, has a power in the

>>> present and may have a good future.

>>>

>>> David J. Rosen

>>> newsomeassociates.com

>>>   djrosen at comcast.net

>>>

>>>

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>>>

>>

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>

> Beth Bingman

> Center for Literacy Studies

> The University of Tennessee, Knoxville

> 600 Henley, Suite 312

> Knoxville, TN 37996

> 865-974-6618

>

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