Hello all,
I'm so busy and pulled in other directions and gazillions of deadlines
looming, but feel compelled to post at least one response to this important
discussion.

I teach adult ESOL, currently privately, to individuals or pairs of
students.  I also volunteer for a ProLiteracy organization and am currently
working with a 55+ year old man who has lived his entire life in one area,
without too many opportunities to physically leave his routine and circle of
contacts.  The ESOL students I tutor include refugees from Afghanistan and
Senegal, spouses of university researchers (Japanese, Chinese, Korean,
Brazilian) and international law students... a diverse group!
I also lead a conversation (minimal to non-curricular) group that has open
and ongoing enrollment, but averages 12 participants weekly.

With all of them, discussions about US elections have been touched upon --
some by student request, some by my presenting it via lesson plans (under
the guise of citizenship prep, or pronunciation, or GRE prep, warm-ups,
etc.).

In response to Daphne's first question:

1. Does coverage of election material belong in the adult literacy
classroom?

My response is YES.  With a bit of creativity, one can easily adapt this to
assessment competencies, to GED, to cultural explorations, etc. What is
difficult (for me) is to keep from showing/sharing too often, too much,
one's own leanings/preferences/opinions.

I like to use my "zip my lips" activity to open this topic -- as a
pre-assessment tool for knowledge and interest and 'danger zones' --

On the board, write:  Today, I would like YOU to begin our class.  I will
try very diligently to "zip my lips" and allow you to do the speaking!
On the board, write 10 to 15 words relating to the election.

Please read the paper you should find on/at your (desks/seats/table)
[these would be a political cartoon (maybe different cartoons on different
papers)and instructions something like this:

1. Study the cartoon above; review the vocabulary words below.
2. Talk with someone else in the class (pairs or groups of up to 5 people)
    Talk about the cartoon -- what questions do you have?  Is it funny?
(why, why not, to whom?)
    Talk about any of the words -- can you think of more words relating to
this topic?
    Please WRITE additional related words on the board.
3. Join another group in the class, repeat.
*I will circulate the room, listening, but TRYing NOT to speak!
*After ____ minutes, I WILL speak; I will ask you to share your thoughts
about this activity.  What do you like about it? why?  What didn't you like
about it? why?
What did you learn?  What questions do you still have?


followed by a brief list of the vocabulary you have written on the board,
with blanks to add more)

In the post-discussion, depending on YOUR objectives and the response,
democratic process might be discussed, additional research
projects/presentation projects might be assigned, a writing prompt, an
assignment to find and copy/bring a NEW political cartoon to the next class,
a podcast link to write a reaction to -- an announcement that a local
politician/League of Women's Voters representative, etc. would be a guest
visitor at the next class -- use your style/imagination!

2. How do we counter rumors and misinformation with groups of people who
have difficulty reading?

the above activity might be a start.
Dramatize it!  Have candidates names and reporters (identified by the news
media they are reportin for/from) and major issues 'drawn from a hat' -- IN
DUPLICATE -- pairs match up and work together to "be" whomever their
character is (or if they chose an issue, to prepare pros AND cons -- and
stage a debate in class!  Teacher is the moderator (or a guest -- colleague?
program administrator? local person you trust to be reasonably bi-partisan)
Pre = show a brief webcast /excerpts / video/playback of questions/answers
from a prior recent debate -- provide links to students to listen to others
in computer lab setting if possible -- and with easy target listening
questions selected to drum up interest and defray boredom -- although
"boredom" is an issue I like to encourage discussion about).

* plan a creative lesson with an objective of practice discerning credible
info from non --

*I do think that some experiential inclusion of a technology/media related
component should be a priority -- it is my belief that it is a huge part of
the
changing phenomenon of this and future elections/process.

Sorry -- but I must get back to other obligations --
hope this will stimulate a flurry of response -- hope it's coherent enough;
I'm finding this an incredibly interesting election for lots of different
reasons!

Oh!  One last tangentially related share:  Have you all heard of and
explored the potential of the amazing new FREE "WiZiQ"??
http://www.wiziQ.com
WiZiQ is a FREE web-based platform that allows us to interact in real time
through voice, text chat and video.  [Sometimes the sound quality is not as
good when the video is on, and not everyone is likely to have web cameras,
so it's often suggested to use just the audio].  Because it's web-based,
there are no long distance or minutes-used fees to consider.   Using WiZiQ,
EACH person could upload photos, files, etc. to share with the full group,
type text, insert smileys, draw, highlight -- it's wonderful! -- I've used
WiZiQ with 30+ teachers from all around the world -- clear voices all, and
such fun!  I've also been using it for blended learning experiences with
students -- with great success.

-- 
Holly (Dilatush)

holly at dilatush.com
(434) 960.7177 cell phone
(434) 295.9716 home phone
[OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time]

"Live with intention. Share inside~out smiles, inspire hope, seek awe and
nurture in nature."

www.tales-around-the-world.blogspot.com
www.abavirtual-learningcenter.org
www.boomerlangs.edublogs.org
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