Jackie and all

I try to be clear in describing the workshop/session/activity from the get
go.  Inevitably, though, no matter how clear I might think I've been, there
will be a range of expectations and points of readiness/experience among
those who participate in the session.

I try to build an ongoing assessment piece throughout the session/s and try,
too, to model ways of including various degrees of expertise by hardwiring
the sessions to include many places for participants to share their
experience and to pose questions to one another, as well as to me.  I also -
especially in multi-sessions workshops, keep the agenda flexible so that we
can take more or less time along the way and so that after the first
workshop I can make changes to remaining sessions in order to accommodate
both strengths and needs.

others?

Janet Isserlis


> Hello everyone,

> Sometimes teachers leave professional development offerings feeling like the

> session or workshop was geared more for teachers new to the field. Teachers

> new to the field may find that the materials discussed are very challenging.

> (Can any teachers on this list attest to either of those points?) Session

> evaluations might reflect comments such as 'this was more appropriate for

> beginning teachers' or 'I feel like I've had this before, why can't the

> materials be covered in a way that affords experienced teachers new/more

> challenging information?'

> 

> How do you deal with the issue of offering professional development to groups

> of teachers in attendance who have a wide range of experience teaching adult

> literacy or ESOL? What strategies do you use to ensure that the teacher new to

> adult literacy or ESOL doesn't leave feeling overwhelmed or confused, while

> the experienced teacher leaves with new ideas, even feeling 're-charged'?

> 

> Thanks,

> 

> Jackie

> 

> 

> 

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