I'm also jumping to connect to something Andy Nash and I are working
on--scaffolding--and its importance to helping make meaning from print,
especially for non English speakers. The more concrete you can be, the
more support about content, the better equipped students are to
construct meaning from print. So the visual, textual, sensory, scent,
all the senses, really, can help.

A long time ago I took a basic design class, and the teacher used the
Bauhaus method of introducing visual problems to solve as a way to
understand design. I have used some of these activities with
teachers--usually in an effort to help all of us think beyond the
apparent or obvious and set up a structure for different kinds of
curriculum units.

For example, once for homework we had to make 50 sketches of an orange.
By the time you get to 10, you stop and ask where to go...no answers. So
you start cutting and squeezing and sketching some more. And asking many
questions. And moving ahead with the momentum. I gave teachers oranges
in a  workshop once and asked them to generate questions about the
oranges, as many as they could. Then more. We looked at all the
questions and then looked at where we could go with all the inquiry as a
way to do some language and  litereacy work. It was fun. 

More recently, I started a health and literacy workshop with many
different kinds of dried beans. Lentils, kidney, pea, navy, black beans,
etc. (We were leading up to a unit on nutrition and stress.) Piles of
beans on each table as participants came in. Hmmm, what's this?
Again--generate at least 20 questions about the beans. Look at the
questions. See where they take you. What can you do for follow up? We
came up with many follow up lessons--all multi-level--from Web research
to reading bean labels for fiber content to , eventually, creating
mandalas from the beans ( a destressing activity with n o language at
all.) Along the way--idioms about beans, bean bag possibilities as a low
cost toy/family literacy activity, looking at the questons on newsprint
and examioning the grammar (--wh questions can always use practice in
ESOL).  

Lenore


>>> "Gabb, Sally S." <sgabb at bristol.mass.edu> 07/18/07 11:26 AM >>>

hi all - a breath of fresh air from ABE to me, now working in community
college developmental education.  I realize the creativity within ABE
that should inform higher education.  These ideas are especially
important for challenged readers trying to attend higher ed - connecting
to intelligences, learning modalities and input across all the senses. 
Many folks in higher ed are still locked in a 'teacher centered/ text
based' form of teaching and learning.  I especially like the idea of
interactive communications spaces, and of including texture and sound as
other dimensions.  We have many who learn best from input other than
textural/ visual who can be inspired by such opportunities.  I look
forward to sharing these creative ideas with colleagues!  Sally Gabb,
Developmental Reading Specialist, Bristol Community college.

________________________________

From: professionaldevelopment-bounces at nifl.gov on behalf of Janet
Isserlis
Sent: Tue 7/17/2007 12:01 PM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 1435] Re: from Lenore, Re:
Understanding by Design:where topurchase it



these are great ideas

implicit in what Lenore has said, too, is the notion of evidence and
data.

Not Hard Evidence and Creepy Data
but a record of what a group has done, said and learned.  another form
of
its common vocabulary.  One that I hope, too, would be shared in various
ways with folks who have visual impairments - and to which they can add
(literal) texture and sound.

Janet



> From: "David J. Rosen" <djrosen at comcast.net>

> Reply-To: The Adult Literacy Professional Development Discussion List

> <professionaldevelopment at nifl.gov>

> Date: Tue, 17 Jul 2007 11:56:38 -0400

> To: The Adult Literacy Professional Development Discussion List

> <professionaldevelopment at nifl.gov>

> Subject: [ProfessionalDevelopment 1434] Re: from Lenore, Re:

Understanding by

> Design:where topurchase it

>

> Lenore and other PD Colleagues,

>

> Great ideas, Lenore.  "Strung across the room" sparked this thought

> for teachers who aren't allowed to put things on the walls of their

> classroom.  Perhaps a teacher could carry the (rolled up) flip chart

> sheets or posters s/he or the students had made, taped to a

> clothesline, wire, or heavy duty string that could be put up by

> students at the beginning of each class and folded up by them at the

> end of the class. Maybe this "portable gallery" could even be stored

> someplace in the room or building.

>

> The "big Idea/Core Tasks" underpinning this might include the skills

> that you mentioned: "speculation", "imagination", "prediction", or

> "inquiry"  and the classroom environment, as well as specific

> lessons, might be designed to provide opportunities to learn (and

> assess) these skills.

>

> David J. Rosen

> djrosen at comcast.net

>

> On Jul 17, 2007, at 11:21 AM, Taylor, Jackie wrote:

>

>> PD Colleagues,

>> The following message is posted on behalf of Lenore Balliro. Please

>> read

>> on ~ Jackie Taylor

>>

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

>> From: Lenore Balliro [mailto:lenore_balliro at worlded.org]

>> Sent: Tuesday, July 17, 2007 10:58 AM

>> To: The Adult Literacy Professional Development Discussion List

>> Subject: [ProfessionalDevelopment 1429] Re: Understanding by

>> Design:where topurchase it

>>

>> This idea of what to put on classroom walls intrigues me, and I

>> consider

>> visual choices more than just decorating...I'll start this posting

>> with

>> a practical, language-based idea then move on to the more unusual

>> possibilities.

>>

>>  One inexpensive way I keep the flow going from one class to the

>> next is

>> by using good old fashioned newsprint. In the beginning of a class I

>> post a few sheets of BLANK newsprint on the walls. I use these

>> sheets to

>> capture, not only any language experience work that emerges, but all

>> that unexpected, rich, off-topic language that pops up: an idiom, a

>> phrase, a misheard word that needs explanation, a sketch of a map.

>> Sometimes I use little drawings to illustrate a concept. At the end

of

>> the class, I can take these sheets down and use the information in

>> some

>> way to plan mini lessons for the future. I can also bring the

>> newsprint

>> back into class so the students don't forget the incidental

>> language and

>> concepts  that emerged the preceding class.The newsprint becomes a

>> visual documentation and chronology of sorts. Easy.

>>

>> However, I also feel that using the walls to create what I like to

>> call

>> a spirit of speculation, imagination, prediction, or inquiry is a

good

>> way to encourage our students to use their imaginations and go to

>> expansive places outside the limits of the printed page.

>>

>> How about thinking of the classroom walls as gallery space for

>> conceptual art? I have seen installations in museums and galleries

>> that

>> would translate beautifully to a classroom and would spark language

>> and

>> discussion. For example, one installation used a collection of old

>> tea/dish towels strung from lines. The artist had solicited for

towels

>> from across the country and asked people to submit a little written

>> piece for each one. You can imagine the variety with all these homey,

>> useful artifacts, ones that brought out memories and stories.

>> Tattered,

>> torn, crisp and new, souvenirs, embroidered, etc. Installations like

>> this help our students think about what makes art? And who gets to

say

>> what art is? And how do we talk about art?

>>

>>  Vintage gloves, "cutter quilts" that represent various patterns,

>> recycled materials,  blown up lines from poems or excerpts of

>> overheard

>> dialogue typed up and strung across the room. All of these could be

>> used

>> to keep a spirit of imagination in the classroom.

>>

>> Inexpensive acrylic frames could be mounted across the room, and the

>> contents of those frames could be changed periodically. Projects will

>> eventually spark other ideas.

>>

>> Painting one wall with blackboard paint (available at Home Depot)

>> would

>> allow students to do graffiti on the walls, write messages to each

>> other

>> or the next class.

>>

>> Attach simple bolts or brads in the corners of the room and engage

>> students in a spiderweb project where they use string or wire to

>> construct a connected piece of art. Meditative, silent,

collaborative,

>> symbolic.

>>

>> Any thoughts?

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>

> David J. Rosen

> djrosen at comcast.net

>

>

>

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