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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Hi Robin,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Excellent info. I knew there was more to teaching than
getting out the cookie cutter. I started customizing my computer training
to meet the specific needs of the individuals and groups that I instruct.
Not everyone needs the same thing. I am glad to hear that this is not an
original idea so to speak. I know that this will be hard in a larger
class, but I think it can still be done to some degree.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I like what you said about how teachers/educators see their students
and the results their students achieve as a result. I really believe in
my students. I want them to achieve great life changing results; one step
at a time. It is good to hear that I am already doing some of the things
that make for great teaching.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I am enjoying your comments…keep them coming.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Thanks,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Jeff Brown<o:p></o:p></span></p>
<p class=MsoNormal><b><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#17365D'><o:p> </o:p></span></b></p>
<p class=MsoNormal><b><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#17365D'>Alpha Computer <o:p></o:p></span></b></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Training and Consulting<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>(902)956-2600<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>E-mail to: alphact@eastlink.ca<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>or info@alphacomputer.ca<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>www.alphacomputer.ca<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'>
<p class=MsoNormal><b><span lang=EN-US style='font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=EN-US style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> professionaldevelopment-bounces@nifl.gov
[mailto:professionaldevelopment-bounces@nifl.gov] <b>On Behalf Of </b>robinschwarz1@aol.com<br>
<b>Sent:</b> November-14-07 11:27 AM<br>
<b>To:</b> professionaldevelopment@nifl.gov<br>
<b>Subject:</b> [ProfessionalDevelopment 1730] Re: ProfessionalDevelopment
Digest, Vol 26, Issue 16<o:p></o:p></span></p>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<div>
<p class=MsoNormal style='margin-bottom:12.0pt'><span style='font-family:"Arial","sans-serif"'>Follow-up--
YES!! When I am asked to do PD now, I insist on a plan that includes
extended follow up. Someone mentioned how helpful it had been to be asked
to reflect on the process and be able to report on what had happened or
not. <br>
<br>
Just last month, I had the joy of holding a training in NY state that included
teachers who have been working with me for a year as well as some brand new
participants to the PD project we are doing there. The
"veterans" --who had a day of training a year ago, two site visits
and another follow-up group meeting where they could reflect on what had
happened and plan what they wanted for this year-- were the stars of the
training. On the second day, they each gave a presentation on what they have
been doing-- all brought in a table's worth of materials for us all to examine,
and each had quite a different approach to the idea of independent student
learning that incorporated LOTS of multisensory learning. This
group has had ample time to plan, try out, reflect on, change, ask questions
about whatever new practice each of them chose. Two of these
teachers have been quite outspoken about how they had been on the verge of
quitting adult ESOL teaching altogether because they felt so incompetent and
had so little response from students. Both are now deeply engaged in
working with their learners to help learners set their own goals, find ways to
meet those goals, find ways to measure their own goals etc, and both are
deeply committed to what they do-- one despite quite negative feedback from her
supervisor, who does not like it that this teacher has changed so dramatically
from a teacher-centered approach. <br>
<br>
It was exhilarating just to be in the room with these teachers as they
enthusiastically described and showed their work--and to see the new teachers
being just blown away by the enthusiasm. <br>
<br>
Teachers who participate in these projects ( I have two going in NY state now)
are given lots of information on what causes ESOL learners to struggle and ways
in which those issues could be addressed, and then are asked to identify SOME
way in which they would like to address these issues. I make no
demands as to type of project or topic-- teachers propose and I
coach. Teachers are provided with lots of feedback and coaching
through site visits, website involvement and group get-togethers such as the
one we just had. Teachers are told at the beginning that the purpose of
the PD project is to get better learner outcomes by asking teachers to do
SOMETHING to change their practice in ways that will result in learners
thriving. <br>
<br>
It took MANY years of doing far more traditional trainings--usually half a day
to two full days, before I and those who hired me realized that while
participants enjoyed the trainings and were excited about what they were
learning, almost no change resulted from these trainings. As the lady who
hired me in NY state said, "I have been giving parties for 17 years[i.e.
well-liked trainings & workshops], I am tired of giving parties where
nothing results, nothing changes." <br>
<br>
I have changed my own practice quite drastically in the last two years as I
have tried out these far more unconventional and looser approaches to PD.
<br>
<br>
One other thought and then I must run to an airplane: One of my doctoral
colleagues at Lesley University,who did many years of pedagogical training for
K-12 teachers, did her dissertation on what adult learners ( i. e.
teachers) actually take away from PD. She found that three things
influence that: First, what the teacher's immediate teaching environment
requires-- what does the school require the teacher to be doing that can be
helped by the PD session? Second was the teacher's stage of
teaching--veteran teachers are looking for different things than novice
teachers, who are often just looking for survival help; and third was the
teacher's own development as and thinking about being a
professional. In other words, one's own philosophy about teaching
and learning is a powerful influence on what one relates to in training.
These findings began to influence me very deeply as I made some serious
missteps in the beginni ng stages of the first NY project. As I
went back and thought about these factors, I changed how information was
presented, but mostly changed what I expected teachers to do with it.
Now, as I mentioned above, by honoring what their background, preparation and
current teaching situations dictate that they need and want and by honoring the
principles of adult learning-- relevance, self-direction, involvement in
meaningful ways-- I design the PD so that teachers can choose what to target
and how--and can do all the self-directed learning they want. This is
working terrifically well!<br>
<br>
I have been guided tremendously in my work by the writing of Jane Vella
(Learning to Listen, Learning to Teach: The Power of Dialogue in Educating
Adults)--this book lives on my bedside table and goes with me when I travel!!<br>
<br>
Cheers to all-- am LOVING this discussion--I hope I am not hogging the
airwaves. Robin Lovrien Schwarz<br>
<br>
</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<p class=MsoNormal style='margin-bottom:12.0pt'>-----Original Message-----<br>
From: Wendy Quinones <wbquinones@comcast.net><br>
To: professionaldevelopment@nifl.gov<br>
Sent: Tue, 13 Nov 2007 10:13 am<br>
Subject: [ProfessionalDevelopment 1724] Re: ProfessionalDevelopment Digest, Vol
26, Issue 16<o:p></o:p></p>
<div id="AOLMsgPart_0_8e663e5e-a848-4079-bdc4-d896d043f184"><pre
style='background:white'><tt><span style='color:black'>I think Kathryn is right on with the follow-up issue -- doesn't the research </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>say that PD doesn't tend to produce much change unless there is follow-up? </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>I'm trying out a hybrid model with a couple of offerings in Massachusetts </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>early in the year: a 4 hour face-to-face workshop followed by 4 weeks of </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>online discussion and support, with the idea that participants will develop </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>or modify lesson plan(s) in light of what they learned, and a 2-hour final </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>gathering to reflect on what they did and learned. We'll see how it </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>works -- but I'm feeling less and less inclined to do just the one-shot </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>face-to-face workshop if I can possibly convince the funders to let me do </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>more.</span></tt><span style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>Wendy Quinones</span></tt><span style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>Gloucester, MA</span></tt><span style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>></span></tt><span style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>> ---- <a href="mailto:tcqmom@comcast.net">tcqmom@comcast.net</a> wrote:</span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> I think follow-up--in addition to being paid and fed--makes a difference. </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> Having teachers report or demonstrate a way they've actually utilized </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> something they learned from professional development can help. </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> Especially if they know they're going to be asked to do it before the PD </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> begins. They may even be asked to make a commitment before they leave </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> the PD and begin their planning then. If the PD is divided into two </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> parts, the first for the presentation and the second a month or so later </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> for reporting, demonstration, follow-up, sharing, the participants can be </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> more inclined to try it out. If the PD leaders let them drop the ball, </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> no questions asked, it becomes too easy to do. I know this to be true </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> from both sides.</span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> Kathryn Quinn</span></tt><span style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>>> Frederick, Maryland</span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>----------------------------------------------------</span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>National Institute for Literacy</span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>Adult Literacy Professional Development mailing list</span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'><a href="mailto:professionaldevelopment@nifl.gov">professionaldevelopment@nifl.gov</a></span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'> </span></tt><span style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>To unsubscribe or change your subscription settings, please go to </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'><a
href="http://www.nifl.gov/mailman/listinfo/professionaldevelopment"
target="_blank">http://www.nifl.gov/mailman/listinfo/professionaldevelopment</a></span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>Email delivered to <a href="mailto:robinschwarz1@aol.com">robinschwarz1@aol.com</a> </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'> </span></tt><span style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>Professional Development section of the Adult Literacy Education Wiki </span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><span
style='font-size:9.0pt;color:black'><a
href="http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development"
target="_blank"><span style='font-family:"Arial","sans-serif"'>Follow </span></a></span><tt><span
style='color:black'><a
href="http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development"
target="_blank">http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development</a><o:p></o:p></span></tt></pre></div>
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