Paul, Karen, others:   

 

I think a lot of the friction that occurs during dissemination comes
from the clash between the needs of the "senders" and needs of the
"receivers".

 

 The "receivers" will need to challenge the new idea to see how well it
is designed or articulated.  This is a very important step in
acquisition.  If "we" can't break it,  it has the endurance, resilience,
power that will be needed

 

The receivers of the new information/idea/method will also need  to
"play around" with the new information to test its versatility ( an
important value) and in order to make it theirs.  

 

The receivers will also try to fit it in to their constructs/ system
(which are seen as unique, or more important, are BELIEVED to be unique)
adjusting it to fit the local personalities of "pioneers", "settlers",
"resisters", etc., and the power structure in place locally.  This is
another required test (and important value): Is it viable in the local
situation? 

 

The receivers, who may also have thought about the problem, may have
launched, or have plans to launch a remedy that may not mesh with the
plan being disseminated.  This is another key test
(impact/functionality): will it add to our momentum? Will it be a tool
that we can use, or not?

 

The "senders" (the disseminators) need there to be integrity in the
transmission and adoption of the new information.  To guarantee
integrity, they often insist upon identicality in speech and in the
steps or process of adoptions, even to the point of requiring adherence
to an imposed timeline not based on any local considerations.  They want
their "students" to learn it as they did.  (This, of course, is the
classic dilemma of teaching:  do I have the patience to let my students
learn in the ways they need  and in the time they need?  Do I have the
courage to let them come up with a different answer, even an answer that
contradicts what I learned, and what I am teaching?)

 

The "senders" often feel like they have to oppose the "natural" needs of
receivers listed above, because of the potential negative consequences
for the new plan/information/method being disseminated.

 

Add to this clash, that there is a built-in bias against local
inventions/solutions in favor of  the solutions of a higher echelon
which are perceived to have a broader perspective, greater expertise,
more political sophistication and the capacity for greater rewards
(money, esteem, etc.), and the stage is set for classic
oppositional/defiant behaviors in the receivers, and the typical
dictatorial/compliance-based behaviors in the senders.  

 

When it gets to this point, nothing good will come out of it.

 

 

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Karen Gianninoto
Sent: Friday, June 13, 2008 6:53 AM
To: specialtopics at nifl.gov
Subject: Re: Implementing State AdultEducationContentStandards

 

Human behavior is a result of habit, and teaching practices are similar.
It is difficult to move from a comfortable known situation to a new
situation because one does not know what the results might be.  For
example, New Year's resolutions begin well intended, and similarly
instructors/educators attending trainings/conferences leave well
intended to make changes in their practices.  But this rarely happens,
unless there is a network of support that can help the person work
through and sustain the change.

 

Karen Lisch Gianninoto

ESL and Professional Development Specialist 

MSDE

200 W. Baltimore St. 

Baltimore, MD

410-767-4150

410-479-4542

410-924-1529

 

________________________________

From: specialtopics-bounces at nifl.gov on behalf of Sharon L.
Sent: Thu 6/12/2008 9:14 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 966] Re: Implementing State
AdultEducationContentStandards: Louisiana

I think a lack of understanding and a fear of extra work drive much
resistance to change

Sharon L. Shoemaker

--- On Thu, 6/12/08, JURMO at ucc.edu <JURMO at ucc.edu> wrote:

From: JURMO at ucc.edu <JURMO at ucc.edu>
Subject: [SpecialTopics 964] Re: Implementing State Adult
EducationContentStandards: Louisiana
To: specialtopics at nifl.gov
Date: Thursday, June 12, 2008, 11:00 AM

Thanks to everyone so far for the informative discussion about the Why's
and How's of standards as a tool for reforming adult basic education at
the state level.  My guess is that some readers who are new to the
notion of "standards" might be wary of being forced to use some
standards developed by others.  (Or some might have had a bad experience
with "standards.") 
 
Rather than seeing standards as a framework of content and best
practices that programs can adapt to the particular learners they serve,
some might feel that standards are something rigid and irrelevant or too
cumbersome.  Several people in this discussion have mentioned
"resistance to change" as a challenge in the development of
standards-
based systems.  Does anyone want to comment on what the sources of such
resistance are and strategies for responding to this resistance? 
 
Paul Jurmo
Union County College
New Jersey
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Wednesday, June 11, 2008 10:43 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 961] Implementing State Adult
EducationContentStandards: Louisiana
 
Colleagues,
 
Please continue to post questions for Judy Franks, Pam Blundell and  
Miriam Kroeger. Don't be shy now : - )
 
Thursday I would like to welcome Raye Nell Spillman who will report  
on her experience in implementing adult education content standards  
in Louisiana. Raye Nell will answer the same questions I asked Pam,  
Judy and Miriam to address and perhaps, if she wishes, add other  
information based on the questions we have asked other guests .
 
For those who have just joined the discussion, and others, you will  
find the messages already posted in the discussion archives at
 
http://www.nifl.gov/pipermail/specialtopics/2008/date.html
 
 
David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net
 
 
 
 
 
 
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