Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g3TG0Hu09180; Mon, 29 Apr 2002 12:00:17 -0400 (EDT) Date: Mon, 29 Apr 2002 12:00:17 -0400 (EDT) Message-Id: <002701c1ef97$c9c02ec0$0b00a8c0@cbnn.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Joan Allen" <joana@cbnn.net> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2137] Re: program level support for self-regulation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2600.0000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 7564 Lines: 156 In regards to Eileen's questions: I think your questions are ones of degree. In the 'best of all worlds', the work that is done in the classroom and in the program are cyclical and 1 feeds off of the other. One of the things that we always strived for in my program was that the learner got the same messages from us from the time they opened the door in the morning until the time they walked out the door. This takes cooperation, hard work and lots of communication between members of the staff and between director and staff members. It worked very well for us and we felt like learner needs were met and the staff stayed motivated. But, there were 2 important aspects that contributed to the success. 1 was that EFF was our framework- our guide in all we did. Using the standards in the classroom, in our staff meetings, in helping us to make decisions, in deciding what direction the program should go in, we always went back to the EFF framework and program practices of being purposeful, contextual, and constructivist. We soon got rid of parts of our program that were not meaningful to the student so I believe it helped us to be more focused and achieve more meaningful outcomes. Number 2 aspect is that the classroom is the core of what is happening in your program. If the classrooms are not purposeful and contextual and constructivist, then it would be hard to carry that in to the rest of the program activities, but program support is what facilitates teachers being able to teach in that manner. When the programs practice "PCC" it makes it so much easier for the teachers to do it because the thinking- the vision- begins to permeate the whole picture. So, it is very cyclical. I do think a teacher can do EFF in his/her classroom without program support but they would probably want to get support from other areas outside the program. There are teachers who are doing it on their own and doing a marvelous job of using the standards and program practices as much as they can with great results. It's just way more effective with the whole program working together. Joani Allen Othello, Washington ----- Original Message ----- From: "Eileen Eckert" <eileeneckert@hotmail.com> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> Sent: Friday, April 26, 2002 11:16 AM Subject: [NIFL-4EFF:2132] program level support for self-regulation > Joan, > I've had the good fortune to visit your program and observe your class, so > I've seen some of the strategies you use and the results in terms of learner > motivation and engagement. Since I have observed, I'd like to explore a > little more and try to get at the conditions that support self-regulation. > > You said you make connections between student needs/goals and instructional > activities. I've also seen that others in your program--administrators and > support staff--work with teachers and students to help them achieve their > goals. Program support for work activites might include arranging work study > or internships or help finding a job for students and program completers. > Students continue on at the college and stay involved in your program. > Program staff help with finding or arranging child care and transportation, > and set up an after school program for school-age children of students in > which they did great learning activities like creating their own website. > Students are encouraged to set goals not only for themselves but for their > learning community, and to view their families as part of their learning > community that is not separate from their school activities. Students, > teachers, staff, and administrators interact with each other on multiple > levels. Students have power over--and responsibility for-- program > activities and direction, and staff work hard to create opportunities for > them to connect with many larger communities and be leaders. > > So, next question: are the program efforts and activities that foster > student responsibility and self-regulation supplemental to the teacher's > interventions, or are they an integral part of the teacher's success? What > if you were in a program which did not have this intricate web of supportive > activities? I know your efforts are necessary to student self-regulation, > but are they necessary AND sufficient to foster student self-regulation? Or > is the supportive program necessary as well? > > I'd love to hear from others as well. Thanks! > > > >From: "Joan Allen" <joana@cbnn.net> > >Reply-To: nifl-4eff@nifl.gov > >To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> > >Subject: [NIFL-4EFF:2131] Re: learner self-regulation > >Date: Fri, 26 Apr 2002 11:52:02 -0400 (EDT) > > > >In my work as a teacher I have found that the best way to help learners be > >motivated is to help them to see that there is a direct link between what > >they want out of their education and what they are going to learn in this > >class. The whole idea behind "purposeful" teaching is that we begin with > >needs assessment in our classes and continually give our learners the > >oppportunity to reflect on what they are doing and learning - what do I > >want > >to accomplish - what's my need- what knowledge and skills do I need to get > >there- what do I already know how to do- what am I going to do with what > >I'm > >learning? Self- regulation skills, as we all know, can't be forced. The > >roles, common activities and standards are an avenue, a vehicle, tools to > >help the learners get where they want to be. As I applied this in my > >classroom I found that learners who came all the time really grabbed ahold > >and began taking responsibility for their own learning- which was like a > >magnet to those who were on the fringes and they become lots more engaged. > >EFF is in the midst of creating many practical tools for the classroom and > >for programs that will help in this process- like the 10 step Teaching and > >Learning Cycle, which is being developed into a Toolkit. > >----- Original Message ----- > >From: "Eileen Eckert" <eileeneckert@hotmail.com> > >To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> > >Sent: Friday, April 26, 2002 7:59 AM > >Subject: [NIFL-4EFF:2129] learner self-regulation > > > > > > > What strategies do you use to help students build their motivation and > >basic > > > self-regulation skills? By "basic" self-regulation skills I mean making > > > connections between their own behavior and the results in terms of > >learning, > > > like: coming to class on time every session and learning; coming > >prepared > > > with paper, pencil, homeowrk, etc. and learning; doing homework > >assignments > > > and learning; participating in class activities and learning; and > > > communicating positively with other students and the teacher and > >learning. > > > > > > We've probably all had students who seem to think that if they come > >breathe > > > the rarified air of the classroom once in a while they will achieve > >their > > > academic purpose by something like osmosis (and if they don't it must be > >the > > > teacher's fault). Do you use EFF to help them make the connection > >between > > > their own actions and their learning? How? What are the results? > > > > > > Thanks! > > > > > > _________________________________________________________________ > > > Chat with friends online, try MSN Messenger: http://messenger.msn.com > > > > > > > > > > > _________________________________________________________________ > Send and receive Hotmail on your mobile device: http://mobile.msn.com > >
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