Hi,
As I was thinking about how to train tutors to do this, I thought one  
of the best ways would be to guide them through the same experience.   
I used to ask tutors to write about a learning experience and we  
would identify what helped and what hindered that person's learning.   
I can see expanding this in the way that Esther talks about below.  I  
think it also would be useful to offer our ELL students, who speak  
Spanish, a chance to write about this in their native language.

Has anyone tried to use this process when working in the student's  
native language?

Valley

On Jul 22, 2006, at 9:01 AM, e.b.shupe wrote:


> Hi Everyone,

> Since we generally identify learning and growth in terms of change,  

> the learner biography process through discussion, and writing, help  

> learners to gain more insight into behavior patterns that have kept  

> them from moving forward as well as the freedom to bring about  

> change and growth. For example, if in the process you discover that  

> early experiences in learning spurned exploration or investigation,  

> the result would be a learner identity that would be reticent to  

> reach out and ask questions. I might add that not all experiences  

> that learners recall are from formal learning but informal  

> experiences as well. Consequently many ABE learners come to classes  

> with a distorted image of themselves as learners. They carry with  

> them past experiences and knowledge from those experiences that  

> keep them from active participation in their own learning as well  

> as the power to contribute to other ways of knowing. And so the  

> result for many learners is lack of persistence. Many commun! ity  

> colleges have in place a "student success seminar" that highlights  

> ways in which "at risk" students can learn about successful  

> learning behavior patterns. This is only part of what is needed for  

> many learners. THe approach needs to be centered around the learner  

> and his/her experiences and ways in which learners can themselves  

> "re-story" or reframe those experiences to reflect a more positive  

> change in future learning. They key is in the restorying of the  

> experiences. Instead of coming away feeling inadequate or  

> deficient, we come away with a larger understanding of covert  

> forces that help shape our identities.

> I would be interested to hear what others think. thanks, Esther

>

>

>

>

>

>

>

>

>

> ---------[ Received Mail Content ]----------

>

> Subject : [FocusOnBasics 443] Learner biography process

>

> Date : Fri, 21 Jul 2006 10:28:26 -0400

>

> From : "Julie McKinney"

>

> To :

>

>

>

> Has anyone else out there used the kind of learner biography process

>

> that Esther describes as a way to explore past learning experiences?

>

>

>

> Valley talked of training tutors to use this approach...has anyone  

> done

>

> a training in this approach?

>

>

>

> Esther and all, after the writing, how do you process the past

>

> experiences to connect them to the here-and-now? How does the past  

> guide

>

> the learner's present and future learning experience?

>

>

>

> Julie

>

>

>

> ***********************************

>

> I'm sorry for such a delayed reply to Valley's email but my email  

> set-up

>

> changed and there was a delay in the postings to me. In answer to your

>

> question about "reflection questions" used in the process. THe learner

>

> biography process starts in group format (orally) with discussion  

> about

>

> early learning experiences. THe exchange is quite open ended with

>

> freedom to talk about both formal and informal types of learning

>

> experiences. It then moves into a more formal stage of the process,

>

> which is the writing part. Once the group (inclusive of the  

> learner) has

>

> identified one or more pervasive theme/s the learner can begin to  

> write

>

> his/her story as it relates to theme identified. It is in the writing

>

> that the learner gains both the awareness and distance to see the ways

>

> in which his/her identity as a learner had been shaped by those

>

> experiences. I may or may not have answered your question directly but

>

> you can find more information about this process in "learning from our

>

> live! s" by Pierre Dominice. If you do decide to facilitate this

>

> process, I would love to hear more about your experiences, and I would

>

> be happy to share more with you off-line.

>

> thanks,

>

> Esther

>

> Julie McKinney

>

> Discussion List Moderator

>

> World Education/NCSALL

>

> jmckinney at worlded.org

>

>

>

> >>> e.b.shupe at lycos.com 07/19/06 9:24 AM >>>

>

>

>

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>

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>

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Valley Peters
Director of Adult Services
valleypeters at tetonliteracy.org
307.733.9242

Teton Literacy Program provides literacy education and resources to  
open doors for individuals and families to achieve their personal,  
professional, and academic goals, as contributing members of our  
community.




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