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 g0SICVn22353; Mon, 28 Jan 2002 13:12:31 -0500 (EST) Date: Mon, 28 Jan 2002 13:12:31 -0500 (EST) Message-Id: <A55B7FE71F45D311A3FF005004823380E9EF0E@exch.windham.k12.me.us> 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: Ann Marie Barter <abarter@windham.k12.me.us> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2004] Re: Following up on the five Why's X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 5423 Lines: 128 Hi - This is Ann Marie Barter from Windham Adult Education, Windham, ME and I have enjoyed this thread of dialogue these last couple weeks. I have been particularly intrigued with this 5 Why activity and appreciate having the explicit outline for giving it a try. I do all the intake for our (small) program and one of the questions I ask when a student says they want to get their GED is this... "How will your life be different once you have your GED?" I've never had a student unable to answer it and like the 5 why sequence, it gets to the heart of the learner and also leads in very nicely to both the role maps and/or the skills wheel to start the goal-setting process, which tends to happen more in the learning environment than the intake meeting in our program. -----Original Message----- From: j ransone [mailto:jransone2@jcplin.org] Sent: Sunday, January 27, 2002 2:46 PM To: Multiple recipients of list Subject: [NIFL-4EFF:1996] Re: Following up on the five Why's This message is in MIME format. Since your mail reader does not understand this format, some or all of this message may not be legible. ------_=_NextPart_001_01C1A76A.A9C1D8F0 Content-Type: text/plain Hi everyone, I had never heard of the five why's, but as I reflect on the goal setting work I do with students I see that it could take at least five why's to get to the level where goals are purposeful. I suspect that after answering why five times students (and instructors) can easily identify which of the four purposes identified by EFF have brought them to adult education. Is goal setting finished at this point? I'd like to suggest that the next question could be, with EFF Skills Wheel in hand, "What skills are necessary to achieve that goal?" Then, "Why do you feel that skill will be necessary?" Now that student is really in the thick of what he needs to know and be able to do in order to reach his goals. In addition, you are delving into that student's existing knowledge. You can now begin to build on that knowledge. I'm wondering how this would look in a GED classroom setting. How do (or could) you use the EFF framework and/or tools to help a student meet their goals while learning GED content? Jenny Jenny Ransone NIFL-4EFF Discussion List Moderator jransone2@jcplin.org ------_=_NextPart_001_01C1A76A.A9C1D8F0 Content-Type: text/html <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META HTTP-EQUIV="Content-Type" CONTENT="text/html; charset=us-ascii"> <TITLE>Message</TITLE> <META content="MSHTML 5.50.4611.1300" name=GENERATOR></HEAD> <BODY> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2>Hi everyone,</FONT></SPAN></DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2></FONT></SPAN> </DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2>I had never heard of the five why's, but as I reflect on the goal setting work I do with students I see that it could take at least five why's to get to the level where goals are purposeful. I suspect that after answering why five times students (and instructors) can easily identify which of the four purposes identified by EFF have brought them to adult education. Is goal setting finished at this point?</FONT></SPAN></DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2></FONT></SPAN> </DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2>I'd like to suggest that the next question could be, with EFF Skills W</FONT></SPAN><SPAN class=090165216-27012002><FONT face=Arial size=2>heel in hand, "What skills are necessary to achieve that goal?" Then, "Why do you feel that skill will be necessary?"</FONT> <FONT face=Arial size=2>Now that student is really in the thick of <EM>what he needs to know and be able to do in order to reach his goals. </EM>In addition, you are delving into that studen</FONT></SPAN><SPAN class=090165216-27012002><FONT face=Arial size=2>t's existing knowledge. You can now begin to build on that knowledge.</FONT></SPAN></DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2></FONT></SPAN> </DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2>I'm wondering how this would look in a GED classroom setting. How do (or could) you use the EFF framework and/or tools to help a student meet their goals while learning GED content?</FONT></SPAN></DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2></FONT></SPAN> </DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2>Jenny</FONT></SPAN></DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2></FONT></SPAN> </DIV> <DIV><SPAN class=090165216-27012002><!-- Converted from text/plain format --> <P><FONT size=2>Jenny Ransone<BR>NIFL-4EFF Discussion List Moderator<BR>jransone2@jcplin.org </FONT></P></SPAN></DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2></FONT></SPAN> </DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2></FONT></SPAN> </DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial size=2></FONT></SPAN> </DIV> <DIV><SPAN class=090165216-27012002><FONT face=Arial color=#0000ff size=2></FONT></SPAN> </DIV> <DIV><FONT face=Arial size=2></FONT></DIV></BODY></HTML> ------_=_NextPart_001_01C1A76A.A9C1D8F0--
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