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Subject: [NIFL-FOBASICS:37] Re: Update
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Dear Barbara:
In answer to your question, I have used FoB in a few ways in my own teaching:
1) The research has reassured me that I am on the right track--when we kept
thinking of switching to more tutors or larger classes, Allen Quigley's (?)
article on small class size let us know that we were doing the right thing.
2) The research has inspired me to expand out my teaching materials--after I
read about the Edgar Allen Poe lesson, I decided to develop some real literature
lessons. For both low- and high-level students, we used Frankenstein. For the
high-level students we also read short excerpts from Waiting to Exhale, Brave
New World, and 1984. I defined all of the vocabulary words and added many
questions for students to think about as they read. At the end of the term we
rented a video of Frankenstein and had a popcorn & movie night.
3) Tom Valentine's article about understanding statistics has helped me make
sense of the large number of articles that I have read in the last 6 months. I
am now teaching what I have learned about thinking and learning to new and
in-service adult educators (both at Academy of Hope and elsewhere).
Thank you for FoB.
--------------------------------------------------------------------------------
Jennifer Cromley ph: (202) 632-1500 x37
1998-99 Literacy Leader Fellow fax: (202) 632-1512
National Institute for Literacy e-mail: intern1@nifl.gov or
800 Connecticut Ave., Ste. 200 jcromley @aol.com
Washington, DC 20202-7560 web site: www.nifl.gov/activities/fllwname.htm
______________________________ Reply Separator _________________________________
Subject: [NIFL-FOBASICS:35] Update
Author: nifl-fobasics@literacy.nifl.gov at Inet
Date: 3/16/99 7:42 AM
An update for newcomers to the FoBasics list.
List subscribers are introducing themselves and providing a bit of
information about what they hope to get out of being on the list.
Jennifer Cromley, an NIFL intern, posted a set of questions in her
introduction:
I am curious about what y'all see as the role of research for our
work teaching
basic reading/writing/math/computers, etc. to adults. How can
research help us?
What are the limitations of research? Do you want to know more about
the
research that is going on? Do you think it is relevant?
The purpose of Focus on Basics is to help bridge research and
practice, so I'd like to add to her question, does Focus on Basics
help you connect research to your day-to-day work in programs? If so,
how? If not, how could it?
Barbara Garner,
Editor, Focus on Basics
******************************
Barbara Garner phone (617) 482-9485
World Education fax (617) 482-0617
44 Farnsworth Street e-mail bgarner@worlded.org
Boston, MA 02210-1211
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