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 g61JeDX04350; Mon, 1 Jul 2002 15:40:13 -0400 (EDT)
Date: Mon, 1 Jul 2002 15:40:13 -0400 (EDT)
Message-Id: <sd2076a9.048@mail.jsi.com>
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: "Andy Nash" <andy_nash@jsi.com>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:2192] cross-post from NIFL-ESL list
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Mailer: Novell GroupWise Internet Agent 5.5.5.1
Status: O
Content-Length: 2988
Lines: 55
Hi all,
Here's the message I posted in response to last week's query about EFF
on the ESOL list. As I wrote it, I had the feeling that others might
respond differently . . . .
Last week Maria Spelleri wrote:
<Does anyone know of materials suggestions to teach the Equipped for
the Future framework? I'd like to implement using EFF frameworks for
goal setting and want to tie that in with suggestions for tutors as far
as materials go. Some of the EFF objectives are fairly abstract, such as
"Work within the Big Picture" and "Develop Sense of Self". How can I
help volunteer tutors interpret these, identify teaching objectives and
create lessons? Anyone doing this? >
I think Maria has raised some large questions about using EFF's Common
Activities to guide instruction. For those who are less familiar with
EFF, the Common Activities (CAs) describe adult activities that are not
particular to any one role, but that are important nonetheless. Teachers
and students often use them to articulate the focus of their work. For
example, a family literacy class that is writing a book of home country
folktales as a way for their kids to learn about their homelands might
identify the "Develop and Express a Sense of Self" CA as the
overarching purpose/context for their project. If their primary interest
were something else - let's say, to "Keep Pace with Change" (another CA)
by learning to produce this book on the computer - then their folktales
project might focus more time on technology and less on identity. The
Common Activities help us be clear about the focus of the lessons so
that we can teach the knowledge and skills most pertinent to that
purpose.
Some programs keep a file on each of the Common Activities and every
time they develop an interesting activity or find useful readings
related to that CA, they put it in the folder for future reference. For
example, the folder for "Manage Resources" might include: an article
about the sophisticated budgeting skills of single parents who need to
stretch a dime; some math activities on budgeting; a student writing
about the different cultural approaches to "time" and its "management;"
notes on a student/staff discussion about program budget cuts and their
brainstorm about how, as a community, they could conserve resources;
etc.
In terms of your last question, ("How can I help volunteer tutors
interpret these [CAs], identify teaching objectives and create
lessons?"), I think we continue to start by responding to the struggles
our students are having in English or with U.S. cultures/systems,
together figure out what they want to learn and do, use the CAs to help
clarify the primary focus, and then move ahead with lessons that deepen
students' understanding of the U.S. context and build skills that will
expand their options for action. I don't use the CAs as starting points
for lessons or teaching objectives.
Andy Nash
New England Literacy Resource Center/World Education
EFF staff
anash@worlded.org
This archive was generated by hypermail 2b30 : Fri Jan 17 2003 - 14:45:29 EST