I can't do very much about global warming, nor any energy crisis that
may exist nor can I control the population. What I can do as an educator
is teach my students how to work towards stemming global warming in
their own environments; conserve energy and weather proof their homes,
save gas etc.,- and can counsel my younger and sometimes older students
that having more children than you can afford to take care of or want is
not the wisest course of action .

Teaching our students isn't always about teaching textbook material -
it's about helping to create a competent global citizenry. IT goes
beyond a book or test and into the day to day survival needs.

I think a bigger challenge we face as a country is educating the
population. Education is more than tests and there are many, many people
around the country that would argue we're no longer teaching students to
think independantly for themselves but we are teaching them how to pass
various multiple choice tests - whether it's the EOG, CASAS, TABE, GED
etc. yet we're not giving students the skills he/she needs to be able to
think creatively nor intuitively.  I heard a quote recently - "If you do
the same thing, the same way, all the time, you'll always get the same
results." The challenge is realizing that doing things the same way
doesn't always produce positive results.

Perhaps if we worked really hard on addressing the challenge of
education, the challenges of global warming, energy and population might
be met and overcome by the students we've yet to meet. Perhaps many of
the issues we face in the world would be, could be addressed by having
an educated and intelligent population that's open minded enough to see
outside their own small sphere of influence.

Just a thought.

Katrina


================
  David,

Anyone else on  this list--

I feel more and more lately as though I am sunning myself on the 
Titanic.  We have 3 big challenges as a country, and as a member of the

world community of nations:

1)	global warming
2)	energy
3)	population

All of these three  issues have the capacity to sink us as a global 
village.  People have talked about these issues as though they would 
happen in some following generation, but they happen now, are happening

now.  One of those Greenland glaciers that is breaking off into 
icebergs could very well  sink our ship.

This may seem an odd place to bring this up,  but "assessment" is what

we should be doing in relation to these three crises, and ANY 
curriculum we propose or support.

I suppose there is the "hope" that bird flu and HIV/AIDS will decimate

enough populations  so everyone else will survive.  The Black Death 
took 1/3 of the population of Europe, after all, but that seems a 
chancy way of thinking.

If enough Greenland ice melts, then the Gulf Stream won't go as far 
north, will turn around and head south sooner, and northern 
Europe/Russia, start experiencing very cold weather, this makes 
northern living conditions difficult.  This probably happened this  
winter, earth science people have noted a slowing down of the GS.  Our

weather is controlled by ribbon-like ocean currents that link the 
oceans in a conveyor belt.

If you want more info, troll the web.

Andrea



On Mar 15, 2006, at 4:17 PM, Andrea Wilder wrote:


> David,

>

> Another thought:  the text and module writing--how about getting

some

> really well-known people to do some lessons?  With web help

provided?

>

> In looking at texts, it is often the person who writes the text who

> interests me....

>

> Andrea

>

> On Mar 15, 2006, at 1:09 PM, David Rosen wrote:

>

>> Howard,

>>

>> Thanks for your thoughtful comments.  See my replies below.  I hope

>> others will join in this discussion, too, from the Assessment list

>> and from the Content Standards list.

>>

>> David J. Rosen

>> djrosen at comcast.net 

>>

>> On Mar 15, 2006, at 10:44 AM, Howard L. Dooley, Jr. wrote:

>>

>>> I think David has a good, basic overall plan here.  I wouldn't say



>>> the

>>> plan is top-down either.  I think it recognizes that there is push

>>> today

>>> to be able to look at success across states and throughout the

>>> country,

>>> and for that we need a way to connect our local efforts into a

>>> national

>>> system.  Think globally; act locally -- as always the best

politics

>>> and

>>> the best basis for a system of adult ed.  But my sense is that,

right

>>> now, funders are in favor of such a national system, but most

>>> practitioners are not.

>>

>> I wish that funders _were_ in favor of this.  The largest adult

>> education funder, the U.S. Department of Education, is reluctant to

>> establish a set of national curriculum standards.  I am not sure

why,

>> but guess that it is because a long-standing tradition that

>> curriculum standards  in American Education are in the control of

>> local school committees and state boards of education.  The closest

>> the USDOE has come to this is funding the development of a

>> "warehouse" of state curriculum standards,

>> [ http://www.adultedcontentstandards.org/Source/GetStandard.asp ]

and

>> (through the National Institute for Literacy) supporting the

>> development -- but not the endorsement as national curriculum

>> standards - of Equipped for the Future. (I am not sure I have that

>> exactly right so if someone has better information, please let us

>> know.) The problem, as many people have said, is not that we lack

>> standards in the U.S., but that we have too many competing sets of

>> standards.  We lack a set of national standards that everyone uses.

>>

>>> Because, really, the benefits of such a system

>>> are largely for the funders, policy makers, and big-picture

people;

>>> for

>>> the instructor and learner in the classroom, what is the impact of



>>> it?

>>> How does it matter that what I need to learn and am mastering to

get 

>>> a

>>> job in RI is also what someone needs to learn and master to enter

a

>>> community college in AL?  It may be interesting, but what does it

>>> matter?

>>

>> I agree that a system such as I propose would benefit funders.

>> However, it would also benefit teachers and learners.  A lot of

>> curriculum -- often very good curriculum -- is developed in

programs

>> and states across the country.  But much of it is not published,

and

>> if it is, is not easily accessed.  It is possible to find some good

>> curriculum through NIFL LINCS, and in other places on the Web, for

>> example, but this takes time, a lot of time.  Teachers don't have

>> much time to search for curriculum.  It would be of great interest

to

>> most teachers if high quality curriculum --ready to download and

use

>> -- and adapt to local needs -- in class tomorrow could _easily be  

>> found_.

>>

>> Let me give you an example.  As I understand it (folks from Arizona

>> correct me if I got this wrong) Arizona has a set of state ESOL

>> standards that are widely used, and respected by ESOL teachers

>> there.  A couple of ESOL teachers at Pima County Community College

>> decided that they were useful as far as they went, but they wanted

to

>> have good web-based instruction linked to those standards.  So they

>> spent hours and hours finding -- and linking -- instruction on a

Web

>> page that they call The Splendid ESOL Web [ http://cc.pima.edu/ 

>> ~slundquist/index.htm ] When I was doing workshops in Arizona a

>> couple of years ago, ESOL teachers popped up from across the state

to

>> tell me about The Splendid ESOL Web and how useful it is to them.

>> This is instructional for us all: a set of standards developed by

and

>> respected by teachers, a set of online instructional resources

found

>> and organized/linked by ESOL Teachers, and widely used by other

ESOL

>> teachers.  This sounds like a model to emulate in national

curriculum

>> development.

>>

>> Take this a step further.  Suppose we had an agreed-upon format for

>> developing instructional resources, nothing fancy, one that most

>> teachers found easy to understand, easy to use, and that was linked

>> to national standards.  Suppose further that the format referenced

>> national curriculum standards, that every lesson or module or

>> learning object built by a teacher referenced a national curriculum

>> standard.  Then suppose the modules teachers developed were peer-

>> reviewed and those that were approved were stored in an easily-

>> accessible Web-based instructional lesson/module/learning objects

>> database where other teachers could access them by standard, topic,

>> level, etc.  Some of the elements of what I have described are in

>> place. For example, the Lesson Plan Builder, developed by OTAN in

>> California

>> [ http://www.lessonplanbuilder.org/lessons/ ], has a practical

format

>> for creating lesson plans online, and links them to California (and

>> nationally used) standards.  OTAN  plans to store these lessons in

an

>> accessible database. When that's done, the teacher's chore of

finding

>> good lesson plans will be easier. Also, I very much like that these

>> are lesson plans created "bottom up" by teachers (or perhaps even

by

>> teachers and their students together.)

>>

>>> I also think that many of the standards, curriculum and assessment

>>> pieces already exist.  If one has the time -- and right now it

takes

>>> time, believe me -- to peruse and ferret the web, you can find a

>>> wealth

>>> of excellent curricula that is the start of a "comprehensive,

>>> modularized [curriculum], available in generic as well as

>>> work-contextualized units, in English".

>>

>> Yes, much of it is there -- and it's hard to find.  Some of it is

not

>> there, however.  Try to find work-contextualized online lessons

which

>> students can access directly (not teacher lesson plans but student

>> lessons online.) I have been searching high and low for these -- in

>> health care work -- but haven't found much.  Yet, given the good

jobs

>> going begging in health care in New England -- and elsewhere --

>> wouldn't it be useful if health care workers could do some of their

>> basic skills learning online and if the instruction were

>> contextualized or embedded in health care work?

>>

>>> Much of it "available in free

>>> online in units that teachers could download and use in their

>>> classrooms, that tutors could use with their one-one-one or 

>>> smallgroup

>>> instruction".  We use several items for our EL Civics, ESL

>>> listening and

>>> ABE math curriculua that are from the web.  The weakest link for us



>>> is

>>> "material in self-instructional formats that adult learners can

use

>>> directly online."

>>

>> Yes, that is the weakest link.

>>

>>> There's a lot of print stuff that's been transferred

>>> to the web, put it's not exciting or constructivist enough to

engage

>>> self-directed learners, unless they are high level readers and

highly

>>> self-motivated.

>>

>> Right you are.

>>

>>> So, I think we could get there more quickly than we might think,

but

>>> only if most of us really want to get there at all.

>>

>> Your state, Rhode Island, the first wireless Internet access state,

>> border-to-border, would be a perfect "testbed" for a system such as

I

>> am proposing.  I think if teachers and tutors understood how useful

>> this could be they would clamor for it.  Maybe you could get

teachers

>> in Rhode Island to think about this.

>>

>>>  From a sincere, big-picture kind-of-guy,

>>> Howard D.

>>

>>

>>>

>>>

>>>

>>>

>>>

>>>

>>>

>>> David Rosen wrote:

>>>

>>>> Assessment Colleagues,

>>>>

>>>> Marie wrote:

>>>>

>>>>

>>>>> What do we need?  National standards?  Is that the most

important

>>>>> thing that will help combat these issues?

>>>>>

>>>>> A different way to capture learning?  What would that look like?

>>>>> Remember that the needs of the funder and public are quite

>>>>> different than the needs of the teacher and student * and both

are

>>>>> legitimate needs.

>>>>>

>>>>> What are your thoughts on these issues?

>>>>>

>>>>>

>>>>

>>>> Ignore for the moment the current political political realities,

and

>>>> consider just the merits and faults, not the practicalities, of

what

>>>> I propose, a national System of Adult Education and Literacy

which

>>>> has three aligned components: National Curriculum Standards,

(Free)

>>>> National Curricula, and Standardized Assessments.  Such a system

>>>> could have other components, but for now, I suggest we look at

these

>>>> three.

>>>>

>>>> 1. Sets of national curriculum standards for: a) adult

ESL/ESOL/ELL,

>>>> b) ABE (including adult basic education) c) ASE (adult secondary

>>>> education/GED/EDP/ADP) and d) Transition to College programs ,

>>>> developed through a process which is widely respected by the

field.

>>>> (Some would argue that we already have that in Equipped for the

>>>> Future.)

>>>>

>>>> 2. National curricula developed based on those standards and

>>>> available for states to adopt (or adapt) as they choose.  The

>>>> curricula need to be comprehensive, modularized, available in 

>>>> generic

>>>> as well as work-contextualized units, in English but also

bilingual

>>>> in Spanish and possibly other languages.  It needs to be

available

>>>> free online in units that teachers could download and use in

their

>>>> classrooms, that tutors could use with their one-one-one or small

>>>> group instruction, and in self-instructional formats that adult

>>>> learners could use directly online.  (Yes I know how big a task

all

>>>> this is.)

>>>>

>>>> 3. Standardized assessments developed against the national 

>>>> curriculum

>>>> standards (tests, but also performance-based, direct assessments)

>>>> which have a high degree of validity for measuring the national

>>>> standards.

>>>>

>>>> Some might think that what I propose is too top-down.  I would

argue

>>>> that it could be very bottom-up if the field -- and adult learner

>>>> leaders -- are/have been/will be well-represented in setting the

>>>> standards, and if the modules can be be selected to meet specific

>>>> learner goals and contexts as well as to the standards.  A

national

>>>> curriculum could be made up of a database of thousands of units

of

>>>> instruction (modules, learning objects) which could be very

easily

>>>> found and in minutes organized/reorganized to fit learners' goals



>>>> and

>>>> contexts.  An adult learner or a group who need to improve their

>>>> reading skills and who are interested in the context of parenting

>>>> could easily access standards-based modules on parenting issues

with

>>>> reading materials at the right level(s).  A teacher whose

students

>>>> worked in health care and who needed to improve their math skills

>>>> could quickly find and download materials/lessons for using

numeracy

>>>> in health care settings. A student who wanted to learn online and



>>>> who

>>>> wanted a job in environmental cleanup work could access

standards-

>>>> based basic skills/occupational education lessons in this area,

>>>> accompanied by an online career coach and and online tutor. 

These

>>>> examples just hint at the complexity and sophistication of what I

>>>> propose, and will have some shaking their heads at the cost. 

But,

>>>> consider that if this is a national curriculum, the costs of

>>>> developing such modules have the benefits of scale, that those

>>>> curricula could be widely used -- and freely available.  (Sorry

>>>> publishers, this could eat into your profits.)

>>>>

>>>> There is more, but I'll stop with this.

>>>>

>>>> Okay, let the questions and brickbats fly.

>>>>

>>>> David J. Rosen

>>>> djrosen at comcast.net 

>>>>

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>>>>

>>>>

>>>>

>>>

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>>

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