Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hBBCnum04291; Thu, 11 Dec 2003 07:49:57 -0500 (EST) Date: Thu, 11 Dec 2003 07:49:57 -0500 (EST) Message-Id: <20031211.074726.6382.0.socrates555@juno.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "George E. Demetrion" <socrates555@juno.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:882] Teaching to the test & more X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Juno 1.49 Status: O Content-Length: 3859 Lines: 80 Richard, I'm wondering what you thought of Nixon's two suggestions. Based upon your goals, they seem eminently practical. Well, let's say 10 rather than 20 questions. If your students find this useful and it is meeting the needs for which they are coming to the program, I see nothing wrong with a sharply-focused emphasis. Even still, this may not require an either/or solution. Conceivably, there would be value in drawing on some of what Jackie Taylor suggested in terms of establishing lessons that contextualize the needed skills in interesting short scenarios or problems. We have a basic literacy group in which the tutor spends perhaps 45 minutes going over various "decontextual" grammar exercises and word lists, and the rest of the time (over an hour) on reading interesting articles from The New for You, or biographies, or other stimulating texts. Students enjoy both approaches. In both, there is a strong focus on the content of the material as well as in engaging students in the learning process in building on areas where students are strong, effective scaffolding. The tutor is highly interactive in her approach. She is knowledgeable about and appreciative of content, and very supportive and respectful of the ways in which the students are effectively learning while noting problem areas and addressing them. In terms of material selection, our program is primarily tutor-centered. In terms of the learning process, it is very student-centered. Also, in terms of the instructional materials (for our community-based small group tutoring program), we have a wide selection . Our materials collection includes all the major areas of interest, and the tutors, generally, put a decent amount of thought in their selection, thinking through, what they seek to accomplish through the materials in stimulating interesting and relevant learning. In addition, many of our tutors adapt or modify the materials as part of their effort of thinking through what they seek to accomplish in their sessions. Much of these materials have, or stimulate questions on a variety of levels, and discussion is a critical part of our small group tutoring program. In short, if at all possible, I would recommend a balanced, integrative approach, while keeping in mind and focused on what students want and what the goals of the program are. For us, reading, in itself, is a central goal, which has literal and symbolic dimensions in terms of its meaning for students. Beyond what's up front, my sense of what results in quality instruction is tapping into that symbolic zone of meaning that can be expressed both in very didactic lessons about vocabulary or grammar as well as in what might be viewed as broader-based contextual learning. That is, it is not the thing that is immediately in front of us, but what it signifies,.and in relating the thing (say, the materials or content at hand), to that which it may mean, which in itself requires a discovery process. That's at least what I'm thinking. Others? George Demetrion (Snippit) On Wed, 10 Dec 2003 10:52:21 -0500 (EST) "Nixon S. Griffis" <ngriffis@bellsouth.net> writes: >Welcome to the wonderful world of education Mr. Boone. Teaching to the >test >is more and more part of the curriculum by necessity for many >teachers. > >Suggestion 1. Duplicate each question couching that question in >different forms. Make twenty examples of such a question. Then drill your >students over and over again until each student is capable of answering that >question. >Suggestion 2. Go through the TABE test and pick out keywords and >words that are at a level that indicates to you that your students need to see >their definitions. Teach those words to your students. It will amaze you how >easily you can spot these words after working with your students for a >bit of time.
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