Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j6GM9QG29497; Sat, 16 Jul 2005 18:09:26 -0400 (EDT) Date: Sat, 16 Jul 2005 18:09:26 -0400 (EDT) Message-Id: <87629E78-9BDE-40E7-AF0F-E807398D0B2D@comcast.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: David Rosen <djrosen@comcast.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10998] Re: Lesson Planning for a "model" ESL X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Apple Mail (2.730) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Status: O Content-Length: 6739 Lines: 232 Hi Elsa, Some might argue that using a lesson plan format itself is mechanistic, prescriptive, imposed and top down. I have certainly seen examples where K-12 school systems, in an effort to standardize, have driven out creativity and quality, diminished teacher control, and ended up with well-organized mediocrity or worse. So I would extend your caution to _all_ top-down processed which require standard formats for lesson planning. However, in the control of teachers who are trying to share and integrate what they do across a team, a format is often useful, especially one which allows creativity and is not a slave to a particular teaching or assessment approach. I wanted to test this one out (before recommending it to a group of teachers last week) and developed a sample lesson for adult learners at a secondary level who were interested in getting career information and also who needed to improve their report writing skills. I decided to target it for a population of urban young adults, men and women, ages 16-20, who had left school without graduating. I also decided that it should make good use of information, research capabilities and collaborative writing opportunities offered by the Internet. Finally, I wondered if this format would be helpful to me in designing a (writing) portfolio based assessment process using rubrics, one in which students could collaboratively critique each others' writing in teams. I didn't find the format constraining in any way. When I presented the format and the lesson plan I had designed to a group of teachers a couple of days ago, they saw many possibilities for it, and found the lesson plan itself intriguing. So I would conclude that a tool like this could, in the hands of a large top-down, system which was interested in primarily in organization and accountability (and not the quality of what teachers and students do in the classroom) could be a problem. In the hands of teachers working together, however, who choose to use it, a format like this can be very helpful. All the best, David djrosen@comcast.net On Jul 16, 2005, at 4:16 PM, Elsa Auerbach wrote: > Please note that there is a great deal of controversy about Madeline > Hunter's approach which many practitioners (K-12) find prescriptive > and > mechanistic; it has been imposed in a top-down way in school > systems and is > seen as controlling, stifling of teacher creativity, disrespectful to > teachers' professionalism, etc. > > Googling Madeline Hunter would probably turn up some of these > critiques > (although I have to admit I haven't done this). > > Elsa Auerbach > > On 7/16/05 10:54 PM, "sandra fugate" <aviasan2@yahoo.com> wrote: > > >> Thanks David. This is a very helpful site. I >> especially like the extensive 'measurable verbs' list >> that have been categorized. >> >> I am somewhat familiar with the work of Madeline >> Hunter who is referenced in the OTAN site. >> >> Are you familiar with Dr. Bob Kizlik's site, Adprima, >> at http://www.adprima.com/? >> >> I have also found the book "Learning Teaching" by Jim >> Scrivener very useful. Additionally, CAELA has good >> ideas for planning lessons in their Toolkit. >> >> Again, thanks for this great site. >> >> Sandra >> >> >> >> --- David Rosen <djrosen@comcast.net> wrote: >> >> >>> Hello Sandra and others who have this question: >>> "What do you consider >>> to be the 'model' ESL-specific lesson plan format?" >>> >>> A new -- and possibly very useful -- tool which >>> addresses the need >>> you have described is Lesson Plan Builder >>> >>> >>> >>> >> http://www.adultedlessons.org/login.cfm?fuseaction=login >> >>> >>> It's a free, online template where a teacher can >>> create lesson plans >>> and save them. The lesson plans can be done a >>> piece at a time, >>> saving (and returning to) the parts that are done. >>> They follow a >>> tried-and-true format (Madeline Hunter/WIPPIE). They >>> have adult >>> education (including ESL/ESOL) competencies >>> referenced within it >>> (such as CASAS, and SCANS, with others to be added ) >>> and it >>> conveniently links with a (free) online rubrics >>> builder. The >>> completed lesson plans can be saved to one's own >>> computer (or a >>> program's server for all teachers there to use) and, >>> within a few >>> months or, so they will be able to be saved to a >>> user-accessible, >>> searchable online database of lesson plans. This >>> has been developed >>> (and will be improved) by OTAN in California. I saw >>> it demonstrated >>> at COABE this year, and think it is potentially very >>> useful to adult >>> ESL/ESOL teachers and others. >>> >>> What do you - and others here -- think of it? >>> >>> David J. Rosen >>> >>> >>> On Jul 16, 2005, at 11:33 AM, sandra fugate wrote: >>> >>> >>>> While we are on the subject of "Model ESL >>>> >>> Programs", I >>> >>>> would like to ask a question. What do you >>>> >>> consider to >>> >>>> be the 'model' ESL-specific lesson plan format? >>>> >>> We >>> >>>> are trying to create a 'formal' lesson plan >>>> >>> template >>> >>>> that is ESOL-specific. We have researched a >>>> >>> number of >>> >>>> resources and have found that the components for >>>> >>> the >>> >>>> 'recommended' ESOL-specific lesson plan are pretty >>>> much the same with the exception of the titles of >>>> >>> the >>> >>>> components. Even when the title varies (such as >>>> learner activities vs practice) the definition is >>>> basically the same. >>>> >>>> We have many ESOL practitioners who are 1) >>>> >>> part-time, >>> >>>> 2) have no language acquisition teaching >>>> >>> experience or >>> >>>> related educational background and 3) some who >>>> >>> may >>> >>>> not even hold a k12 teaching license that would >>>> indicate they have had training in teaching >>>> methods/lesson planning. >>>> >>>> For these reasons, we want to provide training in >>>> lesson planning and ESOL-specific teaching >>>> >>> strategies. >>> >>>> Of course, we know that they will not create a >>>> >>> formal >>> >>>> plan before each class, but we want them to at >>>> >>> least >>> >>>> know how to do so and understand the principals >>>> >>> that >>> >>>> support each component of an ESOL-specific lesson >>>> plan. >>>> >>>> In an effort to create a lesson plan that conforms >>>> >>> to >>> >>>> recognized ESL specifications, we would greatly >>>> appreciate your feedback. >>>> >>>> Thank you, >>>> >>>> Sandra Fugate >>>> ESOL Coordinator >>>> >>>> >>> >>> >> >> >> __________________________________________________ >> Do You Yahoo!? >> Tired of spam? Yahoo! Mail has the best spam protection around >> http://mail.yahoo.com >> >> > >
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:49:16 EST