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 j3EMklG26601; Thu, 14 Apr 2005 18:46:47 -0400 (EDT) Date: Thu, 14 Apr 2005 18:46:47 -0400 (EDT) Message-Id: <BAY103-F137D83EF1102830AF5BD12C5350@phx.gbl> 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: "George demetrion" <gdemetrion@msn.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2961] EFF terms, etc X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 3169 Lines: 65 Andrea, The 1997 report EFF: A Reform Agenda for Adult Literacy and Lifelong Learning (esp. pp. 14-16) is an excellent place to start for the BAR (Broad Area of Responsibilities) and Key Activities stemming from the Role Maps. These terms are also defined in the Glossary along with the Generative Skills, defined as, "Skills or knowledge that are core to the performance of a wide range of tasks found in multiple roles and that are durable over time in face of changes in technology, work process, and societal demands. Generative skills are cross-functional and serve as the foundation for effective adaptation to changes in role requirements" (p. 30). The generative skills ultimately became incorporated into the Content Standards in which their core definition is preserved. If you go to the EFF link on NIFL a lot of the core pieces of the EFF framework can be found. Juliet Merrifield's EFF Report: Building the Framework, 1993-1997 provides additional information, especially on the generative skills, and knowledge domains. EFF Content Standards: What Adults Need to Know and Be Able to Do in the 21st Century is the best source for information on the Content Standards and the Common Activities. Check out the NIFL- EFF archives, too, for additional information. If you don't have much background with EFF, there's a lot there, which it might be better to take in small doses. On EFF, think of a holograph in which each part, at least in theory, has a place in a comprehensive system. Then realize, too, that every part of the framework has heuristic value** in opening up learning even though there is nothing in principle to require EFF to establish an effective learning dynamic with students. It's key pedagogical value is its capacity to stimulate learning and to direct it in certain channels linked to what students want to accomplish in a manner that might not necessarily be self-evident through more "naturalistic" approaches to teaching. In any event only a small portion of the EFF frame is drawn upon in any learning situation. Thus, there is that certain tension between EFF as an elegant theory, and it is elegant in the best sense of the word, and its practical utility in any given situation, which might only call for the utilization of a singular aspect of the framework to stimulate what might be referred to as the learning that matters to a given student at a given time For some definitions and applications of the term, "heuristics," check out this link: http://www.google.com/search?hl=en&lr=&oi=defmore&q=define:HEURISTICS George ----- Original Message ----- From: AWilder106@aol.com Sent: Thursday, April 14, 2005 9:11 AM To: Multiple recipients of list Subject: [NIFL-4EFF:2957] Re: Conflicting Paradigms in Adult Literacy Education Meta, George, anyone who is EFF savvy: I would appreciate some discussion around EFF, the BAR, KA, Generative Skills, Knowledge Domains, and Standards. I can't even begin to visualize these things and how they relate to each other. I am really interested in a deep understanding of EFF. Please help me along, here. Thanks, Andrea
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