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 j3FFvQG19733; Fri, 15 Apr 2005 11:57:26 -0400 (EDT) Date: Fri, 15 Apr 2005 11:57:26 -0400 (EDT) Message-Id: <s25fabfa.028@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@worlded.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2964] Re: Shared Priorities X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 8100 Lines: 230 Hi Amy, I think of the shared priority a little differently in that I include that idea of a "teachable moment," where something compelling captures the attention of the class (which is what the "using catalyst materials" tool is the toolkit is about). I see that a shared priority can also be identified by looking for overlaps in students' individual goals, but Step 2 is really the only opportunity for community issues, current events - lots of things that are important to adults but which will never get named as adults' individual goals - to find space in the classroom. It is up to the teacher to make and help students see the connection between that lesson and their own goals. I don't think that the topic, itself, needs to capture the individual goals adults set in Step 1. And I'm wondering if maybe the reason teachers are struggling is that they think that the shared priority needs to be a practical, functional activity that synthesizes the needs of the various individuals in the class. This can be difficult and sometimes result in a "least common denominator" topic of focus. I would suggest that teachers look for "common ground" in many places - not just the set of individual goals that folks walked in the door with. I also agree with Carolyn Beiers (message of 4/6/05) that in order to find those teachable moments you need the kind of relationships and classroom practices that allow people to comfortably share what's on their minds right now (having to pay new school fees to offset school budget cuts, for example) and have ways to turn those concerns into lessons that build the skills that will transfer to their individual goals. The toolkit is a good place to find examples of teachers doing just that. Andy Nash NELRC anash@worlded.org >>> atrawick@charter.net 04/15 11:19 AM >>> Thank you to all those who have responded both on-list and off-list to my query re: shared priorities. I have been on the road a lot lately and haven't had a chance to respond substantively but would like to get a summary out soon. I do want to respond now, though, to a message I received off-line asking for more information about how I was viewing shared priorities, what I thought was meant by a "shared goal," and what problems, specifically, teachers expressed having in finding shared priorities. Let me first say that I see finding a shared priority as at a two-part process. The first involves finding a meaningful topic; the second involves focusing the topic (though I don't see these always happening separately) through a Learning Activity (LA). The LA is a concrete manifestation of the shared priority. For instance, if the shared priority is something like "Identifying Potential Careers", a related LA would be "We will read Internet sources, books, magazines, and newspapers to identify 2-3 possible careers (each) that we might realistically pursue." This statement acts as a short-term "shared goal." I assume that the class would have gotten to this place through some process that honors and is explicitly connected to the individual goals of students--and that these connections would continue to be made throughout the cycle. Once this shared goal (aka, Learning Activity) is concretized, the teacher/class plans instructional activities to build the knowledge, skills, and strategies (related to relevant Standards) that students need to accomplish the LA (if we want to stay attuned to the steps in the T/L Cycle, this would be in Step 3). This is indeed a sophisticated kind of teaching--to attune to meaningful contexts AND teach the content of the standard. The problem some teachers are having, though, is first finding these meaningful topics. They mention such things as not knowing how to get group discussions going, or individual goals seem so different from one another that they can't find common ground, or it takes "too much time" to generate these with students. These are just things that I've heard--It might be helpful to hear from others what kinds of problems they face. Hope this helps understand more where my original question came from. Amy Amy Trawick North Wilkesboro, NC atrawick@charter.net ----- Original Message ----- From: "Amy R. Trawick" <atrawick@charter.net> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> Sent: Wednesday, March 23, 2005 1:43 PM Subject: [NIFL-4EFF:2932] Re: Shared Priorities > Thanks for this, Meta. Speaking of shared priorities, I'm interested in > hearing how teachers and students are coming up with these. On the > Teaching/Learning Toolkit website > (http://eff.cls.utk.edu/toolkit/default.htm), Step 2 of the teaching and > learning cycle is described in this way: > _______________________ > In a group identify a shared interest, purpose or goal and determine the > group's prior knowledge of this topic. Identify the Standard that will > help > the group address this shared goal. Make clear the connection between the > class focus and individuals' needs. > > Guiding Questions > a.. What is the class as a group excited or concerned about? > b.. How can we come to consensus on a shared priority that can focus our > work as a group? > c.. What EFF Standard will we use to focus this activity? > d.. What do learners already know and what can they do in relation to the > Standard? In relation to the shared goal? > e.. What else will students need to know or learn to carry out this > activity? > f.. What can I do to help learners see how working toward these shared > goals can help them meet their individual needs? > ________________________ > > I think about a shared priority as being a 'hot topic' or a > student-generated unit of study through which skills are used and > developed. > I am not in the classroom right now but am working with teachers who, > although they value using life-based topics/activities to guide > instruction, > find it a challenge to find topics and activities that are meaningful to > students. If anyone has used a technique or an approach that worked well > for you in identifying a shared priority, I think a bunch of us would > benefit from your sharing that on the list. > > Many thanks! > > Amy Trawick > atrawick@charter.net > > ----- Original Message ----- > From: <MWPotts2001@aol.com> > To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> > Sent: Friday, March 18, 2005 10:41 PM > Subject: [NIFL-4EFF:2930] Shared Priorities > > >> Colleagues, >> >> Recently, I learned that EFF teachers, using the Teaching and Learning >> Cycle, often struggle as they try to find shared priorities, common >> interests or >> goals of their students. When I saw the following article, I thought of >> the >> Family Role Map and the Broad Area of Responsibility: Strengthen the >> Family >> System. When I visit programs, I often hear students talking about the >> Key >> Activities in this area, especially the one which states, Form and >> maintain >> supportive family relationships. These students want to make it happen >> in their >> families. >> >> So, If you have fathers in your program, you might want to consider this >> as >> a shared interest, the second step in the T/L Cycle: Strengthening >> Father-Daughter Relationships. >> >> Many of us have heard or read that a father's involvement in his child's >> education results in increased academic achievement for the child. In >> this >> article, author and researcher Linda Nielsen outlines the advantages >> girls >> receive >> as a result of strong father-daughter bonds. In addition to academic >> success, such bonds positively influence a daughter's self-esteem >> and sense of ambition. Nielsen suggests ways to strengthen the >> father-daughter relationship and provides quizzes to build awareness of >> this special bond. >> _http://www.pta.org/parentinvolvement/helpchild/oc_fatherdaughter.asp_ >> (http://www.pta.org/parentinvolvement/helpchild/oc_fatherdaughter.asp) >> >> All the Best, >> >> Meta Potts, Moderator 4-EFF List >> Focus on Literacy >> Glen Allen, VA >> >> > > >
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