LearnersRoleInPD

From LiteracyTentWiki

On April 18 – May 2nd guests will be joining NIFL-AALPD for a two part discussion of learner leadership in professional development and program improvement. To participate in discussion on NIFL-AALPD, visit: http://www.nifl.gov/lincs/discussions/nifl-aalpd/subscribe_aalpd.html

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Learners' Role In Teacher Training

Subject: [NIFL-AALPD:2050] learners' role in teacher training
From: jataylor_at_utk.edu

Hi all,
I hope you will share your questions on the list regarding the role of learners leading teacher training. I have a couple of questions for us, that might help get things started.

For learner leaders and teachers:
What do adult students bring to teacher training?

For teachers and professional developers:
What have you learned from your students? If you had the opportunity to learn from students in teacher training, what kinds of questions would you ask?

I look forward to hearing from you,
Jackie

Jackie Taylor, NIFL-AALPD List Moderator, jataylor@utk.edu http://wiki.literacytent.org/index.php/DiscussionOfLearnerLeadership

Subject: [NIFL-AALPD:2053] Re: learners' role in teacher training
From: Holly Dilatush

Hello all,
[aside: This is my first time posting to this list-serv; I welcome constructive criticism -- so please alert me if I am posting inappropriately or annoyingly in any way; thanks!]

[I am an adult educator, presently teaching university EFL in South Korea, but with several years of elementary, middle school, a little high school, literacy volunteering, ESL, GED, and other experiences; I've also worked as volunteer coordinator and learner support specialist in administrative positions]

My ponderings:

Adult students bring life experience, a diverse wealth of life experience and coping skills, decision-making skills, a ground-level awareness of the realities and limitations of 'the system,' and... habits -- often entrenched habits -- (and are often unaware of those habits).

Many adult students bring determination -- a resolve -- that may be tenuous or 'steel' -- open-minded or tunnel-focused.

Many adult students bring enthusiasm and idealism -- energizers!

<<What have you learned from your students? If you had the opportunity to learn from students in teacher training, what kinds of questions would you ask?>>

I have learned that in striving to maintain an atmosphere of dignity, of acknowledging the worth and potential of every learner, it is often a tiny, seemingly insignificant detail that is of paramount inspiration and motivation to a learner new to any adult education environment.

Examples of such details from personal experience:

  • using green dry erase markers as well as black and blue and red !!!
  • using learners' names and general interests in lesson examples/illustrations (relevance!)
  • NOT rushing out the door the moment class is over (being available/receptive)
  • posting announcements of local community events
  • ATTENDING a community event in THEIR neighborhood)
  • having a live plant in the classroom
  • willingly sharing my cell phone #
  • reading stories written by other adult learners
  • celebrating the successes of other adult learners)
  • pot-luck events at the learning center,
  • teaching them (or offering to!) to use email
  • guest speakers to the classroom
  • talking about my pets!
  • sharing personal photos (introducing my family to the class)
  • shaking their hands on the first day

.that genuineness is vital.

.that so many have minimal, if any, positive prior learning experiences to bolster their confidence.

.that is a mistake to underestimate ANYONE's intangible participation and contributions (the mantra "suspend judgment / suspend reaction" comes to mind!).
[Just as the dynamics of a classroom change when any one person is absent, when any one new person joins in -- so are the dynamics of a teacher training altered with each new contributor].

Questions: (with an option to pass on any!, and the possibility to submit answers anonymously, and with a copy of the list of questions provided for them to take home, ponder, share).

? What is the number one reason why you are attending this training today?

? Try to recall a moment / an experience in an adult classroom when something or someone surprised you (positively or negatively). Write as many details as possible about that expereience --

? Try to recall a moment/ an experience in an adult classroom that was negative [and repeat the question for positive -- or approach it with a "best /worst" or "frustration/success"] for you in some way -- write as many details as possible about it...

? Describe, with as many details as possible, what would be to you an "ideal" adult education classroom -- consider size, cost, location, equipment, # of students/teachers, time of class, length of class semesters/sessions, etc.)

? Describe, with as much detail as possible, an effective teacher... an in-effective teacher.

? Do you think you would learn better if you had a learning partner or small team (someone that you would be regularly required to meet and work with on the same problem(s)-- or do you think you would accomplish more if you were assigned to work independently? WHY ? [If you answer partner/team, would your answer be the same if it were a partner/team chosen by someone else or only if YOU chose the partner/team?] WHY?

? What has been one of the easiest assignments or project or tests you have succeeded with during the past year? What has been one of the most difficult (or most distressing) assignments or projects or tests you have not felt as successful in during the past year? Can you explain why? Do you feel you were offered an option /a suggestion / an opportunity as to how to change the results? Explain. (If your answer is No, do you feel you should have/ could have been? Explain)

? Has there been a time, IN CLASS, where you have felt that a teacher was not qualified / not prepared to adequately explain something? Describe with as much detail as you can recall.

? What educational qualifications do you think should be required for an adult educator? Why?

? Describe a good learner. Describe a good teacher. Compare your lists -- are they the same?? WHY? / Why not?

List the responsibilities of an effective, qualified teacher. List the responsibilities of an effective learner. Compare your lists -- are they the same? Why / Why not?

? Do you use email and if yes, how often do you use email? (repeat Internet)

? Online course ("blended" course possibilities) -- Do you think you would benefit from a program that began with and involved continuing minimal but routine face-to-face interaction and support, but with the majority of interaction and assignments and feedback occuring via website and email? Why / Why not? Would you be interested in trying participation in such an endeavor? Why or why not? Do you think it would be fair to charge the same fee (or less or more) for such a course? Why or why not?

? What was the most valuable part of today's training for you? (why?)

? What was the least valuable part of today's training for you? (why?)

? Would you be interested in attending another training? If yes, what would you like to see different (# of people attending, location, topics, length, demographics of people invited to attend, etc.)

? Would you recommend a similar workshop/training experience to/for all of the other learners in the most recent class you attended? Why / why not? What might you change about a future training opportunity?

Holly

Holly (Dilatush), also known as "Ms. D"
Visiting English Instructor
Institute of Foreign Language Education
The Catholic University of Korea
Buchon, South Korea

"Live with intention. Share inside-out smiles, inspire hope, seek awe and nurture in nature."

"Encourage, enable, enact an easing of global poverty..."

www.tabulas.com/~smilin7 and www.tabulas.com/~blogblossoms

"It is not enough to be compassionate, you must act..."

Subject: [NIFL-AALPD:2056] Re: learners' role in teacher training
From: Katrina Hinson

For learner leaders and teachers:
What do adult students bring to teacher training?
This part I can't really answer because I don't know of any adult learners who've actually come back to "teacher training". Most of the time it's like once the student's pass through the classroom, they're pushed on to other things but rarely looked at in terms of how they can improve the program for those left behind.


For teachers and professional developers:
What have you learned from your students?

ALOT! I think this is an integral part for any adult educator - to be open to what your students can teach you. My students bring me into their world - they show me what life is like from their point of view - which in turn allows their life experiences to play into their learning experiences. I'm more open minded and less likely to judge my students on first impressions. My students have taught me to look beyond the physical appearance and even their "rough" personalities to see the student underneath all the layers. They've taught me to see beyond the obvious and seek what one can become rather than what one currently is at the moment.

I asked some of my students today, what they thought they could teach a teacher. One of the things that they all had in common was that they could teach teachers to care for the student. As one young lady put it, she's more inclined to attend a class when she knows the teacher truly cares about her as an individual and not a number. Several stated that some teachers "connect" better than others - others don't connect at all. It's when the teachers don't connect that the student picks up on that missing connection and when a problem arises is less likely to return to the class or stay motivated and active in the class. Students said they notice a difference in attendance in the classes where the teachers make extra effort to treat them like people than when the teacher doesn't see them that way. For instance, if a student were absent, instead of immediately telling a student "you need to make up the hours you missed", instead say "glad to have you back" or "You were missed." The latter two imply a willingness to see beyond the "rules" that are so often felt to be thrown at the basic skills students. It opens the door way between the student and teacher.

If you had the opportunity to learn from students in teacher training, what kinds of questions would you ask?

1) Is the material interesting?
2) What motivates you to keep coming back to class each time?
3) What do you find least appealing about the program you are in?
4) What do you find most appealing about the program you are in?

I can't think of any others at the moment, but I'm sure as the discussion progresses I'll have others.

Katrina Hinson

Subject: [NIFL-AALPD:2057] Re: learners' role in teacher training
From: Nancy Gray

Hi everyone. My name is Nancy Gray and I'm working in New Mexico. I loved all of your ponderings, Holly, and it got me thinking about the work we're doing here with persistence.

Many programs focus on retention, but we know that adult learners come and go when they need to and we need to trust that they're doing what they need to do. So we've been reframing the argument using the current research to create persistence supports at our programs to help students reach their goals even if they have to stop out for a while.

Your ideas and ponderings all seem like persistence supports: the support that we give at the program, classroom or personal level to help students reach their goals. How does this apply to teacher training? We're working with teachers and learners to be in dialogue with each other about what keeps students coming to class, why they stop coming, and what can we do to help them reach their goals?

The adult learners are the experts on how well a program or classroom works for them, so why not ask them for the answers? Holly you're doing this as well. In the trainings that we're developing teachers learn to facilitate discussions with their students. After the discussion teachers and learners then decide on some action they can take or a project they can do that comes out of the discussion that will support persistence in their classroom.

Is anyone else doing discussions with students as part of teacher training or in conjunction with teacher training? --Nancy

Subject: [NIFL-AALPD:2059] Re: learners' role in teacher training
From: mabbottd_at_seattleu.edu

Welcome, Nancy!

I am studying educational leadership at Seattle University. I agree with you about how adult learners are the experts on which programs and classrooms work for them and I contend that the same theory could be applied when addressing a learner's persistence.

He knows where the social, cultural and environmental resources are, just as he knows what social, cultural and environmental barriers he has to face.

I am currently learning about persistence mapping and spent a recent interviewing an adult learner on this subject. It was interesting to learn about his awareness of the divergent cultural barriers AND benefits held over from his childhood learning.

Sometimes simply mapping the geographical area, i.e. home, schools, libraries and facilities can help a learner develop a better (and at times more honest) picture of both their resources and distractions.

Donald

S E A T T L E U N I V E R S I T Y Donald L. Mabbott Project and Content Specialist Email: mabbottd@seattleu.edu

Subject: [NIFL-AALPD:2060] Re: learners' role in teacher training
From: Nancy Gray

Hi Donald, et al.
I'd love to know more about this. Do you have a guideline for how you do the mapping, etc.? What are you learning specifically?--Nancy

Subject: [NIFL-AALPD:2062] Re: learners' role in teacher training
From: jataylor_at_utk.edu

Hello Everyone,
Thanks for the energizing list discussion, and to Holly and Katrina for the questions! I thought I'd share with you more responses (from TN teachers) to the question: "If you had the opportunity to learn from students in teacher training, what kinds of questions would you ask?"

Are there any more questions to add to what's been shared thus far? Do program directors and other practitioners have questions to add as well?

Feel free to post to the list or email me direct <jataylor@utk.edu>. If you email me direct, I will compile responses and post them back to the list without attribution, and I'll also post them on the ALE wiki at: http://wiki.literacytent.org/index.php/DiscussionOfLearnerLeadership

Thanks! Jackie Taylor, NIFL-AALPD List Moderator, jataylor@utk.edu

"How do you learn material or any task best?"

"What keeps you coming to class?"

"What are the [learning] motivations of adults in your situation?"

"How does the teacher fit into your idea of accomplishing the goals you have set in your life?"

"How can I provide resources for you and stay out of your way while you strive to accomplish your goals?"

"What can I do better to help you learn and stay with the program until you reach your goals?"

Subject: [NIFL-AALPD:2064] Re: learners' role in teacher training
From: Sally Gabb

Hi all - as a professional development staff person in Massachusetts and a sponsor for learner leadership, I appreciate the questions put forward by the Tennessee teachers. However, I hope teachers would also work towards asking - what are your strengths? What skills do you feel good about? What do you feel you could teach someone else? As long as we continue to act the 'teacher' at all times, only asking questions that reinforce the 'teacher-student' power relationship, we can't move towards a more mutual learning environment in which we constantly learn as well as teach. I like the questions - 'How can I provide resources towards helping you reach your goals' - I don't think learners necessarily want us to stay out of their way, only to respect their strengths and to engage in dialogue based in mutual respect that seeks to find strengths and skills as well as needs.

I continue to realize that in every conversation with learners I have to remember to listen as a learner - not to make assumptions - and to work towards building new knowledge together. Our culture continues to reinforce the 'teacher/learner' differential - our learners often reinforce this out of training and cultural orientation. It is always a learning process! Sally Gabb, SABES SE, Massachusetts

Subject: [NIFL-AALPD:2068] Re: learners' role in teacher training
From: Erik Jacobson

Hi. All of this discussion has been very interesting.

In thinking about student lead teacher training, are there good models or best practices when it comes to supporting or fostering student leadership teams that are made up of students from a variety of classes (ESL, ABE, etc.)? I am thinking of this both in terms of internal teams (within one agency or program) and multi-program teams.

Thanks.

Erik Jacobson

Subject: [NIFL-AALPD:2069] learning from learners
From: Micki Greer Jaggars, McNairy County, Tennessee

I believe learners can share important information with teachers in order to improve instruction. First, I have learned far too much to mention from my students...examples: cultural differences, obstacles to learning, pressures of raising children, problems related to a low income, etc. I believe learners want their time spent in the adult ed. classes to be worthwhile. I believe learners wnat to see their educational/career-readiness needs/goals met. Therefore, I believe we teachers can learn an enormous amount from our learners.

Micki Greer Jaggars, McNairy County, Tennessee

Subject: [NIFL-AALPD:2073] Re: learners' role in teacher training
From: BlastGrant_at_aol.com

Here's a model we've used in New Mexico.

We build many of our student workshops around a question or a theme. For example : What can a teacher learn from a student? What makes a good ABE teacher? What should every teacher know if they are going to teach adult students?

The key to a student workshop is group preparation. The students meet together to talk through the theme together. They listen to each others' ideas. They speak their ideas out-loud to find the words to express their ideas and feelings. The meetings build a team for the students. They are presenting to a room full of teachers, and that is intimidating. Spending time together sharing ideas lets students meet the room full of teachers as a team.

During the prep, the students find the main themes they want to talk about. Our trainer asks questions that they think the teachers might ask them to give them time to work out their answers.

In the workshop, the students begin by speaking for a few minutes each. Each student has one main point they want to make to teachers. This opening gets ideas and themes into the room. Then we have a discussion between students and teachers for the rest of the workshop. We try to keep 75% of our time for Q&A and discussion.

Discussion works to students' strengths. Answering teachers' questions is lot easier than figuring out what teachers want to hear and then planning out a full hour workshop. Students in BLAST prefer to hear teachers questions and then respond to questions from the heart. Even shy students who don't think they'll want to speak jump in once the conversation gets going. The topics are interesting and they realize they have something to say.

One key agreement we make with students is that they do not have to speak if they don't want to. That gives them the permission to keep quiet if they are uncomfortable. We've never had a student be in a workshop and not speak. But that agreement has been a critical source of trust for students. We also emphasize that they can always answer a question with "I don't know," and that answer is sufficient.

Facilitation is also critically important. Our facilitators begin by setting ground rules: Respect, each student is speaking from their experience, not proclaiming truth; Teachers can disagree and students are not always right, but we encourage them to listen to how students think, even if they disagree.

Facilitators rephrase questions from teachers if students don't understand (teachers can speak with jargon they don't realize is jargon, e.g. words like assessment, retention) . Facilitators also ask students to clarify if their point is not clear. Students speak in stories. They speak from their experiences and the experiences of other adult students. We encourage that. Its their style. At the end of a story, we ask them what the story teaches us -- what's their main point, or the moral of the story.

Finally, we write the main ideas from the student/teacher discussion on a wall chart. Dialogues are great, but they can end with so many ideas that its hard to know what you are taking home. So we write it all down. We have found its much more satisfying for teachers, especially concrete thinkers who want the brass tacks -- not just stories from students.

Subject: [NIFL-AALPD:2074] Re: learners' role in teacher training
From: Katrina Hinson

What an awesome model. At my school, myself and another person are chairing a committee to work on growing the professional development offered in our Basic Skills program, on a local level. It's currently very minimal within the dept itself and the only time we really get professional development is when it's offered by the state. We're hoping to change that over time but it's definitely an uphill battle.

I love the model below and I definitely think I want to make sure we incorporate something similar to this at somewhere in our training plan.

Regards
Katrina Hinson

Subject: [NIFL-AALPD:2075] Re: learners' role in teacher training
From: jataylor_at_utk.edu

Hi Katrina,
Are there adult learners and/or learner leaders on your professional development committee? If not, is this something you might consider? Why or why not? I'm wondering what some of the successes and challenges are (or could be) in partnering with learners at this level of program involvement.

Thanks so much,

Jackie

Subject: [NIFL-AALPD:2075] Re: learners' role in teacher training
From: Katrina Hinson

At the moment there are no adult learner/leaders on the committee and it probably wouldn't go over well if I suggested it. The two of us meet resistance even trying to implement PD or a PD plan on any ongoing basis. People have grown complacent over time and a lot of older instructors don't want to give up any of their time on the weekend; others just don't seem to care. Some say they want PD and then when push comes to shove, the actual implementation, something inevitably comes up to get in the way and it's allowed. The biggest challenge at the moment is getting the support for the PD plan and implementation in the long run - to recognize it's value and it's need. I think involving learners would be a good idea. I do that a lot in my classroom already so for me it seems natural..but for others, I'm not sure that's the case.

Did I answer you question and do you have any suggestions?

Katrina

Subject: [NIFL-AALPD:2080] Re: learners' role in teacher training From: Janet Isserlis

I'm wondering if we're asking the right questions.

If the end goal is to involve adult learners in informing teachers' work, it seems that sometimes we're getting in our own way with the language we're using. Yes, it's professional development, but it's also conversation, listening, learning, being respectful and otherwise, I hope, actively engaging learners and colleagues in conversations about what's working, what isn't, what changes can be made, finding information/resources, acknowledging strength and expertise and working to make learning and teaching better.

So, in some programs, there are committees, in others there are meetings, or PD days -- whatever all it is, I'm wondering how we go about gaining learner input into the decisions that need to be made?

Janet

Subject: [NIFL-AALPD:2107] Re: learners' role in teacher training
From: Emma Torrez

What needs to happen is that the learners adults not children. Some programs act like we are children. As much as I don't like meeting we adult learners in California have two meetings a year to fine out what each other are doing, and I have staff meeting and work as we all know we all have meeting.

Emma Torrez
Learner Advocate
Read Santa Clara
(408) 615-2959
etorrez@ci.santa-clara.ca.us

Subject: [NIFL-AALPD:2081] Re: learners' role in teacher training
From: Katrina Hinson

I think the first step is for everyone to see learners as more than students; to see them as individuals with something worthwhile to contribute and not an FTE, or an end product - but to really see them as other adults/people with ideas opinions etc from which new insights can be gained. For that to happen though, means a primary shift in thinking for some people - especially administrators - to understand that the student has something worthwhile to contribute. People have to WANT The dialogue, and then LISTEN to the dialogue first, before anything can come out of it.

Katrina

Subject: [NIFL-AALPD:2082] Re: learners' role in teacher training
From: Lynn Pinder

One way of engaging learners in the PD process is through the use of panel discussions. This is a less intrusive way of engaging both learners and professionals in conversations about what works in adult ed/literacy. The panel should consist of learners who are prepared to talk about their experiences at adult ed/literacy organizations, their short-term and long-term educational goals, the challenges they faced trying to meet their educational goals, and what they need from adult education practitioners to help them meet achieve academic success. Afterwards, practitioners and program administrators are given the opportunity to ask the learners questions.

The discussion should be moderated by a facilitator. If it is just one organization and its learners hosting the panel discussion, the organization should get someone outside of the agency to facilitate the discussion. The learners should have the opportunity to invite individuals who provide them support (i.e. family members, friends, teachers). The audience for the panel discussion would consist primarily of practitioners and program administrators, but would include guests of the learners.

The panel discussions are a good way to trigger initial conversation between the two groups - learners and practitioners. This model worked really well in DC when a number of different learners participated from a number of different adult literacy organizations as part of a professional development session for Lifelong Learning Coaches.

Lynn Pinder
Program Associate
DC Children & Youth Investment Trust Corporation
1400 Sixteenth Street, NW Suite 500
Washington, DC 20036
(202) 347-4441
(202) 347-3256/fax
www.cyitc.org

Subject: [NIFL-AALPD:2085] Student roles in PD: Panel Discussions
From: DJRosen_at_theworld.com

NIFL-AALPD Colleagues,

Thanks Lynn. Panel discussions are an excellent way to involve learners in professional development. In orientation-to-the-field sessions, my colleagues at the Adult Literacy Resource Institute in Boston have used panels which include both teachers and learners, from schools, CBOs, volunteer programs, and other kinds of programs. The panelists present their perspectives, from their experience, about what is expected in the field from practitioners, and what the work is like -- its joys and frustrations. We were often told that his has often been the best part of the orientation.

My all-time favorite panel was one I helped put together for a statewide adult education conference in Massachusetts a few years ago. The session attendees were all practitioners, mostly teachers -- and lots of them. To our surprise, the session was standing room only. The panelists were all learners, carefully chosen. We had one meeting, a run-through a few days before the conference, in which we listened to what each person would say -- and together made suggestions on how to make it clearer. As Will pointed out earlier, preparation is very important -- for comfort and quality.

The title of the session was "Adult Learner Roles in Addition to being a Student." One woman, an ESOL student from Peru, talked about her role as a Spanish teacher. She was teaching a basic Spanish class for adults when she learned about the ESOL class she later enrolled in -- she heard about it from one of her students -- a woman who, when she enrolled in the ESOL class became her teacher. I learned about this when I met her and asked, in a general sort of way, how did you hear about your ESOL program? She answered "From one of my students." I said, "From one of the students in the ESOL class?" She said "No, from one of my students, in the Spanish Class I am teaching." This conversation was eye-opening.

Another panelist, a man from Haiti, was an External Diploma Student, preparing for his Adult Diploma. He told us that at his program, when ESOL students had asked if they could also study math, the teachers and administrators said that no one there knew how to teach math. He pointed out to the teachers that among them there was a man who was an experienced math teacher. He had taught math in elementary school and to adults in his country. The program had the wisdom to hire him immediately. He got his high school diploma, and has been the program's math teacher now for many years. Each panelist had a story like this, a role s/he had played as a program recruiter, counselor, adult literacy theater group actor -- all interesting roles, all in addition to being a student.

This panel got the highest ratings at the conference that year. Over the years, teachers who were there told me it caused them to think differently about adult learners, as valuable resources to the program.

David J. Rosen

DJRosen_at_theworld.com

Subject: [NIFL-AALPD:2108] Re: Student roles in PD: Panel Discussions
From: Emma Torrez

I our program we have adult learners sign up to talk at orientation for new learners that come into our program and they speak at tutor orientation also. They also do workshop for learners at a local, state and at the notional level at different conference. In our program adult learners called the Learners' Council they do found raisers so to get money so that we could take other adult learner in our program to confernece.

Emma Torrez
Learner Advocate
Read Santa Clara
(408) 615-2959
etorrez@ci.santa-clara.ca.us

Subject: [NIFL-AALPD:2088] More on models for learner-led PD
From: jataylor_at_utk.edu

Hi all,
I have a few more questions regarding models of PD that involve learners in professional development for practitioners:

Will, we've discussed starting with learners' stories as a way in to the design and delivery of the teacher PD, but I'd like to know more about how these stories are used to address teachers' concerns. Would you say more in that regard?

David and Lynn, you both shared very interesting examples of student involvement on panels for professional development. Is there anything more you could tell us about how that practice evolved? Where did the idea originate? What specific need was it addressing at the time? What successes or challenges did you have with introducing the idea to others? What tips do you have for others in getting something similar started?

Blair, I am curious about the tutor training. Will you tell us more about the model, and of the sensitivity training in particular? How was/is the training designed/delivered?

Thanks, all, and have a great weekend!

Jackie

Subject: [NIFL-AALPD:2089] Re: learners' role in teacher training
From: Will Grant

Janet makes a great point that we can take too narrow a focus on the roles students can play in PD. It does not have to be a workshop presented by students. There are many avenues for dialogue and listening to students.

Student voice can influence professional development when PD staff ask students how their teachers should be trained. Asking students "What do teachers need to know in order to teach adults?" brings out interesting responses. It can be done with focus groups, informal discussions with students, or in class discussions.

Students can also produce teacher training materials like essays and information sheets for teachers. We've done it as writing exercises for GED and ESL classes. A lot of what students produce may not be usable, but some it will be. The writing can be sifted and compiled. Earlier postings had lists of questions from teachers to students that can be used to generate student writings.

Students can imagine workshop content for teachers. For example, asking students to think of classroom scenarios that they have experienced and then posing the scenario for teachers to think through how they could handle them. An example is a classroom with a mix of teen age and middle-aged students. Younger students are disruptive in the eyes of older students and the older students are condescending in the younger students' eyes. Teachers can be posed that scenario and asked to come up with what to do. (That scenario was posed by students to a potential teacher during a hiring process at an ABE program).

Will Grant

Subject: [NIFL-AALPD:2090] Re: learners' role in teacher training
From: Will Grant

Another avenue for student input into PD decision making besides presentations.

In 2002, we did a statewide action research project where we asked students three questions: What makes a good ABE teacher, how should teachers be trained, and how should teachers be evaluated? We had facilitated focus groups at local ABE programs. !7 programs participated, each with small groups of students (most of them as 30 minute discussions in ABE and ESL classes). All told, 100 students participated and they represented a good cross section of New Mexico ABE. A month later, we held two state level meetings where we gathered students representatives from the local programs to discuss the results of the focus group and compile them into a report.

BLAST distributed the student report to the ABE system. The report was used in developing a pilot teacher certification system and we began to use it in planning teacher training. We've also distributed the report out to teachers at teacher trainings. Nevada's ABE system asked for a copy. They use the report as part of their on-line teacher training program. Teachers use the students' report as a check list to compare their skills to help plan out their own PD agenda.

Subject: [NIFL-AALPD:2093] Re: learners' role in teacher training
From: AWilder106_at_aol.com

Hi Will,

You kind of BLASTed the cobwebs out of the corners with your input.It sounds to me that often when adult students come to class they fall into the old student role, maybe left over from when they experienced failure in school (others--remember Art LaChance's emails on this topic?). And so the teacher is primed to act as the school house teacher, and the k-12 dynamic is repeated.

With BLAST and all such methods, a different pairing of roles emerges.

I should think it would be really useful to get this type of information from students, teaching could be much more tailored to their needs. But it must be difficult to break the role boundaries.

Andrea

Subject: [NIFL-AALPD:2094] learners' role in teacher training - PD Formats and whatever else
From: "jeff fantine" <fantine@ohio.edu>

Is this report something you could share with this group?

Since I chimed in with that request, I'll share the learner involvement we have in a couple of our PD activities:

We provide the Core Training Series on Learning Disabilities that all ABLE staff in Ohio are required to attend. It's a 3-part series, which includes the perspective of an LD learner, whom was diagnosed as an adult and eventually achieved a GED. It always seems that whenever the learner is speaking to the training participants about their educational experiences, they have the complete attention of their audience.

We usually approach learners to be involved who have shown an interest in being involved (or we beg those we've discovered are very good at articulating their LD-perspective).

They are, of course, treated and compensated like any other trainer we would use in our PD activities.

Additionally, we host a Kickoff each year for our ABLE teachers and use learners as our keynote speakers. They are identified by my staff and I as we attend graduation and student recognition events at the various programs we support - they are usually the student speakers at these local events. The learners we approach to be our keynoters are usually those who were good at communicating their message and usually gave a very powerful speech. Each year we begin our Kickoff event with a keynote session with these student speakers - and I'm convinced it's the most effective professional development we deliver each year. The participants are eager to hear the students each year, are inspired by the students' words, and seem to be re-motivated to change or do what is necessary to meet the needs of their students. Unfortunately, I can't say most of the PD activities we offer have these same affects.

The most common response that I have heard over the years from learners who have been successful in ABLE programs - in terms of what "made the difference" or "kept them involved 'til they achieved success" - related to getting respect from the teacher, a teacher who cared about them as an individual, and teachers who made them feel like worthwhile people. (I'm not sure which group was having a discussion about this, but my input nonetheless).

In terms of a PD policy format - I agree that there should be a recommendation at the national level. I absolutely support the idea that state-level PD plans be driven by the needs of those receiving the PD - regardless of when grants and budgets are developed, and that there should be a minimum of paid PD for part-time and full-time staff. I think the first step in this discussion is defining what we mean by 'professional development,' which is not the information-dissemination, one-day workshops that saturate most of our PD systems, but rather long term plans of events that increase our body of knowledge and affect change in our practice. I think if we had a general consensus around a meaning of PD, then we'd be better able to recommend a realistic and appropriate PD policy format.

There are many great things going on in terms of PD activities for ABE/literacy providers, I wish we had some type of clearinghouse for all of it.

Sorry to have responded to many issues on one response.
-Jeff

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