Learn Through Research Standard in Action
I. Background Information
Title of activity: Learn Through Research Standard in Action
Time: 2 hours
Focus of activity: Audience will use the EFF standard Learn through Research to answer one or more of their own questions about EFF; to help participants see the universality of the EFF standards; to get people started using EFF for themselves.
This activity could serve as a day long activity where participants learn about the history of EFF, the assessment work now being done, and all the components of the EFF Framework. Participants could work in small groups on various topics, then have each group share out at the end of the day.
Purpose of activity: Assessing audience’s knowledge of EFF; illustrating teaching and learning with EFF Standards; introducing components of the EFF Framework
Target audience: Teachers (can be adapted for use in a mixed group of administrators and teachers).
Format: Active involvement with audience moving around
Materials: Computers and access to Internet; plenty of EFF publications and materials such as EFF Content Standards, Results That Matter, EFF: A Customer-Driven vision for Adult Literacy and Lifelong Learning, EFF: A Reform Agenda for Adult Literacy and Lifelong Learning, EFF Research Report and Contested Ground: Performance Accountability in Adult Basic Education; post-it notes; flip chart paper, markers, tape; the EFF standard Learn through Research (either on a handout or large flip chart paper visible to all
Key discoveries: This activity models how EFF can be used to address individual needs; it also models the use of one of the EFF standards. Also, for those teachers who struggle to see how to use EFF with individuals within a class, this activity shows how they can start together, break into groups, and then come back together.
Facilitation notes: Be sure to check Internet access before beginning this activity, if you plan to have participants access EFF web sites. Also, make sure that you have a broad enough range of materials that participants can find information to answer their questions.
Because this activity can be used for several purposes, think carefully about what you want to achieve before beginning this activity. While it clearly illustrates the use of one of the EFF Standards (Learn through Research), it can also be used to introduce components of the EFF Framework. You can have participants respond to questions about the Framework, in which case their research would revolve around the components of the Framework specifically.
You can also use this as a way to determine what the audience already knows about EFF. Once they’ve done some research, you can again check for understanding. This could be valuable if you’re planning to work with the participants again at a later time.
Feedback/Commentary: . As part of the PA statewide EFF project, we were asked to have an orientation to EFF in each of three regions of the state. Sandy Harrill and I did the orientation for the Eastern part of the state. We wanted to cover all of the content for an orientation but also give people some experience with EFF. So, we selected the standard Learn through Research. After an overview of EFF, people were asked to identify questions they had and write them on post-its. The group was pretty small so they could all stand around and look at the post-its and decide if/how they clustered. Then we went to MCOL’s resource room and people worked in groups or alone to research their questions and prepare reports to present to the whole group. Participants chose whether to work alone or in small groups based on how they saw their questions coming together, or relating. We pointed out at the end how the parts are interrelated. We could have used the standard Speak So Others Can Understand, for example, to prepare the presentations.
The activity went really well. People worked to answer their own questions and provide information to others. They had a direct experience using the components of performance for a particular standard and learned a lot about EFF and the vast array of EFF resources available -- from a variety of presenters. They also helped each other out, for example, saying, “There’s something in here on assessment that could address your question.” And there was added credibility.
This was an authentic learning experience. It’s one thing to stand in front of people and tell them that a lot of work is going on. It’s a totally different thing for people to see it and delve into it for themselves. I heard less of people feeling confused and overwhelmed and more of people feeling like they had gotten a start.
If I did this activity again, I’d probably allow more time. I might even integrate the standards a little more, like have them consider the components of performance for the “Speak” standard before they reported out. But that might be over kill. Given that it was an orientation activity, I think the relatively brief time we devoted to this wasn’t a serious problem. And people did feel that they had gotten a start. I felt like folks would continue to explore more than I have felt in other overviews. Rose Brandt
II. Description of Activity
During the introductory activity (if this is not the first activity you begin with), when you ask participants to introduce themselves, also ask them to pose one question they have about EFF. Have them jot down their question on a post-it note. [If the group is too large, simply have them pose a question, write it on a post-it note and share it with a neighbor.]
Step 1: Have participants look at the components of performance (COPs for the EFF standard Learn through Research. Share that all participants have a common goal for being there – that of learning more about EFF. Depending on the size of the group, you can organize participants into research groups in a couple of ways.
Step 2: Once participants are in groups with similar types of questions (there may be individuals who have no partner; they can choose to join a group or work alone.), have them again revisit the EFF standard Learn through Research. Share with them that the first component of performance “Pose a question to be answered or make a predication about objects or events” has already been addressed since they all have a question.
Step 3: The group is to look at the next two components: “Use multiple lines of inquiry to collect information” and “Organize, evaluate, analyze, and interpret findings.” They should decide how they are going to collect information on their question and then how they will interpret and share their results with the rest of the groups.
Step 4: They should also consider what they would look for as evidence that they performed the standard. For example, they may want to consider a simple rubric to rate how effectively they used the standard, or they may want to develop some sort of quick checklist for rating how effective their analysis of the findings were. [This is an important step because it gets participants to realize that just doing all the COPs is not enough to observe in learners, but it is important to consider whether the learner is using the standard more effectively by increasing his range, fluency, independence, and knowledge base.]
Step 5: Participants should be given about 30 minutes to research their question, using whatever methods they have decided upon.
Step 6: Have each group share their results. This can be done by having oral presentations with or without visuals (such as overhead transparencies or flip charts). Also have them take time to talk about the process of using the standard along with noting evidence of effectiveness is using it.
Segue: Whatever the next series of activities, it will be important to integrate information learned from the participants as they shared not only what they know about EFF but also what questions, misconceptions they may have.