2. Explain the concept of a problem tree, demonstrating its growth by drawing on a flip chart or chalk board. Explain that the "problem" tree starts with one problem or question which is the trunk of the tree. (Write the problem at the trunk of the tree you draw, e.g., Why Can't Susan Read?)
3. Ask the class to give ideas about why Susan can't read and have each answer become a tree branch. If an answer leads to another question, continue up the branch of the tree until all the questions have been answered. Example:
Branch 2: Another answer to Why Susan Can't Read? Example: Susan's mother was too busy to help her.
4. Lead the class to summarize the main reasons why Susan can't read by reviewing the statements at the trunk of the tree, at the beginning of the branches.
5. Have learners reflect on these reasons by asking them what they think Susan might believe to be the reasons why she can't read? Do they think Susan would recognize factors that interfered with her learning? Who might Susan blame for her illiteracy? Why?
6. Next, ask the learners to reflect on reasons why they can't read and if those reasons are similar to Susan's. Ensure that every learner has a chance to give their input to the discussion.
7. Ask the class to think about why some of the conditions that present obstacles exist (parents too busy, overcrowded schools, non-English-speaking parents) and how these conditions could change in the future.
Estimated time
1 hour
Effective environment
The physical environment should be comfortable and have good lighting.
Limitations
Learners must be open to discussing life situations that may be their own.
Evidence of effectiveness
Learners, being more aware of the obstacles to their own learning, will gain confidence that they can learn and, therefore, will remain in the program.
Required materials
Susan's story; flip chart with paper
Classroom arrangement
Chairs should be arranged in a circle or U-shape to encourage discussion among learners.
Source
Adapted from Gillespie et al. 1990, p. 11
Cross reference
4.1
2. Have each learner draw one slip of paper and read the strategy noted on it.
3. Divide the class into groups of 5 learners.
4. Have each learner in the group demonstrate for the other group members the way he/she would implement the strategy. For example, the learner that draws "phone calling" would have to role play making the call and talking to the student.
5. Once the individual group demonstrations are complete, have each group select one of their group's demonstrations to present to the rest of the class.
6. Following all the demonstrations, have the class discuss the positive aspects of the demonstrated retention strategies and recommend ways to improve (or keep as is) the implementations of those strategies.
Estimated time
Two 30-minute sessions
Effective environment
The physical environment should be comfortable and have movable tables and chairs.
Limitations
Learners will need to have a basic level of communication skills or will need tutoring to complete this activity.
Evidence of effectiveness
Learners will maintain better contact with their students and establish rapport with them.
Required materials
Paper, pen/pencil to make up separate slips of paper for each strategy.
Classroom arrangement
Chair should be movable to accommodate arrangement in small groups.
Source
Adapted from Bingman et al. 1990, p. 10
Cross reference
None
By the end of this activity, students will be able to describe inner networks and outer networks as well as the impact of participation in a literacy class with the theme of student networks.
Ask students upon whom they depend to help them with tasks in their lives; this may include caring for children, fixing the car, doing errands, etc. Make a list on the blackboard or flip chart of all the people who help them out.
Make another list of all the things they do to help other people-their areas of knowledge, the skills they offer, and the tasks they do (such as grocery shopping, driving someone to work in the morning, cleaning the house).
Hand out a blank sheet of paper. Tell students to write their names in the center of the sheet and draw a circle around it.
Ask students to think about their returning to school to learn how to read and write better. Ask them to think about how their life was before they returned to school-who did they have consistent, face-to-face contact with, who depended on them, and on whom they depended.
Ask them to draw a line out from their name in the center and write the name of a person who was important in their life at the end of line; draw a circle around that name. (If students are unable to write the person's name, they may draw a picture of him/her.) Keep doing that, drawing more lines, writing names, and drawing circles for all of the important people in their life before they returned to school.
Ask students: think about your relationship with each person whose name is in a circle. Draw a line from each name and list the activities you did with them, the kinds of things you depended on each other for, how much time you spent together. This "cluster" illustrates your inner network before you returned to school.
Now ask students to do the same thing, this time describing their networks at present, after they started coming to school. They may add some new names and delete others.
Students should use their own terminology about the important people who affect their lives; they may talk about extended families, friends, co-workers as their support group. Bridge these expressions to inner and outer networks after the students have expressed their own meaning.
Now discuss how relationships changed from the first cluster to the second.
You may want to check with students from time to time about how their friends and family are dealing with their changes; following this exercise, such discussion may become a regular class activity. Students may want to write about their feelings and the changes they expect in their inner networks; this piece of writing can be saved and revisited at a later date. The theme of relationships and literacy can be ongoing in your class discussions, writing, and reading. When students are able to share their feelings and experiences with other students who may be facing similar situations, they gain confidence in themselves and their ability to manage their lives.
Estimated time
2 hours
How method is used in native country or state
As described; also used in staff development with teachers
Effective environment
Warm, informal; learner centered
Limitations
At first, some students may be unwilling to open up.
Evidence of effectiveness
Students will feel more comfortable with new surroundings; attendance rate will be steady.
Required materials
Paper, pens, easel, markers
Classroom arrangement
Around a table or desks in a circle.
Source
Adapted from King et al. 1993, pp. I-7 to I-12
Cross reference
1.2, 5.1, 6.1
2. Draw a vertical line under the word to divide the page in half.
3. On one side of the line, write "What I Learned in Class." On the other side, write "How the Learning Helped Me in My Daily Life." Or, explain the headings and write "Learned in Class" and "Used in Life."
4. Ask learners to tell their accomplishments by listing their perceptions of learning under each of the headings.
5. Copy the information and give a copy to each learner.
6. Repeat this activity once a week so learners will be able to see the progress they are making and feel a sense of accomplishment.
Estimated time
30 minutes
Effective environment
The physical environment should accommodate large group discussion.
Limitations
Learners will have to be making some progress in their learning to have something to record under the two headings.
Evidence of effectiveness
Learners will develop a greater feeling of self-worth and accomplishments and be able to verbalize what they have learned and how that knowledge is helping them in life.
Required materials
Flip chart
Classroom arrangement
Chairs may be arranged in classroom style or to form a U-shape
Source
Adapted from Nash et al. 1992, p. 39
Cross reference
4.1
The panel of students begins by talking about what school was like for them and how they've worked through some of the problems they previously had with school. They are there to help the new students work through some of the same problems that they have been faced with in returning to school. The panel is open to questions from the new students, with each panel member giving his/her input.
The panel discusses the 21-day study habit and suggests that each new student try it. They also discuss the buddy system that is used at Knox County ABE; at orientation, each new student is paired up with a student from the panel, giving the new student a contact person at school. Many students say they like this type of orientation, and it has kept them from dropping out.
Refreshments are served at the end of the meeting, and key chains are given to each participant.
Estimated time
2 hours
Limitations
Students are not allowed to attend classes until they have attended orientation; this may keep some students from attending.
Evidence of effectiveness
Higher attendance rate; students using buddy system; students volunteering to be on orientation panel
Required materials
Refreshments; something to give to the students who attend (e.g., a key chain)
Classroom arrangement
Not applicable
Source
Adapted from personal interview and site visit with Jane Cody, Project Coordinator, Knox County ABE, Knoxville, Tennessee
Cross reference
7.1
