Building the Fire

Section II - Program Content & Instruction
Instructional Approach

When this program began, there was no specific curriculum and no materials other than the family literacy books. Many of the materials for instruction were collected as the needs of the students were learned.

Response to the individual interests and literacy needs of the students requires different approaches to instruction. When appropriate, students were taught specific skills as a group and then they were given an assignment. Expectations of the students varied depending on abilities. Other instructional approaches included one-to-one tutoring, small group activities, student teaching student, individual activities, field trips, and guest speakers.

As the program evolved, the students began to take ownership of their own learning. They expressed their needs and concerns openly and began their work with little assistance from the instructor. They felt more confident seeking help from the instructor or from classmates. With individual programs, it was difficult for the instructor to help everyone when they needed it. They relied on each other for help when the instructor was unavailable. A non-threatening atmosphere was necessary for the students to feel at ease, especially those with very low skills.

It is important for all students to feel they are valuable contributors to the group. Even the student with the lowest skills will have something directly or indirectly to share or teach. Learning should be a reciprocal process.