Linking
the EFF Framework to
Other Instructional Strategies
by Susie
Keresztes-Nagy, ABLE Network, Seattle, WA
1
The
diagram*
is organized around four questions. 
In
answer to the first question, "Why do learners want to
improve literacy skills?" the four EFF purposes for each
of the three roles of adults are shown. These are the
broadest aspects of the EFF framework, the ultimate goals
of our students. Teachers need to find out more
specifically from students what their goals are, but all
of their goals should fit into one or more of the four
purposes for one or more of the three adult roles. The
answer to the second question, "What do learners need to
know and be able to do to achieve the four purposes in
their three roles as adults?" includes the knowledge
domains, role-related activities, common activities, and
generative skills of the EFF framework as well as the
Washington state problem-solving, interpersonal, and
basic skills competencies, from broadest to most
specific.
2
The next
question," How do teachers plan instruction?" consists of
three steps: first, with students, decide what the
outcome will be and jointly establish criteria for what
it looks like when the students have achieved the
outcome. The focus of the lesson or unit of instruction
should be narrow enough to be measurable and attainable
by students. This is why, in the diagram, the EFF
knowledge domains, role-related and common activites, and
generative skills are not included in the circle of
outcomes. They need to first be broken down into more
discrete pieces to be "teachable." After determining what
the outcome will be and establishing criteria, the next
step in this model is to decide how students will be
assessed - how they will know they "got it." The last
step is to decide that instructional strategies would be
most effective and consistent with the assessment
method.
3
The last question on the diagram, "How do instructors
teach/how do students learn?" is answered in the last
step of the planning intruction model, "instructional
strategies". Instruction is informed by the established
criteria, is coherent with how outcomes will be assessed,
and includes a variety of strategies, mentioned
above.
* * * * *
*
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*
- This diagram was presented at the kick-off
training for a one-year professional development
initiative for instructors who teach in
Washington correctional facilities. The purpose
of this visual was to show how the EFF framework
relates to other instructional expectations of
the state of Washington, which include teaching
the Washington state basic skills competencies
and using instructional strategies which teach
skills in meaningful contexts, integrate skills,
and use small group activities. In addition, the
diagram introduces a simple model for planning
instruction which is coherent with the
learner-driven philosophy of EFF (adapted from
Michelle Andreas' model for designing
instruction, "Writing outcomes so we know what
to assess," session presented at the 1998
Washington State Summer Institute on
Assessment).
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