Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g0ONaNn14476; Thu, 24 Jan 2002 18:36:23 -0500 (EST) Date: Thu, 24 Jan 2002 18:36:23 -0500 (EST) Message-Id: <7ADB45B391BF714283550310C8251A2F19B820@exchange1.sos.state.mo.us> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Jones, Karen" <jonesk@sosmail.state.mo.us> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1983] Re: EFF and GED classrooms X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 2504 Lines: 54 My last teaching was in a program that was focused on turning out GED's and not too tolerant of other activities and I've had many students over the years who just wanted the GED and out. The commodification of education is an issue, too. But even if the student won't budge on that "GED and leave me alone" attitude, it seems to me that even in narrow pursuit of a GED s/he is working with Read with Understanding (the subject area tests), Convey Ideas in Writing (essay), Observe Critically (subject areas questions and math), Use Math to Solve Problems and Communicate (math section, some science and social studies), Take Responsibility for Learning, Plan (getting ready for the test, scheduling it, managing time while testing), Reflect and Evaluate (again, the subject area questions and essay), Learn Through Research (need some background knowledge to pass the test and need to know what it is like and what to study), and now that there is a scientific calculator involved, a bit of Use Information and Communications Technology. And at the test site s/he will need Listen Actively. I guess I'd get to know the student before I pushed the issue, but it seems to me that s/he IS working on the standards and therefore somewhat within in the framework while pursuing the GED. Maybe that is a place to start. It also strikes me (although I struggle with it) that if we really believe in valuing people different from ourselves and empowering and starting with student needs and adult responsibility, we may have to occasionally accept and do our best by a student who won't buy in; we may have to live with the fact that for that person at that time the narrow academic focus was a way of "defining what one is trying to achieve" and "making and pursuing plans for self-improvement." Karen Jones -----Original Message----- From: j ransone [mailto:jransone2@jcplin.org] Sent: Wednesday, January 23, 2002 4:28 PM To: Multiple recipients of list Subject: [NIFL-4EFF:1973] Re: EFF and GED classrooms Hi everyone, A practitioner has expressed an interest in information regarding how to get GED students to "buy into" EFF activities. Her experience has been that GED students are so focused on passing the test that they resist any activities in which they don't see a direct relationship to the test. Please share your experiences in this area, or activities you have used to address this issue. Thanks, Jenny Jenny Ransone NIFL-4EFF Discussion List Moderator jransone2@jcplin.org
This archive was generated by hypermail 2b30 : Fri Jan 17 2003 - 14:45:24 EST