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 g0TBbEn29754; Tue, 29 Jan 2002 06:37:14 -0500 (EST) Date: Tue, 29 Jan 2002 06:37:14 -0500 (EST) Message-Id: <20020129.073314.-244783.1.arconn@juno.com> 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: Anne R Connors <arconn@juno.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2011] Re: Following up on the five Why's X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Juno 5.0.33 Status: O Content-Length: 948 Lines: 14 I think Emily's suggestions for GED class are great, but I question if one has a 50 hour class , can one really go into the EFF ideas? I think we can teach it from our perspective..ie. ask how that will help them in life or show that particular use in life (ie. fractions in cooking, area in painting a room ) On the other hand, when some of the class will take their GED after only 20 hours of class and it is open entry,how in the world does one find time to fit discussion of the WHEEL into the class? And should one fit it into the class? And I agree with Andre that there are many things required for GED that are trivial. When does one use scientific calculators or the area of a triangle in "real" life? 99% of GED students don't see the connection and frankly neither do I. My classes want to get their GED yesterday and in a 2 hour class, they want to learn what is on the test..... Period. That is their goal, so I go with it!
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