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 g3UCuqu12112; Tue, 30 Apr 2002 08:56:52 -0400 (EDT) Date: Tue, 30 Apr 2002 08:56:52 -0400 (EDT) Message-Id: <20020430125332.79301.qmail@web10908.mail.yahoo.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: Eileen Strier <ebstrier@yahoo.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2139] Re: EFF and GED classrooms X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 6199 Lines: 188 Dear Emily, I was just reviewing some saved messages and noted that you taught a GED prep which is two days and registration. Do you charge students or is it funded?? Thanks a million, Eileen --- Emily McDonald <emilychad@yahoo.com> wrote: > > Hello, > I teach a GED prep orientation class. The class is > a two day orientation and registration. We pre test > them, complete all of the forms, and enroll them > into the appropriate class. These are the basic > requirements that I must meet on a weekly basis. In > my experience,I have found that just fulfilling the > basics isn't enough. As well as pre testing, filling > out forms, etc., I introduce goal setting to my > learners and ask them to take a few minutes on the > first day to write about their goals and why they > decided to come back to school. As a group, I ask > them to share some of what they decided to write > about with the class. Asking them to write about > their goals is really just the first step to helping > them get there and helping them see all of the > connections between their life and education. I also > think that it is important for them to write about > their goals so that we can relate what their > learning and why they are learning it to thier life. > I've seen so many learner! > s get stuck in the detail of their workbooks, or not > understanding how to do certain math problems. > Sometimes they get so stuck in the details that they > become frustrated - they can't see the forest for > the trees.Sometimes they don't take the time to > really stop and think about the whole picture - the > details are important but how are the details going > to help me achieve what I want and need to achieve. > > When they begin the goal setting process, by writing > about their goals, almost every response that I get > connects to the EFF role maps and purposes. This > is an easy way into the framework that makes sense > to learners. They find it relevant and see how it > relates to their needs and want. They also see how > the framework can help them align GED to their life. > I explain to them why I like them to write about > their goals and why it is important that their > teachers know about their goals, why they decided to > come back to school, and how they will use what they > learn in their lives. > > The next step that our literacy program already does > is to help them to develop a plan based on their > goal, once they are assigned to a class. The > framework also gives them credit for what they > already do and builds on it. The teacher would then > introduce the role maps and standards wheel and ask > them to identify the standards and activities that > they want to achieve. Another tool/technique that I > use is the Five Why's. When a learner says that > they want to get their GED, I ask them Why. The > theory of the Five Why's is that if you ask the > learner why, five times, they will give you a > specific reason/answer in this case for getting > their GED.Again, their answers connect to the role > maps and purposes. > > Emily McDonald > > Knox County, TN Adult Education > > > > > AndresMuro@aol.com wrote: Milly Kuth wrote: > > "With the "new" GED, the emphasis will be on adult > life skills." > > Really? the new GED that you saw must be different > from the one that I saw. To me, the new GED looks a > lot like the old one, but requires students to have > higher level of academic skills and additional > knowledge of trivial facts. > > Regarding adult life skills, most of my students > have excellent such skills, yet nobody credits them > for this. They are mothers, workers, grandmothers, > cooks, home care takers, healthcare providers, > bureaucrats and students. Many of them do all this > with a lot less money than we have, with limited > language skills, some, while being abused by > spouses, etc. Begining this year, instead of > bringing more speakers from the shelter for battered > women, the local health clinic, and focus on real > needs, I am going to have to make sure that they can > perform more trivial math problems and memorize more > facts. > > If we gave credit for adult life skills, my students > would have Ph.Ds and would be giving classes. > > Andres > > In a message dated Thu, 24 Jan 2002 5:44:30 PM > Eastern Standard Time, KUTHFAM@aol.com writes: > > > In a message dated 1/24/2002 11:52:42 AM Eastern > Standard Time, MWPotts2001@aol.com writes: > > > > > > > > > > > > OK, now I can approach this student with the EFF > Worker Role Map, especially > > > > the Broad Area of ResponsibilityPlan and Direct > Personal and Professional > > > > Growth, more specifically, the Key Activity-Pursue > work activities that > > > > provide personal satisfaction and meaning. I can > lead into a look at the > > > > Skills Wheel where we can look at the > Decision-making SkillPlan. We can look > > > > > > > > > > > > I'd look at interpersonal skills as way to get and > keep a job. Do your students work together? help > each other? > > > > > > > > > > > > Will he need to learn new skills on the job? (Life > long learning) If he's delivering pizza, he will > need to learn the area, and might need to read a > map. (Donato's Pizza has a big map of Hamilton on > the wall.) Will he need to learn new skills on the > job? train someone else? > > > > > > > > Will he need to pay bills? make purchases? balance > a checkbook? read a paycheck stub? read maps? use > trade skills? (all EFF/GED skills) > > > > > > > > With the "new" GED, the emphasis will be on adult > life skills. That sounds pretty compatible with EFF. > > > > > > > > > > > > You don't need to trick anyone. Just do what needs > to be done to prepare for GED test. Then ask if this > is a skill he'd use in "real life." Virtually all > are. > > > > > > > > Millie Kuth > > > > Hamilton City ABLE > > > > Hamilton OH 45011 > > > > > --------------------------------- > Do You Yahoo!? > Yahoo! Auctions Great stuff seeking new owners! Bid now! __________________________________________________ Do You Yahoo!? Yahoo! Health - your guide to health and wellness http://health.yahoo.com
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