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 g0O3Wen02051; Wed, 23 Jan 2002 22:32:40 -0500 (EST) Date: Wed, 23 Jan 2002 22:32:40 -0500 (EST) Message-Id: <11b.a7e71f5.2980d98e@aol.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: AndresMuro@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1976] Re: EFF and GED classrooms X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 7.0 for Windows US sub 10021 Content-Type: multipart/alternative; boundary="part1_11b.a7e71f5.2980d98e_boundary" Status: O Content-Length: 6497 Lines: 127 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I do not use EFF per say, but, in our program, we use a similar model to EFF. It is true that students focused in preparing for the GED want to focus exclusively on GED activities. the issue is making real life, context based activities look like GED activities and the new acquired knowledge could be measured with a GED-like tool. A couple of weeks ago I did a workshop for our staff on how to combine this. Following are some things that i suggested: 1. Don't mention that you are going to work on health literacy, homeownership, etc. This may turn students off. instead, tell them that they will do some activities to get ready for the GED 2. Identify new vocabulary in a reading that you may want them to master and write sentences with. then, give them a health, homeownership, etc related reading and have them search for vocabulary. 3. Tell them that you want to improve their writing skills and ask them to write a paragraph commenting on something that they just read about health. 4. Turn a health related brochure into a set of GED like questions. Take the first paragraph and ask 4 questions and then the second, third, fourth etc. 5. Look for numbers and charts to develop math activities. What is the number of people living in your community. What percentage are Hispanic, black, white, etc. If 30% of people in you community are black and you know the total number of people, how many black people live in your community? White? hispanic? If 75% of hispanics could get diabetes, how many people in you community is this? How about heart disease? 6. Get bus schedules and teach students to read them. Ask GED like questions such us how long does it get to get from x to y according to bus route 53. how about from A to B. How many hours does it take to do the whole bus route? how many minutes is this? what % the total bus route time does it take to go from point x to y. If you work from 8 to 12 and you come to school from 2 to 4 and you do something else, what % of your time do you spend in the bus. 7. Do the same with financial aid forms, house plans from local builders, charts in newspapers, magazines, etc. 8. blah, blah, blah..... Hope this helps, let me know if I need to clarify anything, Andres In a message dated 1/23/2002 3:28:24 PM Mountain Standard Time, jransone2@jcplin.org writes: > 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, >
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