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 g0ONqLn15447; Thu, 24 Jan 2002 18:52:21 -0500 (EST) Date: Thu, 24 Jan 2002 18:52:21 -0500 (EST) Message-Id: <18a.24dfdee.2981f78a@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:1984] Re: EFF and GED classrooms X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Unknown (No Version) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 2567 Lines: 65 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
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