Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g7DKt4X00856; Tue, 13 Aug 2002 16:55:04 -0400 (EDT) Date: Tue, 13 Aug 2002 16:55:04 -0400 (EDT) Message-Id: <A1DF203D7C27D411A4EC00D0B78055801715B4@wrl_ntserver.jcpl.lib.in.us> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "Jennifer Anderson" <JAnderson@jcplin.org> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:184] What a Response! X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 3002 Lines: 10 Wow! Thanks to everyone for their great suggestions for my open-enrollment GED group that I am starting. I have really learned a lot. Through discussing things with my boss and you all, I have clarified the purpose and audience for my group. I think I have decided to invite anyone who is working on their GED or who has it or a diploma but still wants to improve their literacy skills. I am thinking that mostly GED candidates will show up but wanted to leave it open to everyone else. The purpose is going to be providing the students with the literacy skills they can use to pass the GED and improve their lives in every role. The lessons are going to be structured around a problem. I am going to pose a situation that most adults face in their lives such as buying a home. When people buy a home, there is much more to think about than where you want to live and how much you want to pay. Square footage involves calculating area (which is on the GED). Interest rates on loans involves using percents (which is on the GED). Figuring out how much the heat bill would be in the winter would involve reading with understanding, using basic addition, subtraction, multiplication, and division, and probably lots of other skills I can't even think of right now (which are on the GED). What I am thinking at this point is having the participants attend a 30 minute orientation with me and talk about the focus of the group, how the lessons will be structured, and set goals. Does anyone have a good student-led goal setting form? I have one from the Spring 2001 EFF Hot Topics and I could make my own. I plan on asking questions like 'What do you want to be able to do?' and 'How will you know when you have achieved your goal?' but I wasn't sure if the students liked to identify the strategies they would use to get there or if that would overwhelm them. I also wasn't sure how to house all the goals and work. When people use portfolios, do they usually keep them or let the students keep them or make a copy for both people? It is a lot of information to lose if the student doesn't come back but I also would want them to have it if they don't come back. I really don't know what to do with the information in a portfolio other than plan lessons that address the students' goals and make sure they are feeling successful. I want this class to be successful because I really think people could benefit from it much more than a traditional GED class. On the other hand, no one in my area has ever done anything like this before and I am wondering how it will be received by the students. Will they think it is too hard? Will they not view it a learning because it isn't traditional? Will they still be able to pass the GED? Will they come back? If anyone has ever done anything like this, please tell me about your experience. Goal setting forms and portfolio advise would also be great! Thanks, Jennifer Morrow Johnson County Public Library Adult Learning Center
This archive was generated by hypermail 2b30 : Fri Jan 17 2003 - 14:46:25 EST