Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i72Gi4124917; Mon, 2 Aug 2004 12:44:04 -0400 (EDT) Date: Mon, 2 Aug 2004 12:44:04 -0400 (EDT) Message-Id: <s10e3629.021@mail.jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <barbara_garner@worlded.org> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1092] RE: Help With Curriculum. Dr. Rosen, X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 2417 Lines: 69 Sandy, You might also try educating your students about why they need the academic skills to not only get their GEDs but continue on. A set of lesson plans that trys to convey this story to learners as it helps them prepare for the GED is available at ttp://ncsall.gse.harvard.edu/teach.html Scroll down to: "Beyond the GED: Making Conscious Choices about the GED and your Future". Barb Garner Editor, Focus on Basics Barbara Garner Senior Program Officer email bgarner@worlded.org World Education phone (617) 482-9485 44 Farnsworth Street fax (617) 482-0617 Boston, MA 02210 >>> sdscanlon@adelphia.net 07/31/04 9:51 AM >>> I read, with great interest, the discussions by members of this list serve and would like to present a dilemma relative to ABE and GED instructional programs for discussion. Most of our agency's learners are myopically focused, "I need to pass the GED test, and the sooner the better - like yesterday." Some learners only require a refresher in language arts writing and upper-level numeracy skills. These learners have scored at least an 8th grade reading level and want to move forward, quickly. The dilemma occurs for those learners below a 7th grade reading skills ability, and they too want to quickly move forward. They need to feel that their immediate goal is being met, and if not, this is a sure way to lose them. During orientation, learners are assessed for reading and numeracy skills, the learners do an analysis of their test results, start their individual learning plan, and set short and long-term goals i.e. reading to children/grandchildren, entering college, getting a job, or a better job. Passing the GED is viewed as a step toward their goal. Any thoughts about solutions to this dilemma? Sandy Scanlon ----- Original Message ----- From: <shellcraig@ix.netcom.com> To: "Multiple recipients of list" <nifl-fobasics@literacy.nifl.gov> Sent: Friday, July 30, 2004 4:43 PM Subject: [NIFL-FOBASICS:1083] RE: Help With Curriculum. Dr. Rosen, > I know this is a literacy website, but the GED Math Problem Solver > curriculum is very cooperatively based learning and I have had wonderful > success using it with my students, not only for improving their math > skills, but improving their confidence and problem solving. It also served > to make some friendships as well in the classroom. > > Michele > >
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