The following post is from Donna Chambers.
 
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Ajit and All,
 
I agree with Ajit that we must push for the alignment of knowledge
measured whatever the students goal may be. Preparing a learner for a
college entrance test should not be any different from preparing a
learner for work and or life.  A changing society and economic system
requires a continual redefinition of the context of literacy. As I
referenced in my August 31 message as adult educators we must adapt to
the change and be aware of developing conceptual thinking skills to
position the learner  to advance in his/her education if they so choose.
This requires faith in a learners ability to acquire whatever skills are
necessary even if it means  changing the way we have been teaching for
years. 
 
For example, I am currently working in Rhode Island with a groups of
adults who entered our program to get their GED.  Since my work is
primarily with the External Diploma Program, a competency based
assessment system, I  tend to focus on a learner understanding concepts
and being able to apply the learning in a number of different
situations.  Placement testing showed that these individuals had low
level math skills and they all declared that they "were not good in
math".   I told the group that we were not going to work in GED books,
except maybe to do some practice work, but that I would help them learn
math in a way that was different and this may mean learning math beyond
what they needed to know to pass the test.  Our work would include
understanding numbers and operations and how they relate to each other
and that once they had this understanding, they should be better
prepared for the math that they would encounter on any test, not just
the GED.  
 
They all agreed and so we began using colored popsicle sticks and other
manipulative to see, touch, and understand what it means to add,
subtract, divide and multiply numbers.  Before long we were discussing
fractions, percents, and even ratio proportion with a clear
understanding.  The learners in my class now know what a variable is and
can not only show an example of an algebraic expression using the
manipulative, but can also write and solve simple algebraic equations.
They may be able to pass the GED without knowing algebra, but this
understanding has lead to a true understanding of 20% of 300; 4800 by 8
or 80;  and 1:2 as 2:4, 3:6, etc which will help them to pass the test.
It didn't take long for the learners to start saying, "I get it" and
"this is fun".  
 
Using a hands on approach for math and getting away from going page by
page in a workbook takes some planning, but the benefits are tremendous.
How can we challenge an adult's thinking and help them become critical
thinker?  The answer to this question may mean looking at what we are
doing differently. Developing activities centered around developing
thinking skills, critical reading, separating fact from fiction and
making predictions will help prepare our learners for the real world.
,Looking at and working toward this big picture better prepares students
for success as they exit our programs. Exactly how we all do this and
make it all relevant is what I see as the great challenge.  change is
not easy, but often necessary.  Let us begin to look at a bigger picture
beyond the GED and develop a list of standards to measure the  concrete
and abstract knowledge and skills that are needed for life. 
 
I invite anyone and everyone to chime in here.  
 
Donna Chambers
 
 
----- Original Message ----- 
From: Ajit <mailto:agopalakrishnan at yahoo.com>  Gopalakrishnan 
To: 'The <mailto:contentstandards at nifl.gov>  Adult Education Content
Standards Discussion List' 
Sent: Sunday, September 10, 2006 9:26 AM
Subject: [Content 267] Re: Teaching beyond the GED?
 
I am glad that this discussion on teaching beyond the GED has continued
into the next week. Let me jump back in!
 
I don't see the skills to enter college/work that are needed in addition
to those required for passing the GED as "beyond the basics". To me,
they are still basic skills that all high school graduates (whether K-12
or adult ed) should be proficient in prior to graduation.
 
That said, it is not good enough for me to simply accept that some of
these skills (a few of which may be highly abstract) are necessary only
to pass "gatekeeper" postsecondary entrance examinations and have no
relevance for life or work. Instead of simply accepting this, I believe
that we should push for the alignment of knowledge measured in such
entrance exams with the student's proposed course of study and
interested profession.
 
The relevance is absolutely there but needs to be made explicit. In the
CASAS system for example, higher level reading/math test items don't
become abstract but retain their connection to relevant priority
competencies. However, few students including GED graduates achieve
these higher levels of proficiency.
 
People also tend to forget abstract knowledge if there is not some
application. Computer training is a classic example. Millions are spent
on teaching people how to utilize every feature within Microsoft
products and three weeks later, the individual may remember 20% of the
content - often the 20% that is used regularly.
 
The transition ability gap is real and can be bridged with both rigor
and relevance.
 
Ajit Gopalakrishnan
CT
 
 
 

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