Hi Andrea
  Sounds interesting. I'd like to learn more. Where can I find this research? 
  Thanks from Bruce Carmel
  

Andrea Wilder <andreawilder at comcast.net> wrote:
  There is brain research which shows that when the TEACHER focuses on a 
certain aspect of reading or learning, he STUDENT will follow this 
lead.

Andrea

On Oct 30, 2007, at 7:19 AM, Jackie Coelho wrote:


> Shirley, I agree that an enjoyment of reading is the first step. I

> have been reading small novels with my Pre-GED level students for

> three years now. And when we finish one book, they are always quick to

> ask what the next will be. They really enjoy spending time discussing

> the characters, the issues and relating all to themselves. Last week

> we read a text that explains in detail why leaves change color and

> then fall off. The next day a student told me she had never looked at

> fall foliage the way she does now.

> If a student enjoys reading or sees a real purpose to it, he or she

> does it more than willingly.

> Jackie

>

> On 10/29/07, shirley ledet wrote:

>> I agree, however by the time I students get to us they need a reason 

>> to

>> read. Discussion brings an interest and desire to read. When very 

>> young

>> children are given that desire because of the way it is introduced. 

>> the

>> desire build, the cognitive recognition of reading, thoughts, 

>> imagination

>> and pleasure are place in the lexicon and "walaa" you have a reader. 

>> When

>> this is not done, the students sees reading as a means to end and 

>> therefore

>> drudgery. Telling a students to read whose mantra has become "I hate

>> reading" " I was never good at reading" "I always fail reading" is

>> pointless. We must awaken the desire and the learning will come. With

>> joy.....most of the time.

>> Shirley

>>

>>

>> Wendy Quinones wrote:

>> Actually, all of the GED tests are reading -- even math for the most 

>> part.

>> I think Mary Lynn is right on!

>>

>> On 10/26/07, Mary Lynn Simons wrote:

>>>

>>> Three of the GED tests are reading. If the teacher is talking a lot 

>>> and if

>> students are talking a lot, students are not reading. Reading is a 

>> skill.

>> The reason most people read poorly is that they don't read much. The 

>> reason

>> people type poorly is that they don't type; the reason people do not 

>> play

>> the guitar well is that they don't play, and on and on and on. I say, 

>> "Shut

>> up and read."

>>>

>>>

>>>

>>>

>>> ________________________________> Date: Fri, 26 Oct 2007

>> 15:39:46 -0400> From: tborge at bhcc.mass.edu> To: assessment at nifl.gov >

>> Subject: [Assessment 1002] Re: GED Discussion - what you need to 

>> know!>>

>> When we are referring to creativity do we mean teaching critical 

>> thinking

>> skills which once our students know how to think in a critical 

>> thinking way

>> they will be successful in achieving their education and other life 

>> goals.

>> However, just like K-12 education, adult education is captured on the 

>> high

>> stakes spinning wheel of accountability which stifles creativity and

>> teachers teach to the test.> Toni Borge> BHCC> Adult Education & 

>> Transitions

>> Program> Boston, MA> ________________________________>

>> From: assessment-bounces at nifl.gov 

>> [mailto:assessment-bounces at nifl.gov] On

>> Behalf Of shirley ledet> Sent: Thursday, October 25, 2007 4:30 PM> 

>> To: The

>> Assessment Discussion List> Subject: [Assessment 1001] Re: GED 

>> Discussion -

>> what you need to know!> I agree that creativity is not the enemy of 

>> success

>> on standardized test. We need look no further then those who have been

>> successful on any type of test. We tend to use terms like natuarally 

>> gifted,

>> just smart, etc. If you speak to these folks they are well rounded, 

>> enjoy

>> reading, mvies, theater, they tend to use terms like "I don't know, I 

>> just

>> know stuff." Researchers have found that this may be the reason for

>> disparity between ethnicity. I believe there is more disparity 

>> between socio

>> economic background then ethnicity. Exposure to the arts, banking 

>> industry,

>> faculty, medicine, legal issues as part of your everyday life tends 

>> to offer

>> more of an advantage when testing then someone whose only exposure is 

>> to go

>> to school and study hard. My students participate in a quite a few 

>> creative

>> projects and those that "get into it" tend to do better in all 

>> subjects.

>> Those that feel it is a waste of time and they just want to "study 

>> for the

>> GED" are generally frustrated when "all of their hard work does not 

>> pay off

>> like they would like." Creativity also leads to retention; especially 

>> those

>> activities that have to be completed in increments. Let's bring on 

>> more

>> creativity!> Shirley Ledet> GED Instructor> NHC-Carver> 

>> djrosen at comcast.net

>> wrote:> Colleagues,> I am a proponent of creativity in adult literacy

>> education -- indeed in all education. As Marc Tucker, President of the

>> National Center for Education and the Economy, has said in a 

>> presention

>> recently to the National Commission on Adult Literacy,

>> http://www.caalusa.org/video/choices.html , the U.S.

>> education system -- and he includes adult education, cannot be 

>> competitive

>> without high academic standards AND creativity.> But many GED 

>> teachers and

>> administrators believe that their students will not pass the GED 

>> unless they

>> focus on skills and knowledge needed to pass the test, that 

>> creativity is a

>> "distraction" and a time-waster. (Many K-12 teachers, administrators 

>> or

>> policy makers also believe creativity distracts from passing high 

>> stakes

>> tests.) I hate to be the one to raise this issue, but it's the key 

>> question

>> on the minds of many GED teachers and administrators, so I invite the

>> panelists to address it.> Is creativity a distraction or is it 

>> essential for

>> success? Why?> David J. Rosen> djrosen at comcast.net> -------------- 

>> Original

>> message ----------------------> From: "Marie Cora">> Hi everyone,>>>> 

>> We've

>> had several new subscribers over the past day, and so I wanted to>> 

>> give a

>> quick reminder where you can get the information on this>> 

>> discussion. For

>> the full announcement, information on guests, and>> suggested 

>> resources go

>> to:>>>>

>> http://www.nifl.gov/lincs/discussions/assessment/ 

>> 07creativityGED.html>>>>

>> If you missed the posts from yesterday - there were a couple - you 

>> can>>

>> catch up in the archives at:>>

>> http://www.nifl.gov/pipermail/assessment/2007/date.html>>>>

>> Please post your questions and also your own experiences to share 

>> now!>>>>

>> Thanks!!>>>> Marie Cora>> Assessment Discussion List 

>> Moderator>>>>>>>>>>

>> Marie Cora>> marie.cora at hotspurpartners.com>> NIFL Assessment 

>> Discussion

>> List Moderator>>

>> http://www.nifl.gov/mailman/listinfo/assessment >>>>> From:

>> "Marie Cora"> To:> Subject: [Assessment 942] GED Discussion - what 

>> you need

>> to know!> Date: Tue, 9 Oct 2007 14:43:14 +0000> Hi everyone,> We've 

>> had

>> several new subscribers over the past day, and so I wanted to give a 

>> quick

>> reminder where you can get the information on this discussion. For 

>> the full

>> announcement, information on guests, and suggested resources go to:>

>> http://www.nifl.gov/lincs/discussions/assessment/07creativityGED.html>

>> If you missed the posts from yesterday – there were a couple – you 

>> can catch

>> up in the archives at:

>> http://www.nifl.gov/pipermail/assessment/2007/date.html>

>> Please post your questions and also your own experiences to share 

>> now!>

>> Thanks!!> Marie Cora> Assessment Discussion List Moderator> Marie 

>> Cora>

>> marie.cora at hotspurpartners.com> NIFL Assessment Discussion List 

>> Moderator>

>> http://www.nifl.gov/mailman/listinfo/assessment >

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>>>

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