Thanks, Katrina

All the best,

David

On Sep 1, 2006, at 2:02 PM, Katrina Hinson wrote:


> Well said!!

>

>>>> David Rosen <djrosen at comcast.net> 9/1/2006 10:34 am >>>

> Hello Aaron and others,

>

> On Sep 1, 2006, at 9:53 AM, you wrote:

>

>> Donna,

>>

>> You raise some interesting points about the GED and whether the

>> focus of instruction and assessment should go beyond preparation

>> for the GED.  It sounds like you believe that metacognitive skills

>> - reasoning/thinking/analyzing skills- are also very important.  I

>> know there is some level of tension in the field when you have

>> learners and/or programs stressing achievement of the GED in as

>> short a time as possible as the ultimate goal vs. "preparing the

>> adult learner for today's economy" as you have suggested.  What do

>> others think about this?  What is our role as instructors?

>

> I have thought about this recurrent question and propose the

> following:

>

> The key is for each learner, in many cases with the help of a teacher

>

> or counsel, to examine what  "I want my GED" means.

>   " _Why_ do you want to get a GED (or ADP or EDP) ?"  "If you had

> it, what would you hope it would do for you?"  The answers will

> mostly fall in three categories:

>

> 1. GED as a terminal diploma or certificate

>

> * I want to hold my head up as a holder of a GED or adult high school

>

> diploma.  Personal pride and satisfaction.  Not so much for my job or

>

> my career.

> or

> * I have to have a GED or h.s. diploma to keep my job.  I need this

>

> as soon as possible.

> or

> * I need a job now. I can't get one because I don't have a high

> school diploma.  I think, with a GED I can get a job. I don't care if

>

> it's a low-paying job.  I need money as soon as possible.

>

> 2. GED as a key to entering Post-Secondary education

>

> * I want a good job, one that will enable me (and my family) to be

> self-sufficient. I understand that the GED is not enough, that I have

>

> to get at least a year of college, too, but the GED is needed first.

> * I want to succeed in college, I understand that a GED may be enough

>

> to get in, but I want to take regular, not developmental study

> courses so I want to be prepared to do academic work in college, and

> in other ways to be prepared for college before I enroll.

>

> 3. Limbo

>

> *  I don't know.  I really don't. I was told to come here by my

> social worker (parole officer, mother....)

>

> Category 1 folks are "true GED" people.  Category 2 folks are college

>

> prep people.  They need a GED or h.s. diploma _and_ transition to

> college/college prep work.  Category 3 people may or may not belong

> in an adult education program. For example, some out-of-school youth

> programs are designed help young adults get motivated.

>

> A high quality, seamless adult education system (not necessarily

> every program in the system) should offer all three options, and the

> screening process should be such that students get referred to the

> right option for their goal, so that "fast track for employment: GED

> students get 1, GED for increased lifetime earning folks get 2,  and

> those who need motivation and counseling, and maybe a stimulating

> program of education with try-out work, get 3.

>

> David J. Rosen

> djrosen at comcast.net

>

>

>

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David J. Rosen
djrosen at comcast.net