David,

I agree with Katrina that you have clearly defined the type of adult 
learners who come to our program to "get their GED."  I think that orienting 
the learner to the reality of understanding how long it will take to get to 
the GED, what skills need to be attained, and what the GED will do for the 
individual is all a critical piece to the intake.  Also the intake process 
will help us and the learner understand  both the immediate and long term 
goals and what the GED will mean in terms of these goals. While I like the 
categories, I feel as though instruction can  prepare people beyond the GED 
at all levels and all categories, even if the learner is on a fast track to 
GED course.  I would very much like to continue this discussion and how it 
relates to content standards if anyone is interested.  Donna Chambers


----- Original Message ----- 
From: "David Rosen" <djrosen at comcast.net>
To: "The Adult Education Content Standards Discussion List" 
<contentstandards at nifl.gov>
Sent: Saturday, September 02, 2006 6:58 PM
Subject: [ContentStandards 251] Re: Teaching beyond the GED?



> 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

>

>

>

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