Exciting Strategies for 2014 GED Test Prep: Up In Arms
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Exciting Strategies for 2014 GED Test Prep: Up In Arms

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Sample lesson and workshop for "Achieving Credentials for Success" Conference in Appleton, Wisconsin, October 16, 2013.

Sample lesson and workshop for "Achieving Credentials for Success" Conference in Appleton, Wisconsin, October 16, 2013.

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  • Why did New Readers Press ask me to write this book? They want an instructional perspective.
  • We did not field test every lesson in the book, but several of them. This was my favorite. Meet: Shannon, Geri, Antonio, & Tiffany. My other learners didn’t want their pictures taken!
  • We did not field test every lesson in the book, but several of them. This was my favorite. Meet: Shannon, Geri, Antonio, & Tiffany. My other learners didn’t want their pictures taken!
  • This is scaffolding to help learners understand the instructional purpose of group discussion. Key points: You have to explain yourself more. You will hear different perspectives.
  • Gently enforce these rules! Provide the behavioral expectations to create a safe space for group construction of knowledge through discussion.
  • Check or review pre-requisite knowledge. What is the U.S. Constitution? The document that explains how the government works. What is the Bill of Rights? The first set of Amendments to the U.S. Constitution that explains the rights of citizens. Amend means to add. An Amendment is something added, in this case to the Constitution.
  • Let’s read this twice: two different readers. After we’ve read it: Any words to define? (Regulated, Militia, Arms, infringed) What do you think this means?
  • Let’s read this twice: two different readers.After we’ve read it: Any words to define? What does this mean?
  • Let’s read this twice: two different readers.After we’ve read it: Any words to define? What does this mean?
  • What do you see here? What does this mean?
  • What do you see here? What does this mean?
  • Let’s read this again. Do you understand it more now? Ask again for the definitions of vocabulary: regulated, Militia, Arms, infringed.
  • Give each learner a chance to answer. This requires them to synthesize and evaluate the information from previous slides in order to make a decision. After each person answers, they can discuss and clarify positions in conversation. Because of the topic, many students will automatically connect it to previous knowledge or experiences. Facilitator positively points out when students use vocabulary words, and if necessary asks follow up questions to ask learners to support their argument with information from slides.
  • Formative writing assessment. This requires students to summarize their main point from the discussion in writing. The focus should be on the ideas, not on spelling & grammar at this point. These summaries could be used later for a follow up writing activity, however.

Exciting Strategies for 2014 GED Test Prep: Up In Arms Exciting Strategies for 2014 GED Test Prep: Up In Arms Presentation Transcript

  • Exciting Instructional Strategies for the 2014 GED® Test Up in Arms Over the Second Amendment October 16, 2013 Achieving Credentials for Success Conference Appleton, WI
  • Meagen Farrell Author, trainer, consultant GED® Test prep instructor @farrellink Facebook.com/farrell.ink Farrellink.com
  • Agenda 1. Facilitating engaging lessons: “Up in Arms Over the Second Amendment.” 2. Create your own interdisciplinary lesson plan. 3. Questions & Answers.
  • Rules for the Road • Stay with the group! Don’t get distracted by your mobile device or side conversations. • Questions? Yes, please! Just raise your hand and tell me your name & location.
  • Content from Real Life Scenarios Reasoning through Language Arts Science Social Studies Mathematical Reasoning
  • My Two Cents on Teaching Adults • • • GED® test prep programs are like marathon training programs at a gym. Single-subject instruction is like running alone on the treadmill, day after day. Interdisciplinary group instruction is like working out with a team.
  • Facilitating Engaging Lessons: Up in Arms Over the Second Amendment Field Tested in Cleveland, Ohio
  • Interdisciplinary Lesson Analyze reading passages Interpret data Social Studies content 2nd Amendment Write a response and cite evidence
  • Why Are We Learning as a Group?
  • How Do We Want to Act as a Group? • • • • One person talks at a time. We do not have to agree. Everyone can share their thoughts and feelings. Respond to the topic, not to others’ comments. Are there rules you want to change, delete, or add?
  • Activity • Read and analyze the Second Amendment of the U.S. Constitution and two different viewpoints on what it means from two active U.S. citizens’ groups. • Choose a position to support, and select evidence to support that position.
  • Before We Read • What is the U.S. Constitution? • What is the Bill of Rights? • What is an amendment?
  • The Second Amendment A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.
  • Two Groups, Two Meanings We will now read about two different citizens’ groups that interpret this amendment in two different ways.
  • National Rifle Association (NRA) The NRA believes the Second Amendment means that most U.S. citizens have the right to personal gun ownership and use. Why? They believe “a well regulated militia” means all citizens have the right to defend themselves with guns.
  • Brady Campaign to Prevent Gun Violence The Brady Campaign believes that the Second Amendment means that we should enact stronger regulation to protect citizens from gun violence. Why? They believe that “A well regulated militia” means just people in regulated categories are authorized to own and use guns.
  • Why Do They Think Differently? The NRA looks at evidence that handgun bans increase murder rates.
  • Why Do They Think Differently? The Brady Campaign looks at evidence that there are too many victims of gun violence.
  • The Second Amendment A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.
  • What Do You Think? • What does “a well regulated militia” mean? • If you had to choose between the Brady Campaign and the NRA, which would you support? Why? • What evidence supports your choice?
  • Summarize Your Thoughts Write a few sentences explaining whether you would support either the Brady Campaign or the NRA. Why? Use at least one quote or statistic we looked at today.
  • Questions?
  • Your Turn! Create Your Interdisciplinary Lesson Plan • Each person should have a blank lesson plan template and a completed example. • Get in groups of four to six people. • Designate one person as the recorder to write down the lesson.
  • Questions?
  • Take It Home • The PowerPoint and handout are available for view or download at my website: farrellink.com • You have permission to use these workshop materials in your program as long as you attribute Meagen Farrell and New Readers Press.
  • Thank You! GED® is a registered trademark of the American Council on Education and may not be used without permission. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license.