Exciting Strategies And Technology for Detroit GED Test PrepMeagen Farrell
This document summarizes a workshop on preparing for the 2014 GED test. It discusses the major changes to the test, including alignment with Common Core standards, increased cognitive complexity, 100% computer-based testing, and intertwined subject areas. The workshop covered implications for instruction and included activities for participants to create interdisciplinary lesson plans using technology and explore GED test resources. Participants worked in groups and used an online platform to collaborate.
Rewriting History: Teaching for the GED Social Studies Extended ResponseMeagen Farrell
Teach your students to be active participants in The Great Conversation! The key to cracking the code of social studies is focusing on enduring social issues. This session presented at COABE 2015 offers sample student responses to prepare students for critical thinking and the GED social studies test extended response.
Teaching Adults: A 2014 GED Test Resource Book SamplerMeagen Farrell
Most recently updated sampler of the book now available from New Readers Press! Order at NewReadersPress.com or from your state sales representative! Reviewed by GED Testing Service for the most accurate information on the new exam.
Exciting Strategies And Technology for Detroit GED Test PrepMeagen Farrell
This document summarizes a workshop on preparing for the 2014 GED test. It discusses the major changes to the test, including alignment with Common Core standards, increased cognitive complexity, 100% computer-based testing, and intertwined subject areas. The workshop covered implications for instruction and included activities for participants to create interdisciplinary lesson plans using technology and explore GED test resources. Participants worked in groups and used an online platform to collaborate.
Rewriting History: Teaching for the GED Social Studies Extended ResponseMeagen Farrell
Teach your students to be active participants in The Great Conversation! The key to cracking the code of social studies is focusing on enduring social issues. This session presented at COABE 2015 offers sample student responses to prepare students for critical thinking and the GED social studies test extended response.
Teaching Adults: A 2014 GED Test Resource Book SamplerMeagen Farrell
Most recently updated sampler of the book now available from New Readers Press! Order at NewReadersPress.com or from your state sales representative! Reviewed by GED Testing Service for the most accurate information on the new exam.
When Worlds Collide: Blended Learning for 2016Meagen Farrell
Increase outcomes for adult learners by mixing in-person instruction with student use of technology. Originally developed with Adam Springwater for COABE 2016.
Can electronic marking help to engage students with assessment and feedback?Alison Graham
The document discusses a project that aimed to engage students in the assessment and feedback process through the use of electronic marking. The initial goals were to involve students in developing marking criteria and understanding how feedback linked to the criteria. The project used GradeMark software to provide feedback comments on assignments. Students provided feedback on writing criteria and engaging with criteria in class. Overall, the project aimed to explore how electronic marking could improve dialogue with students and help them recognize feedback.
Can electronic marking help engage students with assessment and feedbackSara Marsham
The document discusses a project aimed at engaging students in the assessment and feedback process through electronic marking. The initial aims were to involve students in developing marking criteria and applying feedback. The project used GradeMark software to provide feedback linked directly to criteria. Students provided feedback on writing criteria and using GradeMark for comments. The presenters reflected on continuing criteria development, student engagement challenges, and best practices for criteria writing.
This three-lesson standards-based unit focuses on the book "The Boy Who Harnessed the Wind." Lesson one introduces the book and has students make predictions, discuss challenges faced by William's village, and complete a journal entry. Lesson two compares "Ryan's Well" to further explore solutions to water problems in Africa using a Venn diagram. Lesson three is a writing assessment where students choose four character traits to describe William and defend their choices with evidence from the text.
Using GradeMark to improve feedback and engage students in the marking proces...Sara Marsham
The document discusses a project that aimed to engage students in the marking process through the use of GradeMark. It describes how the researchers worked with students to develop marking criteria and provided feedback linked directly to the criteria using GradeMark's commenting tools. Students provided feedback indicating that the detailed criteria and formative comments helped them to understand expectations and improve. The researchers plan to continue refining criteria development and integrating it across more modules, and have additional questions about best practices for criteria writing and engaging students in the process.
Communication skills workshop 26 (CSW26) 14.09.2013 Helsinki
University students in Finland attend language courses to gain professional and academic
language proficiency. Currently, across all Aalto University disciplines, English is the most
popular language chosen by students. This case study focuses mainly on the experiences
in commenting and feedback given during writing courses offered by the Language Centre
at Aalto University to participants from various fields of engineering, arts and economics.
Feedback rich blended courses have been running since 2008. During these years
valuable information has been collected on the benefits and drawbacks of the various
commenting methods used for providing students with feedback on their writing.
Students produce several reports, essays and other written documents, as a part of their
studies. In language and communication courses, the students often engage in a process
writing approach by creating reports or essays in smaller steps to better support the
learning of writing. Currently, these documents are submitted into multiple electronic
platforms and commented by the teacher either using contemporary tools (pen and paper),
or electronically (word processor and/or commenting/annotation tool). Each of these
systems has their strengths and weaknesses.
Our assumption was that students benefit from personal, detailed and rich feedback and
clear explanations for improvement. This has led to systematic use and development of a
text commenting protocol. The writing teachers using these methods conducted a series of
surveys 2010-2013 given to the students in the course using the commenting tools. The
questionnaires were used to gather students’ perceptions of commenting software for
providing feedback on writing and rich feedback in general. The surveys also indicated that
students had not previously received extensive feedback in their other classes. To address
this need, we participated in designing a new, more flexible and user-friendly tool, known
as KungFu Writing (KFW), for giving feedback on student writing. Since the survey results
also suggest students were overall pleased with the feedback they received and felt it
helped them to improve their writing, feedback has been adopted as a method of teacher -
student communication several other languages.
An In-Progress Use Case: Customizing & Deploying DITA to Produce Innovative E...Edwina Lui
Kaplan Publishing, the trade publishing group within Kaplan Test Prep, has traditionally produced a range of printed study materials to assist students in preparing for a broad spectrum of standardized tests. Like many companies, Kaplan’s customer base is technologically diverse and highly adaptive, exhibiting increasing demand for innovative digital test prep products that provide a more personalized study experience, adhere to a high standard for quality, and accurately reflect evolving educational standards tested by the test makers. To support the goal of providing our students with excellent study materials that fit their changing needs, Kaplan Publishing began to move towards an XML-based content and product development workflow, and decided in 2010 to adopt DITA as an XML standard--a decision based, in part, on the inclusion of the Learning & Training Specialization in DITA 1.2.
Technology Integration in the Classroom - A case study in learning engagement...William Welder
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
Assessing Information Literacy From the Ground Upfreeweb
The document discusses the development of an information literacy assessment program at Ferris State University. It describes creating learning outcomes based on information literacy competency standards and developing a question bank to assess student skills. Assessments are administered using Survey Monkey before and after library instruction. The program aims to close the assessment loop by using data to improve instruction. Starting small and gaining faculty buy-in were keys to success. Next steps include expanding assessments to more classes and adapting for distance learning. The overall goal of establishing a culture of assessment on campus to improve information literacy is being accomplished.
Energizing your class with ConcepTests: A simple technique to engage students...SERC at Carleton College
This document discusses ConcepTests, which are multiple-choice questions embedded in lectures that assess student understanding of key concepts. The document outlines the pedagogy of ConcepTests, providing examples of good ConcepTest questions. It also discusses implementing ConcepTests using personal response systems, polling software, or Twitter. Benefits discussed include engaging students actively in class and gaining prompt feedback on their understanding.
This lesson teaches 6th grade students to convert fractions, decimals, and percentages. Students will work in teams on an interactive whiteboard activity to match fractions with their decimal equivalents. They will then play a concentration game to further practice conversions. The goal is for students to correctly modify fractions, decimals, and percentages. Standards addressed include using math concepts in other subjects and explaining the relationship between fractions, decimals, and percentages. Progress will be measured through the interactive activities and a homework worksheet.
Using GradeMark to engage students in the feedback processSara Marsham
The document discusses a project at Newcastle University to improve feedback and engage students in the marking process using GradeMark. The project aimed to 1) involve students in writing marking criteria, 2) engage students with criteria before submitting assignments, and 3) provide feedback linked directly to criteria using GradeMark. Feedback from students found the electronic feedback easier to understand and more specific. The approach was then expanded across the university and disseminated more widely. Benefits included more detailed feedback for students and markers. Questions remain around further engaging students and managing challenges of staff and student adoption.
This document describes a 4th grade science and language arts project in which students research and present on an animal of their choice. Students use the internet to research animals and record information in a grid. They then write a report in Microsoft Word and create a PowerPoint presentation to share with the class. The teacher found that students were motivated by using technology and took pride in their polished final projects. Some support issues included preparing for and troubleshooting the technology used. The project took approximately 5 hours to prepare and 18 class periods for students to complete.
The document discusses changes to the 2014 GED test, including aligning it to Common Core standards, increasing the focus on algebraic reasoning and writing skills, and transitioning to a computer-based format. This will require teaching more computer skills and new approaches to test preparation. The cost of the first year of the new test will be $120. It is unclear what the actual test will look like since examples provided are not representative and it has not been normed. The document recommends focusing instruction on incremental skills building and digital literacy to help students succeed on the more challenging computer-based test.
High School Equivalency Programs: Why Test Preparation Is ImportantLearningExpress
The journey to workplace success has many stops along the way. The starting point for any job, however, is always the same to become a competitive applicant—earning a high school diploma or high school equivalency credential.
When Worlds Collide: Blended Learning for 2016Meagen Farrell
Increase outcomes for adult learners by mixing in-person instruction with student use of technology. Originally developed with Adam Springwater for COABE 2016.
Can electronic marking help to engage students with assessment and feedback?Alison Graham
The document discusses a project that aimed to engage students in the assessment and feedback process through the use of electronic marking. The initial goals were to involve students in developing marking criteria and understanding how feedback linked to the criteria. The project used GradeMark software to provide feedback comments on assignments. Students provided feedback on writing criteria and engaging with criteria in class. Overall, the project aimed to explore how electronic marking could improve dialogue with students and help them recognize feedback.
Can electronic marking help engage students with assessment and feedbackSara Marsham
The document discusses a project aimed at engaging students in the assessment and feedback process through electronic marking. The initial aims were to involve students in developing marking criteria and applying feedback. The project used GradeMark software to provide feedback linked directly to criteria. Students provided feedback on writing criteria and using GradeMark for comments. The presenters reflected on continuing criteria development, student engagement challenges, and best practices for criteria writing.
This three-lesson standards-based unit focuses on the book "The Boy Who Harnessed the Wind." Lesson one introduces the book and has students make predictions, discuss challenges faced by William's village, and complete a journal entry. Lesson two compares "Ryan's Well" to further explore solutions to water problems in Africa using a Venn diagram. Lesson three is a writing assessment where students choose four character traits to describe William and defend their choices with evidence from the text.
Using GradeMark to improve feedback and engage students in the marking proces...Sara Marsham
The document discusses a project that aimed to engage students in the marking process through the use of GradeMark. It describes how the researchers worked with students to develop marking criteria and provided feedback linked directly to the criteria using GradeMark's commenting tools. Students provided feedback indicating that the detailed criteria and formative comments helped them to understand expectations and improve. The researchers plan to continue refining criteria development and integrating it across more modules, and have additional questions about best practices for criteria writing and engaging students in the process.
Communication skills workshop 26 (CSW26) 14.09.2013 Helsinki
University students in Finland attend language courses to gain professional and academic
language proficiency. Currently, across all Aalto University disciplines, English is the most
popular language chosen by students. This case study focuses mainly on the experiences
in commenting and feedback given during writing courses offered by the Language Centre
at Aalto University to participants from various fields of engineering, arts and economics.
Feedback rich blended courses have been running since 2008. During these years
valuable information has been collected on the benefits and drawbacks of the various
commenting methods used for providing students with feedback on their writing.
Students produce several reports, essays and other written documents, as a part of their
studies. In language and communication courses, the students often engage in a process
writing approach by creating reports or essays in smaller steps to better support the
learning of writing. Currently, these documents are submitted into multiple electronic
platforms and commented by the teacher either using contemporary tools (pen and paper),
or electronically (word processor and/or commenting/annotation tool). Each of these
systems has their strengths and weaknesses.
Our assumption was that students benefit from personal, detailed and rich feedback and
clear explanations for improvement. This has led to systematic use and development of a
text commenting protocol. The writing teachers using these methods conducted a series of
surveys 2010-2013 given to the students in the course using the commenting tools. The
questionnaires were used to gather students’ perceptions of commenting software for
providing feedback on writing and rich feedback in general. The surveys also indicated that
students had not previously received extensive feedback in their other classes. To address
this need, we participated in designing a new, more flexible and user-friendly tool, known
as KungFu Writing (KFW), for giving feedback on student writing. Since the survey results
also suggest students were overall pleased with the feedback they received and felt it
helped them to improve their writing, feedback has been adopted as a method of teacher -
student communication several other languages.
An In-Progress Use Case: Customizing & Deploying DITA to Produce Innovative E...Edwina Lui
Kaplan Publishing, the trade publishing group within Kaplan Test Prep, has traditionally produced a range of printed study materials to assist students in preparing for a broad spectrum of standardized tests. Like many companies, Kaplan’s customer base is technologically diverse and highly adaptive, exhibiting increasing demand for innovative digital test prep products that provide a more personalized study experience, adhere to a high standard for quality, and accurately reflect evolving educational standards tested by the test makers. To support the goal of providing our students with excellent study materials that fit their changing needs, Kaplan Publishing began to move towards an XML-based content and product development workflow, and decided in 2010 to adopt DITA as an XML standard--a decision based, in part, on the inclusion of the Learning & Training Specialization in DITA 1.2.
Technology Integration in the Classroom - A case study in learning engagement...William Welder
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
Assessing Information Literacy From the Ground Upfreeweb
The document discusses the development of an information literacy assessment program at Ferris State University. It describes creating learning outcomes based on information literacy competency standards and developing a question bank to assess student skills. Assessments are administered using Survey Monkey before and after library instruction. The program aims to close the assessment loop by using data to improve instruction. Starting small and gaining faculty buy-in were keys to success. Next steps include expanding assessments to more classes and adapting for distance learning. The overall goal of establishing a culture of assessment on campus to improve information literacy is being accomplished.
Energizing your class with ConcepTests: A simple technique to engage students...SERC at Carleton College
This document discusses ConcepTests, which are multiple-choice questions embedded in lectures that assess student understanding of key concepts. The document outlines the pedagogy of ConcepTests, providing examples of good ConcepTest questions. It also discusses implementing ConcepTests using personal response systems, polling software, or Twitter. Benefits discussed include engaging students actively in class and gaining prompt feedback on their understanding.
This lesson teaches 6th grade students to convert fractions, decimals, and percentages. Students will work in teams on an interactive whiteboard activity to match fractions with their decimal equivalents. They will then play a concentration game to further practice conversions. The goal is for students to correctly modify fractions, decimals, and percentages. Standards addressed include using math concepts in other subjects and explaining the relationship between fractions, decimals, and percentages. Progress will be measured through the interactive activities and a homework worksheet.
Using GradeMark to engage students in the feedback processSara Marsham
The document discusses a project at Newcastle University to improve feedback and engage students in the marking process using GradeMark. The project aimed to 1) involve students in writing marking criteria, 2) engage students with criteria before submitting assignments, and 3) provide feedback linked directly to criteria using GradeMark. Feedback from students found the electronic feedback easier to understand and more specific. The approach was then expanded across the university and disseminated more widely. Benefits included more detailed feedback for students and markers. Questions remain around further engaging students and managing challenges of staff and student adoption.
This document describes a 4th grade science and language arts project in which students research and present on an animal of their choice. Students use the internet to research animals and record information in a grid. They then write a report in Microsoft Word and create a PowerPoint presentation to share with the class. The teacher found that students were motivated by using technology and took pride in their polished final projects. Some support issues included preparing for and troubleshooting the technology used. The project took approximately 5 hours to prepare and 18 class periods for students to complete.
The document discusses changes to the 2014 GED test, including aligning it to Common Core standards, increasing the focus on algebraic reasoning and writing skills, and transitioning to a computer-based format. This will require teaching more computer skills and new approaches to test preparation. The cost of the first year of the new test will be $120. It is unclear what the actual test will look like since examples provided are not representative and it has not been normed. The document recommends focusing instruction on incremental skills building and digital literacy to help students succeed on the more challenging computer-based test.
High School Equivalency Programs: Why Test Preparation Is ImportantLearningExpress
The journey to workplace success has many stops along the way. The starting point for any job, however, is always the same to become a competitive applicant—earning a high school diploma or high school equivalency credential.
This document discusses evaluating and piloting educational software. It provides examples of software pilots conducted in a maximum security prison, job corps center, and community college. The community college pilot showed that students using the software had higher educational gains compared to the control group. The document also covers new features from the software publisher including distance learning reporting and a college transition series. It discusses upcoming changes to the GED in 2014 including new costs, formats, and the software publisher's plans to update their test preparation series.
This document discusses choosing and using educational software effectively. It recommends evaluating software based on criteria like intended users and desired outcomes. Pilot programs with different student groups helped determine that following a structured learning path and adequate instructor support are important for success. Upcoming changes to the GED exam will require new preparation materials that mirror the computer-based, more rigorous test format focusing on college and career readiness skills.
A Conversation About the Challenges Facing eLearning Leaders A Review of ITC...SmarterServices Owen
Overview of the major findings such as MOOCs, OER movement, student completion, and specific examples of what to do about Financial Aid Fraud, State Authorization, and Student Authentication.
Fetc 2015 Microsoft and Adobe industry certification magicMike Ploor
Presentation for FETC workshop where participants train for MOS certification in a two hour window. More information provided to extend to classroom and allow for college credit for these certifications.
The GED Math test is available in English, Spanish, and French and covers topics in Language Arts, Reading, Mathematics, Science, and Social Studies. Obtaining a GED or high school diploma remains important for job opportunities and education. The current GED test, known as the 2002 Series, is offered either on paper or on a computer at testing centers until a new version is released in 2014.
What Does Your GED Test Score Mean According To The 2014 RevisionsTest Prep Toolkit
The updated GED test is deemed to be a more accurate representation of the academic skills of test- takers and its scoring system is considered to be more lenient. You now have better chances of passing the GED test, and its revision in 2014 is good news.
Revisions in the GED test were implemented in 2014. Other than its content, the creators of this test also modified its scoring system. The latest adjustments in the GED are meant to ensure that the value of the GED diploma is indeed on par with that of a high school diploma.
https://www.testpreptoolkit.com/ged-exam/ged-test-score/
This document summarizes an educational software presentation. It discusses evaluating software based on priorities, piloting software scientifically and through road tests, and examples of pilots conducted. It also covers getting results from software, announcements of new and upcoming products, and ideas like a student intervention platform using text messaging.
Classroom 2020 is adaptive learning and assessment software that aims to increase teaching efficiency. It automates test creation, administration, and grading to free up professor time. Data is used to personalize learning for each student and provide reports to track performance. The software offers flexible course structures, multimedia content, individualized testing with feedback, and statistical analysis of results. Potential issues like professor reluctance can be addressed through training while the system's features allow for customization to different institutional needs.
The main goal of YouTestMe Classroom 2020 is to catch the wave of modernizing the process of knowledge assessment and learning by allowing the users to focus on important things and automating the tedious processes. Remember your days at school? Acquiring real, practical knowledge has never been an easy process. We aspire to provide the users a simple way to learn more comfortably and motivate them to use their mindsets as often as possible.
Imagine the system where teachers will have immediate feedback about their lectures, where all students are equally engaged in the learning process, where school officials will have a consolidated view of the education process and progress, where parents will not ask their kids "What did you learn in school today?" because they will already know it.
However, Classroom 2020 does not focus solely on schools and universities. Since it is highly customizable, it can be tailored to suit the needs of different profiles and institutions. Every business and institution that needs training and evaluation can find this software useful in those areas, because its elements are made to suit all types of data.
Classroom 2020 is software used in the learning process to practice lectured subjects through customized tasks and projects, uniquely designed for each individual. While the participants are interacting with the system, a wealth of information is collected and then turned into information (reports, graphs and charts) that can be used to quickly adjust the process of adopting knowledge. Each student is different and the system aspires to adapt to them. This is performed by archiving various scores and statistics, and the system consequently “learns” and tailors follow-up subjects and tests according to their capabilities. On examination, these reports can provide invaluable data to teachers, school officials and the government, so adjusting the knowledge assessment program according to the previous is what should be the key point in improving the entire process. The Classroom 2020 software makes this cycle as fast and efficient as possible.
This document provides information about preparing for the GED exam through computer-based testing and the Plato Learning Environment (PLE). It outlines the four subjects covered on the GED (Science, Social Studies, Math, Language Arts), question types including technology-enhanced questions, and computer skills needed for testing. It also describes the MyGED website for locating test sites, registering, and getting scores. Finally, it reviews how to log into and navigate the PLE for online GED preparation, including its course structure of units and lessons with pre-tests and exams.
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
GRE is different for different people, sometimes your score may be less in your terms but maybe the right one for the university that you want. But, sometimes, your score might be really good for you and not so for the university. Just like any practical decision, here too, the choice boils down to the basics: what is the right thing to do? If your score is not good enough for the university, then go ahead retake the GRE.
Retaking or not retaking the GRE is a crucial decision, and hence please do consider it with utmost care and importance. It might be the case where the situation and the demands of your aspiration might propel you to take the test again.
To know more, please refer to this in-depth article:
https://www.manyagroup.com/blog/re-taking-the-gre-5-important-things-to-consider/
Exciting Strategies & Technology to Prep Learners for the 2014 GED TestMeagen Farrell
This document summarizes a presentation about preparing for the 2014 GED test. It discusses the major changes to the test, including alignment with Common Core standards, an increased focus on depth of knowledge, becoming fully computer-based, new pricing, and integrating the four subject areas. The presentation covers implications for instruction and outlines group activities for participants to develop interdisciplinary lesson plans using online tools and GED test item samples. The goal is to explore new instructional strategies and technologies to better prepare adult students for the updated exam.
Nova Press provides comprehensive test preparation materials for college entrance exams through books, online courses, software, and licensing. Their products thoroughly analyze the concepts and skills tested on exams like the SAT, GRE, GMAT, LSAT, MCAT, and TOEFL. Schools and test preparation companies use Nova Press materials in their classes. Nova Press offers discounted prices for bulk orders and licenses that allow customization of their content.
Average GRE scores typically range from the 55th to 70th percentile. Scoring higher than the average GRE ensures admission based purely on merit and eligibility for research and teaching assistantships which provide funding for academic expenses. While a pass score is sufficient to gain admission if independently funding a degree, higher scores increase chances of admission to top US universities and access to more financial aid including scholarships. Extensive practice is needed to achieve average or higher GRE scores given the challenging nature of the exam.
Based upon YouTestMe Starter, Classroom 2020 software was created as a tool for the learning and knowledge evaluation process, to practice lectured material through customized tasks and projects, designed for each individual. While people interact with the system, a wealth of data is collected and then turned into information that can be used to adjust the learning process.
This document summarizes the findings of a survey on dual enrollment programs conducted by AASA and Hobsons. Key findings include:
- Most respondents saw dual enrollment as benefiting students by giving them college experience and credits. However, barriers included requirements for instructor qualifications and difficulties transferring credits between institutions.
- The majority of respondents believed dual enrollment completion indicates college readiness and that the K-12 system should evolve into a K-14 system.
- Next steps discussed expanding dual enrollment opportunities and addressing challenges like credit transfer through partnerships between K-12 districts and community colleges. Two districts provided examples of how they deliver dual enrollment and early college programs.
Crowdfunding: Tips & Practices for SuccessMeagen Farrell
First presented at COABE Conference in 2017, and updated for the 2022 Virtual GED Ministry Conference, this presentation by Meagen Farrell provides a clear journey and examples of non-profit fundraising using crowdfunding platforms. Learn how to maximize engagement by rewarding small donors and peer-to-peer champions of your cause. Create realistic expectations and find the most important tips to increase your success rate to achieve your fund development goal, so you have the resources to go out and make the world a better place.
Highlights include:
-What is Crowdfunding?
-Support Other Projects: What Made it Work?
-Timeline to Your First Fundraising Project
-The Reality of Crowdfunding
-Meagen's Crowdfunding Checklist for Success
Workplace Reading, Writing & Math for Adults.pdfMeagen Farrell
Webinar presented for The Literacy Cooperative of Greater Cleveland on July 22, 2022.
Learn how to answer the question of all adult learners: “Why do I need to know this?”
Adults need fundamental skills in reading, writing and mathematics for success in most on-the-job training and workplace certifications. They also need to be able to apply these essential skills in the workplace environment. During this workshop you will:
• Understand the economic impact of adults increasing their reading, writing, and math skills
• Explore examples of reading, writing, and math tasks from workplace scenarios and certifications
• Gain up-to-date information on growing regional jobs to keep adults motivated
• Experience a career exploration lesson that builds reading, writing, and math skills
Learn how to engage adults to simultaneously build both workforce and basic academic skills. Your adult learners will walk away feeling more prepared for workplace certifications, and life.
Sample lessons will be shared from The Literacy Cooperative’s free and UPDATED downloadable Contextualized Curriculum. Each curriculum focuses on an industry with high entry-level growth in Northeast Ohio: manufacturing, construction, IT/digital literacy, hospitality, and healthcare. The strategies and lesson plans shared in this session can be modified for use with a wide variety of adult learning contexts.
IET Lesson Plan Template with Notes (Editable DOCX)Meagen Farrell
From “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
Instructional Strategies and Lesson Plans for IETMeagen Farrell
Slideshow from “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
From “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
Blank IET Lesson Plan Template (Editable DOCX)Meagen Farrell
From “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
From “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
Contextualized Lesson Plans: Accessible Online Tools for Contextualized LearningMeagen Farrell
This lesson plan teaches students how to create invoices using a Microsoft Word template. It introduces the concepts of using formulas to calculate customer charges, including solving multi-step math problems using the order of operations (PEMDAS). Students will learn how to create basic cost formulas, understand substitution and solving for variables, and use a template to create and print an invoice.
Law and Security: Accessible Online Tools for Contextualized LearningMeagen Farrell
This document provides an overview of contextualized learning tools for law and security education. It begins with introducing the author and objective of the session, which is to provide new teaching strategies and tools to make instruction more engaging through occupational skills training. Several resources are then highlighted, including a contextualized lesson plan template, healthcare curriculum sample, and strategies for differentiating, interdisciplinary, and contextualized instruction. The document concludes by listing several top online learning resources for language arts and law/security careers in the DC area.
Infrastructure: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Early Childhood Education: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Construction: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Healthcare: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Hospitality: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
IT, Business & Finance: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Free Cool Hybrid Tools for Contextualized Social StudiesMeagen Farrell
1. The document provides information about a session on free hybrid tools to increase contextualized social studies learning.
2. It introduces the presenter and defines contextualized curriculum as lessons taught in a specific industry context using real-world scenarios and vocabulary.
3. Examples are provided of contextualized social studies lessons for the construction and manufacturing industries that integrate social studies content like history and geography with workplace skills preparation.
Free Cool Contextualized Tools for NEO Skills CorpsMeagen Farrell
Meagen Farrell facilitated this workshop to Northeast Ohio (NEO) Skills Corps (AmeriCorps Members) on August 27, 2021. The presentation gives participants a chance to explore three sections of The Literacy Cooperative of Greater Cleveland's Contextualized Curriculum in the fields of Construction (Math), IT (Numeracy), and Hospitality (ServSafe).
Keep Teaching & Stay Connected with an LMSMeagen Farrell
Trying to move suddenly from face-to-face to digital? Churches can keep their classes and community alive with a Learning Management System (LMS). Overview of the best options for faith-based communities to stay alive in the shut down.
Nervous to access online resources without IT support? This hands-on workshop will cover all the basics. In one morning, go from a webinar beginner to being the IT master your students need to succeed in a tech-driven workforce.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Top 5 Changes to the GED® Test
1. Five Important Changes Coming
with the 2014 GED® Test
September 13, 2013
Pre-Conference Webinar
Achieving Credentials for Success Conference
Appleton, WI
2. Meagen Farrell
Author, trainer, consultant
GED instructor
@farrellink
Facebook.com/farrell.ink
Farrellink.com
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.
4. The Big Changes
Common Core
State
Standards
Depth of
Knowledge
100%
Computer-
Based Testing
New Test
Pricing
Four
Intertwined
Subjects
5. The Big Changes
• The motto of the Common Core State
Standards is “______er, _______er, ______er.”
• GED Test items connected to the Depth of
Knowledge Levels: Level One: ____%
Levels Two & Three: ____% Level Four: ___%
• For the 2002 GED Math Test, the first time
passing rate is ___% for paper-based and
___% for computer-based testing.
6. The Big Changes
• The “wholesale” price of the 2014 GED Test is
$_____ for the first two years.
• _____________ sets the price for test-takers.
• The 2014 GED writing sections will include:
– ____ min extended response in Reasoning
through Language Arts.
– ____ min extended response in Social Studies.
– ____ short answer responses in Science.
7. Common Core State Standards
• GED assessment targets are based on the
CCSS and other career & college readiness
standards
• Also used for standards-based instruction
• Skills standards in English Language Arts &
Mathematics (not content standards)
• “Fewer, clearer, higher”
8. Depth of Knowledge
Replaces Bloom’s
Taxonomy.
Measures cognitive
complexity of a task.
GED test items:
• 20% level 1
• 80% levels 2 & 3
1
• Verbatim Recall
• Paraphrasing
2
• Main point, patterns
• Identify relationships
3
• Inference & synthesis
• Prediction, elaboration
4
• Generating hypotheses
• Complex analysis
9. Computer-Based Testing
2012 CBT Testing Results
(2002 series test)
Partnering with
computer-based testing
provider Pearson VUE
2014: Automated scores
available within 3 hours Reduced Stress!
Increased scores Time left over
Math Passing Rate (1st Time)
83% on computer 30% on paper
Overall Passing Rate
88% on computer 71% on paper
10. New Price for GED Test
• Cost for test battery $120 for 2014 & 2015--
Jurisdictions may set student fee higher/lower
11. Value for the GED Test
• Adults with a high school equivalency diploma
earn $250,000+ more over their lifetime.
• GEDTS is protecting the value of the credential for
test-takers:
– Litigate to protect GED name: 40 fraudulent
companies shut down already
– Improve customer service to test-takers: great
YouTube videos & tutorials!
– Continue to research value of passing the GED
Test & market to colleges and employers
16. The Big Changes
• The motto of the Common Core State
Standards is “______er, _______er, ______er.”
• GED Test items connected to the Depth of
Knowledge Levels: Level One: ____%
Levels Two & Three: ____% Level Four: ___%
• For the 2002 GED Math Test, the first time
passing rate is ___% for paper-based and
___% for computer-based testing.
17. The Big Changes
• The “wholesale” price of the 2014 GED Test is
$_____ for the first two years.
• _____________ sets the price for test-takers.
• The 2014 GED writing sections will include:
– ____ min extended response in Reasoning
through Language Arts.
– ____ min extended response in Social Studies.
– ____ short answer responses in Science.
Why did New Readers Press ask me to write this book? They want an instructional perspective.
Ask audience to guess: What is the overall change in % of passing rates of of CBT vs. paper-based in 2012? What about math? Show rates. Why? Usability study recommended 500 changes, including grouping questions by the answer type and providing tutorials on using the system.
The motto of the Common Core State Standards is “FEWer, CLEARer, HIGHer.”GED Test items connected to the Depth of Knowledge Levels: Level One: 20%Levels Two & Three: 80% Level Four: 0%For the 2002 GED Math Test, the first time passing rate is 30% for paper-based and 83% for computer-based testing.
The “wholesale” price of the 2014 GED Test is $120 for the first two years. Each jurisdiction sets the price for test-takers.The 2014 GED writing sections will include:45 min extended response in Reasoning through Language Arts.25 min extended response in Social Studies.2short answer responses in Science.