Tulsa: Exciting Strategies for Low Level Learners
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This document summarizes a presentation for instructors on preparing low-level adult learners for the changes to the 2014 GED test. The presentation covers the key changes to expect in the new test related to common core standards, depth of knowledge, computer-based format, pricing and intertwined subject areas. It provides implications for instruction and curricula. The agenda includes a facilitated lesson on analyzing different viewpoints about the Second Amendment. Attendees then break into groups to create their own interdisciplinary lesson plans.
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Tulsa: Exciting Strategies for Low Level Learners
- 1. Teaching Adults: A 2014 GED® Test Resource Book Exciting Strategies to Prep Low Level Learners for the New Test November 5, 2013 TANF Adult Basic Education Instructors Tulsa, OK
- 2. Meagen Farrell Author, trainer, consultant GED instructor @farrellink Facebook.com/farrell.ink Farrellink.com
- 3. Agenda 1. What to expect in January 2014 2. Implications for adult literacy instruction & curricula 3. Facilitating engaging lessons: “Up in Arms Over the Second Amendment” 4. Create your own interdisciplinary lesson plan
- 4. 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.
- 5. What can we expect in January 2014?
- 6. The Big Changes Common Core State Standards Depth of Knowledge New Test Pricing 100% ComputerBased Testing Four Intertwined Subjects
- 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 1 • Verbatim Recall • Paraphrasing 2 • Main point, patterns • Identify relationships 3 • Inference & synthesis • Prediction, elaboration 4 • Generating hypotheses • Complex analysis Replaces Bloom’s Taxonomy. Measures cognitive complexity of a task. GED test items: • 20% level 1 • 80% levels 2 & 3
- 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 Overall Passing Rate 88% on computer 71% on paper Math Passing Rate (1st Time) 83% on computer 30% on paper Reduced Stress! Increased scores Time left over
- 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
- 12. Four Intertwined Subjects Reasoning through Language Arts Science Social Studies Mathematical Reasoning
- 13. Content from Real Life Scenarios Reasoning through Language Arts Science Social Studies Mathematical Reasoning
- 14. Writing Constructed Responses Reasoning through Language Arts Science Social Studies Mathematical Reasoning
- 15. Interpreting Data Reasoning through Language Arts Science Social Studies Mathematical Reasoning
- 16. Questions?
- 17. Implications for Instruction & Curricula
- 18. Find a Partner • Take 5 minutes to discuss how you think the new 2014 GED test will impact instruction & curricula for low level learners. How will it affect you? your students? your program? • As a reminder, the 5 changes we discussed: – – – – – Common Core State Standards Depth of Knowledge 100% Computer-Based Testing New GED Test Pricing Four Intertwined Subjects
- 19. Implications for Instruction & Curricula • Who would like to share? – Name one effect on you – Name one effect on your students – Name one effect on your program
- 20. 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.
- 21. My Two Cents on Teaching Adults Q: How do we keep it fresh? A: The book provides strategies, you add the content.
- 22. Look Inside 1. 2. 3. 4. 5. 6. 7. 8. 9. Introduction The 2014 GED® Test Teaching Adults Using an Interdisciplinary Approach to Prepare Students for the GED Test Reasoning through Language Arts Mathematical Reasoning Science Social Studies Digital Literacy
- 23. Questions?
- 24. BREAK!
- 25. Quiz Time! 2014 GED® Test Changes
- 26. Facilitating Engaging Lessons: Up in Arms Over the Second Amendment Field Tested in Cleveland, Ohio
- 27. Interdisciplinary Lesson Analyze reading passages Interpret data Social Studies content 2nd Amendment Write a response and cite evidence
- 28. This Lesson Combines At least 8 different activities from the book Several teaching approaches A theme chosen by the learners
- 29. Why Are We Learning as a Group?
- 30. 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?
- 31. 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.
- 32. Before We Read • What is the U.S. Constitution? • What is the Bill of Rights? • What is an amendment?
- 33. 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.
- 34. Two Groups, Two Meanings We will now read about two different citizens’ groups that interpret this amendment in two different ways.
- 35. 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.
- 36. 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.
- 37. Why Do They Think Differently? The NRA looks at evidence that handgun bans increase murder rates.
- 38. Why Do They Think Differently? The Brady Campaign looks at evidence that there are too many victims of gun violence.
- 39. 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.
- 40. 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?
- 41. 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.
- 42. Questions?
- 43. Your Turn! Create Your Interdisciplinary Lesson Plan • Each person should have a blank lesson plan template and a completed example. • Get in groups of about four people. • Designate one person as the recorder to write down the lesson.
- 44. Report Back: Share Your Lessons
- 45. THANK YOU! Take It Home • The powerpoint is 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. 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.
Editor's Notes
- 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.
- Example: $125 in Ohio.
- Compare to other exams: $100 for STNA exam. $15-400 for Carpentry license (by state)
- Reality: Not all instructors get planning time. But changing curricula for the 2014 GED Test is an opportunity to involve learners in decisions.
- 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.
- 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.