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2014 GED® test: Changing Lives Begins with You!
Bonnie Goonen – [email protected] Rall – [email protected] Sutcliffe – [email protected]
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CHANGING LIVES
THROUGH KNOWLEDGE
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Step 1Acknowledge that the world continues to change and our educational programs are connected to this change
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“The adult education system cannot stand still while the world around us is changing.”
Cheryl Keenan, Director of Adult Education and Literacy, OVAE NCFL 2013
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A National Crisis
4 million jobs unfilled1
40 million adults without a HS diploma2
The Problem’s Extensive Reach Impacts the economy – nationally and locally Impacts society Strains the safety net system Devastates adults & families who want a better life
Sources: 1) Bureau of Labor and Statistics Job Openings and Labor Turnover Survey - August 06, 2) Adults ages 16 years and older, without a high school diploma and further training or degrees, based on 2010 U.S. Census data
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Our students need proof that they possess the BIG FIVE
1. Critical thinking skills
2. Problem-solving skills
3. Written communication skills
4. Oral communication skills
5. Digital literacy
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Our Goal: Preparing Students
Connect workplace skills to curriculum
Connect concepts to those needed for entrance to college
Actively engage students through contextualized instruction that “makes a difference”
Step 2 Recognize the Challenges and Stay Informed
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Time Out for an Update . . .
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As implementation continues . . .
More than 106,000 modules scheduled first 10 weeks
More than 200,000 individuals signed up for MyGED™
Passing rate is similar to 2002 Series test - ~70%
95% of test takers who score in the “likely to pass range” of the GED Ready™ - pass the operational test
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The Advantage of GED Ready™
Students who take GED Ready™ and • earn a score of 158+ pass the GED® test (95%)• earn a score below 143 do not pass the test• earn a score between 143-157 have a 50/50
chance of passing the test
GED Ready™ matters.
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There is only one problem . . .
Only 8% of test-takers are taking GED Ready™ prior to taking the operational version of the test.
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Enhanced Score Report: A Powerful ToolTo access the Enhanced Score Report, have students log into MyGED™ and visit the “My Scores” section. Then select “View Results” for GED Ready™ or “View Details" for the GED® test to see the report. Ask students to print the report or review it with them on the computer. My Score What My Score Means How Can I Score Higher Review My Written Answers
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GED Analytics™
Secure access for educators and administrators, as determined by state
Ability to create and generate reports on demand By testing site Test-takers by name, data, etc. Local vs. state testing State vs. national testing Option for custom reports Filter data on-the-fly for instant reports based on selected
dates or data fields Pull data from any report into any format Anytime, anywhere access through an Internet connection
to the cloud-based system
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Because of analytics . . .
Module Testing Time Raw Score Points
Reasoning Through Language Arts
150 minutes[25 min + 45 min ER] +
[10 min. break] + [70 min]
65 raw score points
Mathematics 115 minutes 49 raw score points
Science 90 minutes[2 SA of ~ 10 minutes each)
40 raw score points
Social Studies 90 minutes [65 min + 25 min ER]
44 raw score points
Total Battery ~ 7.5 hours
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Areas of concern . . .
Math continues to be most difficult (large percentage failing by just 1-4 raw score points)
Different test takers have gaps CR items are a challenge (even
basic points of organization and grammar not being obtained)
Test takers are not accessing support available (materials/tutorials/practice tests)
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Adult Educators & MyGEDTM
Educators want better ways to connect with students, when registration and scheduling are online. Adult educator portal with ability to:
Advertise availability of local classes and resources
Review scores on practice tests and operational tests
Recommend areas of focus for studying Provide ongoing support, guidance, and
encouragement online and offline
Coming Soon!
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http://www.gedtestingservice.com/
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Step 3 Know Your Students
Celebrate Generational Diversity
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Talking about our generation . . .
Traditionalists
Baby Boomer
Generation X
Generation Z
between 1965 & 1982
between 1927 & 1945
between 1945 & 1964
between 1982 & mid 2000s
Millennial
G. I.’s
between 1901 & 1926
between mid 2000s – 2020?
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GED® student generation
73%
23%
4% MillennialsGen XersBaby Boomers
23instant access
Step 4Embrace Technology
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New Realities
How many gadgets do you have? mp3 or iPod E-book reader Tablet, such as an iPad Laptop computer Smart phone Cell phone
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Would you really want to go back?
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Being Tech-Able is Essential
Motivates students Builds collaboration skills Requires reasoning Enhances problem-solving skills Develops skills for the future Necessary for success
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Today’s Media: Smart Phones, Twitter, Facebook, You Tube
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using technology successfully in the classroom is a
not a skill-setmindset
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Step 5 Understand that College and Career Readiness Standards are
Not just for GED® students
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New Realities
Assessments
Curriculum Design
Lesson PlanningInstruction
Student Learning
College and Career
Readiness Standards for
Adult Education
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College and Career Readiness Standardshttp://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf
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What are the big ideas that I want students to remember . . .
40 days(the test)
40 months(college)
40 years(life)
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Step 6 Incorporate reading and writing into every classroom, every day
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Language Arts Practices
“Closely” read text that is more complex greater in length
Determine what is explicitly stated
Draw specific comparisons between two texts
Distinguish between valid arguments and faulty reasoning
Distinguish between supported and unsupported claims
Make logical inferences based on evidence
Draw relevant and sufficient evidence from the text(s)
CONSTRUCTED RESPONSES(Integrating Reading and Writing)
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Constructed Response on the 2014 GED® test CRs are best way of directly assessing
Writing skills Higher-order thinking skills
Four CR items RLA ER – 45 min., ~20% of test Social Studies ER – 25 min., ~20% of test 2 Science Short Answer - ~ 10 min. each, 15%
of test
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Let’s look at RLA
ER requires the following skills Skills of use of evidence Skills of ways of expressing meaning Skills of language conventions and usage
. . . To response to this standard prompt
“In your response, analyze both positions presented to determine which one is best supported. Use relevant and specific evidence from the article to support your response.”
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Let’s look at Social Studies
ER requires the following skills Skills of reading & writing in a social studies context Skills of applying social studies concepts
. . . To response to this standard prompt
“In your response, develop an argument about how the author’s position reflects the enduring issue expressed in the excerpt. Incorporate relevant and specific evidence from the excerpt, article, and your own knowledge to support your analysis.”
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The science short answer requires the following skills . . . Cite specific textual evidence Develop a logical argument Using the evidence, present a line of reasoning Apply understanding of a science concept One SA always tests experimental design
Identifying a research question Designing an investigation Justifying a line of reasoning
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Can you see the similarities between content modules? All measure higher-order thinking skills All reflect the overall content of the module All incorporate skills of “close reading” All emphasize creation of an argument Science and Social Studies include background
knowledge for highest scoring potential
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“There is nothing to fear but fear itself”
According to GEDTS, Even test-takers with lower skill levels CAN
attain points on the CR items Scoring a “1” on trait 3 of the RLA ER only requires about
7 – 10 lines of mostly grammatically-correct writing (= 2 raw score points, the same as answering 2 M/C items correctly)
Scoring a “1” on trait 2 of RLA ER just requires a clear organizational structure – even if the content is “off” (= 2 raw score points)
Like an “empty” closet organizer Make use of the “Answer Guidelines” documents
www.gedtestingservice.com/educators/2014testresources
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This for Trait 1 (Creation of arguments and use of evidence) . . .
This article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice's impact on energy consumption and safety. Both sides provide good support for their position, but the argument against Daylight Saving Time is stronger and more complete. It responds to points made in the argument in favor of Daylight Saving Time and also incorporates arguments of its own.
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Instead of this . . .
ln my way its good because in DST is good for lot of people. The studies has indicated that traveling home from work or school in daylight is safer. Nearly three decades of research shows an 8-11% reduction in crashes invilingpedestrains and a 6-10% decrease in crashes for vehicle occupants after the spring shift to DST.ln sunlight we can finishes our chores. In everything new things takes time to adjust. After some days went we feel this is the right thing.
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This for Trait 2 (Development of ideas and structure) . . . Supporters of DST cite three decades of research that shows an 8 – 11% reduction in pedestrian related accidents and an 6 – 10% reduction in vehicle only crashes after the spring shift to DST. However, they have not indicated the risk of injury when DST ends in the fall. Those against the use of DST cite one study that showed an increase in pedestrian related accident immediately after the end of DST in the fall.
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Instead of this . . .
Pros-daylight savings time
1. Because the days are longer and nights are longer, there is more criminal activity, in that crime normally occurs at night.
2. Driving home from work when it is daylight is safer, therefore saving a lot of lives.
3. The more sun, the less light. This saves on electricity.
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This for Trait 3 (Clarity and command of standard English conventions) . . .
This article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice's impact on energy consumption and safety. Both sides provide good support for their position, but the argument against Daylight Saving Time is stronger and more complete. It responds to points made in the argument in favor of Daylight Saving Time and also incorporates arguments of its own.
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Instead of this . . .
ln my way its good because in DST is good for lot of people. The studies has indicated that traveling home from work or school in daylight is safer. Nearly three decades of research shows an 8-11% reduction in crashes invilingpedestrains and a 6-10% decrease in crashes for vehicle occupants after the spring shift to DST.ln sunlight we can finishes our chores. In everything new things takes time to adjust.
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Making a Difference Dedicate time to writing instruction across the
curriculum Use evidence-based reading/writing strategies Integrate a contextualized approach to
language (grammar) Integrate complex nonfiction and fiction text Familiarize students with resources Set high expectations
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Tools for Constructed Response
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Need more information?
http://www.gedtestingservice.com/educators/2014testresources
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Sample Lesson Plan to Get Started
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It’s about social studies and science too . . .
• Comprehend/analyze complex text• Understand the “big ideas” • Develop an experimentation process• Produce a response that provides a
valid claim that is supported by evidence from text(s) as well as relevant background knowledge
• Produce a response that provides an explanation supported by evidence and/or the scientific method
• Problem solve
Step 8
Take on the Challenge of Higher-Level Mathematics
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Problem Power
x¹
Spy Mission
You are a spy on a special mission. To crack the safe code and get the important documents, you must enter the digits 4, 5, 6, 7, 8, 9 into two keypads, once as the greatest possible sum, and the other as the lowest possible difference.
CAUTION: For each keypad, you may only enter each digit once. Fail to do this and you will trigger the alarm. Good Luck!
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Spy Mission
The greatest possible sum is 1839 (975 + 864).
In order to get the greatest sum, we put the largest digits in the column with the largest place value, the next largest digits in the next column, and so on.
The greatest possible difference is 47 (745 - 698). Regrouping is key!
Problem Power
x¹
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Example of “Student Problem Solving” without guidance
Real-World Goal of Practices
Modeling
Problem Formulate Validate
Compute Interpret
Report
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A Few Problem-Solving Strategies
Look for patterns Consider all possibilities Make an organized list Draw a picture Guess and check Write an equation Construct a table or graph Act it out Use objects Work backward Solve a simpler (or similar) problem
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Solution Pathways
Polya’s Four Steps to Problem Solving
Polya, George. How To Solve It, 2nd ed. (1957). Princeton University Press.
Understand the problem
Devise a plan
Carry out the plan
Look back (reflect)
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Explicit instruction in problem solving matters
Shows consistent positive effects on performance
Places students’ attention on mathematical ideas
Develops “mathematical power” Develops students’ beliefs that
they are capable of doing mathematics
Provides ongoing assessment data
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Integrate Problem Solving
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Meaning Making
The single greatest
tool/instructional
method we can use
in our classrooms
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Don’t Forget . . .
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“Mathematical problem solving skills are
critical to successfully function in today’s
technologically advanced society. Solving
word problems requires understanding the
relationships and outcomes of problems. You
must make connections between the different
meanings, interpretations, and relationships
to mathematical operations.”Van de Walle, 2004
Sample Lesson Plan to Get Started
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It’s All Connected
Close reading skills of complex text
Integrated reading and writing
Mathematical reasoning Graphic literacy Use of tools Big ideas – thematic
instruction Success for students!
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Step 9
Take advantage of the resources that are available
68http://floridatechnet.org/
http://www.gedtestingservice.com/
http://www.fldoe.org/workforce/dwdframe/ad_frame.asp
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With lots more on the World Wide Webwww.commoncoreconversation.com/
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Step 10What’s your next step in
making a difference?
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1. Name the five wealthiest people in the world.2. Name the last five Heisman trophy winners.3. Name the last five winners of the Miss
America.4. Name ten people who have won the Nobel or
Pulitzer Prize.5. Name the last half dozen Academy Award
winner for best actor and actress.6. Name the last decade's worth of World Series
winners.
- Charles Schultz
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1. List a few teachers who aided your journey through school.
2. Name three friends who have helped you through a difficult time.
3. Name five people who have taught you something worthwhile.
4. Think of a few people who have made you feel appreciated and special.
5. Think of five people with whom you enjoy spending time.
- Charles Schultz
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“Do we make a difference? Absolutely. Every day. Whether we know it or not. The question to ask ourselves is: “What kind of difference do I want to make today in the lives of my students, their families, my colleagues, and my profession?”
The Inspiring Teacher - Bob Sullo
Remember, it’s all about our students.
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Q & A
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“High achievement always occurs in the framework of high expectation.”
Charles F. Kettering (1876-1958)
Bonnie Goonen [email protected]
June [email protected]
Tammy [email protected]
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