Supporting student success is an ambiguous statement. What does that really mean? Today, WIOA mandates that we prepare every student to become a life-long learner capable of entering higher education or a sustainable career. This is a daunting task that is not up to the instructors alone. Ensuring students are capable of reaching important milestones is also the responsibility of educational leaders.
With the increasing cultural, social, economic, and instructional diversity of all students, creating customized learning environments is challenging. Furthermore, the switch from a structured school with traditional course sequencing is changing to a more fluid, customized, and dynamic learning community with the boundaries between higher education and the workplace blurring. We are expecting our staff to step into unchartered territory, which can be uncomfortable – possibly unfamiliar – and effectively facilitate learning for adults who are often the most vulnerable members of our communities. To accommodate these needs and changes, education administrators must develop different skills to be effective in leading transformational change.
En la actualidad, existen tres opciones de evaluación principales para individuales que deseen obtener su certificado de equivalencia de escuela, comúnmente conocida como la HSE. Las pruebas van desde el GED(r) , HiSETTM, y el TASC TestTM. Cada estado determina qué evaluación se utiliza, con muchos estados que ofrecen múltiples opciones.
Así que, como estudiante, ¿por dónde empezar la preparación para su HSE? Como instructor de intentar cumplir con los estándares de CCR, incluir enseñanza de oficios, y preparar a los estudiantes para la vida más allá de la HSE, ¿por dónde empezar?
Aunque cada evaluación difieren ligeramente entre sí, todos ellos están conectados a tierra en los estándares de preparación universitaria y su carrera. i-Pathways es un programa de estudios aprobado para el GED(r) y HiSETTM. Vamos a explorar los puntos comunes en cada área de evaluación.
You may feel all is lost when you turn on the nightly news. Shootings, race relations, terror attacks, climate change, and mud-slinging in politics are typically what you see within the first 5 minutes of turning on the television or reading feeds in your social media accounts. How can you tie these current event issues to the content covered in the High School Equivelancy exams? After all, the first question a student may ask is, “Do I really need to know this for the test?” Well, I’m glad you asked that question, my friend. Let’s just take a look at the items I mentioned above and get ready for News Engagement Day on October 4th and discuss why the news matters when preparing students for their future.
If you haven’t heard yet, you probably will very soon about a game called Pokémon Go. Maybe Pokémon is familiar to you from the animated series that started in the 1990’s. Maybe because you watched it yourself, or had to endure it with your children. Well, it has made a comeback in the form of an augmented reality game for iOS and Android devices. Although you may not have realized it you have probably seen people playing this game. It usually takes the form of someone walking along with their face planted in their smart phone – (I know you are thinking this is nothing new) but the smart phone app was just released in the U.S. on Thursday July 7, 2016 and has more users than Snap Chat, Tinder, and Instagram. Viral videos can be a positive force in connecting real world issues in the classrom, and now this game is a viral powerhouse. So how can GED students benefit from playing Pokémon Go?
If you’ve read a newspaper lately, or watched the news, or even had conversations on social media related to snippets of instruction, you’ve no doubt read or heard something about the “new math” and how it is complicated, confusing, and utterly unnecessary. Those comments can often be attributed to the parents of students in K-12 settings; but the changes in math education are affecting all students. At the core of these challenges and concerns are the questions, “Why did instruction have to change? How is this better?” These concerns are often brought up as examples of ‘new math’ instruction is demonstrated, often without context or explanation.