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?
Currently, there are three main assessment options for individual who wish to earn their High School Equivalency Certificate, commonly referred to as the HSE. The tests range from the GED(r) , HiSETTM, and the TASC TestTM. Each state determines which assessment is used, with many states offering multiple options.
So, as a student, where do you begin preparing for your HSE? As an instructor attempting to meet the CCR Standards, include job-skills training, and prepare students for life beyond the HSE, where do you begin?
While each assessment differ slightly with each other, they are all grounded in the College and Career Readiness standards. i-Pathways is an approved curriculum for the GED(r) and HiSETTM. Let’s explore the commonalities in each assessment area.
In September, we posted a TED Talk from Angela Duckworth. Her topic? Grit and the Key to Success. In December, this video and the concept of Grit was discussed on LINCS, a professional learning community for adult educators.
So, what do we do with this idea of grit? How does understanding this idea improve our student’s retention and their overall success?
Let’s face it – we are in the midst of a technology explosion! As newer and more advanced digital devices and gadgets are introduced, educators and students alike are continually challenged to become increasingly tech savvy and computer literate. Have we gotten into a bad habit of using these terms side-by-side (computer literate and tech savvy) and interchangeably when describing the technological skill level of our adult education students (and even adult education instructors)? Are they really the same thing? And are we really using all of these digital devices to their capacity to guide self-directed learning? As we assess student’s computer skills and tweak instruction in the adult education classroom to fit the growing technological expectations driven by computer-based GED® Testing, success in post-secondary education and the workplace, we may find that computer literacy and digital device tech abilities are two very different skill sets.
Digital device users may have rounded the corner of a new learning curve when it comes to smart phone and mobile device operation, but put that same user at the helm of a desktop or laptop computer and you may see a student who lacks the very basic computer skills needed to comfortably navigate a computer operating system.