GED Connection Training Module

Model #3 - GED Connection as a Core Curriculum

In Practice

In this model, teachers use GED Connection resources as their primary curriculum. Most classroom activity focuses on the issues and topics addressed in the videos, online, and print materials. This model is appropriate for teachers who are working with students on GED preparation, exclusively. This approach is most successful for students who are self-directed and possess fairly advanced reading and writing skills.

Common Issues

Teachers will have to evaluate the amount time and attention that GED Connection devotes to particular topics. For instance, teachers may decide to expand the problem solving unit and spend more time developing students' skills in this area. Also, the GED Connection curriculum may not address topics in an order that makes sense for a particular class. In this case, instructors will have to make adjustments and tailor the sequence of topics to meet their students' needs.

As with Model #2, teachers must know the GED Connection website well enough, themselves, to be able to show students how to use it. Some students may not possess the requisite technology skills to navigate the online resources. In this case, instructors must start by teaching fundamental technology skills before introducing the website.

Tips

If you are interested in trying this implementation model, the following tips might help you get started.

• Locate a copy of the GED Connection Teacher's Guide. You can read about and order it online at: http://ket.org/enterprise/gedprep/ged_connect.htm#details.
• Engage your program's technology specialist to help you learn about the GED Connection website as well as support your online work with students.
• Review the complete GED Connection package and evaluate its relationship to your students' needs. For more specific suggestions on assessing GED Connection and adjusting its scope to support your students' goals, you might want to refer to the process outlined below.

Questions

1. Take a critical look at your instructional context before you review the GED Connection resources. Articulating aspects of your program and student population will inform your decisions about using GED Connection.

• Who do you serve - who are your students?
• Why are they seeking your support - what are their goals?
• How/where do you serve them? (Consider the context in which you provide services. You might want to think about the actual space, the availability of other resources like support personnel, technology, and other educational materials.)
• When/how often do you work with your class?

2. Review the GED Connection print, video, and online resources. As you do so, consider the following questions. (Keep your students' special needs, strengths, and weaknesses in mind as you formulate answers. Your responses should give you some idea of areas that you will have to reinforce with additional explanations, information, activities, etc.)

General Questions

Does GED Connection:

• have an attractive, professional "look"?
• deliver content clearly and logically?
• highlight important concepts effectively?
• give students enough opportunities to practice skills?
• provide easy access to clear directions?
• accommodate learners at different levels?
• complement other media resources?

Print Questions

Do the GED Connection workbooks:

• contain neatly-divided units that progress logically?
• present a manageable amount of text on each page?
• balance text with complementary images?
• allow space for student writing and teacher feedback?
• provide easy access to answer keys and/or explanations?

Video Questions

Do the GED Connection videos:

• proceed at a reasonable pace?
• contain logical, regular pausing points?
• employ useful effects to reinforce concepts?
• contain predictable segments that highlight specific topics?

Online Questions

Does the GED Connection website:

• provide features and tools that enhance the content?
• have a straightforward navigation system?
• enable students to access immediate feedback?
• store students' work and/or track students' progress?
• enable teachers to view and/or respond to students' work?
• provide a forum for students to communicate/collaborate?

3. Once you have reviewed the resources, you might want to consider the following issues, given the strengths/weaknesses of your students and GED Connection as a multimedia resource.

Sequencing Topics
Will you follow the sequence of activities suggested in the GED Connection print materials, video, and online resources - or will you rearrange the order?

Using a Variety of Media
Will you routinely use all of the GED Connection resources? Will you start with one medium and gradually integrate the others? Will you use print and video resources in class and have students use the online component for additional practice and/or independent work?

Expanding GED Connection
What topics and issues are particularly important or challenging for your students? How will you introduce and reinforce these areas beyond the scope of the product? What additional activities will be necessary? What other resources could you draw on?