The Florida GED Teachers’ Handbook

Table of Contents

Chapter 1: The GED Student 1-1 – 1-8

1.1 The GED Student 1-1

1.2 Characteristics of the GED Student 1-1

1.3 The GED Learning Environment 1-2

1.4 Effective GED Programs 1-3

1.5 Helping Students Become Better Learners 1-3

1.6 Role of the GED Teacher 1-6

1.7 Successful GED Programs 1-6

1.8 Respecting the Adult Learner 1-6

1.9 Why Do I Need to Know About the Adult Learner? 1-7

Chapter 2: The General Education Development (GED) Test 2.1 – 2.19

2.1 Overview of the GED Tests 2-1

2.1.A History of the GED Tests 2-1

2.1.B Reasons for Taking the GED Tests 2-1

2.1.C Benefits of the GED Tests 2-2

2.2 Florida’s GED Testing Program 2-2

2.2.A Eligibility Requirements 2-2

2.2.B Scoring the GED Tests 2-3

2.3 Content of the GED Tests 2-3

2.3.A Knowledge and Skills Required for the GED Tests 2-3

2.3.B Language Arts, Writing 2-4

2.3.C Language Arts, Reading 2-9

2.3.D Social Studies Test 2-10

2.3.E Science Test 2-11

2.3.F Mathematics Test 2-12

2.4 The GED as a Thinking Test 2-17

Chapter 3: Administration and Documentation in the GED Classroom 3-1 – 3-27

3.1 Enrollment and Assessment Procedures in the GED Classroom 3-1

3.1.A Entrance Criteria 3-1

3.1.B Initial Assessment 3-1

3.1.C Using the Test of Adult Basic Education (TABE) 3-2

3.1.D Elements of the TABE 3-2

3.1.E Testing 3-3

3.1.F Enrollment in the GED Program 3-3

3.1.G Student Files 3-5

3.2 Placement and Instruction in the GED Classroom 3-6

3.2.A Skill Analysis 3-6

3.2.B Prescription/Individualized Instructional Plans 3-6

3.2.C Instruction 3-7

3.3 The Curriculum Frameworks 3-7

3.3.A Correlation with the Florida Sunshine State Standards 3-7

3.3.B Intended Outcomes of the GED Programs 3-8

3.3.C Student Performance Standards 3-9

3.3.D Competency Checklists 3-15

3.4 Documenting Student Success 3-16

3.4.A Promotions and Completions 3-16

3.4.B Awarding Literacy Completion Points (LCPs) 3-18

3.4.C Management Information System in Florida 3-19

3.4.D Key Data Elements 3-19

Appendix A – GED Competency Checklists 3-23

Appendix B – Adult General Education Withdrawal Codes 3-26

Chapter 4: Effective Teaching Strategies and Curriculum Resources in the GED

Classroom 4-1 – 4-31

4.1 Effective Teaching Strategies and Curriculum Resources 4-1

4.2 GED Test Specifications and Construction 4-1

4.2.A Strategies for Teaching Critical Thinking 4-2

4.2.B Techniques for Using the Think-Solve-Explain Method 4-3

4.3 GED Language Arts, Writing Test 4-3

4.3.A Strategies to Address Organization 4-4

4.3.B Language Arts, Writing Test, Part II – The GED Essay 4-5

4.3.C The Writing Process 4-6

4.3.D Teaching Strategies for Writing 4-8

4.3.E The GED Essay 4-9

4.3.F Scoring the Essay 4-10

4.3.G Preparing for the Official GED Writing Test 4-13

4.4 The GED Mathematics Test 4-13

4.4.A Preparing for the Official GED Mathematics Test 4-13

4.4.B Teaching Strategies for Mathematics 4-15

4.5 The GED Language Arts, Reading Test 4-21

4.5.A Strategies for Improving Reading Proficiency 4-21

4.5.A Strategies for Timed Reading 4-23

4.6 The GED Social Studies Test 4-23

4.6.A Strategies for Improving Social Studies Skills 4-25

4.7 The GED Science Test 4-26

4.7.A Strategies for Improving Science Skills 4-26

4.8 Strategies for Success in the GED Classroom 4-27

Chapter 5: Resource and Technology Guide for the GED Classroom 5-1 – 5-33

5.1 Overview – Resources and Technology for the GED Classroom 5-1

5.1.A GED Resources 5-2

5.1.B Sample Listing of Materials in the GED Classroom 5-3

5.2 Software and Computer-Assisted Instruction 5-5

5.2.A Evaluating Software Programs for Adult Learners 5-5

5.3 Using the Internet with the GED Student 5-6

5.3.A Internet Costs 5-6

5.3.B Surfing the Web 5-7

5.3.C URL (Uniform Resource Locator) Suffixes 5-7

5.3.D Becoming a Smart Internet Consumer 5-8

5.3.E Searching for Information 5-8

5.3.F Internet Sites for GED Teachers and Students 5-8

General GED Websites 5-10

Language Arts, Writing 5-12

Language Arts, Reading 5-13

Social Studies 5-14

Science 5-15

Mathematics 5-16

5.4 Resources for Students with Learning Disabilities 5-17

5.4.A Reference Material on Learning Disabilities 5-17

5.4.B Website Resources 5-19

5.4.C Learning Style Inventories/Tests 5-23

5.4.D Associations/Organizations 5-23

5.5 Bringing Technology into the GED Classroom 5-25

5.5.A Will I Need Access to the Internet 5-27

5.5.B Peripherals 5-28

5.5.C Printers 5-29

5.5.D Scanners 5-29

5.5.E Modems 5-30

5.5.F Digital Cameras 5-30

5.6 Glossary of Terms 5-31

Appendix 6-A – Instructional Software Program Evaluation Form 5-34

Chapter 6: Working with Adults with Learning Disabilities in the GED Classroom

6-1 – 6-33

6.1 Overview 6-1

6.2 Incidence of Students with Disabilities Taking the GED Tests 6-2

6.3 Concerns for the Adult Educator 6-3

6.4 Defining Learning Disabilities 6-4

6.5 Identifying Persons with Learning Disabilities 6-5

6.5.A Characteristics Associated with Learning Disabilities 6-6

6.5.B Specific Problems Experienced in Academic Skills Areas 6-10

6.5.CUse of a Screening Instrument to Detect Learning Disabilities 6-13

6.6 Use of Learning Styles as Basic Instructional Strategy to Modify Class

Instruction 6-15

Sample Learning Styles Inventory – Adult Learners 6-17

6.7 Instructional Strategies/Modifications 6-20

6.8 Referral and Use of Support Services 6-26

6.9 Special Accommodations for the GED Tests 6-27

6.9.A Qualifying for Special Accommodations 6-27

6.9.B Processing a Request for Special Accommodations 6-28

6.9.C Special Accommodations Allowed 6-30

6.10 Conclusion 6-33

Chapter 7: Multiculturalism and the GED Classroom 7-1 – 7-10

7.1 Recognizing the Value of Cultural Diversity 7-1

7.2 Implications for the GED Teacher 7-1

7.3 Effective Communication in a Diverse Classroom 7-2

7.4 Cross-Cultural Teaching Strategies and Modifications 7-5

7.4.A GED Course Content and Materials 7-5

7.4.B Class Discussions 7-5

7.4.C Mathematics in the ESOL/GED Classroom 7-6

7.4.D Language Arts in the ESOL/GED Classroom 7-7

7.4.E Assignments and Exams 7-8

7.5 Classroom Leadership 7-8

7.6 Characteristics of Successful Minority Students 7-9

7.7 Conclusion 7-10

Chapter 8: Working with Students in Correctional Programs 8-1 – 8-5

8.1 Overview of GED Programs in the Department of Corrections 8-1

8.2 Meeting the Needs of Students 8-2

8.3 Student Intake 8-2

8.4 Instructional Methods and Materials 8-3

8.4.A Policies and Procedures 8-3

8.5 Strategies for Student Success 8-4

Chapter 9: The GED Exit Option Model 9-1 – 9-7

9.1 Background Information and Purpose 9-1

9.2 Student Eligibility 9-1

9.2.A District Application Process 9-1

9.3 American Council on Education Guidelines 9-2

9.4 Department of Juvenile Justice Programs 9-6

The Florida GED Teachers’ Handbook

Lucy M. Guglielmino, Ed. D., Project Director

Writing and Development Team

Susan K. Pittman

Bonnie Vondracek

Rochelle Kenyon, Ed. D.

Debra Hargrove, Ed. D.

This publication was produced by the

Florida GED 2002 Project

at the Ernest O. Melby Community Education Center,

Florida Atlantic University, Boca Raton, Florida

March 2002

Funds for this publication were provided through an Adult Education State Leadership Grant from the Florida Division of Workforce Development, Florida Department of Education

While every effort has been made to ensure the accuracy of this document, it is not an official publication of the Florida Department of Education.

Reprinting or photocopying a section of this publication for educational and promotional use is encouraged.