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GED Institute 2002

Day 3

Institute Goal

To examine promising practices in youth and adult education, and to develop model GED instructional plans that incorporate these approaches

Day 3 Objectives

  • To explore ways of integrating promising practices from youth and adult education into our work
  • To identify the elements of a model instructional plan
  • To examine the relationship between instructional plans and approaches to teaching and learning

Day 3 Agenda

  1. Opening Comments and Overview of Day 3 (9:15 9:30)
  2. Promising Practices, Part 2 (9:30 12:45)
  3. Lunch (12:45 1:45)
  4. Instructional Planning (1:45 4:10)
  5. Homework Readings (4:10 4:20)
  6. Ongoing Communication and Support (4:20 4:30)
  7. Evaluations (4:30 4:45)

Day 3, Handout 1
Promising Practices, Part 2

  1. Silent Reading (45 min.) Readings
    • Project -based learning (groups 1 and 2)
    • Applying multiple intelligence theory (groups 3 and 4)
    • Small -group activities (group 5)
    • Collaborative and cooperative learning (group 6)
      As you read, keep the following questions in mind:
    • How do I do this already?
    • What resonates with me?
    • What doesnt make sense to me?
    • How can I incorporate or adapt this into my practice?
  2. Small Group Discussion (60 min., record key points on poster paper.)
    What are the key components of the promising practice members of your group read about?
    What would be the benefits of integrating this practice into GED instruction?
    What would be the challenges of integrating this practice into GED instruction? How could these challenges be addressed?
    How could you re-envision the instructional practices you described in the first activity of Day 2 to fit into this new practice?
  3. Report Out / Whole Group Discussion (90 min.)
    Components, benefits, challenges, examples
    What features are common to all the promising practices we have examined?
    How do these practices promote positive learning experiences and help prepare students for the new GED and the 21st century workplace?

    Day 3, Handout 2
    Readings

    Project Based Learning

    • Project-Based Learning for Adult English Language Learners, Donna Moss and Carol Van Duzer, ERIC Digest, 1998.
    • Project-Based Learning and the GED, Anson Green, Focus on Basics (June 1998), NCSALL.
    • Problem-Based Learning in Language Instruction: A Constructivist Model, Mardziah Hayati Abdullah, ERIC Digest, 1998.

Applying Multiple Intelligence Theory

  • Multiple Intelligences: Gardners Theory, Amy Brualdi, ERIC Digest, 1996.
  • Multiple Intelligences: Theory and Practice in Adult ESL, Mary Ann Christison and Deborah Kennedy, ERIC Digest, 1999.
  • Understanding Multiple Intelligences: The Theory Behind the Practice, Julie Viens, Focus on Basics (March 1999), NCSALL.
  • Verbs Categorized by Multiple Intelligence, from Taking Learning to Task, Jane Vella, Jossey-Bass, 2001.

Small Group Activities

  • Small Group Activities, from Methods That Matter (pp. 57 – 72), Harvey Daniels and Marilyn Bizar, Stenhouse Publishers, 1998.

Collaborative and Cooperative Learning

  • Collaborative and Cooperative Learning in Adult Education, Susan Imel, ERIC Digest, 1991.
  • Enhancing Student Thinking through Collaborative Learning, Karen Yeok-Hwa Ngeow, ERIC Digest, 1998.
  • The Essential Elements of Cooperative Learning in the Classroom, Robert Stahl, ERIC Digest, 1994.
  • Principles of Cooperative Learning, adapted from Cooperation in the Classroom, David Johnson, Robert Johnson, and Edythe Johnson Holubec, Interaction Book Company, 1991.

Additional Readings
Centers and Stations, Rolling Along with Rivers, and Using Primary Sources, from Methods That Matter (pp. 90-95; 181-190), Harvey Daniels and Marilyn Bizar, Stenhouse Publishers, 1998.

Day 3, Handout 3
Instructional Planning

  1. Reflective Writing (25 min.)
    Describe a lesson you taught that was particularly successful. What specific things did you do in the planning process that contributed to its success?
  2. Small Group Discussion (60 min., record on poster paper)
    Based on the experiences you wrote about, what would you identify as elements of a model instructional plan?
    What questions do you need to ask and answer when designing an instructional plan?
    To what extent does the content of an instructional plan reflect a particular approach to teaching, or a particular philosophy of learning?
    To what extent does the format (or design) of an instructional plan reflect a particular approach to teaching, or a particular philosophy of learning?
  3. Report Out (60 min.)
    Share group work
    Synthesize key components of a model instructional plan
    Compare key components of model instructional plans to key components and characteristics of positive learning experiences

    Day 3, Handout 4
    Homework Assignment

    Over the last two sessions, we have explored five promising practices in youth and adult education. In addition, we have identified the key elements of a model instructional plan and articulated the questions that need to be asked to guide construction of a GED instructional plan.

    For our next session, please develop a GED instructional plan that follows the format we have outlined. Your instructional plan can be a single, stand-alone lesson, a multi-session unit, or an extended class project. It must incorporate at least one of the promising practices we have examined.

    To facilitate your planning, please read:

    • the articles on the three promising practices that your group did not discuss
    • the five additional homework readings found on handout 5.

For our next session, please bring five copies of your instructional plan, as well as five copies of all the materials needed to implement it.

Day 3, Handout 5
Instructional Planning Homework Readings

  • “Beyond Skills and Drills: A Learner-Centered Approach to GED Lesson-Planning,” Ira Yankwitt, Literacy Update, Literacy Assistance Center, 2002.
  • “How to Plan a Thematic Unit,” from Phasing into the New GED 2002: Preparing Students to Think Critically (pp. 20-21, 25, 43-49, 51-53), Central Illinois Adult Education Service Center, 2000.
  • “Backward Design Process” and “Forward Design Process,” from Project-Based Learning: A Strategy for Teaching and Learning (pp. 31-39), Center for Youth Development and Education, 1999.
  • “Four Types of Learning Tasks” and “The Power of Action: ‘The Verb’s the Thing,’” from Taking Learning to Task (pp. 33-37; 49-57), Jane Vella, Jossey-Bass, 2001.
  • “DRTA Criteria and Considerations: A Planning Sheet for Teachers,” from Strategic Reading: Guiding Students to Lifelong Literacy, 6 12 (pp. 82-83), Jeffrey D. Wilhelm, Tanya Baker, and Julie Dube, Heinemann, 2001.

Day 3 Evaluation

  • What did you learn from today’s session? How might you incorporate what you learned into your work?
  • In what ways was this session disappointing?
  • On a scale of 1 to 5 (1 being the lowest and 5 being the highest), how would you rate the quality of today’s session? Please explain your answer:
  • What suggestions would you make for improving any of the specific activities?
  • What suggestions would you make for better achieving any of the specific objectives?
  • Do you have any other comments you’d like to share with the facilitator?

Name (Optional, but helpful): ______

GED Lesson Planning Institute Table of Contents