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Abstract:
With the introduction of the College and Career Readiness Standards (CCRS), the changes to the High School Equivalency (HSE) exams, and the increases in employer expectations, students' needs are changing, but it's not realistic to offer separate curriculum for each individual's unique needs. Nor is it possible to build an entirely different program for each pathway (HSE, college-prep, job-training, etc). However, through project-based learning, more of those needs can be met more consistently and more realistically. Through this arrangement, learners gain not only experience and demonstrate a higher level of learning and application, but also create useful cumulative projects, that even have potential to be used in the real world. In this workshop, practitioners who are in the trenches- will dug into some integrated, project-based curriculum developed by teachers who are in the thick of things.- Participants explored a cross-content unit plan addressing language arts (reading, writing, and listening/speaking) and social studies content. The unit plans are designed to address the CCRS to meet the needs of HSE students. Strategies for multi-level and drop-in settings were discussed. Practitioners were also guided/supported in developing additional and/or adapting teaching plans that are specific to their students' needs and share developed plans with other practitioners. ATTACHMENTS: Cross Content Unit Planning Notes Example Combined Resource Social Studies Unit Example Combined Resource Social Studies Unit Instructional Strategy Resources Unit 1 Weekly Overview COABE Pre Conference Crossing Borders
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Abstract:
Enjoy this site of accumulated GED resources organized by subject area. Many of the sites have worksheets or tracking sheets that can be downloaded for students. I have taught GED prep for over 23 yrs., and have plenty of resources to share. Feel free to contact me: jerry.graham.bend@gmail.com
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Abstract:
This presentation is designed to encourage instructors to utilize more cooperative group instruction in order to improve test scores, create meaningful connections between the instructor and student, and improve student engagement. Instructors will also gain knowledge of ways to make classrooms more student-centered and completion-focused while maintaining high expectations. Students in classrooms that are designed for success can expect to be accountable for their performance and achievement. http://adultedresource.coabe.org/wp-content/uploads/2016/05/APina-Facilitationg-Group-Instruction.pptx