GED Study Tip: Activate Your Learning

Most GED students are busy adults. Whether they're enrolled in a local GED prep class, or managing a self-guided study program, limited time means study time should be as effective as possible.

What makes a study program effective? Successful study is about learning, and the learning process is critical for any student -- whether it's mastering skills for the GED or the skills for a masters degree.

Once students understand how to activate the learning process and understand the learning process itself, it's easier to learn. Learning is about retaining knowledge and owning it -- not about memorization. And this is what the GED really measures -- using knowledge that you own.

Learning is an Active Process

For most people, learning doesn't magically occur by reading or reviewing, or by listening to a lecture. Learning is an active process, and to learn, students need to be involved or engaged with the information. Consider this student's story, from Curtis, a PassGED graduate:

"I failed the GED math test two times. I had passed all the other tests, but it seemed like every time I saw those numbers, it was like a foreign language. It didn't matter how much I studied. I still didn't have a clue. I thought I'd never learn how to do the math.

"Then I took a math course. I learned that lots of the math on the test, well, I already knew it. Like I could do math in my head and I was good at figuring out money, quick like, in my mind. Once I figured out how to work the numbers on the test the same way I saw them in my mind, it was easy to learn what I needed to know to pass the math test."

For Curtis, once learning became an active process, his learning was activated. He discovered a way to be involved and engaged with mathematical information, so he was able to retain the information and knowledge he needed for the test.

Real Learning Requires Relevant Information

Curtis's story demonstrates another learning principle. Real learning requires relevant information. Just consider how many people claim to be poor math learners, yet these same people are wizards with personal finances, estimating, or they can solve workplace problems using analytical ability. When information is relevant, it's meaningful and much easier to master since it makes a difference to life.

So a good GED study plan requires relevant information. Even when the material doesn't seem very relevant, students can make it meaningful by thinking of ways the information or knowledge might apply to their own life. Once information is interesting or important, it quickly becomes real knowledge, knowledge that's used.

Learning is a Style

Learning is a style, and there are plenty of learning styles. The learning process is more easily activated when information is presented in a way that parallels an individual's learning style.

Some people learn best by hearing. Some by seeing, or by hands-on application. And some people learn through combined styles. Some students can immediately see the logic of how material fits together -- or the whole picture, while others more clearly see the details of the different pieces.

Just consider how some math students are very good with equations, but have a tough time with word problems. Then other students master word problems easily but find equations difficult and mind-boggling. Both types of students use different learning styles to approach math.

So it's important for students to identify their own learning style. Do you enjoy lectures? And listening to information? Or do words always seem to create images and pictures in your mind? Or, do you know that you learn best with your hands? Or through movement? By reading?

Once you understand your learning style, you can use it to your advantage. When studying, convert the material to the learning style that makes you comfortable -- especially if the material seems confusing, meaningless, tedious, boring or difficult. Translate test problems, knowledge and concepts into pictures, story form or even create dances, games or models. Whenever possible, use learning materials designed for your learning style, or that that you can easily adapt to your own style.

Why the Need to Renew School Mission Today?

During the last decade of last century, the world has witnessed an unrecorded high-speed scientific and technological revolution which impacted all aspects of life and brought about enormous changes characterised by the swiftness of their dissemination, mainly in the domain of education and training. Obviously, schools -in developed and developing countries- are no longer what they used to be.

In this respect, education stakeholders in Tunisia have anticipated the difficulties that would inevitably arise as a result of these huge transformations, by deeply reflecting on the issue of the renewed mission of the school in a world bound to witness deep changes affecting the structure of society and knowledge, the methods of work and the means of production.

That's why, we can notice that the educational system in our country is witnessing a deep reform movement in order to adhere to a society where high-quality knowledge has become the cause of peoples' development and the basis for their immunity and strength.

High-tech mutations have posed -and continue to posing- serious challenges to school, which had to imperatively reconsider its objectives, methods and means. As a response to these challenges, decision-makers in the domain of education have given educational reform a prominent degree amongst their occupations and made it an absolute priority to upgrade quickly the educational system. In fact, reform redefined the finalities and missions of school, instituted compulsory and free basic schooling, and restructured secondary education, in a manner that makes Tunisian education resolutely turned towards the future. Upgrading educational human resources, official syllabuses and ways of implementing the new reform are basically the 3 strategies undertaken to keep our schools up-to-date. It goes without saying that we are aware of the difficulties we are faced with; it's a battle which needs conviction, patience, commitment and most importantly change of mentalities. Despite some slowness and reluctance -quite normal at the beginning of every change- the process is under way.

Because future-oriented schools require the mastery of Information and Communication Technologies (ICT) as tools to access the modern society of knowledge, we have taken them both as a means to update our educational system and as a powerful teaching and learning partner. The integration of ICT in teaching-learning processes has become a hallmark that stresses what is known as the Tunisian visionary approach which aims to lead people towards a better future where everyone has a share, a role and a position. These technologies represent a strategic choice in our future-oriented schools and they aim to:

* be used as a teaching aid to assist learners,

* access various fields of knowledge,

* ensure a solid general education in all basic fields.

Apart from equipping our educational institutions with computers and Internet connection and integrating ICT in our everyday school practices, we are contributing to the development of distance education through the Tunisian Virtual School (TVS) which has been launched since 2002. The TVS provides its users -students and educators- with free interactive courses and training tutorials to help them improve their face-to-face education.

Nevertheless, in the domain of ICT-based education, there are still challenges on the individual, national and international levels that need to be overcome because the performance of an education system is no longer measured by the size of the school-going population or amount of funds allocated to it, but by the ratio between those enrolled in school and those who leave and have experienced high-quality learning.

School Leavers Forging Their Certificates

School leavers in South Africa are forging their certificates in order to have a better chance of finding employment when they leave school. The statistics are not pretty. Only 25% of school leavers will find employment in the formal sector. This means that 75% of people leaving school will not find work! So what do they do? Well many of these unfortunate people end up having to, out of necessity, start their own businesses.

When one considers that my domestic worker who is 27 years old, unmarried and mother of two, has not been able to find any permanent work for 9 years. She has worked on a contract basis, on a seasonal demand basis, for a company that manufactures calendars. She has been employed for 3 months out of 12. The rest of the year she has no work. So the one day we are able to employ her a week, helps in a tiny way to alleviate her rather impossible situation.

In addition to this, the education system that existed when she wrote her final exams in 1998, had very little or no relevance to her challenges that would face her in later life after school. Since then, the Department of Education has tried to address the lack of relevance in education through introducing Outcomes Based Education and specifically courses such as Economics and Management Sciences (EMS). EMS is aimed at trying to equip learners with relevant skills they so desperately need in life after school. This assumes that firstly teachers have the time, training and inclination to effectively impart this knowledge onto their learners and secondly, that the EMS curriculum is relevant to the demands facing them when they enter 'the real world'. It is a long road before this situation is rectified. Don't believe me? Ask the minister of education Naledi Pandor. She will tell you that she could do with all the help she can get.

Yes we need to create jobs, but this is not going to happen over night. This will take years to happen. We need another solution for the short to medium term. The fact is, it's not so much about school leavers finding a job, but rather they need to create their own! They need a relevant education system that allows them to look after themselves as they leave the safe schoolyard walls and empowers them to cope with the harsh realities of life in the 'real world'! There has to be a better way, a different way, a way that works!

We have to find a better way. The Status Quo is just not working! For those who are interested in helping us turn the old order upside down, shake it all around and come up with a relevant approach, a novel approach an innovative approach that works, one where we somehow can find a 'different way', then please visit my website on ka-chingworld.com and let me know how together we can do this.

Gregory Bunyard is the co-author and founder of the Ka-Ching! Business Parenting course. Bunyard studied for his BCom at Rhodes University, Grahamstown, South Africa where he majored in Business Administration and Industrial Psychology and thereafter obtained an MBA from the Edinburgh Business School in Scotland. He has worked in Johannesburg, London and in the USA and has travelled the world. He is very much an entrepreneur himself - currently consulting to business owners.

Which Culinary School Is Right For You?

Are you fresh out of high school, and appreciate good food? The United States has many culinary schools and the job market is booming, so if you have ever been curious about the possibility of turning a natural love into a career, read on. At the very least, you will have fun choosing which culinary school would be perfect for you.

1. Art Institute (AI)

This institution's culinary program is excellent. They are actually one of the leading institutions for students who are looking for not just a culinary school but a place that greatly specializes in the creative arts. Culinary programs of the Art Institutes are top-notch education and training in the following culinary fields of expertise: culinary arts, the art of cooking, restaurant and catering management, baking and pastry and culinary management. The availability of these culinary programs may vary from one Art Institute culinary school to another. It's best to call your chosen campus location first to verify if they're offering the courses that you're interested in. This will help you save time in trying to find the best suited culinary school for you.

2. Atlantic Culinary Academy

The Atlantic Culinary Academy is actually a division of the popular McIntosh college. This culinary school boasts programs that specialize in Le Cordon Bleu training as well as associate degrees in Culinary Arts. This culinary school is known for being able to teach and train its students in just 18 months. And, in addition to the completion of their culinary courses, the students will also earn the Le Cordon Bleu Diplome, a highly recognized international culinary arts diploma.

3. California Culinary Academy

In San Francisco, California, this school is located in San Francisco's Civic Center district as well as in the hip and stylish Portrero Hill district. Aspiring chefs flock to this culinary school because it is internationally known for being able to produce some of the world's best chefs. This is made possible through their extensive training programs, great cooking facilities, and excellent instructors.

4. Le Cordon Bleu College of Culinary Arts

This school has several locations in Atlanta, Minneapolis, Las Vegas and Florida to name a few. It is a culinary school that is highly revered for its Associate of Occupational Science Degree In Le Cordon Bleu Culinary Arts. There is a fifteen month program that includes a highly extensive cooking technique and training program, but what makes this school unique is their inclusion of an internship wherein the students of this culinary school will gain over one hundred hours of real on-the-job experience before they ever leave. This is a classical culinary school for aspiring chefs, and oh yes, one more thing, it is also incredibly demanding.

5. Online Certificate

For those who simply don't have the luxury of time to just actually go to a normal culinary school, there is the Art Institute Online, that hopes to be able to reach out to more students who are interested in taking up art courses as well as courses regarding culinary arts. This online program is actually uniquely designed for working people who have already earned their Associate's degree. Of interest, this program combines all kinds of courses such as human resource management to law and ethics and accounting. Why, you ask? The program is aimed towards culinary arts students who are thinking of opening their own restaurant someday.

Distance Learning Online - Distance Education Program

One of the best things that the Internet has produced is the ability for distance online education providers the chance to educate people all over the world from their computer.

With the global economy being as competitive as it is, people from all over the world can learn online. Online education doesn't just mean college courses. The sky is the limit on the certifications you can gain online. There are people right now taking courses for careers covering every aspect of our economy. Distance learning can educate people in fields such as:

Computer Certifications

There are hundreds of thousands of online students taking Microsoft training courses, Cisco, Internet Security, Web Design, Programming, and on and on...

Computer degrees are the most sought after certifications in this ever growing IT economy. With requirements always evolving, students must have the current certifications covered.

Healthcare and Nursing

The healthcare industry has not stopped it's expansion. Courses related to home care, nursing and more can be delivered online by distance education schools. This is especially helpful to full or part time mothers that are unable to go to a traditional school.

Medical Billing and coding courses are very popular online and can assist a stay-at-home parent by allowing them to earn their certificate from home.

Finance and Investments

Courses to become real estate agents, appraisers and home inspection are available. These online programs can earn the student a license and gain continuing education credits in the real estate market.

Investment brokerage licenses such as the Series 7, Series 6 and CFA exam can be learned using distance home study courses and interactive multimedia programs.

The insurance industry has been a leader in the online programs that are available. Virtually every large insurance company in the country utilizes distance education online for educating their agents and managers. Continuing education is vital for them.

Accounting

Passing the CPA exam and be a major challenge. Their are several very successful home study providers for this exam. Most will have DVD video classes along with text books and testing CD's.

Sales and Marketing

There are excellent schools that specialize in professional distance education for sales training and marketing. These types of courses are always good to consider, because they cross over industries. Everyone could use a sales a marketing course. This would include small business owners who find it difficult to break away and go to a traditional school.

High School and College Degrees

Thousands of learning institutions allow you to earn a high school diploma and college degree by utilizing distance education methods. There have been wonderful advancements in this area. Home schooling for kids has never been easier as well. Parents can enroll in accredited distance schools and be assigned homework, participate in web based classes, and take their required courses all on online.

Not much is certain in life, but the growing market of online education programs is sure to grow more each year. For the individual, it allows for easier career changing. Working a full time job and earning course credits on-line is a mainstream way to improve your career goals and possibly change your life.

Good Luck!

GED Study Tip: For Real Knowledge, Reinforce the Learning Process

Once GED students discover how to activate the learning process, it's equally important to reinforce learning since real learning happens when you use knowledge, especially if it's fresh. And since learning is really a lifelong process, lessons on how people learn -- and continue to learn -- are good ones to understand.

Learning is a Self-Controlled Process

People learn faster and better when they control the speed of learning. In most classrooms, it's the teacher who controls the material. So its important for GED students to determine their own learning speed, and to devise methods or a study plan that accommodate that speed.

Self-guided study is a good way to control the speed and pace of learning. But when self-directing a study program, it's important to make study a habit, whether short periods for studying are set aside for each day, or longer periods two to three times a week.

In classroom situations its more difficult to control the speed of learning since instructors follow lesson plans. So talking to the instructor may help. Just explain that you need a different learning pace. Some students may learn better by moving more quickly through material, while others need extra time.

Regardless, once a student understands that they need to control their own learning -- and the speed in which it takes place -- learning is easier. They can then identify the most comfortable speed, and consequently, learn faster and learn more.

Learning Requires Rapid Feedback

Feedback is a critical part of the learning process, one that's often overlooked. The more immediate and meaningful the feedback is, the quicker people learn.

Consider how many classroom situations work: Information is presented over days or weeks -- or sometimes over months. Then students are tested. Until they see test results, students may not know whether their learning is effective.

The best learning situation gives the learner immediate feedback on their progress. A good GED study program should include continuous opportunities and methods for students to connect their learning efforts with their outcomes. This way, students can quickly identify whether they've learned material or need to learn it better. Meaningful feedback also reinforces the learning process because information is used quickly and frequently. It's the key to keeping new information -- retaining it instead of just remembering it.

Real Learning Means Real Knowledge -- Use it!

Once you learn material and gain new knowledge, use it. Use it every chance you get. Using new knowledge ensures ownership, and enhances critical-thinking skills, the most important skills measured by the GED.

Here is a good example of how one successful PassGED student gained real knowledge through the application of it:

Maria, studying for the GED Language Arts reading test, encountered an unfamiliar word in a literary passage, the word 'superfluous.' Initially, the word just seemed confusing. She wanted to check the word in a dictionary, but remembered that she wouldn't be able to take a dictionary to the official GED test site. And she had learned in her online GED class how to look for context clues to find word meanings, especially if the word seemed to be key to the passage. Maria found three words that seemed to point back to 'superfluous.' One word was 'extra,' another 'over-abundant' and the other 'excessive.' Maria also saw that superfluous had a root of 'super,' which seemed very similar in meaning to the other three words. So she was sure that she was right. Her dictionary confirmed it.

Through the next few weeks, Maria began using new words she was learning during conversations. After a short time, these new words came to her more naturally -- she developed complete ownership of her new knowledge. Not only was her vocabulary expanding, she discovered that it became easier to move through Language Arts passages. Her feedback scores were climbing. Also, the essay portion of the exam suddenly seemed much less challenging.

Maria was delighted. She wasn't just pleased at her new ability; her studies now seemed more like a hobby instead of a chore. And she wasn't the only one impressed.

Summary

Maria's story is an excellent example of all three principles that speak to reinforcement of the learning process.

When Maria first encountered a difficulty, she controlled the speed of her learning. She moved through the material at her own pace. She used a test-taking technique she had learned to provide immediate feedback. And it wasn't a test that initially provided the feedback. Similar words provided the feedback she needed, and a dictionary confirmed it.

Then, Maria used her new knowledge. By using it in everyday situations and conversations, she quickly became the rightful owner of the knowledge. This new knowledge further helped her in her GED study program -- reflected in her test scores, improved critical-thinking skills and in a more willing attitude with benefits well beyond the GED.

What The Students Say - Partial Results From The Woodbury Reports Parent/Student Survey

For the past few years, parents and former students of private, parent-choice, residential schools and programs have voluntarily submitted surveys to Woodbury Reports, Inc. These schools and programs are specifically designed to meet the special needs of their students. To date, we have received 404 completed surveys, 52 (13%) of them were from people who had personally attended one of these residential schools or programs.

With the accusations floating around that these schools and programs are harmful, abusive and only in it for the money, the former students who answer the survey questions provide information that shows how they personally view their program experiences. Though the surveys from the 52 former students gives some hint as to what kind of experience these students had, it is still only a small sample of the thousands of students who have attended one or more of these programs over the years.

At the end of each survey, participants are asked to give an overall rating of their experiences on a scale from zero to five; with zero meaning they thought the experience affected them in a negative way, and five indicating their experience was very effective and appropriate. Of these responses, the average was just a shade over three, indicating the average experience, in their opinion, was helpful. This average was mildly positive, neither a ringing endorsement nor a condemnation of the industry as a whole.

Comparing the comments from the former students was very interesting also. For example, I looked at the comments from two students who attended the same boarding school at approximately the same time period. It is likely these two students were exposed to the same program, the same staff and pretty much the same peers. The student that rated her experience a zero described the school as "emotionally abusive" and "depressing, traumatic, painful, sad and deeply disturbing." However, the student who attended the same school at approximately the same time period and rated her experience a five, described it as "hard, thoughtful, life changing, physical, demanding and the best time of my life!!!!" It is clear that these two radically different subjective reactions describe the respondents more than they describe the school. It suggests that the one student was in a place that was wrong for her, while the other was exactly where she needed to be. It describes the appropriateness, or not, of the placement more than it describes the school itself.

To take a closer look at the collection of 52 surveys and evaluate the differences between them, I'll compare the group who thought their experience was harmful and gave it a zero with the group that rated it a five because they felt the experience was very effective and appropriate. The following two tables will explore the statistical differences between the groups, as well as some thoughts on what these statistics might be telling us.

Overall Rating of Zero--13 Surveys (25% of student responses

Female--8 (62%)

Male--5 (38%)

Students who exited a Program 7+ years before filling out the survey--8 (62%)

Graduated the Program--7 (54%)

Left Early--6 (46%)

In the Program more than one year--8 (62%)

In the Program less than one year--5 (38%)

Overall Rating of Five--22 Surveys (42% of student responses

Female-- 17 (77%)

Male--5 (23%)

Students who exited a Program 7+ years before filling out the survey--4 (18%)

Graduated the Program--19 (86%)

Left Early--3 (14%)

In the Program more than one year--16 (73%)

In the Program less than one year--6 (27%)

Remaining Breakdown of Student Ratings:

Four Rating--Five students

Three Rating--Four students

Two Rating--Five students

One Rating--Three students

(After the survey was discussed and debated on the Fornitz website a few months ago, we received a rash of submissions from former students. This is a site that tends to be very critical of these residential schools and programs, and the site participants were encouraging people to express their negative views in our survey. Ironically, these recent submissions hardly changed the average at all for former students, since the high ratings balanced out the negative ratings).

The first observation is that almost twice as many former students gave the top rating as those that gave the lowest rating: 22 (42%) to 13 (25%). This alone suggests that those former students that were positive about their experience significantly outnumber those that were negative about their experience. It also appears that females are slightly more likely to give a positive rating than males.

In looking at those finishing the program more than seven years before filling out the survey, there is a significant difference between the two groups. Of those who had finished their program more than seven years ago, 62% indicated a zero and only 18% rated it a five. This might suggest that the longer a student has to reflect on their experience, the more negative the experience becomes to them. However, when looking closer at these results, it showed that almost half of those giving a zero rating also indicated it had been 15-20 years or more since they had finished, whereas, none of the students rating the experience a five had been out of a program for that long. This suggests that much of the criticism and feelings of it being a negative experience comes from former students who were exposed to a different type of program such as Straight, Inc. Although they were in style many years ago, programs like Straight are harshly criticized by many of the current programs who see their approach as radically different

The survey results from those who graduated as opposed to those who left early, shows another significant difference. A ratio of 46% to 14% respectively, indicates that those rating it a zero were much more likely to have left early, in comparison to those rating the experience a five.

The comparison between those in a program for more than or less than a year doesn't seem significant, which indicates the length of time for a program does not seem to have much relationship to whether attitudes toward the program are positive or negative.