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

By Leonard Williams

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 learned. And since learning is really a lifelong process, a lesson 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 it’s 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 GED 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 it’s more difficult to control the speed of learning since instructors follow lesson plans. So talking to the instructor will probably help. Perhaps you need to move more quickly through information or need a mentor or student supporter to help when more time is needed for learning.  Some students may learn better by moving more quickly through material, while others need extra time. Regardless of the pace, it’s not an indicator of the ability to learn. It’s simply reflective of the speed where learning best occurs.

Once a student understands that they need to control their own learning — and the speed in which it takes place — learning is almost always 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, need to learn it better and reinforce the learning process by using information quickly and frequently.

Testing isn’t the only way to create feedback. Consider these strategies for a simplified GED study program:

• Discuss knowledge and information learned or studied — and don’t limit yourself to    study or classroom times. Tell your family what you’ve read, studied or learned at lunch, at dinner,talk to friends,co-workers and classmates.
  
  
• Use new knowledge and information in different situations. More…

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. Using your knowledge and new skills will also build your confidence, and reduce test stress.

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

Maria’s Story

Maria, studying for the GED Language Arts reading test, encountered an unfamiliar word in a literary passage, the word ‘superfluous.’ (It’s not an easy word…)

At first, the word just seemed confusing to Maria. She wanted to check the word in a dictionary, but remembered that she wouldn’t be able to use a dictionary at GED test time. 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. She found three words that seemed to point back to the word ‘superfluous.’ One word was ‘extra’, another ‘over-abundant’ and the other ‘excessive.’ Maria was fairly sure that all the other words indicated a large amount. She also analyzed the word superfluous, and identified a root word of ‘super.’ So she was sure that she was right … superfluous obviously meant something extra. Then, her dictionary confirmed it.

Check it out…superfluous

Through the next few weeks, Maria began using new words she was learning during conversations. At first it was hard—using new words seemed unnatural and she had to really think about them. After a short time though, 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 studied for the GED test. Her feedback scores were climbing. Also, the essay portion of the exam seemed much less challenging. Not only were her reading and analysis skills improving, her writing skills reflected her work.

Maria was delighted. She was pleased by the applied GED study program, her new ability; and started really enjoying her studies. Studying now seemed more of a hobby instead of a chore. And she wasn’t the only one impressed. Her boss asked her to lead a training program since she was demonstrating quick abilities to understand, analyze and explain new information.

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 slowed the pace of her learning, and really spent some time thinking about the information. She used a test-taking technique she had learned to provide immediate feedback. And it wasn’t a test that initially provided the feedback; it was similar words that gave the feedback and a dictionary then confirmed it.

Then, Maria used her new knowledge. By using it in everyday situations, at work and in conversations, she quickly became the rightful owner of the knowledge.

This new knowledge benefited Maria at work and in her GED study program. Her knowledge was reflected in her test scores, improved her critical-thinking skills and created an enthusiastic attitude good for learning and a terrific career opportunity.

For real knowledge—knowledge that’s powerfully owned—activate and reinforce the learning process!

About the Author: The GED Academy president, Michael Ormsby oversees program management and delivery of best-practice GED programs, software and curriculum for adult learners, basic skills and workforce development, with a special focus on adult learners with educational challenges. For more information, visit http://www.passGED.com. Michael can be contacted by email at: ContactUs or by telephone at 541-740-4717.

©2006 Essential Education Corporation / www.passGED.com
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