Graves knew that she’d need to get her high school diploma to move forward with her life. That’s when she found out about the GED. Instead of taking night classes to finish high school, Graves was able to earn her GED diploma. Now, Graves works as an office manager. This year, she spoke at the GED graduation ceremony for local GED graduates, who included her two youngest brothers who earned their GED this year.

Graves hopes to earn a college degree, and keep moving forward in her life. Her story shows the challenges that face American adults who never graduated high school. The GED provides the opportunity to qualify legitimately for the better jobs and higher education that allow adults to care for their families and accomplish their goals in life.

The road to success takes a commitment to get your GED, but passing the GED is an achievable goal. Many people can prepare for the exams with a few weeks of brush-up. Most adults have more of a foundation of high school skills than they think. Learners, even if they’ve been out of school for a while or had trouble in the classroom, can gain the essential skills the GED tests through a good study program. Taking Pam Graves’ example and earning your GED can be a breakthrough decision for the rest of your life.

The demand for adult education is growing, with 39 million American adults lacking a high school diploma. Innovative GED experts at the GED Academy have identified four crucial elements to success for adult education GED students.

As the number of adult Americans without a high school diploma nears 40 million, adult education is becoming a critical issue in the United States. GED education programs are sponsored by communities, non-profit organizations, and school districts across the country. “Teaching undereducated adults is extremely challenging,” states Michael Ormsby, president of The GED Academy. “Most adults who didn’t graduate high school never learned good study habits, never felt motivated to learn, never did well in a traditional classroom environment.”

Research shows that most adults with a low level of education are encumbered with poor self-esteem, frustration, feelings of helplessness, and dependency on others. “It’s particularly important for adult learners to succeed in their experiences with the GED,” Ormsby maintains. “Success at this stage shows students that it’s possible to succeed.” The GED Academy identifies four crucial factors for success for adult learners.

1. The learner must be able to set the pace.

Adult learners begin their GED preparation at various stages. They have gaps in their education that are difficult to predict and unique for each individual. The GED Academy’s passGED Prep Program addresses this issue by allowing students free access to skip materials they’re familiar with and review new material as many times as needed. “Adult education must be customized to students’ needs,” according to Ormsby. “Reviewing material that adults already know destroys motivation, and going too quickly over unknown material leads to frustration.”

2. Interest, not content, drives learning.

Students who never succeeded in school don’t find classroom materials inherently interesting, according to The GED Academy. The GED Academy Prep Program uses storytelling techniques to capture learners’ interest. The lessons follow a virtual GED classroom, peopled with characters that include a class clown, a single mother, and an ex-convict. “Following the story of virtual students’ lives creates interest and motivation, and it helps answer the question: how is this information important to me?” Ormsby says.

3. The learner needs immediate feedback.

Immediate feedback on adult learners’ progress creates a sense of accomplishment, since students can see their incremental improvement. It also shows students when they need to repeat material. “Many adult education students can’t assess their own learning,” Ormsby points out. “Immediate feedback helps build self-awareness of the learning process.”

4. Success is the great motivator.

“Every part of the learning experience is an opportunity for success,” says Ormsby. “Students who have experienced failure and frustration need to recognize each little success along the way.” Through a combination of storytelling, humor, exposing the learning processes of fellow students, and providing immediate feedback, the GED Academy’s passGED software attempts to build a foundation of success for learners. “Whatever methodology you’re using,” Ormsby states, “give students a flexible study plan tailored to their needs, keep them interested, and give them immediate feedback. Really, these are the keys to the fourth element: success. Make sure they see their successes.”

For more information about the GED test or GED test preparation, visit The GED Academy at http://www.passged.com or call 1-888-880-2164

By Leonard Williams

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 master�s degree or a new job.

Once people understand how to activate the learning process and know more about 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 look at 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. He used skills he already had to develop skills he didn�t have.

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 problems using analytical ability. When information is relevant, it�s meaningful. It�s 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. Then, information is interesting or important and 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 or is in sync with someone�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 and numbers 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? Do you know that you learn best with your hands? Or through movement? Maybe you never thought about your learning style. Just by considering those questions, it�s probably something you can easily identify.

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.

More Resources

? Take a free online test � Identify your own learning style! http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Real Learning = Real Application

Once you learn material, use it. Use it every chance you get. Using new knowledge ensures ownership. Soon, you won�t consider your knowledge as something to whip out at test time; you�ll know it�s a whip smart investment.

�2006 Essential Education Corporation. / www.passGED.com
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