The key to passing the GED is preparation. The GED is a seven-hour test that checks important basic skills. Passing the GED shows that you have thinking, reading, writing, and math skills that are the key foundation for jobs and higher education. That’s why the GED is valuable. It shows employers and colleges that you’ve passed a milestone in acquiring the skills you need to advance.

The difference between a state like New York and one like Iowa has to do with the approach to the GED. Passing the GED isn’t just about walking in to a test center and taking a test. It starts with checking your skills, to see what gaps you need to fill in. Then, you need preparation, to get the skills that you’re missing. You need to know what’s expected on the GED and build up your abilities. Then, when you’re ready, you take the GED test. GED success is a process that includes preparation as a key element.

GED preparation is a serious problem for many people. Adults who dropped out of high school have adult responsibilities, including jobs and children. They have financial responsibilities to care for their families, time constraints, and difficulties with transportation. Even a well-run state program can be discouraging for adults who have trouble finding the time, childcare, and resources to attend GED classes.

Technology is a promising way around these problems. Innovative online learning solutions can be inexpensive and accessible for learners with restrictions on their time and resources. Online learning can be done at home or anywhere a computer and internet connection is available. More importantly, the best online learning is directed toward an individual student’s needs. Adult learners are all starting at different levels and filling different gaps in their learning. Managing an adult education class, filled with students with a wide variety of needs, is challenging. Truly personalized, engaging online learning can help adults learn faster and easier, encouraging them to stay on track to get a GED.

The benefits of the GED for both an individual adult and for the community are great, especially when the GED is viewed as a milestone in a journey toward a career or a higher education. Adults without a high school diploma or GED are the most likely to be unemployed. The Community Service Society estimates that adults without a high school diploma cost New York City $135,000 more than they pay in taxes over the course of their lifetime. The GED is an investment in the future, one that can pay off for individuals, businesses, and government.

The Community Service Society report on the New York GED can be found here: http://www.cssny.org/userimages/downloads/From%20Basic%20Skills%20to%20Better%20Futures%20Sept.%202009%20Final%20Report.pdf

Nichole and Patricia Kumse of Blount County, Tennessee, are sisters who earned their GED diplomas, becoming the first high school graduates in their family. Both women are mothers. Patricia Kumse is a mother of three, while Nichole Kumse is a mother of two, all between 3 and 10 years old.

The two mothers, like many GED students, were motivated to earn a GED diploma by their families, and particularly their children. Every parent wants their children to have all the opportunities the world can offer, and in today’s world, education is the key to opportunity. Parents want to set an example for their children, and getting the GED is a first step for many parents to show their children how important education is.

At the same time, the GED opens doors to provide a better life for a family. Nichole and Patricia Kumse both passed the GED with high enough scores to qualify for the Tennessee HOPE Scholarship toward higher education. Patricia Kumse plans to study business, while Nichole Kumse plans to study holistic nutrition and writing.

Just as family can inspire adults to earn their GED, family can help greatly during the GED process. By studying for the GED together, Nichole and Patricia Kumse were able to provide each other support, with studying, homework, and motivation. By involving family or friends who can provide help and support, adult learners can achieve more in their educational experience, from the GED to the highest levels of post-secondary achievement.

1) Employment

Maybe when you graduated high school, employers didn’t necessarily expect a high school diploma. A lot of people got jobs in factories, offices, or other companies without a diploma, and they’ve stayed in their jobs for years. The trouble comes when you get laid off, the company goes out of business, you get passed up for promotions, or your job doesn’t pay enough (or give you enough job satisfaction) for the life you want. Every day, adults are laid off and realize that the job market’s changed. Without a GED, getting a new job or promotion can be tough. The GED can open doors to jobs, promotions, and job training.

2) Education

When your goals are high, a high school diploma isn’t enough. The best-paying and often most satisfying jobs require training and education. The GED opens the doors of trade schools, community colleges, and universities. Barack Obama has set a goal for education in the United States, that by the year 2020, America will again have the highest proportion of college graduates in the world. A higher education is good for the individual, and it’s also good for the country. It helps the U.S. compete in the world economy, and it helps America’s economy. The GED is the first step for many Americans to participate in that goal.

3) Self-Esteem

Most people start on the road to get their GED so that they can get a better job or more education. There’s a benefit from earning a GED that many people don’t take into account: feeling good about yourself. Too many smart people feel stupid, because they were told they were stupid or because they had problems in school. Too many adults feel left behind because those around them have high school and college diplomas. When adult learners earn a GED, they earn a sense of pride and accomplishment. They learn that they can aim higher than they thought possible. Dropping out of high school doesn’t have to close doors permanently in your life. You can earn a GED and show yourself how much you can achieve.

One learning skill that can help you study so that you learn faster and better is taking notes. Taking notes can help you stay focused on what you’re studying, help you actively think about what you’re learning, and give you study materials to review later. Have you ever thought about how you take notes, though? What will help you learn and remember easiest? Here are some tips.

Make decisions! Note taking doesn’t mean writing down everything that’s said, or just writing down random things because you’re supposed to. The more decisions that you make about what’s really important and what you’ll need to know, the more you’re actively learning. Just making the decision that something’s important and writing it down helps you learn better and easier.

Use pictures! Words aren’t always the best way to make notes. Use arrows, boxes, pictures, or symbols to connect ideas, remember how things relate to each other, or picture what something is like. Remember the saying, “A picture is worth a thousand words”? It can be true in note taking. Pictures and diagrams can help you remember the information better and make more sense of it.

Use shortcuts! When you’re taking notes, you can use abbreviations or shorthand that make sense to you. You can use the same kinds of abbreviations that you might use when you’re texting, formal shorthand, or anything that makes sense to you. As long as you’re able to read it later, use any shortcut that you can to take notes faster.

Don’t let your notes go to waste! Going back over your notes later will help you remember what you’ve learned and teach your brain that this is information you’ll want to recall again and again. But just looking at your notes isn’t the best way. Reorganize your notes. Add to them. Write down questions. The more you update and change your notes, the more you’re interacting with them… and the more you’ll learn from them.

For more information on note taking, check out these articles:
http://www.ucc.vt.edu/stdysk/notetake.html
http://www.passged.com/articles/15_GED_Study_Tip_Make_a_Note_Take_Notes.php

Learning for the GED is a self-driven activity, so GED learners need to take charge of their learning. Often, the only type of learning that a GED student is familiar with is classroom learning, involving a lot of memorization of facts and dates and run by a teacher who directs what everyone should do. Studying on your own is different and more effective.

The GED doesn’t depend on memorization. It depends on understanding, and learning for understanding doesn’t necessarily mean getting everything right. According to a recent study by Nate Kornell, Matthew Hays, and Robert Bjork at UCLA, making errors and mistakes as you learn can actually help you understand and remember. The results of this study showed that if students take hard tests or practice difficult questions and get the wrong answers, they learn better.

Trying and failing serves a purpose! Getting the wrong answer gets your attention, and gives you incentive to learn. It shows you where you need to go. Understanding that a wrong answer isn’t “bad” can help a lot. Many GED students get frustrated with wrong answers, but think of a wrong answer as a learning tool, another step toward your GED.

So, how can you use wrong answers as learning tools in your own GED studying? When you’re studying a topic, don’t be afraid to test yourself, and don’t be afraid of difficult questions. Give answering your best shot, and then, if you get the wrong answer, find out why. Getting the wrong answer will actually help you learn better.

Make sure your GED study materials include good answers to practice questions, answers that will help you learn after each wrong answer. That’s a key to success, taking your wrong answers and turning them into learning. It’s one of the cornerstones that GED Academy builds into its GED Prep Program. If you look at the explanation of a question you’ve gotten wrong and don’t really understand it, try going back and finding the answer in your study materials or online, or talking to a teacher, tutor, friend, or family member who can help you understand. The wrong answer is your motivation, so use it as your jumping-off point for learning.

The study “Unsuccessful retrieval attempts enhance subsequent learning.” can be found at: http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2009-09620-017&CFID=24407194&CFTOKEN=49068829

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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