Lesson
Review 1 ASE
Morning March
2005
Thursday, March 31,
2005 9
Learners present. 3.25
hours
--
Development of comprehension strategies (Reading) The immense differences in orders of
magnitude in
our universe (Measurement, Magnitude, and
Models) READING - Locate, understand & interpret written
information in prose and documents
(manuals, graphs, and schedules) (Basic Skills)
We started with a "Board Discussion" recalling what we already
knew about the electromagnetic
spectrum.
Then Luz had an article about the visible part of that spectrum
(daylight) which we read as a group.
Finally, we got a start on the GED book exercises which people had
requested.
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Wednesday, March
30, 2005 12
Learners present. 3.25
hours
--
Compute with whole numbers, fractions, decimals & integers using
appropriate algorithms and a variety
of
techniques (Number Relationships & Computation) MATHEMATICS - Perform basic computations;
approach practical problems by choosing
from a variety of math techniques (Basic Skills)
Multiplication Exercises:
We did a warm up (random multiplication facts including some
"algebraic"/division problems).
Then
we did a Timed "Minute Math" exercise, followed by another set
of multiplication facts expressed
algebraically. Then we did some
very difficult multiplication problems prepared by Nick.
(ANYTHING time zero = zero)
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Tuesday, March 29,
2005 8
Learners present. 3.25
hours
--Complexity of managing and resolving
conflict (Conflict & Resolution)
Recognize there is not always a
"right" answer (Critical
Thinking) LISTENING - Receive, attend
to interpret & respond to verbal messages
and other cues (Basic Skills)
Some people wanted to know why the President or the Governor of Florida
were not stepping in to
help Terry.
We tried to connect that question to issues like "Rule of
Law", "Separation of Powers", "Federalism"
and "Limited Government"
Other questions that arose: "What makes any life support system
"ARTIFICIAL"? "What is a
living
will?" and "What is a 'health care proxy'?" "What is a persistent vegetative
state?" and "What can
people in those states 'think' or 'feel'?. Another big question is "What makes a marriage valid?"
Nina also introduced some fun word games as a segue between the Group
Activity and Individual
Learning Time.
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Monday, March 28,
2005 12
Learners present. 3.25
hours
--
Awareness of rules for grammar and mechanics (Writing) Development of
comprehension strategies
(Reading) WRITING - Communicate thoughts, ideas & information in
writing; Create documents (letters,
directions, reports, graphs) (Basic
Skills)
"Parallel Structures" refers to using the SAME grammatical
structures to show that different ideas (or
items) in a sentence have equal importance. Using the same grammatical forms for similar items in a
sentence makes that sentence smoother to read.
(By popular demand, we worked out of the GED book today during Group
Time. It is good to do that
once in a while so that people have a better idea of how to use that
book. The book is NOT really
designed for Group Activities.
It IS designed as a self study guide.
The book is NOT designed to
teach "NEW" material to someone although it can be a good
introduction or a good "brush up".
People
SHOULD work from the GED book
during Individual Learning Time, but some Group Time can be
used to answer questions that come up from GED item practice.)
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Thursday, March 24,
2005 8
Learners present. 3.25
hours
--
How creating and using order and organization tools help solve life
problems (Order and Organization)
READING - Locate, understand & interpret written information
in prose and documents (manuals, graphs,
and schedules) (Basic Skills)
We struggled with a lot of reading about historical discoveries of
various forms of electromagnetic
radiation (radio waves, microwaves, infrared, visible light,
ultraviolet, x rays, gamma rays, etc.)
We had a crossword to help review vocabulary and concepts, and the class
had to construct their own
Word Bank.
During Individual Learning Time quite a few people continued on with the
crossword puzzle or found
more information about electromagnetic radiation on the web.
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Wednesday, March
23, 2005 8
Learners present. 3.25
hours
--
Compute with whole numbers, fractions, decimals & integers using
appropriate algorithms and a variety
of
techniques (Number Relationships & Computation) MATHEMATICS - Perform basic computations;
approach practical problems by choosing
from a variety of math techniques (Basic Skills)
Started with some multiplication warm-ups and drills.
Then went over some basic Algebra concepts and cross multiplication.
Jason B. Asked people to sign
advocacy cards to protect Section 8 subsidies. These cards will be sent
to Governor Romney and to
Senator Gregg in New Hampshire.
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Tuesday, March 22,
2005 13
Learners present. 3.25
hours
--How individuals and groups interact with
and impact systems (Systems) Express
thoughts in writing
(Writing) REASONING - Discover rules/principles underlying
relationships between various objects &
apply them to problem solving (Thinking
Skills)
The Arguments Against Taxation.
"Is government taxation of private individuals and corporations
nothing more than legalized theft?"
Most people actually agreed that taxation was theft either because they
believed:
1. Taking anything
that's not yours without permission is theft
or
2. When the government
has your money they will always waste too much of it, be taken advantage of
by fraud, or be corrupt themselves
Some people tried to make the argument that there are circumstances
where people need help and the
government should provide it. Others said that without police, there
would be too much chaos and
bloodshed on the streets.
The classic Jeffersonian argument against taxation is that:
3. taxation merely increases the power of government
which can then threaten the freedoms of
private individuals and
corporations
a related argument is:
4. When government
spends your tax money it will make the people or businesses that benefit
dependent on that
money. (Dependence is the opposite of
independence - or freedom.)
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Monday, March 21,
2005 13
Learners present. 3.25
hours
--
Write at greater length in response to a topic or question
(Writing) WRITING - Communicate
thoughts,
ideas & information in writing; Create
documents (letters, directions, reports, graphs) (Basic Skills)
Writing:
People were handed a collection of classifications systems (continuums,
spectrums, lists . . . Relating
to History, Science and Math)) used in this class. Another classification system about people
was put
on the board. ("Some people
make things happen. Some people watch things happen. Other people
wonder what happened")
The writing prompt was:
"Does this classification system help you understand the world and
your
place in it? What might be a
better classification system?"
(Tim also distributed a survey on Bush's budget cuts)
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Thursday, March 17,
2005 10
Learners present. 2 hours
--
Development of comprehension strategies (Reading) READING - Locate, understand &
interpret written
information in prose and documents
(manuals, graphs, and schedules) (Basic Skills)
Reading Strategies:
1. Reviewing vocabulary list - if available
2. Examining pictures and diagrams
3. Reading the introduction and conclusion (first and last paragraphs)
We had a long, complicated reading on electromagnetic fields and
radiation. We got through it with
lots of good comments, explanations, and analogies. Of course, nobody understood
everything.
(Unfortunately, some people preferred to focus on distractions . . . )
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Wednesday, March
16, 2005 9
Learners present. 3.25
hours
--
Compute with whole numbers, fractions, decimals & integers using
appropriate algorithms and a variety
of
techniques (Number Relationships & Computation) MATHEMATICS - Perform basic computations;
approach practical problems by choosing
from a variety of math techniques (Basic Skills)
Minute Multiplication:
Reviewing multiplication facts and practicing for retention. (Also dealing with a little time
pressure.)
Everybody did there best with most people having pretty good control of
multiplication facts although
they needed more time.
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Tuesday, March 15,
2005 8
Learners present. 3.25
hours
--
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Monday, March 14,
2005 10
Learners present. 3.25
hours
--
Acquire more organizational strategies (Writing) WRITING - Communicate thoughts, ideas
&
information in writing; Create documents
(letters, directions, reports, graphs) (Basic Skills)
Writing:
Making lists as a way to plan essays.
In response to an essay question people were asked to generate at least
three lists before starting to
write. Lists could be words,
phrases, associations, facts, questions, etc.
Not everybody tried the list technique, but everyone did their best to
write a lot.
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Thursday, March 10,
2005 12
Learners present. 3.25
hours
--
Represent and use numbers in a variety of equivalent forms and in order
relations (Number Relationships
& Computation)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing
from a variety of math techniques (Basic Skills)
Math: Converting Mixed Numbers to
Improper Fractions:
Jason started the class by reading a news story about a ruling in a
"DNA test" motion in a local murder
case.
We went over definitions of proper fractions, mixed numbers, and
improper fractions with students
encouraged to generate additional and alternative definitions for each
term.
Example: a proper fraction is a
"value less than one" OR a proper fraction is a "fraction whose
denominator is greater than its numerator"
People were very eager to demonstrate the conversion steps and some
checked their work by
converting the improper fractions back to mixed numbers (learning or
reviewing how to turn the
remainder into a numerator using the divisor as the denominator)
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Tuesday, March 08,
2005 13
Learners present. 3.25
hours
--
Express thoughts in writing (Writing) Interpret Charts & Graphs
(Reading) Recognize a speaker's point
of
view (Critical Thinking)
INTERPRET & COMMUNICATE INFORMATION (Information (Acquiring and
Behind the Budget Cuts.
A "Neoconservative" revolution can be used to account for a
trend of developments behind President
George W.. Bush's recent budget proposals.
A reasonably educated person is able to look at more than one side of
any position - even when that
position is opposed to theirs.
What is going on right now in the US
is part of an even larger
progression of struggles between interest groups with different visions
of America. Most of these
differences have been settled reasonably peacefully with the drastic
exception of The Civil War.
The class began with a discussion of the words "significant", "adequate" and
"oppose". Then we
looked at words that might have significance for those who support or
oppose the president's budget
proposals. (Words like
"Poverty", "Property", "Equality",
"Education", "Social Justice" and "Freedom").
Then we looked at some graphs describing changes in income growth and
distribution since 1947 and
some explanations of "Rule Changes" that explain some of these
changes. These materials were take
from the "United for a Fair Economy" organization in Boston.
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Monday, March 07,
2005 15
Learners present. 3.25
hours
--
Express thoughts in writing (Writing) WRITING - Communicate thoughts, ideas & information in
writing; Create documents (letters,
directions, reports, graphs) (Basic Skills)
Writing:
Everyone got invitations to the March 24 Coffee House.
The writing prompts were: "Describe a time when you had difficulty
explaining yourself or your
actions". "Describe a
time when you had trouble understanding someone else or their actions",
"Describe the most important goal you hope to achieve. How will you recruit people to help you
accomplish this or give you recognition?"
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Thursday, March 03,
2005 10
Learners present. 3.25
hours
--Means and varieties of civic participation
(Power, Authority, & Participation)
Development of
comprehension strategies (Reading) Demonstrate an understanding of technology
as a set of human
developed solutions to human problems ()
KNOW HOW TO LEARN - Use efficient learning techniques to
acquire & apply new knowledge &
skills (Thinking Skills)
Energy and Electricity:
We went over last week's materials before doing more close reading on
basic electrical safety
concepts. There was a lot of
good discussion and questions.
Luz also talked more about the Anti-Displacement Project. There was not incredible enthusiasm for
inviting a spokesperson to talk about upcoming events relating to
Federal budget priorities.
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Wednesday, March
02, 2005 12
Learners present. 3.25
hours
--
Recognize a speaker's point of view (Critical Thinking) Represent and
use numbers in a variety of
equivalent forms and in order relations
(Number Relationships & Computation)
LISTENING - Receive, attend
to interpret & respond to verbal
messages and other cues (Basic Skills)
Equivalent Fractions:
We went over finding equivalent fractions (dividing or multiplying both
the numerator and denominator
by the same number) and also had the opportunity to practice converting
whole numbers and decimals
to fractions.
Discussion on Budget Cuts
Tim lead a very good discussion - and was even astute enough to give
people a writing prompt and a
chance to do independent writing.
Luz followed up with a flyer announcing a meeting tonight at
Greenfield Gardens. They both
did a terrific job!
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