THE CURRICULUM
The
George Mason University GTE Curriculum is designed to provide unemployed or
under-employed adults with the academic and technical skills needed for
sustainable employment in an office environment and to provide the basis for
lifelong learning. Job readiness, office technology, and academic skills are
integrated and mutually reinforcing. In addition to content knowledge and skill
building in these areas, emphasis is placed on building self-confidence and
interpersonal skills through such activities as self-assessment, goal setting,
simulations and team building, as well as direct instruction of specific skills
and hands-on experience.
The
George Mason University GTE Curriculum requires six weeks* of instruction with
classes meeting five days per week for six hours per day.
All three curriculum strands (job readiness, office technology, and
academic skills) are offered two hours per day. The daily schedule was
0900 - 1050 Job Readiness
1100 - 1250 Technology
1250 - 1330 Lunch
1330 - 1530 GED
Each
week consists of overall program objective toward which all three strands are
directed. Each program
objective is grounded in job readiness, with office technology and academic
skills supporting this primary emphasis. Each
day focuses on three learning plans, one for each strand, which relate to an overall
daily objective as well as the weekly program objective.
*Though
the curriculum has been designed as a six-week course of instruction, the
curriculum can be used in a variety of ways
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Can be used as an entire six week integrated
program
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Can be utilized as an individual context based
program (Job Readiness, GED Preparation, and Technology)
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Each lesson can be used individually as a
stand-alone delivery of a specific topic
þ
Website links change frequently and may no longer
be available. Read over the lesson and utilize key words to search for
comparable material on the World Wide Web.
þ
In each of the three pilots students reacted
differently to different topics. Where one class quickly produced a resume,
another class took much longer. Consider the abilities of your audience and what
their needs are. Utilize the curriculum to meet learner needs and fulfill
program goals and objectives.
þ
The GED lessons are not necessarily the full range
of skills necessary to pass the GED test. What is taught always depends on
learner needs. The curriculum is designed so that units can stand alone.
Therefore they can be pulled out as well and can be replaced with materials
relevant to learner needs in other programs. Be aware also, that the minimum
TABE requirements for reading and math are 9.0 and above. In all three of the
pilot programs, we accepted participants who had lower scores on the TABE, but
who demonstrated other abilities such as maturity, commitment, and program
relevance to the learner's goals. For more information on program see the GTE
Evaluation Report.
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Participants in the all three pilots came with a
variety of soft skills and the instructors focused heavily on building a sense
of community within the six-week program. Participants supported each other in a
variety of ways, including transportation, emotional support, and academic
tutoring. Instructors made time during lunch (one full week of taking two
students to lunch each day) to address student issues. The program coordinator
was available at some point each day for conferences. Instructors should be
prepared to be available as a resource in a variety of ways and should have
access to counseling when necessary to refer students to services outside the
scope of the program.
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A reflective journal was utilized during the
program and instructors read the journals and made comments and suggestions when
necessary. Journal topics included the Critical Incident Questionnaire, as well
as having students answer open ended questions such as
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Who is the most proud of you for returning to
school?
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What have you done that you are proud of?
þ
Where would you like to be in one year, five years,
from now?
þ
Is success a matter of hard work or luck, or both?
Explain your answer.
þ
We wish you success with the implementation of this
curriculum. For information and suggestions, contact Debby Cargill at
703-791-7358 (Prince William County Schools Adult Education) or cargildh@pwcs.edu