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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. And since learning is really a lifelong process,
lessons 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 its 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
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 its more difficult to control the speed of learning since instructors
follow lesson plans. So talking to the instructor may help. Just explain that
you need a different learning pace. Some students may learn better by moving
more quickly through material, while others need extra time. Regardless, once a
student understands that they need to control their own learning -- and the
speed in which it takes place -- learning is 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 or need to learn it better.
Meaningful feedback also reinforces the learning process because information is
used quickly and frequently. It's the key to keeping new information --
retaining it instead of just remembering it. 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. Here is a good example
of how one successful PassGED student gained real knowledge through the
application of it: Maria, studying for
the GED Language Arts reading test, encountered an unfamiliar word in a literary
passage, the word 'superfluous.' Initially, the word just seemed confusing. She
wanted to check the word in a dictionary, but remembered that she wouldn't be
able to take a dictionary to the official GED test site. 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. Maria found three words
that seemed to point back to 'superfluous.' One word was 'extra,' another
'over-abundant' and the other 'excessive.' Maria also saw that superfluous had a
root of 'super,' which seemed very similar in meaning to the other three words.
So she was sure that she was right. Her dictionary confirmed it. Through the next few
weeks, Maria began using new words she was learning during conversations. After
a short time, these 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. Her
feedback scores were climbing. Also, the essay portion of the exam suddenly
seemed much less challenging. Maria was delighted.
She wasn't just pleased at her new ability; her studies now seemed more like a
hobby instead of a chore. And she wasn't the only one impressed. Summary 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 moved
through the material at her own pace. She used a test-taking technique she had
learned to provide immediate feedback. And it wasn't a test that initially
provided the feedback. Similar words provided the feedback she needed, and a
dictionary confirmed it. Then, Maria used her
new knowledge. By using it in everyday situations and conversations, she quickly
became the rightful owner of the knowledge. This new knowledge further helped
her in her GED study program -- reflected in her test scores, improved
critical-thinking skills and in a more willing attitude with benefits well
beyond the GED. Read These Other Great GED Articles So You Can Pass the GED!
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