As practitioners in adult literacy and high school equivalency (HSE) education, our work has always been demanding, but now that the HSE test has been revised to reflect new, more difficult standards, the demands on teachers are even greater. Teaching students to read, write and do math is no longer enough. We also need to make sure students have specific content knowledge in traditional school subjects, as well as the capacity to apply this content knowledge to analysis, problem solving and the workplace environment.
How can our instructional practice respond to these increased demands?
We know that there is no “one size fits all” approach to effective instruction.
Program types and instructional models vary greatly. ….
The CUNY/ACCES Framework has been developed with flexibility in mind, so that teachers can adapt and supplement it to meet the needs of their students and specific teaching environments, and provide direction and structure for the teaching of the new HSE exam in the areas of math, science and social studies, with integrated reading, writing, analytical, and problem-solving skills