Lesson 1: How can we prep for a GED exam?


Learning Objectives

At the end of this lesson you should be able to

  • fully understand how to assist students in prepping for the GED exam
  • become familiar with the ways in which the pandemic has lowered student motivation and the ways in which we as educators can help to rise their engagement/motivational levels

2.1 Introduction

After we have established and learned about the reasons why the sharing of GED informational is vital in schools, and the break down/aspects of the GED exam, we must now analyze and understand the ways in which we can help students prepare for this exam. In this lesson, we will first take the time to address the ways in which we can work to keep the students engaged. After all, they are high school drop outs (for various reasons) we need to ensure that they do not give up on this route/journey as well and that they stick it through. We will then discuss concrete ways in preparing for the GED exam and how to successfully do so.


The COVID-19 pandemic has significantly lowered the determination and motivation levels of teenage students. Due to the constant uncertainty of the world, it has been hard for students to stay focused or work towards and end goal they feel is attainable.

"Bellwether Education Partners, an education nonprofit, estimates that between 1 million and 3 million U.S. students haven’t attended school since pandemic-related school closures began in March 2020, hitting high-risk groups including homeless students and children with disabilities particularly hard" (Bauld 2021).

This leads to the question, "How do teachers encourage their students to stay motivated?"

(Bauld 2021) gives some pointers.

"Students are also more motivated when they feel a sense of ownership over their work."

"the emphasis needs to be on how students are doing emotionally, not just academically."

"Research has shown that when teachers can build a good rapport with their students, those students are more motivated to do well in school. To build that rapport, students need to believe that their teacher has a good sense of their abilities."

But, what else can we tell our students to help them to push forward? How do we send them off into preparing for the GED with hopes that they stay motivated to stay the course?

2.3 How can we help them prepare?

We want to make sure that when we send students off to prepare for the GED exam they have vital external resources that meet the needs addressed above. We should aim to provide programs that will tend to them emotionally, allow them to feel ownership over their learning and overall encourage and support them through this process.

Students can both aim to either find teenage aged GED programs (that support students from age 16+) or work independently through GED prep books.

Below are a list of GED prep programs in NY catered to assisting students in the preparation process.

Preparation programs that cater to individual subjects

(some students may only need to take specific subjects on the GED exam if they have already passed their NY regents with a 65 such as English, Algebra, Living Environment, Global & US History)

In order to gain entrance into these programs, students must take a TABE Exam to assess their scores/levels and see whether or not they qualify for the specific program. If they do not meet the qualifications, there are still other programs listed such as PRE-GED programs that prep you with 101 learning.

Below describes the TABE test process

GED books preparation


2.4 GED Informational Brochure Creation pt. 2

  1. I'd like you to design your second page as followed
    1. A list of GED prep programs
    2. Information about individual prep programs & programs designed as such
    3. TABE exam explanation
    4. A list of GED prep books

2.5 Unit 2 Lesson 1 Reflection Task

Now that we have discussed the ways in which we can work to help students engage and the ways in which we can help them prepare, I'd like you to answer a few questions. What is one lesson learned in the student engagement portion of this lesson that you could apply and use for/towards students you are currently serving who are looking to go into the direction of obtaining a GED. List one new thing you learned about the GED process.

Please write your reflection in this Google Docs File: https://docs.google.com/document/d/1HxDxGKJEWzE-bjq0GacJScRkDW-V7RbnAYU3JFQuoh4/edit

Click here: Lesson 2: What steps do you need to take to apply for a GED exam? to navigate to the next lesson of Unit 2.