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I don't teach this every day as I teach FastTrack, but I go into the resources when I am going to help a student in a weak area.  It is really great for that.  I don't have to search, and I already know that the resource is approved by RSC.

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The section with bias and perspective was very relate-able to students once they understood that exists in multiple medians.  I thoroughly enjoyed teaching that entire unit

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The section with bias and perspective was very relate-able to students once they understood that exists in multiple medians.  I thoroughly enjoyed teaching that entire unit

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RLA Lesson 1 Day 1 references a book, and the instructor has to purchase the book.

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There have been more than enough resources to pull from in the curriculum through unit 2 going into 3. 

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There have been more than enough resources to pull from in the curriculum through unit 2 going into 3. 

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The civics curriculum is very elementary.  It doesn't seem to take the whole class time

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The civics curriculum is very elementary.  It doesn't seem to take the whole class time

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Lesson plans include instructions and footnotes and it becomes confusing. (Unit 3 Lesson 1 Day 1 Social Studies) 

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Lesson plans include instructions and footnotes and it becomes confusing. (Unit 3 Lesson 1 Day 1 Social Studies) 

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The instructors really like that the differentiation is already built into the program.

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We really need to not use the videos that are so condensed.

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It's been helpful for students to practice and understand

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I like most of the RLA lessons. I like most of the reading texts, exercises are  good. It's often difficult to figure out where I'm supposed to be because of the way they are organized. Resources are in three different places which can be complicated

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I like most of the RLA lessons. I like most of the reading texts, exercises are  good. It's often difficult to figure out where I'm supposed to be because of the way they are organized. Resources are in three different places which can be complicated

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The students didn't like some of the Social Studies lessons. Lessons on the flag , the Code of Hamurabi and very specific current events they didn't feel were relevant to the GED test. Because most of them don't know history, lessons in chronological order might be more appropriate though I realize this would be difficult to implement at this point.

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Some of the concepts were not easy for students to understand because it wasn't during their time (or in their culture).  It'd be great to add some background topics/events that students knew and that also related to those concepts that are on the test.  Like a gateway...

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Some of the concepts were not easy for students to understand because it wasn't during their time (or in their culture).  It'd be great to add some background topics/events that students knew and that also related to those concepts that are on the test.  Like a gateway...

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Many lessons can't be completed within the given time.  If we want quality vs. quantity, we need some movement with lesson time.

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Many lessons can't be completed within the given time.  If we want quality vs. quantity, we need some movement with lesson time.

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In civics, materials are not always linked in the live binder or in the lesson plans. 

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In civics, materials are not always linked in the live binder or in the lesson plans. 

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Great variety of resources to help us teach.  There is always multiple sources to pull from.

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Great variety of resources to help us teach.  There is always multiple sources to pull from.

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Preview packets before they are printed.  Things are missing or backwards.  It's hard to see order in some places.

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Preview packets before they are printed.  Things are missing or backwards.  It's hard to see order in some places.

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 Unit 02 Lesson 02 Day 01 Resources (guided practice group work RLA) are not linked, had to find them on Readworks. 

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 Unit 02 Lesson 02 Day 01 Resources (guided practice group work RLA) are not linked, had to find them on Readworks. 

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The clarification of optional material should be specified.  Are we supposed to teach all of those stories?  But, looking at the lesson plans they are not addressed.  Having that explained up front would save needless time trying to figure out where the are to be used.

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Students admit that they just don't read much and find some of the excerpts difficult to comprehend

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 S.S. for Unit 2 Lesson 3 Day 1 Objectives talk about Affirmative Action and Women's Rights but there are no Objectives that reference LGBTQ and Chicano Movement for Day 2. 

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 S.S. for Unit 2 Lesson 3 Day 1 Objectives talk about Affirmative Action and Women's Rights but there are no Objectives that reference LGBTQ and Chicano Movement for Day 2. 

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Unit 2 Lesson 4 needs work.  Missing resources

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Unit 2 Lesson 4 needs work.  Missing resources

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Because all of our classrooms don't have the required technology to present the lesson, many of the videos, etc. can't be used.

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Because all of our classrooms don't have the required technology to present the lesson, many of the videos, etc. can't be used.

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Some of the lesson plans were developed by other people, but attribution was not given.

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Unit 3 Lesson 1 RLA Note Catcher last two boxes for pages 9 and 10 to stop and look for powerful phrases and images does not match up with where to stop in the book 9 has an image and text 10 only has a picture. 

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Unit 3 Lesson 1 RLA Note Catcher last two boxes for pages 9 and 10 to stop and look for powerful phrases and images does not match up with where to stop in the book 9 has an image and text 10 only has a picture. 

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Reciprocal Teaching activity in Unit 3 Lesson 1 Day 2 is difficult to do when the reading is already done in Day 1, you have people acting as predictors but it doesn't serve its purpose as well as it could since they already know what is happening in the text from day 1. 

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Reciprocal Teaching activity in Unit 3 Lesson 1 Day 2 is difficult to do when the reading is already done in Day 1, you have people acting as predictors but it doesn't serve its purpose as well as it could since they already know what is happening in the text from day 1. 

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Historical background information provided at the beginning of each lesson to give some introduction to the context of the lesson. How will this concept help me (the student) on the GED?

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As instructors, we need to find content for the students that is going to be relevent to content on the GED test

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As instructors, we need to find content for the students that is going to be relevent to content on the GED test

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The poetry is too difficult to read.

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Change out poem difficulty
Robert Frost