Looking to pass the GED® Test, or to help someone study?
You’ve come to the right place! Below you will find a collection of resources for anyone, anywhere to study for the GED® Test*. In addition, many states offer the HiSET Exam or the TASC Test to earn a High School Equivalency Diploma.
Warning: Many sites are free because of advertisements. Don’t click on the ads!!!
Other sites give free trials to sell their paid services. Ask yourself: is it worth it to pay for this?
Find an official GED® testing center in the USA or in another country.Important: You can never take the GED® Test online outside of an official testing center.
Want to study for the GED® test online & can pay for study materials? I recommend GED® Academy.
[Note: these links were good as of October 18, 2016. If you find any broken links, please comment or contact me to let me know. If you are a long-term follower, this post serves to archive the content on the previous page “GED Test Prep.”
I am moving on to become Director of Religious Education at a church in Northeast Ohio. Follow my blog for updates, teacher resources, and spiritual reflections.]
*GED® is a registered trademark of the American Council on Education (ACE) and administered exclusively by GED® Testing Service LLC under license. Any content on this website is not endorsed or approved by ACE or GED Testing Service.
One of the biggest differences between teaching adult basic education and teaching K-12 is the classroom.
Or lack thereof.
Teaching adult literacy and GED Test Preparation, I taught everything from basic pronunciation to chemical equations. WHERE you explain poetry or fractions… that could be anywhere. Literally half of my time teaching adults had nothing to do with teaching. It was mostly: drive to a community center, set up, coordinate tutor-student pairs for 90 minutes, clean up, drive to another site…repeat at a shelter, in a church basement, or an outreach program. At one point my schedule took me to two sites each day, four days a week, with Friday to do paperwork.
On Monday morning, I would walk into a church multi-purpose room and unlock a metal cabinet. From there I would pull out the supplies I needed to make coffee. Next I would put out the sign-in sheets next to a crate of manila folders documenting student work. Usually our cabinets held shelves of workbooks and I would have to go down the hall to make copies in the office, usually in the middle of “class.” We had a few well-used manipulatives like flashcards, fraction stacks, and colorful bingo chips. But since adults in my programs worked at their own level and pace, we never had large group lectures.
Imagine: each person deciding where to sit, most of the time head down in focus, or leaning over to talk with a tutor. Everything else about the space changed between each class I taught: round tables, long rectangles, desks against a wall… plastic chairs, folding chairs, pews in a hall… One site we were surrounded by high ceilings and stained glass windows in the back of a church. Another site was a dimly-lit, cinder block basement with moldy carpets.
Teaching adults, even as a teacher trainer traveling from workshop to workshop, I rarely had any control over the lighting, the chairs or tables, the temperature, the decorations on the walls… I learned to just walk into a place and make it my own as best I could. I learned to ignore or adjust to the physical backdrop and focus completely on individual students and the words and numbers in front of them.
Until this year.
As a volunteer catechist (that’s Latin for “teacher”) at my local church, I finally have my own classroom. I teach 3-6 year olds using a Montessori-inspired curriculum called Catechesis (Latin for “teaching”) of the Good Shepherd. My students still work at their own level and pace, but I had no idea how much it would transform my teaching to pay close attention to THE ROOM.
I agree that the physical environment matters for learning, but years in adult basic education trained me how to cope without control over my surroundings. Adult educators, particularly those in highly controlled residential facilities (i.e. Corrections) have to be some of the scrappiest, most resourceful people on the planet. I still have the habit of arriving 15-30 minutes early and staying late for set up and clean up, but now I can do so much more with the 75 minutes when my students are present.
Yesterday I spent the whole day cleaning, organizing, purging the room from unwanted leftovers of yesteryear, and materials that are not age appropriate.
As I cleaned, I realized that there are a few things I ignored all year (out of habit) that are now within my power to fix. Take this faded construction paper… before classes resume in September, I’ll replace or cover it. I have time planned in the workshop to replace some of my first-attempt, makeshift materials with painted wood. The apple borders are an unnecessary decoration, and take away from the solemnity of the altar work.
Becaise this experience is nee, it’s taking up a lot of mental energy to force myself to pay attention to the physical environment. But that’s one of the gifts of Catechesis of the Good Shepherd, and the Montessori approach in general. We are asked to slow down and pay attention to the unnamed or subconscious messages we send to children through objects and behavior.
Catechists have a lot of flexibility in the materials, so the physical materials can be an opportunity to set up students to later absorb some bigger theological concepts. For example, in an age of violent anti-Semitism, I find it critical to emphasize the Jewishness of Jesus and His first disciples.
I also developed a couple additional presentations that I want to document and share this summer, like the 3 socks of the 3 poor girls saved from slavery by St Nicholas, Bishop of Myra. This work fit in nicely with the parables about finding the hidden treasure in the field, and selling everything for the precious pearl.
This coming year, I hope to expand on this work in Catechesis of the Good Shepherd by using some of the principles, and even some materials, to teach adults who are new members in the church (RCIA). Adults as well as kids need the space to work with their hands, and reflect on their personal connection with the Good Shepherd.
What do you enjoy about having a classroom? Or what would you add if you had one?
This morning, I got to read one of my favorite verses in scripture. The first reading is from Acts 15, when the early Christian communities have gathered in Jerusalem to deal with one of the biggest controversies in the early Church. As you may have figured out by now, I love to study controversy, and am particularly fascinated by peaceful ways to address them. Whenever I see a “success story” of people taking a topic head-on and growing together, I pick it apart.
I love this passage, because it tells us a lot about HOW the Apostles and early community dealt with controversy. Today we start with a debate. But what are they debating? Who is debating? And why?
In Jerusalem. After Jesus’ death & resurrection, this became the center of activity for those who believed His Good News.
The Apostles and presbyters. Presbyters are the first Christian priests, who are different from the temple priests, or hierus–although some of the temple priests have also joined this “Christian” movement.
Representatives from all the churches. As the Apostles have gone out in the world to proclaim the Way, they all came together to debate and resolve this major conflict. These include what would latter become known as “deacons” and “lay-people,” and sets the precedent for the Ecumenical Councils that we now hold when worldwide controversies need to be addressed. I could say a lot more about this.
Jews. All of the people who had gathered were either raised Jewish or converts to Judaism. Non-Jews were called “Gentiles,” and their status in the growing community is the topic of discussion.
So basically, more and more Gentiles (non-Jews) want to be baptized. Woohoo, right? Isn’t this what Jesus told them would happen? But those Gentiles are hoping they can opt out of full conversion to Judaism, which means being circumcision as adults, strict kosher laws, and other lifestyle obligations.
So we start this text by asking what we should always ask:
Who is “us”?
Peter addresses the group by saying that God “made no distinction between us and them, for by faith he purified their hearts.”
“Us” here means Jews, who observe the ritual purity laws, and also believe and proclaim that Jesus is the Jewish Messiah, living in the tradition of Moses, and raised from the line of David.
“Them” means everyone else who also has faith in Jesus.
Eventually, the group said “yes,” Gentiles can join the Family. But only after listening to all sides of the argument, to appeals from the prophets, and from lived experience. This process is what fostered agreement, and maintained unity.
The Apostles and presbyters and representatives from all the congregations remained in their Jewish traditions, which they loved and valued. They continued observing the Sabbath and eating kosher. But they decided at this point to allow others a simpler lifestyle, recognizing that the traditions of their ancestors were not the Way of salvation. And the missionary Apostles also would eat with these Gentiles, new to the faith, as a sign of unity.
The underlying issue here was a question of purity. To approach God, one had to be without SIN, which are impurities. All the ritual acts of daily life (washing, eating) combined with the temple duties (circumcision, sacrifice) were designed to purify bodies and hearts to approach a God who is truly pure.
Some Christians interpret this passage as a total negation of everything that came before, as if the Apostles suddenly became Christians and denied any Jewish traditions or rituals. But the text doesn’t support that. Peter, Paul, Barnabas, and James still went on to observe the Jewish holidays, attend the Synagogues and Temples, and follow their own traditions.
But they recognized that these practices are only good in-so-far as they accomplish their purpose of purifying our hearts. There is still a basic foundation of practices that the Ecumenical Councils proclaim as a “Christian lifestyle,” but it’s not as all-encompassing or strict as many would proclaim. One baptism for the forgiveness of sins, weekly worship, annual Confession and Eucharist, and chastity in singleness or marriage… Those are the big ones.
So what about the rest of the trappings? What about stuff like Bible studies, and Youth Groups, and what languages you speak, and the clothes you wear, and the hymns you sing? Do those need to be in conformity as well?
Indeed, in today’s reading, Psalm 96 answers that question:
“Sing to the LORD a new song,
Sing to the LORD all you lands,”
This decision to open up the Christian Way beyond the confines of Judaism is not a denial of Judaism and Jewish traditions. But nor does it elevate some other Tradition in its place. Every new culture and tradition that enters this Family offers a new song of praise. When I read these passages together, which is the purpose of the daily readings, I think they say something more than each passage on its own.
This pivotal moment, the moment of the Gentile adoption into the Jewish-Christian movement, offers non-Jews an opportunity to become part of a larger, global network and community. But it does not require total conformity to one global lifestyle. Beyond the basics, non-Jews have the option of following other cultural traditions, and to even branch out with creativity to “sing a new song.”
This decision challenges me not to grow complacent in my comfort zone. Like the Apostles, I need to be willing to commit to annual traditions and daily spiritual practices that I find life-giving. And I also need the courage to recognize the Holy Spirit at work in others, that my Way and their Way can work together. The true test of our unity is whether we can commit to each other, and support each other on the different task to purify our hearts. Then we will truly become “God’s people.”
Gardening is much more than a hobby for me and my family. It is a lifestyle, a way of making meaning in an unpredictable world.
Gardening requires a commitment to a physical location. It has taught me how to make difficult choices, and forces me to deal with the consequences of those choices, such as when and where to plant or harvest. Growing plants and animals to eat makes plain the interdependent web of life: for me to live, another living being must die. It continues to teach me to be patient and humble with forces outside of my control, and to capitalize on opportunities, particularly the weather.
Friday was one such good weather opportunity for me. The village’s Garden Club held their annual plant sale. The grass at Giddings Park was covered with hanging plants in neon pink, bright orange, sunny yellow, deep reds, and of course ferny greens. Lines of narrow trees stood ready for planting. I grabbed a flat of aromatic dill and basil, and a couple round planters with tall grasses, leafy vines, and some small white flowers.
Friday was a full day without rain, though the sun still wasn’t warm enough for a t-shirt. The thin grey clouds kept rolling past with brief glimpses of pale blue, and the birds were chirping their mating songs.
Earlier last week, we had a freeze, so planting is still a gamble. However, I had a small gap in my schedule: Wednesday I finished my school year contract as a part-time College & Career Advisor at a high school. Friday was an unexpected full day off, and I needed time outside to let the year unwind within me.
Gardening gives me time without media noise to allow me to meditate. Because Jesus used so many references to growing an planting, many scripture passages bubble to the surface as my hands get covered in dirt.
Friday I kept thinking about the parable of the seed and the sower. The seed was the Word of God.
As I dug stones from the newly tilled section of garden, I thought of the seed that fell on rock and was eaten by birds.
The seed that fell on sandy soil grew quickly but whithered in the sun, like our previous sandy yard near Lake Erie in Cleveland.
I pulled weeds from around my strawberry plants thinking of the seed that grew among thorns and was choked.
But the seed that grew on good soil produced abundantly.
We do not naturally have good soil in Ashtabula County. According to Carl Feather in “History of Ashtabula County,” the areas where we now drive past field after field of corn and soy beans and cows used to be a dense, dark pine forest. Over the past two centuries of farming and lawns, the clay soil that held pines so well now is a giant swamp. Jesus didn’t mention sowing seeds in clay, and neither do most contemporary gardening books. Clay is for pottery, not agriculture.
So how do we create good soil for the seed to grow abundantly? Is there any hope for a garden full of clay, or sand, or rocks, or weeds? Each type of soil requires a different kind of care to be fruitful.
I think the same is true of humans, especially in stages when we are vulnerable. For example, I didn’t count, nor could I share, how many kids I talked to at the high school who have a legal guardian instead of a custodial parent. This situation became a routine conversation, particularly regarding financial aid (answer: if you’ve had a legal guardian at any point ages 13 or older, you do not need to submit any parental financial information on FAFSA).
When teens don’t have responsible parents, who is there to weed out the choking influences? Or worse, what happens when parents are the ones mixing the weeds with the wheat?
Many of those kids in tough situations manage to graduate, find jobs, and often go on to trades, college, and careers. In those success cases, someone provides nourishment for that young soil: perhaps grandparents, or a teacher, or a friend’s family.
Other times, a group of friends encourages risky and irresponsible behavior. This can even impact someone from a stable family. Driving under the influence, crime, skipping school, or violent conflict can choke out a promising future.
But what is “success”? So often high schoolers imagine that a promising future means walking across a stage in cap and gown to collect a four-year college degree, having earned an athletic scholarship, and walking immediately into a high-demand career with a large salary.
But in this parable of the seed and sower, Jesus was not promising a long life, nor an affluent one. The abdundant fruit He speaks about is not treasure on earth, but a place at the heavenly banquet.
The fruits of the Kingdom of God are rich in qualities such as kindness, forbearance, and righteousness.
The right “soil” in His parable does not always lead to material prosperity, but it does cultivate holiness. And that’s a different perspective than the one I advised this year as a College and Career Counselor, or even for my twelve years before that in adult literacy. I have enjoyed my jobs over the years because the goal was to help people get out poverty through educational attainment. But what about attaining the fruits of God’s kingdom?
The right “soil” in His parable does not always lead to material prosperity, but it does cultivate holiness.
“Live long and prosper” is the Vulcan blessing… it is not always the Way of the Gospel. I am trained as a Vulcan: to build skills that lead to productivity in a capitalist economy, which brings families out of poverty. But does that lead to richness of the soul? To healing and spiritual growth? Not always. Sometimes working for the Kingdom can mean choosing service over salary.
My entire career to this point has focused on preparing people for some future event: passing the GED Test, getting a job, going to college, teaching adults. But some people don’t get to the future event. A 13-year-old from the school district recently disappeared. When her body was found, some students organized a vigil at a nearby church. When life is unpredictable, when people never reach “success” on some future event, we reach for the eternal presence that binds together past, present, and future. We come together to remember that the Kingdom of God is not just some future event we are preparing for…it is at hand. God’s heavenly banquet is a Love we can live within every day.
Life has a purpose and promise beyond passing tests, having a job, and contributing to the economy. I know how to plant and nurture a physical seed, how to prepare for economic success, but what about a spiritual seed?
How do I best nurture the seeds of spiritual growth for my current or future students? What role is the most effective approach for me to cultivate this deeper level of meaning, and relationship?
As you may know, while working part-time in the high school, I’ve also been on an entrepreneurial journey to bring some new ideas to life. I’m at a point in my discernment now where too many things are growing at once… I have to thin my plants, and say “no” to some good opportunities in order to let a few fully thrive.
One of the things I am cutting is Mustard Seed Books. I’ve led a few fun workshops, and created cute videos that will still be available online. But I’m not going to be promoting or developing it further at this point.
You may also know that I closed Farrell Ink LLC as a business last year. While I have continued to offer some trainings connected to GED/HiSET/TASC Test Prep, I’m not pursuing new relationships or venues on those topics.
In entrepreneur-world, they would call this a pivot: from secular adult basic education to religious adult education. I have been working on a new project called Mustard Seed Training to foster adult literacy in religious education programs.
But what shape should it take? Should I create a new non-profit? Should I start fundraising to hire staff and make content? I’ve decided not to because…
I have been offered and accepted a position as Director of Religious Education at a local Roman Catholic Parish, starting in July.
This position will also allow me to continue some relationships I developed with youth and staff at the high school. The large and diverse community needs curriculum developed for RCIA and other programs. They currently offer CCD (summer school) in both English and Spanish. Hopefully, this community will prove to be good soil to plant the seedling of Mustard Seed Training. I will continue using this blog and my online course site to post the materials I develop. But the focus of my blog will shift from adult literacy to religious education as new programs develop.
I hope you will stay with me on this journey! If you are a person of faith, I would appreciate your prayers. But if we part ways here, I am grateful for all you’ve brought into my life, and wish you wholeness, hope, and joy today and every day.
Last week, I had way too much fun and learned quite a bit at the COABE Annual Conference in Orlando, Florida. Per tradition, I nearly lost my voice singing after hours at both the House of Blues at Disney Springs and Jellyrolls at Disney Boardwalk. However, I managed to preserve my vocal chords long enough to present about Mustard Seed Books and Crowdfunding.
While the Mustard Seed Books workshop was its usual addictive fun, I was really thrilled with the level of engagement on Crowdfunding. As always, folks wanted to stay afterwards to chat, but two comments in particular stuck with me:
“Can I share your slides with other Directors?”
I proposed this session because adult literacy is a critically important and underfunded industry. Utilizing crowdfunding platforms could help adult literacy providers–and other non-profit organizations–tap into the projected $90-96 billion (with a B!) crowdfunding market by 2025.
We NEED new sources of funding, and this is a promising avenue.
So please share these ideas widely, but cautiously. Crowdfunding is not as simple as slapping some text on Indiegogo and watching the money roll in. It can bring new energy and donors to your organization, but only if well planned and executed.
I know I usually just share my deck with the world, but in this case…I really need you to KNOW HOW TO DO IT RIGHT! This is too important to get wrong. There’s a high rate of failure on crowdfunding campaigns, and I don’t want to steer you in the wrong direction.
So if you were in my COABE session, go to the Conference App > My Agenda > Crowdfunding and I have posted the link to the slides.
If you were NOT in my COABE session: would you be interested in a facilitated online course? If yes, please comment below and stay posted.
“Since you like to back campaigns, will you be our first donor?”
A big part of my talk was that 70% of unsuccessful Kickstarter campaigns receive a whopping $0. So that first dollar is really critical. First you need to convince your own close circle that your project is worthwhile. You need the support of your friends and family to really make your project a success.
However, IF you can get someone in your inner circle to fund your project, plus a few other pointers from my workshop, then… I would happily be your SECOND donor.
After years of watching the crowdfunding industry grow, and backing many successful (and a few unsuccessful) projects, I want to help your organization reach your funding goals. I don’t have the cash on hand to provide full grants, but I can help you develop the skills to meet more of your funding needs. Your organization’s time and social capital is too important to waste.
So I really want you to take my course! But more importantly, I want you to finish it and implement the tips for a successful crowdfunding campaign. Since Wednesday, I’ve been asking myself: How can I make sure folks actually PAY ATTENTION to the tips I have to share?
Today I was intrigued by Kevin Kelly’s proposal: I’ll Pay You to Read My Book. He suggests creating software that will pay readers back who complete an eBook.
Here’s my counter-proposal: Would you complete my facilitated, online crowdfunding course if I promiseI will be your second funder? Let me know!
In rainy Ohio, I’m packing my bags for sunny Florida. Tomorrow I’m super excited to be at COABE tosupport a new exhibitor: ASPIRE Consulting.
Based on her pioneering dissertation, Dr. Carmine Stewart piloted a series of techer education courses that is available to the public for the first time. Cleveland State University is hosting the seven-course Adult Literacy Master Teacher CE Program. Launch is tentatively scheduled for this summer.
What makes Dr. Stewart’s courses different than what’s already available?
1. Teacher education over professional development
The 15-week courses allow for enough depth to truly absorb and apply key concepts and techniques. Dr. Stewart is an experienced Adjunct Professor for future teachers in multiple CSU departments, and her courses are truly transformative.
If adult literacy instructors have any hope of professionalization, we need true teacher education. Adult literacy instructors are asked to teach content from K-12 grade for the students who didn’t get it the first time. Our students are the most likely to have significant barriers to learning. Yet how many of the 75% of adult literacy instructors who work part-time receive adequate training for such a demanding role? The Master Adult Literacy Teacher program fills this critical need.
2. Topics grounded in research
Dr. Stewart’s dissertation on “Teacher Preparation and Professional Development in Adult Literacy Education” identified several deficiencies in the skills of adult literacy instructors. These skills were then developed into a series of courses already piloted with adult literacy instructors, and shown to improve teacher preparation in these key areas.
3. Performance-based over completion-based
How many times have you sat through a workshop, and at the end still weren’t sure how to apply what you learned? Unfortunately, as a teacher trainer myself, I sometimes see this happen to participants in my own workshops. One hour or three hours is not enough time for the cycle of study, practice, and feedback necessary to truly master a new skill.
These facilitated 15-week courses will allow plenty of time for adult literacy teachers to grow together, and demonstrate the skills necessary to teach our nation’s most vulnerable adult learners.
Ready to have some fun with literacy learning? Three hours will fly by on Friday, April 21st at The Literacy Cooperative workshop on making your own Mustard Seed Book. Space is limited to 30 participants, so register today.
Mustard Seed Books are leveled readers that can assist your learners–at any age–to become fluent with 1st grade reading. We’ll look at the original series by Dr. Rick Chan Frey to explore the breadth of skills covered at this level.
Then I’ll show you how to create your own fun little books that will truly engage your readers. Warning: This is where it gets addictive!
As a demo, I’ll walk you through the process I took to create my own multi-media reader: Monty the Cat.
Every participant will get a printed book to take home, and we’ll have a drawing for a few to get the whole series.
Last week, I facilitated a short version of the Make & Take: Mustard Seed Books workshop at COABE. Participants found that 75 minutes was way too short! They came up with excellent topics about doctor’s appointments, gardening, cats, family vacations and more.
I’m very excited to offer a full 3-hour version of this engaging workshop. I hope you in the Cleveland area will join me! For learners of all ages, this fun and simple process can help transform beginning readers into lifelong learners.
This FREE training is offered through The Literacy Cooperative of Greater Cleveland on Friday, April 21st at 9:00 to noon. Register here
Interested in bringing a Mustard Seed Books workshop to your organization? Contact Meagen at firstname.lastname@example.org or 216.973.4977.
As you may have heard over the past few months, I have been working hard to bring some new ideas to life. I have been translating Mustard Seed Books into online formats, participated in an entrepreneurship accelerator called LaunchU at Oberlin College, and now I’m launching a brand new project:
Mustard Seed Training
Over the past several months, I have felt pulled in a new direction. For the past twelve years, I have been teaching adults and training adult educators. While I am still passionate about helping low skilled adults (and their teachers!), I am reaching out to local religious communities to help their own adults.
Heading to the 2017 COABE Conference in Orlando, Florida? Join my sessions on Wednesday, April 5th or stop by booth #145 to connect and learn more!
Why religious communities?
Looking at the statistics, I have realized that low-skilled adults are present in pews around the country. I also teach religious education at my local Roman Catholic parish, so I know adults are often very skilled at hiding the fact that they struggle to understand registration forms, sermons, scripture study, financial reports, and more. But you see the struggle if you know what to look for.
How can religious communities get involved?
From my own teaching experience, and six years training adult educators around the world, I have lots of tips and tools to share. I know how religious teachers and preachers can add key strategies to make a huge difference in helping their members increase their skill development, while aiding their spiritual development.
It doesn’t take a new class, a new set of textbooks, or a new building! Keep your same schedule, use the materials you have on hand, and focus on the way you approach the learning environment to make a huge impact.
Right now, I’m exploring the best way to share that message with others.
This is where YOU come in!
Do you or someone you know teach adults or families in your religious congregation? Please take a few minutes to do the following, or share with someone you know who might be interested:
Hi friends! I had a lot of fun last week at The Literacy Cooperative’s training “2017 GED® Test Update” in Independence, Ohio. Teachers shared about their program’s practices, challenges, and had lots of hands-on exploration with free online resources.
As promised, I am making the workshop content available online for those who couldn’t make the session in person!
Save yourself the time searching and sorting and spend more time exploring! Check out my curated list of the BEST resources that GED® Test Prep instructors NEED TO KNOW for 2017.
For just $5, access my recommendations and descriptions with links. Post in the comments section to network and share ideas. Discuss the landscape of College Ready Plus Credit and WIOA. Strategize to become an advocate for GED® Test prep students and passers in your region.
GED® is a registered trademark of the American Council on Education (ACE) and administered exclusively by GED Testing Service LLC under license. Any content on this website is not endorsed or approved by these trademark holders.
In addition to the planned workshop content, participants also had a lot of questions about the upcoming changes here in Ohio. The state is taking steps to evaluate adding the HiSET and TASC Tests as options to earn a high school equivalency diploma. While I gave folks in the session a quick overview of the alternatives, this topic deserves its own full workshop.
I have already helped programs in states like Texas, New Jersey, and California navigate the territory of multiple High School Equivalency exams and options. Once we get an announcement from the state of Ohio, I will be providing a FREE live workshop through The Literacy Cooperative. Look for that date and get your questions answered on whichever HSE test option(s) the state decides.