This at first felt overwhelming. My tutor gave me some targeted references and I also asked the library staff for support in accessing the information I required. I learnt that asking for help can be a good thing. The information itself needed to be interpreted which required critical and analytical skills. I kept having to return to my initial question to avoid missing the point.
She responded that she uses a book for extra support in teaching a concept; also it is a good resource for maps and diagrams. Another focus was, does the textbook adequately addresses all of the state standards. Her answer was no, because there are gaps that must be filled using other resources. Mrs. Hancock was ask to elaborate on other resource she uses to teach social studies. She listed some of the following; primary source documents, literature (fiction), research on computer, streamline videos and social studies newspapers.
The way I improved my paper was taking my instructors constructive criticism and making the necessary corrections, to the best of my ability. I had obvious problems with the comma usage, dangling modifiers, and it was no question that I have to improve my vocabulary. Referring back to the text book and using the Thesaurus definitely helped me make the best revisions that I can make. The most challenging part of this assignment for me was to expand the use of my vocabulary. I know a lot of words; I just don’t use them in my everyday conversation, thus making it more difficult to incorporate in my essay.
I ask questions about topics. When I read the assignment I answer my own questions. I recite aloud what I have learned. I explain what I have learned to myself so if I were to teach it to another I could. I review my questions and answered.
Critically analyzing these text gave me a better grasp of some of the more conceptual ideas about language and writing. Lederer’s “The Case for Short Words” helped me understand that often long, complex words are not always preferable. Whenever I was revising my papers I always looked for words that were unnecessarily so. Some of the essays we read didn’t directly tie into my writing but helped me understand how certain choices influenced my consumption of the written word. Carr’s “Is Google Making Us Stoopid?” and Naughton’s “The Internet: Is it Changing the Way We Think?” showed the impact technology has had on us related to reading and critical thinking.
When I came across anything I thought was relevant in the textbooks I stuck post-it notes around my desk stating briefly what it was and where I found it. Deciding which points to use in my essay was difficult and did result in a considerable amount of deleting and re entering information. Using the textbook I found ir easier to read the conclusion at the end of the chapter first, followed by the summaries at the end of each unit and leaving the beginning til last. This gives me a better understanding of what concepts im covering. I am still finding the referencing process quite difficult but I am hoping this will get easier as the course
Nowadays learning global languages like English started playing a crucial role in education and the question how to teach them effectively arises more and more among the teachers and second language scholars. Second language learning professionally called Second Language Acquisition in linguistics field is the debate of many people who believe in different theories as well as trying to discover the perfect conditions for learning a foreign language. The foreign language learning is much more complicated than the first language acquisition that is why scholars try to create the conditions in which we learn the mother-tongue and apply them to the second language learning for the successful acquisition to happen. Unfortunately, it is not an easy task and takes a lot of researches, time and as each of us is an individual there is no perfect recipe for the second language acquisition. Hence, year after year
Group discussion is particularly appropriate when the interviewer has a series of open ended questions and wishes to encourage research participants to explore the issues of importance to them, in their own vocabulary, generating their own questions and pursuing their own priorities. When group dynamics work well the participants work alongside the researcher, taking the research in new and often unexpected directions. Group work also helps researchers tap
It will provide a brief guide to current thinking about reflection, a discussion of its application in higher education learning and some practical support for the use of reflective activities. Developing a conception of reflection Like many topics in higher education, the notion of reflection has encouraged both a theoretical and a practical literature. The focus of this paper is primarily on the practical uses of reflection but a brief discussion of theoretical approaches will locate the thinking in an academic context and it will facilitate further study of the topic where this is required. The aim in this section is to produce a conception of reflection that takes account of the theory but that can be applied practically and usefully in formal and informal learning contexts. But we start from where we are…..
There are many different learning styles and why does everyone have their own way of learning even when it's the same thing the other person is learning. Why do we have our own way of learning and how did we get that learning style. How do people get their own way to learn the same thing another person is trying to learn. Do peoples brain think differently or is it just the method we learn from our educators! The reason I choose to continue my education is because I felt it was time for me the receive an education so that I could look back and tell myself I did something worthwhile!