During your research Be systematic and methodical Use separate pages for notes on each section Carefully note the full reference for any quotation, book, article, example that you note (including the page numbers) Structure your notes in a usable way: go over the notes you made during the teaching and structure these, including diagrams if these are helpful to you Make a draft plan of the essay Consider how you are going to structure the essay. When integrating the reflective cycle review the marking criteria. As reflection includes both ‘description’ and ‘feelings’ phases you need to include these, but writing at level five or six a higher percentage of marks are awarded for ‘analysis, critical evaluation or reflection’ Roughly outline the planned contents Attempt to
|questions to the students t check for a better | | | |understanding. | |Teach Prior Knowledge |KWHL chart: After reading a short passage about|Bring small groups of students back to the back| | |a subject they are learning in class. Using a |reading table and go over these charts with the| | |regular sheet of paper fold the paper in four. |students. Make sure each student has filled out| | |At the top of each section write one letter in |the chart completely and answer any questions | | |it, K (What the students knows already)
However, some lessons have a short story regarding a city or person that they need to read to focus on writing and creativity skills. Also at the end of the third lesson, there are activities to help the students learn how to work together to do activities in creating skits of the era for doing tasks, or creating new skills. When doing assessments it is very important that the students have a textbook to help 2 them study and do their best for the formal and authentic assessments. The lesson plan includes its goals, objectives, National Council for Social Studies Standards, and formal assessment that will be use that provides learning criteria and indicators through traditional or alternative assessment means (Kessler, & Judson,
How would I like my situation to be? I want to retrieve the information that I have learned from studying, and use the information that was on the study material to answer the questions on the exam. What are my possible choices? What is the outcome of each possible choice? After reading, evaluating the usefulness of each of the strategies on pages 248-261, choose the most helpful strategies to design your personal system for taking tests.
488). O`malley explains that students should be given test frequently to allow the teachers to give their students feed back in where their grades stand in the class and to discipline them into studying on a daily basis. The article also mentions that some professors are usually against more testing because it would be time consuming for them to prepare the exams then grade them. However, this issue can be solved by having teaching assistants or by grading multiple-choice exams by scantron machines. In conclusion, O’Malley strongly suggests that professors should give students
Second, have the students write down a few of the challenging words | | |they may struggle with in the story. Third, the students write the words on their personal dry-erase boards. | | |Fourth, recite them after the teacher says them. Then, the Teacher reads aloud the story “A chair for my | | |mother" by Vera B. Williams. Review the most frequently used words after reading the story.
To learn how to operate a new camera the author would first read the instructions, then view the diagrams while locating and operating the various features. As the author is an avid reader she enjoys learning by reading, and prefers text book learning to lectures. The author assesses the situation and applies the best mode or modes to fit the situation. The author reviewed the study sheets for read/write, visual and kinesthetic learning. The author found several tips for note taking for read/write that would be beneficial such as rewriting notes into outline form or lists, rereading notes, and organizing lists into multiple choice questions for studying.
Anyone caught with one will have their test paper taken up and will receive a semester grade of “F”. Lecture Note Taking: The instructor expects all students to take notes during lecture. This will enable you to recall important particulars when reviewing the material and when studying for an exam. In addition to your text, your must bring your lecture notebook to class. When seeking assistance from the instructor, your notes will enable him/her to offer suggestions and correct any misunderstandings that are troubling.
The course curriculum is extensive. Class time is not available to repeat lecture material. In doing homework, students will be expected to apply the principles that they have learned to complex problem solving. The use of MyMathLab will help you significantly if you use all the resources it has available. In doing homework, students will be expected to apply the principles that they have learned to complex problem solving.
Please put papers in the faculty mailbox, located in the HSSB 4001. Remember to attach rough draft. SOME TIPS ON HOW TO READ FOR THIS COURSE Read for argument. Determine the author’s major themes and main argument. Read the introduction with particular care, because this is often where scholars present their theses, set forth the questions they want to answer, and outline the structure of their argument.