Challenging Ideas of the Professor Society encourages its students to question concepts and create their own interpretations of the world. In recent times, the idea of breaking social norms and facing social challenges is something that is embraced and even encouraged. It is important for students and youth to understand that their thoughts and viewpoints are valued. Often, universities and professors encourage their students not to be passive. They want us to vocalize us opinions and take a stand for what we believe.
Using material from Item A and elsewhere assess the strengths and limitations of questionnaires for the study of parental attitudes to education.  For sociologists, particularly positivists, questionnaires have many strengths that make them a useful research method when studying parental attitudes. However, for interpretivists the limitations of this method make it fairly useless as complex issues like this one require deep and meaningful studies. This causes conflict and shows us many different interpretations of questionnaires in educational studies. A strength of questionnaires for studying parental attitudes is that they don’t have many ethical issues.
It is important to expose students to more than just concrete identification words like ‘chair’ or ‘horse’ but broaden their base of word knowledge to include abstract words as well. Children speak the words they have heard and later recognize those words within the context of literature. When a student has heard a word within a context, verbally used the word to express thinking and can identify and associate meaning to the word with in a text, they will be likely to use the word in written communication as well. Academically speaking, the same rules apply. Students need to hear academic language used within a
A basic rule for brain based research is that maximum learning is achieved when current concepts are linked to prior knowledge (Hardiman, 2001). Students prior experiences, interests, and thought processes highly influence learning of current content area concepts in several ways. Students' attitudes and perceptions greatly influence how they learn. They tend to make strong distinctions based on the emotional sense of words (Doyle, 2011). For example, a student may not want to learn math due to a negative experience from a previous course.
Bigelow, takes Zinn’s idea of how important it is for students to know and learn about unsung heroes, and turns it into a creative writing assignment. He doesn’t simply talk to his class about the unrecognized people throughout history, but instead invites them to “become those individuals at the end of their lives” allowing for a much more in-depth awareness. After reading both articles, I believe that it is important for children to have an extended list
But others, particularly such highly competitive schools as Stanford and UCLA, value the essay for providing extra insight into students' abilities as well as a cross-check on the veracity of other application materials, Lucido and other experts said. In addition to the SAT essay, which often prompts writers to explore a sociological or philosophical question, many schools require autobiographical compositions in the online Common Application ("Recount an incident or time when you experienced failure. How did it affect you?"). In addition, some campuses require supplemental essays that attempt to learn whether the student would be a good fit for that particular school. Questions may be raised about assistance from parents or paid coaches if students submit an elegant autobiographical statement with their applications but score poorly on the proctored SAT essay, they said.
The children use their thinking and cognitive skills to become literate. Concept books are a way for teachers to teach their students early literacy skills. One way to use a concept book is by reading to the class and discus what the book is about. Children are able to learn new words that they hear from books and it can help them expand their vocabulary so they can be able to improve their communication skills. Another way to use concept books is to use them to introduce ideas, serve reinforce concepts or to add further information to a topic that children have already explored through direct experience (Giorgis & Glazer, 2009, p. 146).
“Since prediction is an important strategy used in the reading process, the teacher can demonstrate this strategy by stopping at significant points [in the story] and asking, ‘what do you think will happen next? As children internalize this question, they develop an anticipatory attitude toward print, making predictions as they read or listen to a text in order to generate meaning as the story unfolds”. Circular and cyclical plot stories are excellent resources for introducing student prediction strategies because of their repetitive nature. Some students call this “going out the same door you came in”. This repetition encourages students to predict the events in the story, and to predict these events with more success.
According to Spandel (2009) it is a vision, a way students and teachers can think and talk about writing. Writing is different from other school subjects. In other school subjects students are suppose to study the same things and many times come up with the same solution. However in writing everyone’s response is suppose to be unique. The only way that this can be accomplished is if students make different choices when they write, choices about the topics they pick, the words they use, details they include and different beginning and ending strategies.
This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays. Instructional strategies should include presenting clear objectives to the students, allowing students some way to capitalize on their learning styles, and encouraging students to build on their own experience and