• Purpose: What is it for? Why was the book or article written? • Usefulness: What does it do for your research? • Reliability: Is the information accurate? Do other sources support the conclusions?
Details-What impression do they make on you? Do you see any patterns in the language the author has chosen in this paragraph? b. Mood-Note the effect that the author's language creates. What specific words create this mood? c. The sound of the author's words-Does the author use alliteration or onomatopoeia?
Once the pledge is finished read it to the students, then read it together as a class. Pass out a star to each student and instruct them to write their name on the star using their best handwriting. This will be done in pencil. Have the class show by a raise of hands who is willing to make this classroom promise before hanging the stars. “Now before we can put our stars up, we have to make a promise to follow our classroom pledge.
For example Little Tiger wearing poor people clothes and James wearing rich clothes. The lightning is Chinese used lanterns and Canadian used candle. For example a Chinese lantern is red light but Canadian candle is yellow light. Iron Road is the story of the hard-won triumph of a Chinese street urchin (one who is poorly or raggedly dressed) named Little Tiger, whose quest for her long-lost father takes her from a fireworks factory in China to a remote construction camp in the Rockies. She falls in love, survives prejudice and trust.
The student can ask question such as: What the topic is about? Does the topic and sub topic support the book? The next step is reading. This is where the students read for comprehension and try to understand the text and main idea of the book or story. This stage is important because it determines if he or she can figure out the main plot of the story.
Manage failing students so that they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and their implications of this for their future. Be accountable for confirming that students have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice. 4. Evaluation of learning Contribute to evaluation of student learning and assessment experiences – proposing aspects for change as a result of such evaluation.
Write an ‘Analysis’: Analyze the TECHNIQUES used by the author (‘Language’, ‘Purpose’, ‘Audience’, ‘Mode of Development', etc). By analyzing the writer’s techniques you will be able to answer this basic question: Did the author achieve his/her purpose successfully? Don’t forget to justify your answer by citing evidence from the text. 5. Write a ‘Response’: Respond to the writer’s IDEAS (main idea, first) by evaluating them and pointing out whether or not you agree with any of them.
Effective teaching strategies that promote student learning will be examined. Various lesson plan designs will be explored, and students will create an original lesson plan. (3 credits) Prerequisite: EDU 301. Required Course of
Write a critical analysis of the book. Here are some suggested questions you might answer in your paper. You are not, however, limited to just these questions. • What is the author’s overriding thesis? How does the author prove his/her thesis?
By explaining to students what the learning objectives are provides an aim. Assessment for learning allows students to see how they are progressing. A good assessment will show students where they are at and what further learning they need to achieve. Another characteristic of assessment for learning is self assessment. It means that students can take responsibility for some of their own progression.