DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses disparities in educational achievement between rural and urban students in Malaysia. It begins by providing context on the importance of education for economic development but notes ongoing issues with rural-urban performance gaps. The Malaysian government has invested heavily in education to improve rural student achievement and reduce these disparities. However, perceptions of inferior rural school performance persist. The document then examines some factors contributing to differences in academic achievement between rural and urban students, including family background/support, teacher quality, and school resources.
The document summarizes the results of the first civic competence poll conducted by Purdue University undergraduate students in October 2014. Some key findings:
- Around 70-80% of Americans correctly answered questions testing basic civics knowledge about the U.S. system of government and laws. Hispanic Americans tended to answer incorrectly more often than white or black Americans.
- College graduates demonstrated significantly stronger civics knowledge than those with only a high school education or less.
- Males generally outperformed females, and Americans over 50 tended to outperform younger Americans.
- Just over half of respondents knew that the Speaker of the House becomes President if the President and Vice President can no longer serve.
Three key points are discussed in the document:
1. Higher-order thinking skills (HOTS) is an education reform concept based on learning taxonomies that moves from basic to more sophisticated thinking.
2. Pushing students towards higher-order thinking has enormous benefits as information processed at higher levels is remembered longer and more clearly than lower-level rote memorization.
3. Students who are behind need to make academic gains through opportunities for higher-order thinking in order to catch up to peers and have more life opportunities.
There are disparities in student achievement between rural and urban areas. Rural students often have lower achievement than their urban counterparts. This is due to factors such as lower family income levels in rural areas, fewer educational resources, and differences in teacher and student characteristics. To overcome these achievement gaps, it is important to improve educational resources in rural schools, support rural students and families, and ensure high-quality teachers are placed in all schools.
There are disparities in student achievement between rural and urban areas. Rural students often have lower achievement than their urban counterparts. This is due to factors such as lower family income levels in rural areas, fewer educational resources, and differences in teacher and student characteristics. To overcome these achievement gaps, it is important to improve educational resources in rural schools, support rural students and families, and ensure high-quality teachers are placed in all schools.
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses trends and issues in education for mathematical sciences. It begins by noting the consensus that educating children is key to economic development, but that rural-urban disparities in education performance remain a problem in developing countries despite government efforts. The document then examines differences in academic achievement between rural and urban students in Malaysia. It identifies family factors like parental education levels and encouragement, as well as teacher quality as influencing rural student performance. Effective teachers are described as loving teaching, demonstrating care for students, and having strong content knowledge.
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses disparities in educational achievement between rural and urban students in Malaysia. It begins by providing context on the importance of education for economic development but notes ongoing issues with rural-urban performance gaps. The Malaysian government has invested heavily in education to improve rural student achievement and reduce these disparities. However, perceptions of inferior rural school performance persist. The document then examines some factors contributing to differences in academic achievement between rural and urban students, including family background/support, teacher quality, and school resources.
The document summarizes the results of the first civic competence poll conducted by Purdue University undergraduate students in October 2014. Some key findings:
- Around 70-80% of Americans correctly answered questions testing basic civics knowledge about the U.S. system of government and laws. Hispanic Americans tended to answer incorrectly more often than white or black Americans.
- College graduates demonstrated significantly stronger civics knowledge than those with only a high school education or less.
- Males generally outperformed females, and Americans over 50 tended to outperform younger Americans.
- Just over half of respondents knew that the Speaker of the House becomes President if the President and Vice President can no longer serve.
Three key points are discussed in the document:
1. Higher-order thinking skills (HOTS) is an education reform concept based on learning taxonomies that moves from basic to more sophisticated thinking.
2. Pushing students towards higher-order thinking has enormous benefits as information processed at higher levels is remembered longer and more clearly than lower-level rote memorization.
3. Students who are behind need to make academic gains through opportunities for higher-order thinking in order to catch up to peers and have more life opportunities.
There are disparities in student achievement between rural and urban areas. Rural students often have lower achievement than their urban counterparts. This is due to factors such as lower family income levels in rural areas, fewer educational resources, and differences in teacher and student characteristics. To overcome these achievement gaps, it is important to improve educational resources in rural schools, support rural students and families, and ensure high-quality teachers are placed in all schools.
There are disparities in student achievement between rural and urban areas. Rural students often have lower achievement than their urban counterparts. This is due to factors such as lower family income levels in rural areas, fewer educational resources, and differences in teacher and student characteristics. To overcome these achievement gaps, it is important to improve educational resources in rural schools, support rural students and families, and ensure high-quality teachers are placed in all schools.
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses trends and issues in education for mathematical sciences. It begins by noting the consensus that educating children is key to economic development, but that rural-urban disparities in education performance remain a problem in developing countries despite government efforts. The document then examines differences in academic achievement between rural and urban students in Malaysia. It identifies family factors like parental education levels and encouragement, as well as teacher quality as influencing rural student performance. Effective teachers are described as loving teaching, demonstrating care for students, and having strong content knowledge.
This document discusses different teaching approaches including cooperative learning, contextual learning, mastery learning, self-access learning, future studies, and constructivism. It provides definitions and examples of how each approach is implemented in the classroom with a focus on student and teacher roles. The approaches are categorized based on the level of teacher direction and student participation, ranging from direct instruction to exploratory learning.
Attached is the project for group 82.
Our project is on Oedipus the King.
People in group: Jaime Bolanos, Clayton Manchaca, Cody Nguyen, and Ricardo Sosa
This document discusses assessment in education. It defines formative assessment as a process used by teachers and students during instruction to provide feedback and improve learning. Summative assessment measures learning after instruction to determine if long-term goals were met. Examples of formative assessment include concept maps and short responses, while summative examples are exams and final projects. The document also addresses levels of assessment and tools used for measuring student achievement and attainment of standards.
This document discusses higher order thinking skills (HOTS) and Bloom's Taxonomy of learning. It defines HOTS as skills involving critical, logical, reflective thinking that are activated when individuals encounter unfamiliar problems. Bloom's Taxonomy categorizes different levels of thinking from basic recall/remembering to higher order skills like analysis, evaluation, and creation. The document also discusses the difference between lower order skills like memorization versus higher order skills like critical thinking. It emphasizes the importance of developing students' HOTS through teaching strategies that go beyond basic factual recall.
This document discusses different teaching approaches including cooperative learning, contextual learning, mastery learning, self-access learning, future studies, and constructivism. It provides definitions and examples of how each approach is implemented in the classroom with a focus on student and teacher roles. The approaches are categorized based on the level of teacher direction and student participation, ranging from direct instruction to exploratory learning.
Attached is the project for group 82.
Our project is on Oedipus the King.
People in group: Jaime Bolanos, Clayton Manchaca, Cody Nguyen, and Ricardo Sosa
This document discusses assessment in education. It defines formative assessment as a process used by teachers and students during instruction to provide feedback and improve learning. Summative assessment measures learning after instruction to determine if long-term goals were met. Examples of formative assessment include concept maps and short responses, while summative examples are exams and final projects. The document also addresses levels of assessment and tools used for measuring student achievement and attainment of standards.
This document discusses higher order thinking skills (HOTS) and Bloom's Taxonomy of learning. It defines HOTS as skills involving critical, logical, reflective thinking that are activated when individuals encounter unfamiliar problems. Bloom's Taxonomy categorizes different levels of thinking from basic recall/remembering to higher order skills like analysis, evaluation, and creation. The document also discusses the difference between lower order skills like memorization versus higher order skills like critical thinking. It emphasizes the importance of developing students' HOTS through teaching strategies that go beyond basic factual recall.
2. Gaztelera ikasteko kurtso online bat da.
Edoizen pertsonak erabiltzeko aukera
ematen du.
Modulu ezberdinetan bananduta dago:
3 ororkor: hizkuntzari buruzko teoria
eta ariketak.
5 espezifiko: arloaren barruan sartzen
dira, hiztegi sakonagoa erabiliz.
3. Modulu bakoitza gai ezberdinetan banatzen
da eta gai bakoitzaren barnean bi bloke
bereizten dira:
Teoria: hiztegiaren ulermena,
gramatika eta ahozkotasuna.
Ebaluazioa: 10 galdera erantzun
eta emaitzak tutoreari SMS baten
bidez bidali.
4. ADIBIDEZ
-Lehenengo modulua: Nivel inicial
1.1 Las personas.
1.2 Alimentos y animales.
1.3 El presente.
1.4 Los colores.
1.5 Los adjetivos.
1.6 Los números y los numerales.
1.7 –la ropa.
1.8 Los posesivos.
1.9. Lugares I
1.10 Lugares II
1.11 Verbos i
1.12 Verbos ii
1.13. Verbos III
5. Menu nagusi bat dago zeinen honako
aukerak dauden:
Gaiak
Ebaluazioa.
Laguntza.
App-tik irtetzea.
7. Aplikazio honek, edonork edonon egiteko aukera
ematen du.
Gaztelera ikasteko metodo dinamiko eta originala dela
uste dut. Ariketa mota ezberdinak daude hizkuntza
ikasteko.
Gainera, hizkuntzaren esparru ezberdinak aztertzeko
aukera ematen du, hala nola, gramatika, ahozkotasuna,
hiztegia.
Hizkuntza menperatzen duen pertsonentzat sinpleegia
dela deritzot.
