Application software
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This document discusses application software and asks questions about choosing application software. It provides examples of application software like Microsoft Word, Flash, iTunes and Chrome. It asks which software would be used to create a business card and why that software was chosen.
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The penrice experience 22
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The penrice experience 20
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The penrice experience 19
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The penrice experience 15
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Using playing cards to randomly assign students to groups allows teachers to prevent students from always working with the same partners and promotes varied group dynamics. Teachers can use the cards to differentiate instruction by assigning different tasks to each suit or mixing student abilities within each group. Designating roles like setting higher-order "helper" roles for more able students based on their card provides additional challenge.
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Using playing cards to randomly assign students to groups allows teachers to prevent students from always working with the same partners and promotes varied group dynamics. Teachers can use the cards to differentiate instruction by assigning different tasks to each suit or creating mixed-ability groups. Designating roles like setting one card as group helpers allows for challenging extensions and support for all students.
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Students are tasked with creating a meme, which is an image accompanied by a brief phrase communicating an idea. Memes are a modern form of political cartoon that must convey a message using few words. This assignment allows students flexibility in choosing their own image and phrase, allowing ideas to be as complex or simple as the student desires. While memes can transmit complicated concepts, images can also be chosen to subtly convey meaning.
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Students are shown a simple visual or hear an audio prompt related to a topic like World War 1 trenches or rainfall graphs. They discuss in groups what they think is depicted based on prior knowledge. This allows all students to access the material while more able students can make new links between the prompt and their existing knowledge, challenging them in ways not previously considered. The technique crowdsources discussion to help students expand their individual understanding through sharing ideas.
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Students write down what they learned on a post-it note at the end of a lesson. This allows the teacher to quickly assess student understanding and identify misunderstandings. Teachers can use this information to plan future lessons, such as asking more able students questions about commonly misunderstood topics at the start of the next class. Exit assessments provide differentiated challenges by asking varying levels of questions so students can answer up to their ability.
The penrice experience 2
Students can summarize arguments or explanations as mathematical equations, starting simply and becoming more complex. This allows all students to demonstrate relationships between factors in a concise visual way. More advanced equations provide challenge by expressing subtle or prioritized relationships, helping to stretch the most able students.
The penrice experience 24
Students were asked to create exam questions that could challenge their classmates on topics covered. Generating questions helps students better understand material and identify gaps in knowledge. Peer questions can enhance learning by highlighting areas needing more focus.
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Play Hangman is a traditional game where students guess letters to prevent a figure from being hung. Other versions allow students to answer short-answer questions or define terms correctly instead of guessing letters. The document discusses teaching and learning strategies for week 23.
The penrice experience 22
Students were each given a post-it note to write a question on about a new topic they wanted to learn more about, areas where they had misconceptions, or topics they wanted to further explore. These post-it notes with questions were then stuck to the board for the teacher or other students to answer, or collected and handed back at the start of the next lesson.
The penrice experience 20
This document describes a teaching strategy called a fishbowl discussion where a small group of students sit in the center to discuss questions while the rest of the class sits around them. The larger group then asks questions of the inner discussion group, and students rotate in and out of the center group. The strategy allows more students to actively participate in a classroom discussion.
The penrice experience 19
This document describes using a Bingo game to review vocabulary words. Teachers photocopy a Bingo game board and have students fill in words from a provided list. Students cover the words when the teacher calls out definitions, engaging them in reviewing vocabulary through an interactive game.
The penrice experience 18
Chain Making is an educational game where students take turns naming objects related to a topic that start with each subsequent letter of the alphabet. One student begins with an "A" object, the next says that and adds a "B" object, and the game progresses letter-by-letter until someone can't think of the next item or the alphabet is complete. The document discusses using Chain Making as a teaching strategy.
The penrice experience 17
This document describes a game called Twenty Questions where one person thinks of an answer and writes it down. Students then take turns asking yes or no questions to try and guess the answer, with the goal being to guess it in the fewest number of questions. The document provides instructions for playing the game and tracking how many questions it takes for students to correctly guess the answer.
The penrice experience 15
Students are instructed to interview each other about the topic they are studying to determine what they already know about the material. They can generate their own questions or use ones provided by the teacher. Interviewing their partner helps students learn from each other as they move to completing the day's work or are just beginning a new lesson.
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Application software
- 1. Application Software Examples of Application software include Microsoft Word, Macromedia Flash, iTunes and Google Chrome. Application software can have a specific purpose as well as a more generalised purpose. Does the Operating System you are using have an impact on your choice of application software? Which piece of software would you use to create a business card for your company? Why did you choose this piece of software? Right click and select “Edit Text” to enter your answer. Right click and select “Edit Text” to enter your answer. Right click and select “Edit Text” to enter your answer.