A five-step study method - BLAST- based on activities to complete before lecture, during lecture, after lecture, to study, and to test. Primarily designed for college classes but would be applicable to any course with instructor lectures. Includes some practice and examples. Created by Coleman's Classroom.
The GREATEST presentation method consists of 8 basic steps toward a great classroom presentation. The steps are: get ready, rehearse well, expect problems, appear confident,take time, encourage peers, stay on topic, try you best. Created by Coleman's Classroom.
A general overview for beginning the writing process including pre-writing techniques of Topic Sentence Outline, FREECASH, and -LY Cousins, and essay plan. Created by Coleman's Classroom.
A basic review of an effective email process with suggestions for subjects, salutations, content, closing, and attaching files. Created by Coleman's Classroom.
The Essay: Body, Conclusion, and TitlesCC Undertree
a brief overview of essay body paragraphs, types of conclusions, explanation of the "so what:, and title formation strategies. Created by Coleman's Classroom
Provides strategies for drafting the essay including methods of organization, general thesis tips, and supporting idea information. This is for the general essay. Created by Coleman's Classroom.
A five part step by step technique based on the Sheridan Baker Thesis machine but simplified for beginning writers to facilitate thesis creation with practice.Created by Coleman's Classroom.
A brief review of 7 key aspects of thesis for short essays (3-5 pages) for basic writing class. Also includes practice. Created by Coleman's Classroom for Advanced ESL writing course.
A basic review of introduction format and various kinds of hooks including the funnel, anecdote, description, definition, opposite view, question, quotation, statistic, and topic importance. Created by Coleman's Classroom.
The GREATEST presentation method consists of 8 basic steps toward a great classroom presentation. The steps are: get ready, rehearse well, expect problems, appear confident,take time, encourage peers, stay on topic, try you best. Created by Coleman's Classroom.
A general overview for beginning the writing process including pre-writing techniques of Topic Sentence Outline, FREECASH, and -LY Cousins, and essay plan. Created by Coleman's Classroom.
A basic review of an effective email process with suggestions for subjects, salutations, content, closing, and attaching files. Created by Coleman's Classroom.
The Essay: Body, Conclusion, and TitlesCC Undertree
a brief overview of essay body paragraphs, types of conclusions, explanation of the "so what:, and title formation strategies. Created by Coleman's Classroom
Provides strategies for drafting the essay including methods of organization, general thesis tips, and supporting idea information. This is for the general essay. Created by Coleman's Classroom.
A five part step by step technique based on the Sheridan Baker Thesis machine but simplified for beginning writers to facilitate thesis creation with practice.Created by Coleman's Classroom.
A brief review of 7 key aspects of thesis for short essays (3-5 pages) for basic writing class. Also includes practice. Created by Coleman's Classroom for Advanced ESL writing course.
A basic review of introduction format and various kinds of hooks including the funnel, anecdote, description, definition, opposite view, question, quotation, statistic, and topic importance. Created by Coleman's Classroom.
A brief explanation of the result of repetitive actions and a lesson on the three reasons for grammar errors with solutions for and example of including a specific effective editing technique. Created by Coleman's Classroom.
There are five kinds of deadly sins. Doing what is forbidden of God. Neglecting to do what is commanded. Adding to God's Word. Taking from God's Word. Substituting something else for what God has commanded.
We begin an exciting series on "Revivals, Visitations and Moves of God". "Revival is a community saturated with God". We look at a few stories of revivals from Church history and respond to the call to prepare our hearts for revival.
For sermon audio, notes, slides, archives and other free resources like books, please visit our website - apcwo.org
#APCBangalore
A brief explanation of the result of repetitive actions and a lesson on the three reasons for grammar errors with solutions for and example of including a specific effective editing technique. Created by Coleman's Classroom.
There are five kinds of deadly sins. Doing what is forbidden of God. Neglecting to do what is commanded. Adding to God's Word. Taking from God's Word. Substituting something else for what God has commanded.
We begin an exciting series on "Revivals, Visitations and Moves of God". "Revival is a community saturated with God". We look at a few stories of revivals from Church history and respond to the call to prepare our hearts for revival.
For sermon audio, notes, slides, archives and other free resources like books, please visit our website - apcwo.org
#APCBangalore
Exploit Research and Development Megaprimer: mona.py, Exploit Writer's Swiss ...Ajin Abraham
Exploit Research and Development Megaprimer
http://opensecurity.in/exploit-research-and-development-megaprimer/
http://www.youtube.com/playlist?list=PLX3EwmWe0cS_5oy86fnqFRfHpxJHjtuyf
Review Fragments and Run-ons with PracticeCC Undertree
A brief overview of various types of Sentence Fragments and Run-on including both run-on and comma splice with methods to fix the errors and some editing practice. Created by Coleman's Classroom.
What do you do when you teach in a computerless classroom and you happen to be a technogeek? Moreover, you teach adult students who claim they have no time to work on their English between classes? And then, you notice that their writing is lagging behind their other competences? You can accept the situation, or you can try to change something.
Online forums can help here, by creating a real need for communication. While I haven’t flipped my classroom completely, I have managed to rotate it slightly. To motivate the students to write, I tempted them with authentic online materials, such as YouTube videos, short stories, non-fiction texts and webquests. In my presentation I will show how these serve as effective writing prompts. Moreover, they help both the teacher and the students explore their own interests and hobbies, which might not always be catered for in the textbooks.
Coleman's Classroom ppt by Catherine Coleman. This presentation reviews some basic characteristics of a simple compare and contrast essay including the block and point by point format as well as small and big transitions. More resources available at www.clmn.net
Instructions for uploading a file to a student's canvas account. It's limited as can only work if student has already uploaded file. This solution is to REPLACE an incorrect file.
Vocab Academic Idioms Starting with C and DCC Undertree
Here are some C and D idioms that can be used in academic writing and may be seen in academic texts. Brief practice included. Created by Coleman's Classroom.
Here are some A and B idioms that can be used in academic writing and may be seen in academic texts. Brief practice included. Created by Coleman's Classroom.
This is the lesson to accompany the story "Thank You Ma'am" by Langston Hughes and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Telling Stories" by Maeve Binchy and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Teenage Wasteland" by Anne Tyler and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Story of an Hour" by Kate Chopin and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "A Short Story of a Long Digest" by Budd Schulberg and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Quickening" by Lisa Interollo and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Powder" by Tobias Wolf and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Miss Brill" by Katherine Mansfield and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Model Millionaire " by Oscar Wilde and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Marionettes, Inc." by Ray Bradbury and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Lottery" by Shirley Jackson and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Like a Winding Sheet" by Ann Petry and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Last Leaf" by O.Henry and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Everyday Use" by Alice Walker and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "EPIAC" by Kurt Vonnegut and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Ask Yourself
• When do you read a textbook chapter
for the first time?
• How do you read a chapter for the first
time?
• How do you prepare for a class lecture?
• How do you take notes during a lecture?
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Ask Yourself
• What do you do with the notes after a
lecture?
• How do you correlate the lecture with
the text?
• Do you use highlighting or underlining?
Does it help you?
• How many times do you read the text?
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Ask Yourself
• What do you look for when deciding to
study?
• How do you prepare for a graded
activity such as a writing assignment or
content evaluation?
• Do you usually feel prepared going into a
test?
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• What are the steps you take before a
lecture?
• How do you look over your text book?
• Is your method effective?
• Could it be improved?
Let’s look at some specific strategies
for studying
Before the Lecture!
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B Steps
1. Look over text structure
2. Skim the text
3. Ask yourself questions
4. Jot down questions for
instructor
5. Be prepared for lecture
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1. Look over text structure
• Are there preview questions?
• Are there pictures or illustrations
in the chapter?
• Are the questions at the end of the
chapter?
• Is there vocabulary development in
the chapter?
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Turn Headers into Questions
Example Header
Pilgrim Settlement at Plymouth Harbor
ASK the WH Questions
Who? What? Where? When? Why? How?
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Example WH Questions
Who were the pilgrims?
Where did they come from? Where did
they go?
Why did they go to Plymouth Harbor.
What happened to them there?
How did that happen?
When did this occur?
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Turning Lists into Questions
Examine the List
ASK yourself:
• Do I recognize all these topics?
• Is there something I don’t understand?
• What do these have in common?
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Example Turning Lists into Questions
Do I recognize all these
topics?
What does affiliation
mean?
Is there something I
don’t understand?
What is regional
affiliation?
What do these have in
common?
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4. Questions for Instructor
Is there anything unclear?
Are there specific things you didn’t
understand?
Is there anything particularly
interesting that catches you
attention?
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5. Prepare for Lecture
• Does your instructor provide
handouts?
• Does your instructor provide
lecture notes?
If so, BRING THEM to class!!
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5. Prepare for Lecture
Make sure you have
• some valid questions
• your book
• appropriate writing implements
• paper
• recorder if allowed
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• What do you notice about the box on
the first page?
• What do you notice about the bullet list
on the first?
• What do you notice about the numbered
list on both pages?
• What do you notice about the picture on
the second page?
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Possible Questions Could Be…
• What is a learning team?
• What are some types of teams?
• Why are they important?
• When could a team be beneficial?
• Where do I find team members?
• How might they work?
• How do I feel about team learning?
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• What are the steps you take during a
lecture?
• How do you write your lecture notes?
• Is your method effective?
• Could it be improved?
Let’s look at some specific strategies
for taking notes
During a Lecture!
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2. Use the Cue Section
This section is not filled out
during initial note taking. It
will be used to identify main
ideas in the A stage of
BLAST.
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3. Use the Summary Section
This section is not filled out
during initial note taking. It
will be used to identify
summarize ideas in the A
stage of BLAST.
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4. Take Notes
DO
Listen for concepts and words
from your B stage of BLAST
Identify most important ideas
with symbol
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• What are the steps you take after a
lecture?
• How do you look over your lecture
notes?
• Is your method effective?
• Could it be improved?
Let’s look at some specific strategies
for studying
After the Lecture!
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A Steps of Cornel System
1. Fill in the Cue and Summary
Sections
2. Rewrite notes
3. Ask questions
4. Compare / contrast notes to text
book
5. Identify Important Points
6. Identify Areas of Confusion
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Fill in Cue Section
1. Read over notes
2. On the left side (the CUE section) write:
– Names
– Dates
– Chapter #
– Theories
– Ideas
This will help you in the S (study stage) of
BLAST!!
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Fill in Summary Section
Summarize Main Idea on
page as needed.
This will help you in the
S (study stage) of
BLAST!!
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Stephen provides 3 bad ways and 1 good way to
deal with stress. Admits not easy- but important!
Screeching Balloon
Whining responses
Balloon shoots across room
Freak Out responses
Balloon bursts into pieces
Explode responses
Balloon fills, release, fills,
releases
Immediate release
BAD way to deal
w/ STRESS
BAD way to deal
w/ STRESS
BAD way to deal
w/ STRESS
GOOD way deal
w/STRESS
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2. Rewrite Notes
If your first set is too
messy to read, it is hard
to study.
Rewriting notes by hand or
typing can help you
remember the information.
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3. Ask Questions
Based on important points, write WH
questions such as:
• What was XX or What happened to
XX?
• Where did it happen?
• When did it happen?
• How did it occur?
• Why is it important?
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Possible Questions
• Which of these methods do I do to deal
with stress?
• What does “freaking out” look like when
I do it?
• What does “exploding” look like when I
do it?
• How might I pro-actively release stress
before it gets to the bad method?
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4. Compare / Contrast Notes to Text
• Check your main ideas in Cue
section with the headers in the
book.
• Note when they align
• Note what is missing
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5. Indentify Important Points
• What points did the instructor
indicate are important?
• Are there points in the notes not in
the book? Do you need more
information? Where can you get it?
• Are there points in the book not in
the notes? Do you need more
information? Where can you get it?
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6. Indentify Areas of Confusion
• Is there anything unclear?
• Are there specific things you
didn’t understand?
• Is there anything particularly
interesting that catches you
attention?
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• How do you read an assignment?
• How do you complete a writing
assignment?
• How do you study for a test?
• Is your method effective?
• Could it be improved?
Let’s look at some specific strategies
to employ
During Study!
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S Steps
1. Identify the kind of study
required
2. As you read, refer to material
from B,L, & A.
3. Focus on key ideas
4. Ask and answer questions
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S Steps continued
5. Annotate text
6. Note important vocabulary
7. Make lists, charts, time lines
8. Reread relevant material
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1. Identify Kind of Study Required
Different genres require different
study.
Are you reading for a Literature
class? Science class? Business
class?
What are other classes you could
apply this stage too?
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1. Identify Kind of Study Required
Keep in mind the ultimate evaluation.
• Will you have a multiple choice test?
• Will you have an essay test?
• Will you write a paper?
• Will you have give a presentation?
• What are other kinds of evaluations you
might have?
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1. Identify Kind of Study Required
• How would an essay test differ from a
multiple choice?
• How would reading a science text differ
from a short story?
• How would a philosophy exam differ
from a math test?
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2. Refer to Material from B, L, & A.
Your BEFORE Lecture notes,
LECTURE notes, and
AFTER Lecture notes have
revealed important information.
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3. Focus on Key Ideas
As you read, focus on the key
ideas gathered in the BLA
stages.
Make sure that you read and
understand all the material
related to that information.
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4. Answer Questions As You Go
• Is there anything unclear?
• Are there specific things you
didn’t understand?
• Is there anything particularly
interesting that catches you
attention?
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6. Note Important Vocabulary
• Make a list of vocabulary you
need to look up, review, or
learn.
• Write in your notes or in
book
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7. Make Lists, Charts, Time Lines
Pay attention to the facts
that can be listed, to charts
or graphs, to time lines and
dates.
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8. Reread Relevant Material
• When you go to reread, don’t
reread every word.
• Focus on annotations and
identified main ideas.
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Other Ideas??
• Can you think of other things
you might focus on when you
read?
• Is it a good idea to translate?
• Is it a good idea to paraphrase
and summarize?
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• What are the steps you take before a
lecture?
• How do you look over your text book?
• Is your method effective?
• Could it be improved?
Let’s look at some specific strategies
for TESTING
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T = TEST
What are the steps you take to
prepare for:
• a multiple choice test?
• an essay test?
• a summary assignment
• an essay assignment?
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T Steps
1. Know test or assignment type
2. Have effective strategies
3. Take care of health
4. Have confidence in preparation
5. Test in a Bubble
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1. Know Test Type
What are differences between:
• multiple choice test?
• short answer?
• fill in blank?
• essay test?
• essay assignment?
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Example Multiple Choice
In the story “Thank You Ma’m,” what
does Mrs. Jones do for Roger?
a. Calls his parents and complains
b. Calls the police and reports him
c. Takes him home and feeds him
d. Sends him on his way with a warning
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Example Short Answer
In the story “Thank You Ma’m,” describe
what happened after Roger tried to
steal Mrs. Jones purse.
_______________________________
_______________________________
_______________________________
_______________________________
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Example Writing Test / Assignment
Based on the story “Thank You Ma’m,”
write a five paragraph essay explaining
the causes and effects of Roger’s
behavior in the story.
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2. Have Effective Testing Strategies
1. Tips for multiple choice test
2. Tips for short answer or fill in
blank
3. Tips for essay test
4. Tips for essay assignment
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Multiple Choice Tips
• Answer the questions you know first
• Look at the rest of the test for clues to
difficult questions
• Eliminate obviously wrong answers
• Choose best of remaining answers
• If no penalty, leave nothing empty
• If necessary, guess
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Short Answer Tips
• Organize your thoughts first.
• Focus on main ideas and main actions.
• Look for clues in question.
• Write about what you know.
• Grammar always matters.
• Spelling always matters.
• Vocabulary always matters.
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Fill In Blank Tips
• Read question carefully.
• Look for clues in question.
• Keep answer short and concise.
• Consider details.
• Grammar always matters.
• Spelling always matters.
• Vocabulary always matters.
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Summary Assignment Tips
• Organize your ideas before you write.
• Use Author’s name and story title in the
first sentence.
• First sentence should have main idea.
• Use just enough information.
• Use your own words; don’t quote.
• Write summary, and then check to
original. Write again as needed.
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Writing Test Tips
• Organize your ideas before you write.
• Look to question for thesis.
• Outline as much as possible before write.
• Answer the question.
• Leave time to edit your work.
• Skip lines just in case.
• Grammar always matters.
• Spelling always matters.
• Vocabulary always matters.
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Writing Assignment Tips
• Don’t wait until the last minute
• Follow directions.
• Organize your ideas before you write.
• Leave time to edit your work.
• Get feedback if possible
• Grammar always matters.
• Spelling always matters.
• Vocabulary always matters.
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3. Take Care of Health
The day of the test
1. DON’T be late
2. DON’T cram
3. DO eat
4. DO bring the right materials
5. DO relax as much as possible
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4. Have Confidence in Preparation
• You have spent the time studying.
• You have learned the material.
• You have done the best you can.
• Now, simply demonstrate what you
know.
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What else can you do to succeed?
• Seating
• Materials
• Understand the directions
• Use good time management
• Deep breathing
• Relaxation techniques
• Others?????