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The creator chose math concepts for her problem set that she found most difficult to reinforce her own understanding. Developing the problem set helped her better understand units she had struggled with previously. She found the assignment educationally valuable as it helped her learn time management skills and gained a deeper understanding of challenging math concepts by teaching them to others.
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The document provides reflection questions for a student to consider their interests, strengths, and areas for improvement regarding 5 content areas related to their work. The student indicates they are most interested in language learning processes. They feel unsure in planning and evaluation as they lack experience in those areas. The student also notes all content areas will be difficult as this is their first time studying them.
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The document provides reflection questions for a student to consider their interests, strengths, and areas for improvement regarding 5 content areas related to their work. The student indicates they are most interested in language learning processes. They feel unsure in planning and evaluation as they lack experience in those areas. The student also notes all content areas will be difficult as this is their first time studying them.
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The document outlines the agenda for a focus group session on implementing 21st century skills and technology in the classroom, including:
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2) Participants will brainstorm solutions to the identified barriers using post-it notes which will then be categorized into themes.
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104 sarah smed_hus forbi fordi!ôçö ôçô en jubil+ªumsudstilling
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Actucation
The document introduces an app called ACTUCATION that aims to make learning simple through a practice-read-grasp methodology. It notes traditional learning involves deep theory without questions, causing confusion. ACTUCATION starts with easy questions to build confidence before introducing relevant theory for each concept. Students then solve similar questions to memorize the concept. This breaks exam questions into concepts students have already practiced. The goal is for students to feel ready for exams by solving target questions in 20-25 minutes by applying concepts learned through the approach.
Effective questioning for ps
The document provides questions for teachers to ask students at different stages of the problem solving process: to launch the problem, differentiate instruction while students explore, identify overlooked information, challenge successful students, and summarize. The questions are meant to assess understanding, prompt explanation of strategies and reasoning, check for completeness, and extend thinking.
Effective questioning for ps
This document provides questions for teachers to ask students at different stages of the problem solving process: to launch the problem, differentiate instruction while students explore, challenge students who have solved the problem, and summarize after the problem is solved. The questions are meant to assess student understanding, help struggling students, identify overlooked information, and extend thinking for advanced students.
Questions Asking Techniques for Facilitation Engagement Infographic
This document provides examples of different types of questions that can be used when facilitating learning or discussions:
- Heart questions are used to gauge participants' comfort level with a topic and elicit emotional reactions.
- Head questions encourage participants to discuss observations, conceptual learning, and surprises from an activity.
- Home questions prompt participants to consider how a topic could be applied in real-world situations and create an action plan.
- The Heart, Head, Home model involves asking heart questions first to address emotions, then head questions to engage intellectually with material, and finally home questions to facilitate application. Regular use of these types of questions can enhance engagement and learning.
Reflection of Technical Writing
1) The document reflects on Lisa Briner's experience in her technical writing course. She learned that technical writing is much broader than she expected and is used in many occupational fields to communicate complex information to specific audiences.
2) Through assignments in the course, Lisa improved her resume, learned collaborative work processes, developed technical instructions, and gained experience presenting her work.
3) Overall, Lisa learned that technical writing involves breaking large projects into steps, revising work based on feedback, and applying systematic processes to accomplish goals. She will be able to apply these skills to achieve her professional aims.
The 4-hour Tester Experiment
The document describes an experiment called the "4-hour Tester Experiment" which aimed to teach testing skills to beginners in a short time period. The experiment involved selecting key testing skills and developing brief exercises to teach each skill in 30 minutes or less. Four beginners participated in five exercises over 50 minutes total. Feedback indicated the exercises were challenging yet achievable in the time given and helped illuminate the targeted skills. However, the experiment confirmed that one cannot become a full tester in only four hours and highlighted the need for continuous learning.
Final Paper
This document provides instructions for an individual final paper assignment for a marketing course on design thinking and innovative branding. It outlines 4 questions for students to answer, describing what they learned from applying design thinking principles to further studies, work, or personal life. It asks how design thinking links to innovative branding and how students applied branding principles to their class project. It also asks students to describe their unique contributions to their project team and how they would use design thinking to improve the course if taught again. Students are instructed to answer in detail and provide examples where possible. The paper is due by June 9th for full credit.
Developing Expert Voices v3
Slides from a presentation given at the Prairie Rose School Division at their spring professional development day in Carmen, Manitoba; 16 April 2010.
Developing Expert Voices v3.1
Slides from a presentation given at the Prairie Rose School Division at their spring professional development day in Carmen, Manitoba; 16 April 2010.
Learning Portfolio
Through taking this class, the student achieved their learning goals of improving their reading and writing skills. They used several online programs and activities to practice and help overcome their initial fear of the class. While the class methods were different, the student felt they learned many new things and made progress in their areas of focus through dedicating time to regularly practicing and completing the assigned activities.
Higher Level Questioning Strategies in STEM Lessons
This document outlines an approach to facilitating STEM lessons through strategic questioning. It presents the role of the teacher as a facilitator who constructs challenging learning experiences and drives students to higher-level thinking. Examples of lower-level and higher-level Bloom's taxonomy questions are provided to guide students through the engineering design process from defining problems to evaluating and improving designs. A sample design brief on investigating friction is also included to illustrate how these questioning strategies can be applied.
Student led learning
The document outlines a session on student-led learning. It provides tasks for participants to discuss in groups what student-led learning means, benefits, and why it is important. Participants are asked to read information, share findings in a press conference, develop their own student-led learning activity idea, and provide feedback on each other's ideas. The objective is for participants to understand, plan for, and use student-led learning activities where students take responsibility for exploring topics themselves.
LessonPlanReflectionAssessment.pdf
Self-evaluation is an important tool for teachers to improve. Reflecting on lessons allows teachers to identify what went well, problems that occurred, and ways to improve future lessons. Even brief notes on a lesson plan can help a teacher the next time they teach that lesson. When evaluating a lesson, teachers should consider how prepared and organized they were, how the students responded, and whether the assessment measured the intended learning. Taking just a few minutes to self-reflect after each lesson, either through writing or using an assessment form, can help teachers discover things they did not notice and avoid repeating mistakes. Regular self-evaluation is key to continuously learning from experience.
Examination Skills (PDF)
chapter on examination skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Examination Skills
A chapter on examination skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Coaching skills training Presentation
This document provides information on coaching skills training. It discusses the importance of feedback and outlines models for effective feedback sessions. Constructive feedback is focused on specific observations and issues, rather than personal judgments, and encourages discussion. The GROW model is also described as the original coaching model, with its elements of Goal, Reality, Options and Will to help keep the focus solution-oriented. A variety of questioning techniques are recommended to facilitate reflection, including reframing questions and exploring different perspectives.
Designthinking reflect aniketvaidya
This document summarizes the key takeaways and reflections from a design thinking action lab assignment. It includes:
1) Takeaways on how design thinking makes you think creatively to solve problems, the importance of documenting ideas, and how working in teams fosters learning.
2) A process map outlining the design thinking stages from reflecting to defining problems to ideating solutions to prototyping, and reflections on each stage.
3) A reflection on how the course helped develop a personal process for solving problems using design thinking tools like empathy maps and how collaboration is important for completing projects.
Reading workshop series day 4
This document appears to be an agenda for a guided reading training session. It includes:
- A discussion of homework assignments where teachers shared insights from assigned reading.
- A review of teachers' guided reading lesson plans and getting feedback from peers on lessons.
- A presentation on various reading strategies including word work, read alouds, think alouds, and comprehension techniques like CAFE, Mosaic of Thought, and QAR.
- A focus on using graphic organizers and close reading techniques to practice strategies.
- An emphasis on implementing guided reading and addressing the challenges (messy process) of educational change.
- An activity where teachers practice teaching a guided reading lesson to peers and
Bressan tpd secondary_jornal
This document contains a teacher's reflections on four English lessons taught to 42 elementary level secondary students. For each lesson, the teacher discusses the pedagogical principles, teaching strategies used, student reactions, successful aspects and areas for improvement. Some effective strategies included using images, videos and activities related to students' lives to motivate and engage students. While students generally reacted positively, staying focused until the end of long lessons remained a challenge. The teacher aims to continually improve lesson planning and addressing different student needs and skill levels.
Design Thinking Experience for Middle School Educators
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Questions Asking Techniques for Facilitation Engagement Infographic
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More from jennam40s
Periodic Functions scribe
The document discusses periodic functions and how to modify the graph of y=sin(x). It explains that:
A represents the amplitude and determines the maximum and minimum y-values.
B determines the number of periods but is not the actual period.
C represents a phase shift, with a positive C shifting the graph left and a negative C shifting it right.
D represents a vertical shift or average value of the function, shifting the entire graph up or down.
DEV4
The document discusses students' scores on a math test. It provides the mean score of 75 and standard deviation of 9. It then uses these statistics to calculate individual students' scores based on their z-scores. Sherry's z-score of -2.7 corresponded to a score of 50.7, Jamie's z-score of -1.7 yielded a score of 59.7, and Ross's high z-score of 7.8 translated to a top score of 93.
DEV3
The document explains how to convert z-values on a standard normal curve to raw scores given the mean and standard deviation. It states that the mean is 52 and the standard deviation is 6. To calculate the raw scores, you multiply the z-value by the standard deviation and add or subtract that amount from the mean depending on whether it is a positive or negative z-value. Several examples are provided to illustrate this process.
DEV2
1) The document provides a sample space and tree diagram showing the 16 possible combinations of 4 children being boys or girls given a 50% probability for each birth.
2) It then calculates that the probability of having at least 3 girls is 5/16 or 31.25% based on there being 5 combinations with at least 3 girls.
3) Finally, it calculates that the probability of having exactly 2 boys is 6/16 or 37.5% based on there being 6 combinations with exactly 2 boys.
DEV1
This document is a student's project for an Applied Math 40s course consisting of 4 mathematical questions over 3 units: Matrices, Statistics, and Probability. Question 1 regarding matrices asks the student to: construct matrices showing the initial number of employed and unemployed workers; create a transition matrix to show expected changes; calculate the number of employed and unemployed workers after 1 and 2 years; and discuss the significance of the changes each year. The number of employed workers decreases slightly each year while unemployment increases slightly.
March 19, 2007
The document discusses the scribe's experience making a slideshow presentation for class notes. It summarizes the topics discussed in class, including an assignment on Flickr, adjusting a rubric, the normal bell-shaped curve, questions about standard deviation and data spread, and a question calculating the percentage of women comfortable in car sizes using a normal distribution calculator function.
hello jennifer
This very short document appears to be a greeting message intended for Jennifer that briefly mentions applied math and math multiple times. It does not provide much contextual information to summarize further in 3 sentences or less.
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DEVcon
- 1. DEVELOPING EXPERT VOICES Applied Math 40s 2007 CREATOR: JENNIFER CONCLUSION
- 2. Why did you choose the concepts you did to create your problem set? The concepts that I chose from the course were based on where I stood on those units. Some units I found more difficult than others, so I tried to challenge myself by creating questions in the units that I didn’t feel so confident in. How do these problems provide an overview of your best mathematical understanding of what you have learned so far? Using the units that I found more difficult as a part of my project made me understand it more. When I came to point where I felt that I could teach this, it was when I realized that I understood that certain unit more than I ever did. I did try to challenge myself with some questions, and I feel that I did a good job =) Did you learn anything from this assignment? Was it educationally valuable to you? I learned a lot from this assignment. It taught me how to really work out my time schedule in order to have this project due on time, and it helped me have a better understanding in units that I struggled in. And this assignment was very educationally valuable to me because I can learn not only off Mr. K but my classmates as well! =)