The document provides instructions for test takers on how to prepare for and take the Licensure Examination for Teachers (LET) exam. It emphasizes the importance of thorough preparation, time management, and following instructions. Key points include reviewing all competencies and subjects that will be covered, budgeting time during the exam, arriving at the test site early, and carefully filling out answer sheets and following protocols for handling test materials. It also provides information on scoring, passing rates, and tips for selecting the right answer.
The document discusses different learning styles and strategies. It provides a self-assessment test to determine if a person is more of an A-type or B-type in several categories: extravert/introvert, sensor/intuitive, thinker/feeler, judger/perceiver, and worker/player. It then provides descriptions and recommendations for each type to help individuals understand their natural strengths and weaknesses when it comes to taking in and processing information. The overall message is that understanding one's own learning style can help maximize learning and academic success.
This document outlines the syllabus and policies for an introductory psychology course. It includes:
- An outline of the course chapters and exam schedule. There will be 4 exams covering 3-4 chapters each.
- Attendance policies, allowing 2 absences before point deductions, and perfect attendance earning bonus points. More than 5 absences results in an automatic F.
- Homework and grading policies, with homework through an online platform and grades based on exams, homework, and participation.
- Exam and textbook access policies, including taking exams individually or in groups of 2-3 and needing an access code for online homework.
- Additional policies around communication, technology use, withdrawals
The document provides an overview of assignments and deadlines for an English composition class for the first two weeks of the semester, including reading assignments from "Brainology" and "Entering the Conversation," practice assignments in Turnitin and posting an introduction to Moodle, asking for help from resources, and revising schedules to allow for study time. Students are encouraged to use the remaining class time to work on assignments and identify areas where they will need assistance.
Mental health first aid long with alternative textafacct
The document provides tips for instructors to help students manage exam anxiety, including suggestions for students to prepare before and during exams, as well as signs for instructors to look for that a student may need additional support. It also lists counseling resources available at Howard Community College for students and contact information for instructors to refer students experiencing distress.
This document provides advice and tips for students continuing their education. It discusses [1] learning to juggle multiple responsibilities like coursework, finances, and family. It emphasizes [2] setting priorities and keeping goals in sight to successfully handle challenges. Finally, it provides [3] specific strategies for time management, procrastination, note-taking, listening skills, and overcoming challenges as a non-native English speaker.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
The document provides tips for students on successfully continuing their education. It discusses how students must learn to juggle coursework, finances, and family responsibilities. It emphasizes setting priorities and keeping goals in sight to handle the challenges. The document then lists specific tips on taking control of one's life, developing self-confidence, avoiding procrastination, using effective study methods like SQ3R, and seeking help when needed.
The document provides instructions for test takers on how to prepare for and take the Licensure Examination for Teachers (LET) exam. It emphasizes the importance of thorough preparation, time management, and following instructions. Key points include reviewing all competencies and subjects that will be covered, budgeting time during the exam, arriving at the test site early, and carefully filling out answer sheets and following protocols for handling test materials. It also provides information on scoring, passing rates, and tips for selecting the right answer.
The document discusses different learning styles and strategies. It provides a self-assessment test to determine if a person is more of an A-type or B-type in several categories: extravert/introvert, sensor/intuitive, thinker/feeler, judger/perceiver, and worker/player. It then provides descriptions and recommendations for each type to help individuals understand their natural strengths and weaknesses when it comes to taking in and processing information. The overall message is that understanding one's own learning style can help maximize learning and academic success.
This document outlines the syllabus and policies for an introductory psychology course. It includes:
- An outline of the course chapters and exam schedule. There will be 4 exams covering 3-4 chapters each.
- Attendance policies, allowing 2 absences before point deductions, and perfect attendance earning bonus points. More than 5 absences results in an automatic F.
- Homework and grading policies, with homework through an online platform and grades based on exams, homework, and participation.
- Exam and textbook access policies, including taking exams individually or in groups of 2-3 and needing an access code for online homework.
- Additional policies around communication, technology use, withdrawals
The document provides an overview of assignments and deadlines for an English composition class for the first two weeks of the semester, including reading assignments from "Brainology" and "Entering the Conversation," practice assignments in Turnitin and posting an introduction to Moodle, asking for help from resources, and revising schedules to allow for study time. Students are encouraged to use the remaining class time to work on assignments and identify areas where they will need assistance.
Mental health first aid long with alternative textafacct
The document provides tips for instructors to help students manage exam anxiety, including suggestions for students to prepare before and during exams, as well as signs for instructors to look for that a student may need additional support. It also lists counseling resources available at Howard Community College for students and contact information for instructors to refer students experiencing distress.
This document provides advice and tips for students continuing their education. It discusses [1] learning to juggle multiple responsibilities like coursework, finances, and family. It emphasizes [2] setting priorities and keeping goals in sight to successfully handle challenges. Finally, it provides [3] specific strategies for time management, procrastination, note-taking, listening skills, and overcoming challenges as a non-native English speaker.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
The document provides tips for students on successfully continuing their education. It discusses how students must learn to juggle coursework, finances, and family responsibilities. It emphasizes setting priorities and keeping goals in sight to handle the challenges. The document then lists specific tips on taking control of one's life, developing self-confidence, avoiding procrastination, using effective study methods like SQ3R, and seeking help when needed.
This document provides an overview of different types of objective test items including true/false, matching, multiple choice, and completion test items. It discusses the key characteristics of each type of item and provides suggestions for writing effective items. Some key points include:
- True/false items should avoid absolute terms and be clearly true or false without qualifications. Matching items should have homogeneous options and unambiguous questions.
- Multiple choice items should have a clear stem and plausible distractors. The correct answer should be the only logically correct choice.
- Completion items should require a single-word answer and omit only key terms.
- Advantages of objective items include ease of scoring and ability to test a wide range
This document provides information about an upcoming College Forward event called C101 on Saturday and lists November milestones for students. It discusses taking a practice ACT exam and creating a resume. It also includes tips for taking the ACT and writing essays, sample writing prompts, and information about the electoral college system for electing the US president.
Flourish Don't Perish!: How to Succeed in CollegeDelora Domain
This class covers everything you need to do well in school. Learn how to select your classes, when to add/drop/withdraw, note taking, how to study, personal organization, and many more scholastic dos and don'ts. This class teaches how to get the most out of your college experience. NOTE: While the focus of this class is college, the information can be valuable to students of all lower grades as well.
This document discusses different types of questions teachers can ask students in class and strategies for eliciting answers. It covers yes/no questions, "or" questions, and WH-questions. It also discusses using questions to check comprehension, elicit longer answers, and engage students in real conversations. Finally, it presents different questioning strategies teachers can use, such as calling on individual students, allowing chorus answers, or choosing students to answer. The goal is to make teachers aware of effective questioning techniques.
This document provides tips and guidance for the IELTS exam. It includes sample questions that may be asked in different sections of the exam, including speaking questions about personal details, occasions when the test taker was late, and describing situations when something broke at home. It also provides potential discussion topics like reasons for buying second-hand goods. The document then offers advice on preparing for the exam, including treating it like a test rather than something that will improve English skills, understanding the exam structure and scoring, and developing personalized study strategies focused on individual strengths and weaknesses.
This is short presentation for any type of students who want to do better in any examinations. The points mentioned in the presentation are very vast in nature, though I have tried them at very introductory level. The Students or Teachers can give extra information about them. It is also possible that some necessary points or elements may have missed from the presentation. Those will be added in the next Presentation !!
This document provides information about an upcoming College Forward event called C101 on Saturday and lists November milestones for students. It discusses taking a practice ACT exam and creating a resume. It also includes tips for taking the ACT and writing essays, sample writing prompts, and information about the electoral college system for electing the US president.
The document is a quiz about academic integrity and dishonesty. It contains multiple choice and true/false questions about proper conduct during exams such as not copying answers, as well as definitions for types of academic dishonesty including plagiarism, cheating, and inappropriate collaboration. It advises that if accused of academic dishonesty, a student should visit the Student Advocacy Office for help.
TOEFL is an English proficiency test administered by ETS that measures reading, listening, speaking and writing skills. It was developed in the 1960s to assess English abilities of non-native speakers applying to universities where English is the primary language of instruction. The test is now delivered online and takes 4-5 hours to complete. Scoring well on the TOEFL is required for admissions at most American, Canadian, Australian and New Zealand universities. Test preparation involves practicing each section, taking mock tests, and becoming familiar with the online format. Registration is done on the ETS website and costs $165 per exam.
This document provides attachments for a presentation by Dr. Andrew Martin on motivation. It includes further reading materials authored by Dr. Martin on building classroom success, motivating children for school, and enhancing motivation. It also lists resources for motivation testing and enhancement. The attachments provide exercises and worksheets on topics like chunking assignments, managing anxiety around tests, developing personal best goals, and evaluating relationships with teachers, content, and pedagogy.
Some cultures prefer indirect questioning styles to avoid conflict or embarrassment, using polite, open questions that allow more information to be shared. People from direct cultures tend to ask close, decisive questions to get specific answers, which indirect cultures may see as rude or insensitive. It's important to understand different questioning norms and styles across cultures to have successful exchanges and ask questions appropriately for the cultural context.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
This document provides advice and strategies for GCSE exam preparation and revision. It discusses motivating factors, managing procrastination through timetabling, the importance of practice past papers, and developing effective exam strategies like reading questions carefully and managing time. Sample student exam scores are presented to demonstrate the benefits of evenly pacing oneself across all questions rather than leaving some unanswered.
The document describes several instructional strategies for engaging students, including using whiteboards, response cards in different colors, agreeing/disagreeing activities, true/false games, and question-answering races between teams. It also outlines rules for games like guessing answers without talking, picking questions for other teams to answer, and reducing notes into smaller and smaller summaries. The strategies are presented as ways to make lessons more interactive and fun for students.
The document discusses various questioning techniques for trainers, including different types of questions and ways to handle answers. It provides guidance on responding to correct, incorrect, and partially correct answers, as well as how to handle when a student does not provide an answer. The document also discusses allowing appropriate wait time after asking questions to improve the quality of student responses. Prolonging wait time encourages more thoughtful answers rather than just quick responses.
This document provides extensive advice on how to be a successful student. It emphasizes the importance of organization, such as creating a study schedule and keeping notes organized. Some key recommendations include planning study sessions in advance, studying in short intervals with breaks, focusing on understanding concepts rather than memorization, practicing questions to build skills, and getting enough sleep. It also provides tips for exam preparation like doing past papers, planning time usage during the exam, and managing stress on exam day. The overall message is that being a successful student requires self-discipline, organization, and a commitment to properly managing one's time and preparing in an structured way.
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
The document provides tips and strategies for studying effectively and preparing for exams. It emphasizes creating a study plan to review materials in short sessions daily rather than cramming. On exams, it recommends pacing yourself, reading questions carefully, and using strategies like process of elimination, underlining key details, and checking your work. The document stresses managing anxiety by being prepared, visualizing positively, and taking deep breaths. It concludes by wishing students good luck on their exams.
This document discusses questioning techniques that can support critical thinking. It notes that questioning is a common teaching method, but that teachers often ask lower-level questions more frequently of students perceived as less capable. The types of questions asked make a difference in student achievement. Using a balance of higher- and lower-order questions is effective, as is encouraging students to generate their own questions and have accountability for answering questions. The document also categorizes questions and discusses the importance of wait time between questions and answers.
This presentation discusses using technology to support reading instruction. It begins by establishing essential questions about how the Lexile Framework and technology can enhance reading skills. The presentation then outlines goals of explaining the Lexile Framework, identifying technology tools to build reading skills, and how these tools benefit students. Several tools for measuring reading proficiency are introduced, including Coh-Metrix and Lexile scores. Computer programs like iSTART and A2i are provided as examples of interventions that can be used for reading instruction. The presentation concludes by emphasizing the importance of reading skills and the role of technology and proper support in helping students become skilled readers.
This barcode contains unique candidate information including an administration date of January 5, 2013 and the last five digits of the individual's social security number for privacy. It also lists the name and address of Mary L Diesch of Jefferson, GA. The remainder of the barcode contains encrypted information.
This document provides an overview of different types of objective test items including true/false, matching, multiple choice, and completion test items. It discusses the key characteristics of each type of item and provides suggestions for writing effective items. Some key points include:
- True/false items should avoid absolute terms and be clearly true or false without qualifications. Matching items should have homogeneous options and unambiguous questions.
- Multiple choice items should have a clear stem and plausible distractors. The correct answer should be the only logically correct choice.
- Completion items should require a single-word answer and omit only key terms.
- Advantages of objective items include ease of scoring and ability to test a wide range
This document provides information about an upcoming College Forward event called C101 on Saturday and lists November milestones for students. It discusses taking a practice ACT exam and creating a resume. It also includes tips for taking the ACT and writing essays, sample writing prompts, and information about the electoral college system for electing the US president.
Flourish Don't Perish!: How to Succeed in CollegeDelora Domain
This class covers everything you need to do well in school. Learn how to select your classes, when to add/drop/withdraw, note taking, how to study, personal organization, and many more scholastic dos and don'ts. This class teaches how to get the most out of your college experience. NOTE: While the focus of this class is college, the information can be valuable to students of all lower grades as well.
This document discusses different types of questions teachers can ask students in class and strategies for eliciting answers. It covers yes/no questions, "or" questions, and WH-questions. It also discusses using questions to check comprehension, elicit longer answers, and engage students in real conversations. Finally, it presents different questioning strategies teachers can use, such as calling on individual students, allowing chorus answers, or choosing students to answer. The goal is to make teachers aware of effective questioning techniques.
This document provides tips and guidance for the IELTS exam. It includes sample questions that may be asked in different sections of the exam, including speaking questions about personal details, occasions when the test taker was late, and describing situations when something broke at home. It also provides potential discussion topics like reasons for buying second-hand goods. The document then offers advice on preparing for the exam, including treating it like a test rather than something that will improve English skills, understanding the exam structure and scoring, and developing personalized study strategies focused on individual strengths and weaknesses.
This is short presentation for any type of students who want to do better in any examinations. The points mentioned in the presentation are very vast in nature, though I have tried them at very introductory level. The Students or Teachers can give extra information about them. It is also possible that some necessary points or elements may have missed from the presentation. Those will be added in the next Presentation !!
This document provides information about an upcoming College Forward event called C101 on Saturday and lists November milestones for students. It discusses taking a practice ACT exam and creating a resume. It also includes tips for taking the ACT and writing essays, sample writing prompts, and information about the electoral college system for electing the US president.
The document is a quiz about academic integrity and dishonesty. It contains multiple choice and true/false questions about proper conduct during exams such as not copying answers, as well as definitions for types of academic dishonesty including plagiarism, cheating, and inappropriate collaboration. It advises that if accused of academic dishonesty, a student should visit the Student Advocacy Office for help.
TOEFL is an English proficiency test administered by ETS that measures reading, listening, speaking and writing skills. It was developed in the 1960s to assess English abilities of non-native speakers applying to universities where English is the primary language of instruction. The test is now delivered online and takes 4-5 hours to complete. Scoring well on the TOEFL is required for admissions at most American, Canadian, Australian and New Zealand universities. Test preparation involves practicing each section, taking mock tests, and becoming familiar with the online format. Registration is done on the ETS website and costs $165 per exam.
This document provides attachments for a presentation by Dr. Andrew Martin on motivation. It includes further reading materials authored by Dr. Martin on building classroom success, motivating children for school, and enhancing motivation. It also lists resources for motivation testing and enhancement. The attachments provide exercises and worksheets on topics like chunking assignments, managing anxiety around tests, developing personal best goals, and evaluating relationships with teachers, content, and pedagogy.
Some cultures prefer indirect questioning styles to avoid conflict or embarrassment, using polite, open questions that allow more information to be shared. People from direct cultures tend to ask close, decisive questions to get specific answers, which indirect cultures may see as rude or insensitive. It's important to understand different questioning norms and styles across cultures to have successful exchanges and ask questions appropriately for the cultural context.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
This document provides advice and strategies for GCSE exam preparation and revision. It discusses motivating factors, managing procrastination through timetabling, the importance of practice past papers, and developing effective exam strategies like reading questions carefully and managing time. Sample student exam scores are presented to demonstrate the benefits of evenly pacing oneself across all questions rather than leaving some unanswered.
The document describes several instructional strategies for engaging students, including using whiteboards, response cards in different colors, agreeing/disagreeing activities, true/false games, and question-answering races between teams. It also outlines rules for games like guessing answers without talking, picking questions for other teams to answer, and reducing notes into smaller and smaller summaries. The strategies are presented as ways to make lessons more interactive and fun for students.
The document discusses various questioning techniques for trainers, including different types of questions and ways to handle answers. It provides guidance on responding to correct, incorrect, and partially correct answers, as well as how to handle when a student does not provide an answer. The document also discusses allowing appropriate wait time after asking questions to improve the quality of student responses. Prolonging wait time encourages more thoughtful answers rather than just quick responses.
This document provides extensive advice on how to be a successful student. It emphasizes the importance of organization, such as creating a study schedule and keeping notes organized. Some key recommendations include planning study sessions in advance, studying in short intervals with breaks, focusing on understanding concepts rather than memorization, practicing questions to build skills, and getting enough sleep. It also provides tips for exam preparation like doing past papers, planning time usage during the exam, and managing stress on exam day. The overall message is that being a successful student requires self-discipline, organization, and a commitment to properly managing one's time and preparing in an structured way.
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
The document provides tips and strategies for studying effectively and preparing for exams. It emphasizes creating a study plan to review materials in short sessions daily rather than cramming. On exams, it recommends pacing yourself, reading questions carefully, and using strategies like process of elimination, underlining key details, and checking your work. The document stresses managing anxiety by being prepared, visualizing positively, and taking deep breaths. It concludes by wishing students good luck on their exams.
This document discusses questioning techniques that can support critical thinking. It notes that questioning is a common teaching method, but that teachers often ask lower-level questions more frequently of students perceived as less capable. The types of questions asked make a difference in student achievement. Using a balance of higher- and lower-order questions is effective, as is encouraging students to generate their own questions and have accountability for answering questions. The document also categorizes questions and discusses the importance of wait time between questions and answers.
This presentation discusses using technology to support reading instruction. It begins by establishing essential questions about how the Lexile Framework and technology can enhance reading skills. The presentation then outlines goals of explaining the Lexile Framework, identifying technology tools to build reading skills, and how these tools benefit students. Several tools for measuring reading proficiency are introduced, including Coh-Metrix and Lexile scores. Computer programs like iSTART and A2i are provided as examples of interventions that can be used for reading instruction. The presentation concludes by emphasizing the importance of reading skills and the role of technology and proper support in helping students become skilled readers.
This barcode contains unique candidate information including an administration date of January 5, 2013 and the last five digits of the individual's social security number for privacy. It also lists the name and address of Mary L Diesch of Jefferson, GA. The remainder of the barcode contains encrypted information.
Here are 2 observations and 2 inferences about the picture:
Observations:
1. There is a brown liquid spilled on the floor.
2. There is a brown can lying on its side next to the spill.
Inferences:
1. The can was holding the brown liquid and it spilled when the can fell over.
2. The liquid is some kind of chemical or hazardous material based on the warning symbols and colors on the can.
The document discusses drawing conclusions and making inferences from facts. To draw a conclusion, the conclusion must logically follow from the facts presented and not contradict the available information. Making an inference uses the known facts to determine potential additional facts. Drawing proper conclusions and inferences involves identifying relevant facts and determining what other facts might be true based on the initial facts.
This document defines and provides examples of key vocabulary terms used when citing textual evidence: explicit, evidence, inference, cite, conclusion, analyze, and argument. Explicit means directly stated information, evidence means proof, and inference means a conclusion drawn from circumstances. Cite means to reference, conclusion means an opinion formed after consideration, analyze means to break down into parts, and argument means a dispute with strong disagreement.
This document discusses theories and methods of teaching English as a foreign language (EFL) reading. It covers several historical methods such as grammar translation and audio-lingual, and explains shortcomings that led to new theories focusing on meaning and comprehension over pronunciation. The main models of the reading process are described as bottom-up, top-down, and interactive. Influential theories discussed include text structure theory, schema theory, and metacognitive theory. The document also reviews EFL reading practices in Indonesia and strategies found by research to improve reading skills and interest through intensive and extensive reading approaches.
This document is a slide deck promoting Haiku Deck, a presentation tool that allows users to create slideshows using photos. The slide deck contains photos credited to various photographers and encourages the viewer to get started creating their own Haiku Deck presentation on SlideShare. In the final slides, it provides information on how to sign up for Haiku Deck.
Common Core State Standards:
CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use.
CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
The document discusses inferring, which is drawing conclusions or interpretations from clues in a text rather than from explicit statements. It involves using one's background knowledge along with evidence in the text. Inferring, questioning, and predicting work together to build understanding. The document provides examples of how to teach students to infer and gives suggestions for starting inferring practice using comics, riddles, poetry and other media. It also discusses the role of inference in interpreting different text types like fiction, nonfiction, and cartoons.
This document discusses strategies for teaching students to identify main ideas and make inferences when reading. It begins by defining main ideas, supporting details, and topics. It explains that main ideas are often stated at the beginning or end of paragraphs, and sometimes must be inferred. Guidelines for determining main ideas include summarizing, looking for repetition, and identifying when the main idea is stated or implied. The document also discusses drawing inferences using prediction, monitoring comprehension, and identifying text structures. It provides examples of reading strategies like predicting, during-reading, and after-reading techniques. Finally, it discusses approaches for teaching comprehension like directed reading lessons, roles for cooperative learning, and developing academic texts to enhance inference skills.
The document discusses various reading approaches that can be used in the EFL Emirati classroom, including phonics, look-say, choral reading, reading aloud, shared reading, reader's theatre, sustained silent reading, and the language experience approach. Each approach is defined and examples are provided of how to implement the approaches in the classroom, such as using word walls, games, and group activities. The role of the teacher in facilitating the approaches is also addressed.
Prediction involves guessing what will happen next in a story based on clues, while inference uses clues to draw conclusions about characters and events that may or may not be confirmed. When predicting, the reader focuses on what will occur in the future of the story. Inference allows readers to question why characters act in certain ways and speculate on other unanswered elements. Readers can practice both strategies by asking questions before, during, and after reading a text.
Prediction involves guessing what will happen in a text based on clues, while inference uses clues to draw conclusions about characters and events that may or may not be confirmed. When predicting, the reader focuses on what will occur, but when inferring the reader considers how characters feel and their motivations. Both prediction and inference require questioning oneself before and during reading, but inference allows for more open-ended questions. The document provides guidance on when and how to make predictions and inferences to improve reading comprehension.
The document discusses how to draw conclusions by using information that is already known combined with details learned from a story or situation. It provides examples of short passages and asks the reader to draw a conclusion based on contextual clues. In the examples, conclusions are correctly drawn that a hairy four-legged creature that likes walks is a dog, a round food covered in sauce and topped with meats is pizza, and a beach setting with people, seagulls, waves and smells of salt and food implies the location is a beach.
This document provides tips for improving test-taking skills and reducing anxiety. It recommends scheduling reviews of material throughout the course instead of one marathon session. When taking the test, students should answer easy questions first to build confidence and look for opportunities to incorporate later questions into earlier answers. The document also provides strategies for objective and essay exams, such as reading exam directions carefully, skipping hard questions to return to later, and outlining answers before writing essays.
SAT Reading Basics for Beginners Power pointyasserAnwar19
This document provides strategies and tips for the SAT, ACT, PSAT, and PLAN tests. It discusses when to guess on questions, pacing strategies, question types and difficulty levels. The key points are:
1) On the SAT, it is best to guess only when an answer can be eliminated to gain points, while on the ACT there is no penalty for wrong guesses so students should guess.
2) SAT questions begin with easier ones and get harder, so students should do easier questions first and consider omitting hard ones.
3) Critical reading questions on the SAT assess a variety of skills like determining meaning, cause/effect, inferences and evaluating arguments.
4) Proper preparation includes
This document provides test taking tips and strategies for the PRAXIS exam. It recommends guessing answers to questions you are unsure of rather than leaving them blank. It also suggests answering questions in any order and using scratch paper to work out problems. Additionally, it emphasizes reading questions carefully, managing time well, and using strategies like process of elimination. The key is to maintain an even pace and not get bogged down on difficult questions.
The document provides tips for taking the PRAXIS exam, including:
- Guess on questions you don't know rather than leaving them blank, as there is no penalty for incorrect guesses.
- Questions can be answered in any order, and questions can be skipped and returned to later.
- There are no trick questions - questions ask straightforwardly about subject matter knowledge.
- Read questions carefully twice and watch for key words to avoid being misled, but don't overthink or overanalyze questions.
Getting ready for the big test chapter 5Lisa Stack
This document provides tips for preparing for and taking tests. It recommends creating a study schedule well in advance and avoiding last-minute cramming. Before a test, students should find out what material will be covered, the test format, and create study goals and aids. On the day of the test, students should get a good night's sleep, eat breakfast, and arrive prepared. During the test, they should read instructions carefully, answer easier questions first, and check answers before submitting. It also offers specific strategies for different test types like multiple choice, essays, and standardized tests. To reduce anxiety, students are advised to prepare well in advance and use deep breathing exercises.
The document provides tips for effective test taking. It discusses preparing for tests by making study plans, analyzing past tests, and ensuring you understand the test format. It emphasizes the importance of carefully reading directions, questions, and response options. During the test, it recommends getting sufficient rest, arriving early, managing your time effectively, and tackling easy questions first. The document also reviews strategies for different question types like true/false, multiple choice, short answer, and essays. It stresses proofreading responses and learning from tests.
1. Lack of proper test preparation such as cramming or poor time management can lead to test anxiety.
2. When taking a test, students should focus on the present task and manage their fear, rather than thinking about past performances or other students.
3. Developing good study habits like reviewing notes daily and keeping up with readings can help students feel prepared and reduce anxiety, while cramming the night before can increase anxiety.
1. The document provides tips and strategies for preparing for and taking exams, including understanding exam formats, creating a study schedule, revising notes, managing stress, and answering different types of exam questions.
2. Key exam preparation steps include starting revision early, reorganizing notes, getting enough rest before the exam, and using a study timetable to focus on different subjects each day.
3. The document offers advice for succeeding in the exam, such as arriving early, reading questions carefully, allocating time appropriately between questions, and using process of elimination for multiple choice questions.
The document provides tips and strategies for preparing for and taking exams, including creating a study plan, managing stress, understanding exam questions, and reviewing exam performance. It recommends summarizing notes, knowing exam formats and topics in advance, practicing under timed conditions, and structuring answers clearly. During exams, it advises reading instructions carefully, prioritizing questions by marks, and allowing time to review answers. After exams, it suggests reflecting on study and test-taking strategies.
This document provides test-taking strategies for various types of exam questions. It discusses how to approach essay questions, true/false, multiple choice, matching, and short answer questions. Some key tips include reading the directions carefully, budgeting time, eliminating incorrect answers, using logic and common sense, and being confident in initial answers rather than changing responses.
This document provides strategies for test preparation and test-taking. It recommends frequent review of material after each class to aid memory. Students should determine exam dates and content in advance. Effective study methods include creating flashcards, using the SQ3R reading technique, and quizzing oneself. On exams, students should budget time, answer easier questions first, skip uncertain questions, and review answers. The document also discusses eliminating distractors and coping with test anxiety through preparation and positive thinking.
This document discusses preparing for exams. It emphasizes the importance of:
- Committing to learning the material from the start of the academic session, not just cramming before exams.
- Creating a study schedule and sticking to it, including reviewing notes after class and doing homework.
- Assessing difficult topics to spend extra time studying those areas.
- Practicing recalling information and simulating exams to prepare for the testing environment.
Learning Objective: Investigate test-taking skills to achieve higher assessment scores
Being prepared for tests is not an easy process. Even if you are prepared, tests can still make you feel anxious. Why is being a good test taker so important in college? In colleges and universities, much of a student’s grades are based on quiz and test performance. Doing well on these tests is typically a major indicator of your subject matter knowledge and a good indicator of how you would perform in the workplace. Having good test scores will jumpstart your career. In this seminar, we will address test-taking and test preparation tips and strategies for college-level tests. Applying helpful test-taking and test preparation skills addressed in this seminar, such as writing down everything you remember, reading the directions, browsing the test questions, putting together a plan, and making an educated guess, will teach you how to prepare for and perform well on any test so that you feel confident that you’re bringing your testing A-game.
At the end of this seminar, participants will be able to:
a. Review the factors that limit achieving higher college assessment scores.
b. Identify practices for dealing with test anxiety.
c. Measure the validity of current test-taking methods.
d. Generate more efficient techniques for improving assessment scores.
This document provides information and strategies for test-taking. It discusses general test-taking strategies like reading questions carefully, pacing yourself, and using a cover-up strategy to answer questions without looking at choices first. Specific multiple-choice strategies are covered, such as eliminating choices on difficult questions by looking at prefixes/suffixes, negatives, and superlatives in choices. The document also discusses preparing for standardized tests by learning formats, taking practice tests, focusing on easy questions first to get points, and leveraging scoring systems. Stress management techniques during tests like deep breathing and positive self-talk are also presented.
This document discusses strategies for handling examinations. It begins by outlining the chapter's learning outcomes, which are to understand different exam types, how to handle objective and subjective exams, deal with exam anxiety, and use effective revision strategies. The document then describes the types of exams, including objective (multiple choice, matching, cloze) and subjective exams. It provides tips for handling each exam type, such as reading instructions carefully and using exam time wisely. Methods for dealing with exam anxiety, like relaxation, positive thinking, and time management, are outlined. The document concludes by listing revision strategies, such as starting early, practicing with past papers, and maintaining a healthy lifestyle.
Test Preparation and Test Taking Strategies DRES website edition.pptjaychel
Test preparation strategies involve knowing what topics will be covered, studying main concepts rather than details, and asking instructors about the test format and focus. Students should determine if they study best alone or in groups. For multiple choice exams, focus on definitions and bold text, make note cards, and practice questions. For essays, study overall concepts and apply knowledge to sample questions. In math, practice problems and understand cumulative concepts. Managing timed exams requires focusing on each question and reviewing answers.
Test Preparation and Test Taking Strategies DRES website edition.pptjaychel
Test preparation strategies involve knowing what topics will be covered, studying main concepts rather than details, and asking instructors about the test format and focus. Students should determine if they study best alone or in groups. For multiple choice exams, focus on definitions and bold text, make note cards, and practice questions. For essays, study overall concepts and apply knowledge to sample questions. In math, practice problems and examples, and apply problem-solving approaches like drawing diagrams. Time management during exams includes circling key words and supporting points with evidence.
The document provides 15 test-taking strategies for students to use when preparing for and taking tests:
1. Get plenty of rest the night before a test.
2. Eat a nutritious breakfast on test days.
3. Avoid morning rushes and be early to school on test days.
4. Listen carefully to directions from teachers and read written directions thoroughly.
5. Answer the easiest questions first and leave time to review answers.
6. Use strategies like process of elimination, looking for context clues, and estimating to answer questions when unsure.
7. Manage time well by pacing yourself and not spending too much time on single questions.
8. Get
This article will trace the rare sociolinguistic triumph of what the French Cajuns in Louisiana have done to reverse the decline of their minority language and to resist the typical trend of linguistic assimilation by the monster ‘language killer’ – American English.
The document provides guidelines for analyzing advertisements in middle school curriculum. It outlines a 4-step process for students to critically examine ads: 1) Make detailed observations of visual and textual elements. 2) Determine the product and target audience. 3) Identify assumptions and messages about gender, race, class. 4) Consider long-term social consequences of perpetuating stereotypes or unrealistic expectations. The goal is for students to think critically about persuasive techniques and hidden meanings in ads.
The document discusses the principles of backwards design for developing lesson plans. It explains that backwards design involves 3 stages: 1) identifying the desired results and standards, 2) determining acceptable evidence of student understanding, and 3) planning teaching and learning experiences to meet the objectives. The process begins with defining the enduring understandings and goals that students should retain after the lesson. These understandings are more conceptual and transferable than specific facts. The document provides examples of distinguishing between important knowledge, skills, and understandings for students to gain from a lesson.
1) Phonology is the study of speech sounds and how they are organized in languages. It examines units of sound like phonemes, morphemes, and their patterns.
2) Speech sounds can be classified as either consonants or vowels. Consonants involve restricting air flow while vowels allow free flow of air to create different sounds.
3) The relationship between phonemic representations of words and their phonetic pronunciations is governed by rules of phonology. These rules include assimilation, dissimilation, and epenthesis.
This document provides information and advice for student teachers seeking employment as K-12 teachers. It outlines the job search process including maintaining a log of contacts, the importance of networking, tips for cover letters and resumes, preparing for interviews, and following up after interviews. Sample documents like cover letters, resumes, and thank you letters are also provided to demonstrate proper formatting and content.
This document discusses the developmental period of early adolescence and outlines characteristics of effective middle school curriculum. Early adolescence marks a transition between childhood and adulthood as youth undergo physical and emotional changes. The central task during this period is developing a sense of identity. An exemplary middle school supports students' social, emotional, physical and intellectual development through its curriculum, which includes opportunities for autonomy, meaningful lessons, and small learning communities. The goal is helping all students craft an identity and succeed academically during this challenging but critical phase.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
40. Reading – 3 - ii Scientists do not know what causes a bear to start the late-summer eating binge that allows it to hibernate all winter. During the later summer, bears may spend up to 20 hours a day eating almost anything that is readily available, including garbage. The normal caloric intake of an adult bear is about 4,000 calories a day. During the late-summer feeding frenzy, however, this figure climbs to 20,000 calories a day—five times the normal intake. By the time the bear has finished feasting, it will have added five inches of fat to its body—a layer thick enough to sustain it during hibernation. Exactly what initiates the release of the “hibernation induction trigger” is still a mystery. Current studies suggest that it may be the shortage of food that does it, rather than the coming of cooler weather or the shortened day. At some point in the fall the amount of easily obtainable food drops drastically. When this happens, the energy the bear would have to expend looking for food is greater than the food energy it is likely to find.
41. Reading – 3 - iii Their feasting finally ended, black bears start out for their wintering areas. Once there, some go to sleep in hollow logs, others curl up in abandoned tunnels, and still others build a kind of bird’s nest and bed down right out in the open. In Minnesota, bears bedding down in the open often experience temperatures as low as 40 degrees below zero. Eventually they become covered with layers of snow. Female black bears usually give birth to cubs in January, midway through hibernation. During the delivery, the female only briefly rouses from sleep. The cubs, born blind, find their way to the mother’s nipples by sensing heat. Sometimes, female black bears with cubs are even discovered hibernating in open nests, their offspring snuggled in the warm curl of the mother’s body.
42. Reading – 3 - iv While other hibernating animals (ground squirrels, various bats, and woodchucks, for example) show an enormous drop in heart rate and body temperature, the physiological changes exhibited by hibernating bears are far less dramatic. A ground squirrel’s heart rate falls from 350 beats per minute to as low as 2. Its core body temperature drops 64 degrees, from 98 to 34. A black bear’s normal sleeping heart rate of 40 beats per minute might drop to 8, and its normal body temperature of about 100 degrees does not fall below 91 degrees. Also, the small hibernators are slow to wake up, while a hibernating black bear can awake to full alertness in seconds and become extremely dangerous.
55. Read the following passage, written in the style of a college history textbook. Then answer the question/s. The numbers in the passage indicate the parts of the passage referred to in the question/s that follow. (1) It is widely believed that the stock market crash of 1929 caused the Great Depression, but this is inaccurate. (2) Although the crash may have been the first sign of the crisis, the Depression had been building for years. Writing – 11 - i