This document provides ideas for incorporating games, contests, and puzzles into classroom activities to make academic content more engaging for students. Some of the ideas discussed include holding magazine scavenger hunts and password games to review topics, using bingo and trivia games with review questions as prizes, and having students create review materials like quizzes and commercials for their peers. The goal of these strategies is to motivate students to actively recall and apply course concepts through entertaining and competitive activities.
This 5-day lesson plan teaches students about mean, median, and mode. On day 1, students are introduced to the key terms and do an activity to calculate them. Day 2 reviews the terms through songs and examples. Day 3 has students practice the concepts on educational websites. Day 4 is a card game where students find the mean, median, and mode of their hands. Day 5 consolidates learning through a book and quiz. The plan incorporates math, music, technology, games and assessments to engage multiple intelligences.
The document provides descriptions of 12 games that can be used in an English language classroom with young learners. The games aim to develop a variety of English skills such as vocabulary, grammar, listening, and speaking. They include games like "Against the Clock" which reviews vocabulary through timed description, "Alpha Toss" which combines letter sounds to form words, and "Close Your Eyes!" which practices describing physical appearance through questions. Set up, materials, level, time, and aim are outlined for each game.
1. The document provides instructions for effective vocabulary teaching methods, including choosing age-appropriate words related to students' curriculum, using games and rewards to motivate students, modeling proper word use, creating a word wall, and periodically reviewing words.
2. It then describes several vocabulary games and activities, such as having students stand up when their assigned word is called, pointing to pictured words, arranging flashcards in order, bringing flashcards to the teacher, and following a path on a grid. The goal is to make vocabulary learning fun and engaging for students.
3. Examples include number or letter lists, snakes and ladders, Othello/Reversi, and card games where students cannot take the last card or must
The Carousel strategy is used to share information or ideas with a group. Students are divided into groups that rotate between papers posted around the room, each containing a topic or question. At each stop, groups add their comments or answers before moving to the next paper. This allows all groups to contribute to every topic.
This document provides the lesson plan for a 1-hour introduction to number names from 1 to 6 for a Class 1 Beta lesson. The objectives are for pupils to identify and pronounce the numbers correctly. Teaching aids include number cards, a clock, CD, tissue paper, and money. The lesson involves pupils listening to the numbers on a CD, repeating the names, arranging number cards in order, tracing numbers with their finger, and doing worksheets circling and matching numbers. The goal is for pupils to learn the number names and be able to identify and say them correctly.
Mandarin immersion teachers have a big job, especially in the early grades. Building strong vocabulary and understanding of language while ensuring content knowledge mastery can seem daunting. How do you engage students in rigorous Mandarin literacy development? How do you maximize production in your classroom? Teachers from VIF International Education’s Splash Mandarin immersion programs in North Carolina will share the literacy model used for daily word study and guided reading and writing, as well as their strategies for maximizing simultaneous participation. Through practice of hands-on literacy activities used in these classrooms participants will take away literacy games and strategies to use immediately with their students. Participants will learn how to use a curriculum map and fun, daily literacy rotations for strong academic vocabulary and reading development.
Speaker
Jim Chiang teaches in the Splash Mandarin Immersion Program at New Century International Elementary School (NCIES), a Title I, public school in Fayetteville, North Carolina.
Vicky Kim is a HUGE advocate for innovative, inclusive and effective learning, which is why she loves dual language immersion education. As a Director at VIF International Education, a North Carolina based organization, Vicky has worked closely with districts, schools, teachers and parents to implement and develop over 50 Splash dual language programs. Before joining VIF, Vicky taught K-8 ESL and developed family literacy programs for dual language communities.
Pei-Ying Wu is a doctoral student of Early Childhood, Special Education, and Literacy at the University of North Carolina at Chapel Hill. She received her Master’s Degree in Teaching, Learning, and Curriculum from the University of Pennsylvania and had years of cross-national and cross-age teaching experiences. She is currently writing her dissertation on cultural models of teaching in contexts of heightened globalization. Over the last two years, Pei-Ying has worked closely with Mandarin Immersion Program teachers in North Carolina public schools to provide instructional support.
7 Inspiring Classroom Activities Using Realistic MathematicsRatih Apsari
This document summarizes 7 classroom activities using realistic mathematics contexts:
1) Estimation problems set in a supermarket context
2) Using traditional Indonesian games like gundu to teach length measurement
3) Using butterfly wings to develop number sense in early learners
4) Structured candy to teach counting and recognizing number patterns
5) A school building context and 3D models to develop spatial skills
6) An empty number line to teach addition and subtraction
7) 'Lapis' cake problems to teach fractions using strategies like folding paper or rubber bands.
The document outlines three lesson plans for a 5th grade math class. The first lesson has students adding decimals by planning a menu within a budget. The second has students estimating costs and time to save for items from ads. The third has students practicing ordering numbers by arranging index cards with phone numbers and birthdates.
This 5-day lesson plan teaches students about mean, median, and mode. On day 1, students are introduced to the key terms and do an activity to calculate them. Day 2 reviews the terms through songs and examples. Day 3 has students practice the concepts on educational websites. Day 4 is a card game where students find the mean, median, and mode of their hands. Day 5 consolidates learning through a book and quiz. The plan incorporates math, music, technology, games and assessments to engage multiple intelligences.
The document provides descriptions of 12 games that can be used in an English language classroom with young learners. The games aim to develop a variety of English skills such as vocabulary, grammar, listening, and speaking. They include games like "Against the Clock" which reviews vocabulary through timed description, "Alpha Toss" which combines letter sounds to form words, and "Close Your Eyes!" which practices describing physical appearance through questions. Set up, materials, level, time, and aim are outlined for each game.
1. The document provides instructions for effective vocabulary teaching methods, including choosing age-appropriate words related to students' curriculum, using games and rewards to motivate students, modeling proper word use, creating a word wall, and periodically reviewing words.
2. It then describes several vocabulary games and activities, such as having students stand up when their assigned word is called, pointing to pictured words, arranging flashcards in order, bringing flashcards to the teacher, and following a path on a grid. The goal is to make vocabulary learning fun and engaging for students.
3. Examples include number or letter lists, snakes and ladders, Othello/Reversi, and card games where students cannot take the last card or must
The Carousel strategy is used to share information or ideas with a group. Students are divided into groups that rotate between papers posted around the room, each containing a topic or question. At each stop, groups add their comments or answers before moving to the next paper. This allows all groups to contribute to every topic.
This document provides the lesson plan for a 1-hour introduction to number names from 1 to 6 for a Class 1 Beta lesson. The objectives are for pupils to identify and pronounce the numbers correctly. Teaching aids include number cards, a clock, CD, tissue paper, and money. The lesson involves pupils listening to the numbers on a CD, repeating the names, arranging number cards in order, tracing numbers with their finger, and doing worksheets circling and matching numbers. The goal is for pupils to learn the number names and be able to identify and say them correctly.
Mandarin immersion teachers have a big job, especially in the early grades. Building strong vocabulary and understanding of language while ensuring content knowledge mastery can seem daunting. How do you engage students in rigorous Mandarin literacy development? How do you maximize production in your classroom? Teachers from VIF International Education’s Splash Mandarin immersion programs in North Carolina will share the literacy model used for daily word study and guided reading and writing, as well as their strategies for maximizing simultaneous participation. Through practice of hands-on literacy activities used in these classrooms participants will take away literacy games and strategies to use immediately with their students. Participants will learn how to use a curriculum map and fun, daily literacy rotations for strong academic vocabulary and reading development.
Speaker
Jim Chiang teaches in the Splash Mandarin Immersion Program at New Century International Elementary School (NCIES), a Title I, public school in Fayetteville, North Carolina.
Vicky Kim is a HUGE advocate for innovative, inclusive and effective learning, which is why she loves dual language immersion education. As a Director at VIF International Education, a North Carolina based organization, Vicky has worked closely with districts, schools, teachers and parents to implement and develop over 50 Splash dual language programs. Before joining VIF, Vicky taught K-8 ESL and developed family literacy programs for dual language communities.
Pei-Ying Wu is a doctoral student of Early Childhood, Special Education, and Literacy at the University of North Carolina at Chapel Hill. She received her Master’s Degree in Teaching, Learning, and Curriculum from the University of Pennsylvania and had years of cross-national and cross-age teaching experiences. She is currently writing her dissertation on cultural models of teaching in contexts of heightened globalization. Over the last two years, Pei-Ying has worked closely with Mandarin Immersion Program teachers in North Carolina public schools to provide instructional support.
7 Inspiring Classroom Activities Using Realistic MathematicsRatih Apsari
This document summarizes 7 classroom activities using realistic mathematics contexts:
1) Estimation problems set in a supermarket context
2) Using traditional Indonesian games like gundu to teach length measurement
3) Using butterfly wings to develop number sense in early learners
4) Structured candy to teach counting and recognizing number patterns
5) A school building context and 3D models to develop spatial skills
6) An empty number line to teach addition and subtraction
7) 'Lapis' cake problems to teach fractions using strategies like folding paper or rubber bands.
The document outlines three lesson plans for a 5th grade math class. The first lesson has students adding decimals by planning a menu within a budget. The second has students estimating costs and time to save for items from ads. The third has students practicing ordering numbers by arranging index cards with phone numbers and birthdates.
This lesson plan introduces first grade students to math mountains as a way to find unknown partners in addition equations. The lesson will have students:
1. Learn that math mountains show the total and two partners, and that switching partners does not change the total.
2. Practice finding missing totals and partners in math mountains by counting on with circles or fingers.
3. Play a game called "Addition Detective" in groups to further practice these skills.
4. Take the game home to teach their families and continue practicing unknown partners.
This document provides a variety of game ideas that teachers can use in the classroom to engage students and reinforce learning. It begins with an introduction to educational games and the benefits of using games. It then describes 16 specific games that can be adapted for different subjects, including content-related games like Battleship for vocabulary practice and guessing games like Who is He/She? for identifying people. The games are meant to be interactive, help students work together, and make learning an enjoyable experience while still focusing on academic content.
How do we engage students, respond to the knowledge proliferation climate, and cross boundaries impeding theory-research-practice integration? Language games. Wittgenstein’s metaphor, will be developed as a framework for teaching theory application and modeling multi-theory fluency and literacy. A variety language games will be introduced and played.
The document provides several cooperative learning strategies and structures to promote accountability:
1) The Three Step Interview strategy involves students interviewing partners by asking clarifying questions, then reversing roles to be interviewed. Finally, students share their partner's responses with the team.
2) Keeping students accountable can involve randomly calling on students to answer questions after a video or activity.
3) Using centers divides the class into small groups that rotate through different activities, projects, or worksheets at different locations around the room.
4) Additional strategies include think-pair-share, writing assignments where students build on each other's work, partner reading between older and younger students, and assigning student roles like checker to ensure accountability
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
The document discusses various cooperative learning structures that can be used in the classroom, including Think Pair Share, Stand-N-Share, Mix Pair Share, and Quiz-Quiz-Trade. It provides examples of how to implement each structure and encourages reflection on how to apply the structures to different topics. The document aims to demonstrate cooperative learning strategies to middle and high school teachers to increase student engagement and achievement.
Math journals can help students better understand math concepts. Writing about problems allows students to examine and express their reasoning. Teachers can use journals to evaluate student progress and identify strengths and needs. Journals are useful for problem solving, reflecting on processes, and discussing activities with the class. Teachers should respond to journal entries by focusing on the math and showing interest in student thinking.
1) The document introduces equations and equality through a series of activities exploring the meaning of the equal sign and how to balance equations.
2) Key concepts covered include understanding that both sides of an equation must be equal, using inverse operations to find unknown values, and representing equations using virtual balances.
3) The activities scaffold students' understanding by having them first explore equality in different contexts, then apply operations to balances both virtually and with physical manipulatives, before solving for unknown values in equations.
This document discusses strategies for effective brain-based learning and assessment. It explains that the brain has three main parts - the neocortex, limbic system, and reptilian complex - and learning is most effective when it engages both the logical neocortex and emotional limbic system. The teacher's role is to create learning experiences that elicit an emotional response. Some suggested activities include questioning techniques, competitions, debates, and self-assessments to engage students and provide feedback. The goal is frequent, formative assessment to identify gaps and misconceptions.
The document describes several strategies that teachers can use before reading to help students activate background knowledge and build interest in an upcoming text. These include graphic organizers like KWL charts, anticipation guides, jigsaws, and activities using key vocabulary words like possible sentences, questions, and word splashes to make predictions. Other strategies are quote analysis, video previews, problematic situations, and previewing text features to develop questions for reading. The purpose is to engage students and give them purpose and context for reading.
This document provides guidance for a lesson on solving linear equations. It includes:
- Mathematical goals of assessing students' ability to form and solve linear equations using factorizing and the distributive law.
- Content standards around using variables, solving word problems, and generating equivalent expressions.
- Suggested activities of having students write equations to match stories, discuss their reasoning, and show the steps to solving equations.
- Encouragement to have students explain their work and thinking at each stage to help identify misconceptions.
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
A Teacher and Tutor Guide to Help the Older Student with Limited Math SkillsCarmen Y. Reyes
This document provides guidance for teachers and tutors working with older students who have limited math skills. It discusses identifying the specific areas of math deficiency, such as recalling facts, computation, or word problems. The summary recommends focusing remediation on teaching strategies over memorization. Alternative techniques are suggested to help students recall math facts through number patterns, number lines, and other visual aids. Timed drills and repeated practice are also recommended to build mastery of basic math skills.
The document describes three team-building activities:
1) Fan-N-Pick is a card game where students take turns asking and answering questions and providing feedback on responses.
2) Jigsaw has students become experts on topics and teach their expertise to their groups.
3) Simultaneous RoundTable involves teams simultaneously generating responses to a prompt, passing their work around to build upon each other's ideas.
Predict-O-Grams are graphic organizers that students use as a pre-reading strategy. Students are given vocabulary words from a text and sort them into categories based on predictions about how the words will be used. This encourages students to think critically about the words based on context clues before reading. Predict-O-Grams can be adapted for different content areas by changing the vocabulary words and categories. They are intended to familiarize students with domain-specific vocabulary and engage them in thinking about the topic before reading.
The document discusses various math manipulatives and activities that can be used in the classroom including color tiles, geoboards, toothpicks, playing cards, dice, and base-ten blocks. It provides examples of opening activities, explanations of why manipulatives are important, and cheap alternative manipulatives. The document also includes transcripts from video recordings of classroom lessons using these manipulatives and discussions of the mathematical concepts being taught.
Culture Class Notes And Reflections Carolinapilibarrera
This document provides strategies for cooperative learning activities that can be used in the classroom. Some of the strategies described include using parking lots for students to write questions, stand up-hand up-pair up for partner activities, give one-get one for sharing ideas in pairs, shoulder partners for discussion, inside-outside circles for student pairing, and fish bowl for small group discussions. Additional strategies include tea party for vocabulary practice, just like me for icebreakers, probable passage for predicting, and two truths-one lie as a warm-up activity. Tables and graphics are also suggested for organizing ideas from readings.
The document describes a student's field study experience where they evaluated their own personal qualities and observed those of teachers. The student conducted a survey of 7 teachers, rating them on 12 personal attributes. They found that resourcefulness, refinement, cooperativeness, and reliability were the strongest attributes among teachers, while intelligence and emotional stability were the weakest. The student reflected on why some teachers are better loved than others and which attributes all teachers should possess. They affirmed that passion for teaching is most important and that as a future teacher they will continue learning from students.
- Indovision is a subscription-based direct broadcast satellite television service provider in Indonesia, currently owned by PT MNC Skyvision Tbk.
- It offers several channel packages starting from 38 to 79 channels, priced between Rp. 149,000 to Rp. 249,000 per month. These packages provide entertainment, news, kids, lifestyle, and sports content.
- Additional a la carte channels can also be subscribed to individually, such as cinema packages, sports packages, kids channels, and HD channels.
- Customer care and sales contact details are provided for subscription assistance via phone, email, and walk-in centers across major cities in Indonesia.
The document describes the creation of multiple database tables to model business entities such as branches, employees, departments, products, accounts, transactions, customers, and more. Primary keys are defined for each table and foreign keys are specified to represent relationships between the tables. Sample data is then inserted into the Branch and Product tables.
Dokumen tersebut membahas tentang norma pelestarian sumber daya alam, jenis-jenis sumber daya alam, manfaatnya, serta prinsip-prinsip kebijakan ekologi dan upaya pelestariannya. Sumber daya alam dapat dikelompokkan menjadi sumber daya hayati, nonhayati, dan bahan bakar. Manusia perlu memanfaatkannya secara berkelanjutan dengan memperhatikan kelestarian untuk masa depan serta me
This lesson plan introduces first grade students to math mountains as a way to find unknown partners in addition equations. The lesson will have students:
1. Learn that math mountains show the total and two partners, and that switching partners does not change the total.
2. Practice finding missing totals and partners in math mountains by counting on with circles or fingers.
3. Play a game called "Addition Detective" in groups to further practice these skills.
4. Take the game home to teach their families and continue practicing unknown partners.
This document provides a variety of game ideas that teachers can use in the classroom to engage students and reinforce learning. It begins with an introduction to educational games and the benefits of using games. It then describes 16 specific games that can be adapted for different subjects, including content-related games like Battleship for vocabulary practice and guessing games like Who is He/She? for identifying people. The games are meant to be interactive, help students work together, and make learning an enjoyable experience while still focusing on academic content.
How do we engage students, respond to the knowledge proliferation climate, and cross boundaries impeding theory-research-practice integration? Language games. Wittgenstein’s metaphor, will be developed as a framework for teaching theory application and modeling multi-theory fluency and literacy. A variety language games will be introduced and played.
The document provides several cooperative learning strategies and structures to promote accountability:
1) The Three Step Interview strategy involves students interviewing partners by asking clarifying questions, then reversing roles to be interviewed. Finally, students share their partner's responses with the team.
2) Keeping students accountable can involve randomly calling on students to answer questions after a video or activity.
3) Using centers divides the class into small groups that rotate through different activities, projects, or worksheets at different locations around the room.
4) Additional strategies include think-pair-share, writing assignments where students build on each other's work, partner reading between older and younger students, and assigning student roles like checker to ensure accountability
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
The document discusses various cooperative learning structures that can be used in the classroom, including Think Pair Share, Stand-N-Share, Mix Pair Share, and Quiz-Quiz-Trade. It provides examples of how to implement each structure and encourages reflection on how to apply the structures to different topics. The document aims to demonstrate cooperative learning strategies to middle and high school teachers to increase student engagement and achievement.
Math journals can help students better understand math concepts. Writing about problems allows students to examine and express their reasoning. Teachers can use journals to evaluate student progress and identify strengths and needs. Journals are useful for problem solving, reflecting on processes, and discussing activities with the class. Teachers should respond to journal entries by focusing on the math and showing interest in student thinking.
1) The document introduces equations and equality through a series of activities exploring the meaning of the equal sign and how to balance equations.
2) Key concepts covered include understanding that both sides of an equation must be equal, using inverse operations to find unknown values, and representing equations using virtual balances.
3) The activities scaffold students' understanding by having them first explore equality in different contexts, then apply operations to balances both virtually and with physical manipulatives, before solving for unknown values in equations.
This document discusses strategies for effective brain-based learning and assessment. It explains that the brain has three main parts - the neocortex, limbic system, and reptilian complex - and learning is most effective when it engages both the logical neocortex and emotional limbic system. The teacher's role is to create learning experiences that elicit an emotional response. Some suggested activities include questioning techniques, competitions, debates, and self-assessments to engage students and provide feedback. The goal is frequent, formative assessment to identify gaps and misconceptions.
The document describes several strategies that teachers can use before reading to help students activate background knowledge and build interest in an upcoming text. These include graphic organizers like KWL charts, anticipation guides, jigsaws, and activities using key vocabulary words like possible sentences, questions, and word splashes to make predictions. Other strategies are quote analysis, video previews, problematic situations, and previewing text features to develop questions for reading. The purpose is to engage students and give them purpose and context for reading.
This document provides guidance for a lesson on solving linear equations. It includes:
- Mathematical goals of assessing students' ability to form and solve linear equations using factorizing and the distributive law.
- Content standards around using variables, solving word problems, and generating equivalent expressions.
- Suggested activities of having students write equations to match stories, discuss their reasoning, and show the steps to solving equations.
- Encouragement to have students explain their work and thinking at each stage to help identify misconceptions.
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
A Teacher and Tutor Guide to Help the Older Student with Limited Math SkillsCarmen Y. Reyes
This document provides guidance for teachers and tutors working with older students who have limited math skills. It discusses identifying the specific areas of math deficiency, such as recalling facts, computation, or word problems. The summary recommends focusing remediation on teaching strategies over memorization. Alternative techniques are suggested to help students recall math facts through number patterns, number lines, and other visual aids. Timed drills and repeated practice are also recommended to build mastery of basic math skills.
The document describes three team-building activities:
1) Fan-N-Pick is a card game where students take turns asking and answering questions and providing feedback on responses.
2) Jigsaw has students become experts on topics and teach their expertise to their groups.
3) Simultaneous RoundTable involves teams simultaneously generating responses to a prompt, passing their work around to build upon each other's ideas.
Predict-O-Grams are graphic organizers that students use as a pre-reading strategy. Students are given vocabulary words from a text and sort them into categories based on predictions about how the words will be used. This encourages students to think critically about the words based on context clues before reading. Predict-O-Grams can be adapted for different content areas by changing the vocabulary words and categories. They are intended to familiarize students with domain-specific vocabulary and engage them in thinking about the topic before reading.
The document discusses various math manipulatives and activities that can be used in the classroom including color tiles, geoboards, toothpicks, playing cards, dice, and base-ten blocks. It provides examples of opening activities, explanations of why manipulatives are important, and cheap alternative manipulatives. The document also includes transcripts from video recordings of classroom lessons using these manipulatives and discussions of the mathematical concepts being taught.
Culture Class Notes And Reflections Carolinapilibarrera
This document provides strategies for cooperative learning activities that can be used in the classroom. Some of the strategies described include using parking lots for students to write questions, stand up-hand up-pair up for partner activities, give one-get one for sharing ideas in pairs, shoulder partners for discussion, inside-outside circles for student pairing, and fish bowl for small group discussions. Additional strategies include tea party for vocabulary practice, just like me for icebreakers, probable passage for predicting, and two truths-one lie as a warm-up activity. Tables and graphics are also suggested for organizing ideas from readings.
The document describes a student's field study experience where they evaluated their own personal qualities and observed those of teachers. The student conducted a survey of 7 teachers, rating them on 12 personal attributes. They found that resourcefulness, refinement, cooperativeness, and reliability were the strongest attributes among teachers, while intelligence and emotional stability were the weakest. The student reflected on why some teachers are better loved than others and which attributes all teachers should possess. They affirmed that passion for teaching is most important and that as a future teacher they will continue learning from students.
- Indovision is a subscription-based direct broadcast satellite television service provider in Indonesia, currently owned by PT MNC Skyvision Tbk.
- It offers several channel packages starting from 38 to 79 channels, priced between Rp. 149,000 to Rp. 249,000 per month. These packages provide entertainment, news, kids, lifestyle, and sports content.
- Additional a la carte channels can also be subscribed to individually, such as cinema packages, sports packages, kids channels, and HD channels.
- Customer care and sales contact details are provided for subscription assistance via phone, email, and walk-in centers across major cities in Indonesia.
The document describes the creation of multiple database tables to model business entities such as branches, employees, departments, products, accounts, transactions, customers, and more. Primary keys are defined for each table and foreign keys are specified to represent relationships between the tables. Sample data is then inserted into the Branch and Product tables.
Dokumen tersebut membahas tentang norma pelestarian sumber daya alam, jenis-jenis sumber daya alam, manfaatnya, serta prinsip-prinsip kebijakan ekologi dan upaya pelestariannya. Sumber daya alam dapat dikelompokkan menjadi sumber daya hayati, nonhayati, dan bahan bakar. Manusia perlu memanfaatkannya secara berkelanjutan dengan memperhatikan kelestarian untuk masa depan serta me
The document describes improvements made to the process for manufacturing the potential therapeutic compound ELN 296571. It summarizes the original multi-step synthesis route and key intermediate compound ELN 361973. The route was optimized to require fewer steps and produce ELN 361973 in higher yields and purity. Later, production of the important intermediate ELN 361973 was outsourced to improve the overall process.
1. Penelitian ini bertujuan untuk mengidentifikasi informasi dasar perairan, menghitung nilai backscattering strength, dan menganalisis hubungan antara kekasaran, kekerasan, dan ukuran partikel dasar perairan dengan menggunakan instrumen hidroakustik.
2. Lokasi penelitian di perairan utara Pulau Bali dan sekitarnya pada September-Oktober 2014 dengan mengambil sampel sedimen dan data akustik menggunakan kapal riset.
3
Kain tenun memiliki peranan penting dalam upacara adat masyarakat Toraja, khususnya upacara pemakaman. Beberapa jenis kain yang digunakan antara lain kain porilonjong, seko mandi, dan ma'a. Kain-kain tersebut digunakan untuk menutupi jenazah atau sebagai hiasan pada upacara pemakaman. Selain itu, kain tenun ikat besar digunakan sebagai tanda tercapainya perdamaian antara golong
The document describes improvements made to the synthesis of ELN 485554, a key intermediate for JNK inhibitors. The initial bromination step required excess bromine and produced side products. The reaction was optimized by using trifluoroacetic acid as the solvent and less bromine. Further improvements to isolation and purification included sublimation. Two regioisomeric products were observed from the Dimroth rearrangement. Overall, the described process optimizations enhanced the yield and purity of ELN 485554.
HDFC Life has numerous corporate social responsibility initiatives focused on education, livelihood development, financial inclusion, health, and the environment. They support various programs that provide vocational training, financial assistance, scholarships, and more to disadvantaged communities across India. Some key projects include rebuilding shelters after the Uttarakhand floods, supporting SOS Children's Villages and Teach for India, and partnering with organizations like Akshaya Patra and Plant a Tree Today Foundation. HDFC Life's initiatives aim to empower individuals and communities while also promoting sustainability.
This document summarizes three papers related to data compression and network security. The first paper studies how improper implementation of data decompression in network services can enable denial-of-service attacks. It identifies 12 categories of flaws and evaluates popular services finding 10 vulnerabilities. The second paper proposes the Bohatei system to improve defense against DDoS attacks using SDN/NFV. It presents a hierarchical decomposition approach and proactive tag-based steering. The third paper examines data compression as a source of security issues, studying past attacks like zip bombs and analyzing pitfalls in design, implementation, specification and configuration of compression in network services.
This document summarizes several major security events that occurred in 2014, including large DDOS attacks against gaming companies and a Hong Kong voting system, as well as the discovery of vulnerabilities and malware. The Hong Kong DDOS attack reached 300 Gbps using reflection techniques like NTP amplification and involved a coordinated attack from botnets, floods, and other vectors. The document also discusses growing security issues involving the Internet of Things, including vulnerabilities found in routers and devices like IP cameras that can enable remote access, as well as malware targeting point-of-sale systems and the potential use of IoT devices in botnets.
Agar bisa [1] mendapatkan informasi tentang kedalaman laut (Bathimetri), [2] struktur dan lingkungan pengendapan sedimen di bawah permukaan dasar laut (seabed), [3] mengidentifikasi informasi abiotik ukuran sedimen (grain size) dan sebarannya maka digunakanlah Sistem BATHY-2010 Chirp Sub Bottom Profile and Bathymetric Echo Sounder terpasang di lambung kapal dan Gravity core . Transduser dari sub-bottom profiler jenis pinger ini terdiri dari elemen piezoelektrik kecil yang memancarkan gelombang pendek, tunggal dan frekuensi tinggi (frekuensi bandwidth yang sempit 3.5 kHz) ketika diaktifkan oleh dorongan listrik.
Data batimetri, data rekaman akustik dan sampel contoh inti sedimen diperoleh dari hasil survey pada tanggal 10-24 Juni 2014 di Perairan Utara Kepulauan Aru menggunakan KR GEOMARIN III Kementerian Energi dan Sumberdaya Mineral, Pusat Penelitian Pengembangan Geologi Kelautan (PPPGL). Secara morfologi daerah penelitian dibagi menjadi dua lokasi, yaitu daerah Dataran pada bagian Timur dan daerah Rendahan sangat dalam pada bagian Barat. Pada bagian Timur morfologi yang terbentuk terdiri dari closure atau punggungan, kisaran kedalaman -1.5 hingga -100 meter dibawah permukaan air laut, sedangkan morfologi pada bagian Barat merupakan morfologi rendahan dengan kedalaman kisaran -101 hingga -3735.5 meter dibawah permukaan air laut (Palung Aru).
Analisis tekstur yang dilakukan terhadap sampel sedimen di lokasi penelitian menunjukan adanya empat tipe sedimen, yaitu kerikilan, pasiran, lanauan dan lempungan. Secara keseluruhan dari empat lokasi pengambilan contoh didominasi oleh lanauan 53.1 %, pasiran 39.3 %, kerikilan 5.7 % dan lempungan 1.95 %. Berdasarkan hasil analisa fraksinasi sedimen pada empat titik pengambilan core, teridentifikasi adanya dua tipe substrat, yaitu lanau pasiran (tiga core), pasiran (satu core). Hasil identifikasi fasies ditemukan dua belas jenis yaitu: Subparallel, Sigmoid, Chaotic Fill, Downlap, Erosional Truncation, Prograded Fill, Divergent, Complex, Hummocky, Wavy parallel Subparallel between parallel, Divergent fill. Fasise dominan yakni Subparallel, Sigmoid, Chaotic Fill sedimentasi pada channel dengan energi yang sangat tinggi. Hasil identifikasi pola refeksi akustik ditemukan pola refleksi discontinuity (tidak adanya keberlanjutan/putus-putus) dan pola continuity (kemenerusan) sinyal akustik pada endapan sedimen. Pola discontinuity menandakan bahwa frekuensi yang diterima endapan rendah, sedangkan continuity menandakan frekuensi yang diterima tinggi.
jika terjadi kesalahan dan kekeliruan dalam penulisan silahkan tinggalkan pesan di email amriuspi@gmail.com.
Semoga Bermanfaat, sekian dan terima kasih
Inside the Matrix,How to Build Transparent Sandbox for Malware AnalysisChong-Kuan Chen
This document discusses building a transparent sandbox for malware analysis using virtual machines (VMs). It describes how malware can detect security utilities running in the same VM environment. The document proposes monitoring malware behavior from outside the VM using virtual machine introspection techniques on emulation-based and virtualization-based VMs. It also discusses using behavior comparison across multiple VM systems to detect malware that checks for virtual machine environments.
Sewing thread is a smooth, hard twisted yarn that undergoes a special finishing process to make it resistant to stresses when passing through needles and during sewing operations. It is spun evenly and used for seaming and stitching fabrics.
Teachers have several options for reviewing vocabulary with students in an engaging way. Some of these include 25,000 Pyramid, where students work in pairs to identify vocabulary words on a pyramid-shaped game board for points; BINGO, where students mark vocabulary words on their board as the teacher calls out definitions; and crossword puzzles using vocabulary terms and clues based on definitions. Other review games mentioned are Memory, where students match terms and definitions; Password, where one student gives one-word clues for their partner to guess the term; and Pictionary, where students draw terms for their team to identify.
Teachers have several options for reviewing vocabulary with students in an engaging way. Some of these include 25,000 Pyramid, where students work in pairs to identify vocabulary words on a pyramid-shaped game board for points; BINGO, where students mark vocabulary words on their board as the teacher calls out definitions; and crossword puzzles using vocabulary terms and clues based on definitions. Other review games mentioned are Memory, where students match terms and definitions; Password, where one student gives one-word clues for their partner to guess the term; and Pictionary, where students draw terms for their team to identify.
Teachers have several options for reviewing vocabulary with students in an engaging way. Some of these include 25,000 Pyramid, where students work in pairs to identify vocabulary words on a pyramid-shaped game board for points; BINGO, where students mark vocabulary words on their board as the teacher calls out definitions; and crossword puzzles using vocabulary terms and clues based on definitions. Other review games mentioned are Memory, where students match terms and definitions; Password, where one student gives one-word clues for their partner to guess the term; and Pictionary, where students draw terms for their team to identify.
The document describes 10 vocabulary games that teachers can use to help students review and reinforce new vocabulary words in an engaging way. The games include Taboo, Memory Challenge, Last One Standing, Pictionary, Bingo, Outburst, Concentration, Scrambled Letters, Questions & Answers, and Categories. Most of the games involve dividing students into teams to compete against each other to recall or identify vocabulary words from a lesson in a timed activity. The games aim to stimulate long-term memory retention of new words through repetition and retrieval practice in a fun, motivating context.
This document provides descriptions of several vocabulary mini-games that can be used to review words in a fun and engaging way. The games require minimal preparation and are designed to be played in short bursts. They include: Simple List, where teams list as many words as they can remember; Conversation Competition, where students use vocabulary words in a conversation with a partner; Erase a Word, where teams take turns erasing words from the board; and Vocab Shot, where answering questions correctly earns a chance to make a basket. The document suggests ways to modify the games for English language learners and students with special needs.
The document outlines a presentation on effective vocabulary activities and games. It discusses Robert Marzano's 6-step process for teaching new vocabulary terms which includes providing definitions, having students restate in their own words, creating representations, adding to term notebooks, discussing terms, and playing vocabulary games. Several vocabulary games are then described in detail that teachers can use to reinforce lessons, including charades, category creation, word harvest, opposites attract, and more. The objectives are to learn Marzano's process, discuss current teaching methods, practice sample activities, and implement 1-3 new activities in the upcoming school year.
This document provides a list of potential non-subject games and activities that can be used during break times, lunchtimes, or inserted into lessons. It includes suggestions such as using magic tricks, having student show-and-tell sessions, keeping an "assorted activities box" with interesting items, and using various drilling techniques like catchball drilling. Additionally, it outlines many review games that can be played on the whiteboard like blackboard races and relays to reinforce vocabulary and concepts from lessons.
Class room activities general reg classKerry Allen
The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.
Buckingham Uni PGCE Feb 2017 Purposeful gamesSteve Smith
This document provides descriptions of several language games that can be used in the classroom to help students practice vocabulary, grammar structures, listening skills and more in an engaging and motivating way. Some of the games summarized include Battleships with a twist where students practice verb conjugations, Mental Maths Bingo where students solve math problems to find numbers on their bingo card, and Silly Story-Writing where students collaborate to write a silly story incorporating random words in the target language. The games aim to make language practice more fun while still achieving learning goals.
The document discusses using games to review grammar in an ESL classroom. It provides examples of 7 grammar games: 1) Would You Rather, 2) Blackboard Race, 3) Conjugation Pyramid, 4) Tic-Tac-Toe, 5) Shootin' Hoops, 6) Hot Potato, and 7) Word Chain. These games aim to make grammar review fun and engaging for students while still practicing key grammar skills like verb conjugation and conditionals. The document also provides additional game ideas like Shoot for Points, Board Games, and Snakes and Ladders adapted for grammar review. Overall, the document advocates for using games as an interactive way to reinforce grammar lessons in a more enjoyable format for students.
This document outlines a math game for 3rd grade students. It has the following objectives: for students to practice answering math questions, reviewing math problems, and preparing for exams. The game involves dividing students into teams, taking turns answering multiple choice math questions projected on a PowerPoint for points. If answered correctly, the team earns points tracked by a scorekeeper. The winning team receives a prize. The game aims to help students learn math concepts across subjects like language arts, art, science, and history.
Activities and games for warming up studentsBrandon Torres
The document lists 37 warm up activities that can be used by Globalcom's teachers, including:
1) Acrostic and word games to build vocabulary.
2) Memory, guessing, and sequencing games to engage students mentally.
3) Relay races and games involving movement to energize students physically.
The games can be played individually or in small groups to make class more interactive and fun. A variety of materials like boards, papers, and balls are required to play the games.
This document provides a list of 46 classroom activities for gifted and talented pupils, along with brief descriptions of some of the activities. The activities are aimed at challenging gifted students and can also be adapted for lower ability students. The document encourages differentiating instruction for students of varying abilities. It also notes that while the activities target gifted learners, they can still be effective for lower ability students with slight modifications.
The document provides descriptions of 18 differentiated instruction strategies teachers can use in the classroom, including choral response, clothesline, fist of five, and four corners. It also lists exit cards, entrance cards, index card summaries, one minute essays, jigsaws, three minute pauses, idea spinners, and think-pair-share among other strategies. The strategies are designed to engage students, assess understanding, and check for learning in a variety of formats.
Games are activities with goals, rules and rewards that provide formalized expressions of play. They offer social and cognitive experiences and learning. While games are designed to amuse, educational games also have cognitive and social purposes. Examples provided discuss a pronunciation game to practice differentiating between /th/ and /th/ sounds and a reading game using word roots. Guidelines recommend games be related to educational objectives and include discussion to clarify skills learned. Advantages include engagement and team building, while disadvantages can include competition causing distraction or poor design failing to practice intended skills.
This lesson plan is for a 40-minute class for 9-10 year olds on numbers up to 100. It includes a warm-up reviewing previously learned numbers through a song. Students are then split into two groups and participate in two activities - a numbers matrix puzzle and a question game involving math problems - designed to reinforce numbers up to 100 while developing cooperation skills. The goal is for students to identify and use numbers up to 100, follow instructions, and work cooperatively in groups.
YLE Activities in English Teaching and the EducationThuMonSan
This document provides activities for English language learners at different levels to practice vocabulary and language skills. It describes a "Stepping Stones" game where students match pictures to words by stepping on picture cards on the floor. It also includes drawing activities where students draw pictures from their lessons and use them to ask and answer questions, follow commands, or create odd-one-out activities. Suggestions are given for adapting the activities for different ages and skill levels.
This document provides instructions for several vocabulary games that can be played in an English language classroom. It begins with a preface dedicating the book of games to English teachers. Then, 12 games are described in detail, including the skills targeted, level appropriateness, required materials, and instructions. The games provide engaging ways for students to practice vocabulary through activities like tongue twisters, dice games, running dictation, and Pictionary.
The document provides procedures for teaching narrative writing using contextual teaching and learning. It involves a 3-step process:
1. Pre-writing where the teacher asks questions to introduce the topic, shows pictures to spark ideas, and models the generic structure of narratives.
2. Writing where students work in groups to arrange picture sequences, discuss main ideas, and write draft narratives based on the plots.
3. Re-writing where the teacher provides feedback and asks students to improve their writing by revising for errors in grammar, vocabulary, content and form.
This document provides over 50 classroom activities for gifted and talented students, ranging from challenge walls and video clips to verbal games and differentiation strategies. It emphasizes engaging students in higher-level thinking through activities like questioning, debates, and analyzing complex topics. Many activities can be adapted for students of varying abilities. The goal is to provide intellectual stimulation and appropriate challenges for gifted learners.
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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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
1. Games, Contests & Puzzles: Entertaining Ideas for
Educating Students
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General Academic
Teachers can take heart in the good news that students are likely to make meaningful progress toward instructional
goals when they engage in regular drill, practice, and review of academic material. Instructors must also face the bad
news, though, that students often find such activities to be tedious and unmotivating. One powerful strategy that
successful teachers use to lend interest to academic drill, practice, and review is to structure these learning
opportunities so that they contain elements of 'fun.' Like most of us, students are engaged by game-like tasks that are
novel or unexpected, include various rewards, foster a safe level of competition, or promote positive and cooperative
social interactions.
Read on for some ideas on how to adapt common games to promote student learning, to change quiz formats to
make them more enjoyable, and to introduce other classroom activities that educate students in an entertaining
manner. While these strategies may appear to be designed simply to be fun, don't be misled. Each strategy has the
potential to push students to take a more active role in recalling and applying previously taught academic content.
Games Students (Will Want to) Play(adapted from Maguire, 1990)
Magazine Scavenger Hunt.
The teacher creates a list of 10 to 15 items (e.g., places, objects, people) that relate to the academic subject being
reviewed (e.g., a variety of landmarks, commercial products, and popular foods from Texas.) The teacher puts out a
pile of old magazines likely to have pictures of the items being sought. The class is divided into teams of no more
than 5 students. Each team is given a stack of magazines and the teacher-prepared Scavenger Hunt list, and
instructed to find and cut out pictures of as many items from the list as possible within a certain time span (e.g., 20
minutes). At the end of the allotted time, all teams present their pictures to the class. The team who has found the
most items wins.
Password: Academic Edition.
The teacher puts together a list of course-related terms that students should know. (If possible, terms should refer to
persons, concepts, or objects that can be easily described or hinted at using single nouns or adjectives.) Each term is
written onto a small piece of paper and placed into a hat or other container. The class is divided into pairs of students.
2. The teacher rotates around the room, starting with the closest pair. The teacher draws a slip from the container and
hands it to one of the student.
1. The student reads the word on the slip. If the word seems too difficult, the student can say 'pass' and simply
hand the word to the next pair in line.
2. If the student accepts the word, he or she states to the partner a synonym of the word or another term that is
logically related. (Note: The student may utter only a single one-word clue!)
3. The partner then uses the clue to guess what the original term on the slip of paper might be.
4. If the partner correctly guesses the term, the pair earns a point. If the partner incorrectly guesses the term,
the next pair in line is given the word (and starts steps 1-4 over again).
The game ends when all of the terms have given out. The team that has collected the most points at the close of the
game wins.
Review-Question Bingo.
This game is played according to the traditional Bingo rules but adds a crucial requirement: students who get Bingo
can win only if they and the rest of their team is able successfully to answer a series of review questions.
The teacher makes up Bingo cards for the class. A student Bingo 'card' is made by drawing a grid of five
vertical dividing lines and 5 horizontal dividing lines onto a sheet of paper. (The boxes of the grid should be
about an inch square.) In the first horizontal line, the teacher picks 5 numbers randomly from 1-20 and writes
them into the boxes. Moving to the second line, the teacher selects 5 random numbers from 21 to 40 and
writes them in any order into the boxes. The teacher does the same in the third line with random numbers
from 41 to 60, the fourth line with random numbers from 61 to 80, and the fifth line with random numbers
from 81 to 100.
Next, the teacher cuts a sheet of paper into 100 small squares. Squares are numbered 1 to 100 and are
placed in a hat or other container.
The teacher also prepares a list of 10-20 review questions drawn from academic material covered in the
course. (The teacher should prepare enough review questions for several Bingo games.)
# Finally, the teacher decides on what to offer as 'prizes' to winning Bingo teams.
Next, students are divided into groups of 4-5 students. Each student is given markers (e.g., scraps of paper) to mark
off Bingo squares, with additional markers available if needed. The teacher is the caller for the game, drawing
numbered squares from the hat and calling them out. When a number is called, students whose cards contain that
number place a marker on it. The first player who has filled in a vertical, horizontal, or diagonal line with markers calls
out "Bingo!" Now the fun starts! Before the student and their team can claim a prize, they must correctly answer five
review questions read off by the teacher. (It is up to the teacher to decide whether the winning student consults other
team members and gives the answers as the team spokesperson or whether any team member can call out an
answer.) If the team misses a single question, the Bingo game continues. When another "BINGO!" is called, the
winning team must again answer a series of new questions before claiming their prizes.
3. Twenty Questions.
This activity is a variation of the well-known parlor game and works well with small groups or the whole class. The
instructor picks three categories relevant to the academic subject. If, for example, the topic is American history, three
suitable categories might be dates, people, and events. Each student is given a turn to select a topic relevant to their
coursework, which they keep secret. The student starts the questioning off by announcing the category the topic
belongs to (e.g., "I am thinking of an…event.") The group then peppers the student with questions in an attempt to
guess the topic (e.g., "Did the event occur during wartime?") But the student can only answer yes or no to each
question! When members of the group believe that they know the answer, they can call it out an any time ("Is it Pearl
Harbor?"). (Guesses don't count as questions.) Students who make incorrect guesses, though, must drop out for the
rest of the game! The group must use no more than 20 questions to successfully guess the topic in order to win the
game.
Teacher-Led Version: The teacher version of Twenty Questions is run the same as the student-led version, except
that the teacher selects the topic and fields all questions.
Word Lightning.
Prior to the game, the teacher comes up with a list of topics that relate to the academic subject being reviewed. (As a
simple example, a biology teacher reviewing a unit on ecosystems might select the topics "wetlands", "deserts", and
"mountain regions") For each topic, the teacher also selects a letter of the alphabet. (It is best to select letters like "B"
or "E" that are commonly found at the start of words and to avoid letters such as "X" that are uncommon word-starters.)
Students are divided into teams of 4-5. From the prepared list, the teacher gives the first team an academic
topic and its associated letter. The teacher sets a timer and gives the team 1 minute to call out as many words as
they can that start with the given letter and relate to the topic. The teacher keeps count of the total number of words
called out. (The teacher is sole judge of whether a questionable word is allowed to count as 'relating to the topic'.)
The teacher then gives a new topic and letter to the next team and repeats the process. The game continues until all
teams have had at least one turn. All team scores are posted on the blackboard; the highest-scoring team is declared
the winner.
TIP: Add a real flurry of activity to this game by giving teams their topic and letter and allowing them 60 seconds of
preparation to comb through the text book or course notes to find eligible terms just before they begin the timed 1-
minute call-out period. (Note: During the preparation phase, team members cannot talk to each other or write down
terms that they find. They can only commit terms silently to memory!)
Putting a New Spin on Quizzes
Competitive Quiz Teams & Random Prize Points.
4. This idea uses the elements of within-team cooperation, between-team competition, and random assignment of prize
points to motivate students. The teacher, as quizmaster, prepares review questions prior to the quiz. Each question
should be based on instructional information previously covered in class and have a brief, unambiguous answer (e.g.,
"What major European battle brought an end to Napoleon I's attempt to return to power in France?"). Divide the class
into two or more teams. Cycle among the teams as you read off the questions. When a question has been read to the
team, the team has 15 seconds to huddle and decide as a group on an answer. The team spokesperson announces
the answer to the quizmaster and roles a die to determine the amount of the team's random prize points. The
quizmaster then tells the team whether their answer is correct.
If the team gives the correct response, the prize points are added to their score. If the team gives the wrong answer,
(a) the prize points are deducted from their score, and (b) other teams can attempt to answer the same question-but
face the possibility of gaining or losing the same number of prize points.
TIPS: Allow students to choose names for their teams. Assign students to draft quiz questions and answers as s a
review exercise and select the best of them for this activity.
Extra-Credit 'Kickoff' Quizzes.
The instructor creates brief (1-3 item) weekly quizzes for students to complete at the start of class. Students are given
a time limit (e.g., 5-10 minutes) to complete the quiz. Quiz questions should be constructed to require that students
recall recent course content in order to answer them correctly. A key to making these quizzes motivating to students
is to count them as extra credit (e.g., students have the option of replacing a single test grade in the course with their
aggregate kickoff quiz grade, etc.). TIPS: If you have students who need extended time to complete the quiz, assign it
as an optional take-home assignment. Invite students to submit their own quiz questions for you to use. Permit
students to consult their textbook and class notes as needed during the quiz (to encourage them to actually use these
materials!) Allow students to work together in small groups to complete the quiz. Individualize quizzes for those
students in your room with special needs by including additional supports (e.g., excerpts from text, additional clues or
hints) to ensure a high probability of success.
Quizzes Developed by Student Teams.
Teachers can tap the cooperative and competitive spirit of students at the same time with this activity. (The most
valuable review of instruction occurs as students prepare quiz questions for their classmates!) To prepare, the
teacher first creates a general template for students to follow in preparing a class quiz. (E.g., the quiz must always
contain 5 multiple-choice items and one essay question.) The class is divided into groups of 4-5 students. Each group
is assigned a section of the material covered in the course and directed to prepare a short quiz and answer-key
based on that material. (Groups should of course consult their notes and course text to create the quiz.) When the
student quizzes are ready, the teacher looks them over to be sure that items are 'tough but fair' and that answers are
correct.
5. Next, groups are paired off. Students in Group 1 in each pair take Group 2's quiz, and vice versa. Students then
grade the quiz they took using the supplied answer key. The teacher permits students who do well on the quiz to
count it as extra credit or toward an 'effort' or class participation grade.
TIPS: Because this activity may take more than one session to complete, teachers will probably want to reserve it to
prepare students for key examinations (e.g., midterms, finals). Collect the best items from each quiz to include in later
student tests or as review questions.
Spicing Up Review: Other Ideas
Classtime Commercials: A Learning Break.
To tap the interest of media-savvy students, the teacher can assign pairs or teams of them to create a 1-3-minute
'commercial' that reviews key instructional content. (Teachers will get probably get the best results in this activity if
they frame the assignment as a specific goal: e.g., "Barry and Susan, your job is to create a TV or radio commercial
that shows the viewer or listener the steps to follow when completing a 2-digit by 2-digit multiplication problem.")
Students should be encouraged to be as creative as their imaginations and available resources permit. (For instance,
students asked to create a commercial about how to compute multiplication problems might decide to convert the
steps of the math operation into a catchy jingle and put it to original music.) Each team then has an opportunity to
present their 'commercials' to the class.
TIPS: Invite other classrooms to attend the premiere performance of your student 'classtime commercials'. Or
volunteer your students present their commercials in other rooms. Encourage students to videotape or audiotape the
best of their commercials and archive them to use in future situations with students who need to review a particular
academic topic.
Learning Fair.
Students are divided into groups. Each group is given an academic topic, concept, or operation and instructed to
work together to construct a brief (e.g., 5-minute) interesting, interactive lesson to teach it. Groups are encouraged to
draw diagrams or use other visual aids as appropriate to illustrate key point(s) of the lesson and to create group
activities to demonstrate that their 'students' have mastered the lesson content. Then the classroom or other school
space is converted into a 'learning fair'. Each group is allocated a table and wall space to set up their lesson. The
class moves from one learning station to another, participating in the short lessons and asking questions. TIP: If
students from other classrooms would benefit from your class's learning fair, you may want to set it up in a convenient
common space (e.g., gymnasium) and invite teachers to bring their students in to take part.
Mystery Stories.
6. Students love mysteries. Teachers can take advantage of this interest by creating short 'detective-story'-like
narratives that pose a puzzle. To find the solution, students must recall important facts, concepts, and ideas covered
in the course. Here is a sample 'mystery story that could be used in a geography course:
Story: A captain is sailing her freighter in the Pacific Ocean. Ten hours later, she is in the Atlantic Ocean. In getting
from the Pacific to the Atlantic, the boat was lifted 26 meters above sea level. During the entire trip, the boat never left
the water. How was this trip accomplished?
Answer: The boat traveled through the Panama Canal (which lifts boats 26 vertical meters to the level of Lake Gatun-the
Canal's interior waterway-- and back down again).
TIP: Also use mystery stories when introducing a topic to build student interest and activate prior student knowledge
about the topic.
Stump the Teacher.
Instructors who feel confident of their mastery of an academic subject area can offer to take on all challengers. The
teacher invites students to come up with difficult questions (and matching answers) about a specific topic being
studied. (It is up to the teacher whether students are allowed to base questions only on material drawn from the text
book, or whether they can also venture into other assigned readings, or-if the teacher is really daring--any outside
source for their items.) On regularly scheduled occasions, time is set aside in the classroom schedule for interested
students to read off their questions. The teacher attempts to answer each question off the top of her or his head. If
the teacher answers the question correctly, she or he gets bragging rights; if the student stumps the teacher, though,
he or she wins points or some other reward or incentive (e.g., a 'Get Out of 1 Homework Assignment Free' pass). If
there is disagreement between teacher and student over the correct answer, a peer (student) group can be deputized
on the spot to resolve the dispute (but they have to give a rationale for their decision!)
NOTE: Students should be given common-sense, fair guidelines that they must follow when playing this game: e.g.,
student questions should have answers that are brief (e.g., can be answered in a single short sentence), based on
fact rather than opinion, and do not depend on puns, riddles, or wordplay.
Tour Guide.
In this assignment, students prepare and present an entertaining 'travelogue' that will help the class to experience a
region as if they were tourists traveling through that locale. It can make potentially dull subjects vivid and interesting!
Students are divided into groups. Each group is given a country or geographical region to research on the Internet.
The presenters can spice up their travelogue with maps, sound files, excerpts from explorers' journals, or digital
photos. They may wish to describe road conditions, foods eaten in the region, brief historical highlights, major cities--
any information that will paint a three dimensional portrait of the area.
TIP: This assignment can be adapted to a range of subjects, including history ("Let's take a trip to Rome in the first
century A.D."), literature ("We are going to embark on a tour of the theater district in Elizabethan London!") and even
7. science ("As our spaceship of tourists approaches the edge of the solar system, the ship's radar begins to pick up the
faint signals of ancient comets floating like sooty snowballs in the Oort Cloud.")