How i learn final reflection
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Benedict reflects on his learning profile, noting his strength in logical thinking and weakness in visual-spatial skills. He identifies strategies that helped or hindered his learning in both areas. For math, checking work for errors did not help but looking for patterns did. For drawing, researching facial features worked best while drawing lines heavily made erasing difficult. Overall, he believes he improved in both areas through targeted practice. Benedict also learned how to solve coin puzzles and discovered an ability to draw that surprised him. He plans to continue practicing math and drawing going forward.
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How i learn final reflection
The student reflects on their learning profile, noting their strength in logical intelligence and weakness in musical intelligence. For math, their best strategies were estimating, trying, and checking, which improved their estimating skills. For music, keeping trying helped them remember finger placements and made playing easier, improving their recorder skills and note reading. Overall, the student learned they can improve their intelligence and skills through continued practice, and plans to further develop their math and musical abilities.
Final reflection
The student summarizes their learning profile, noting a strength in visual spatial intelligence from winning a drawing competition, and a weakness in bodily kinesthetic intelligence from not playing sports. They reflect on strategies that worked and didn't work for improving their drawing skills and flexibility, and how they can continue practicing these areas to get better.
Tackling exams
The document provides tips for tackling exams. It advises the reader to spend at least 30 minutes revising each day in the week before the exam. It also recommends getting plenty of rest the night before and eating healthily. During the exam, the document says to stay calm, work quickly but carefully, and check over answers before finishing. Different revision techniques are also suggested, such as taking notes, testing yourself, repeating points, and working with friends.
How i learn final reflection
The student reflects on their learning profile, noting their strength is logical intelligence as they enjoy math problems, while their weakness is bodily kinesthetic intelligence as they are not good at sports. For their strength, looking at other math problems and puzzles helped them improve, while trying to think alone did not work. For their weakness, jumping and shooting a basketball in different ways helped, while not jumping did not. Overall, they feel they improved in both areas. They learned that using strategies is key to improving and all intelligences are important.
Nine Dots
The document presents a puzzle asking the reader to connect 9 points using only 4 lines without lifting their pen or doubling back on any lines. It then shares the solution of 1-2-3-4 and encourages the reader to reflect on how they approached solving the puzzle and any limitations they may have imposed on themselves. It suggests looking beyond current definitions and boundaries to find alternative perspectives and solutions.
Tri 2 routine update math
This document provides classroom expectations and procedures for students in math class. It outlines expectations for being prepared, responsible, and respectful. It discusses procedures for bell work, homework quizzes, assessments, studying tips, learning goals, and setting a New Year's math resolution. The overall purpose is to communicate the routines and behaviors needed to be successful in math class.
How to succeed in redesign (emporium)
The document provides tips for succeeding in an emporium-style math course. It emphasizes that students must actively participate by doing practice problems, rather than just watching lectures. The instructor's role is to act as a trainer and tutor to help students through difficulties. Students are encouraged to take notes, work with peers, learn from mistakes, persevere through practice problems, and not procrastinate on assignments in order to succeed. The instructor is available for extra help outside of class times.
How to Study Math copy
Get familiar with upcoming topics by reading ahead in the textbook. Attend all classes and take careful notes, then recopy your notes neatly to review and correct. When studying, re-read notes and textbook, then practice examples by covering solutions and working problems yourself without help. Be neat, show all work, and review your work to check for errors. Study examples and practice problems to prepare for exams that will have similar questions.
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How i learn final reflection
The student reflects on their learning profile, noting their strength in logical intelligence and weakness in musical intelligence. For math, their best strategies were estimating, trying, and checking, which improved their estimating skills. For music, keeping trying helped them remember finger placements and made playing easier, improving their recorder skills and note reading. Overall, the student learned they can improve their intelligence and skills through continued practice, and plans to further develop their math and musical abilities.
Final reflection
The student summarizes their learning profile, noting a strength in visual spatial intelligence from winning a drawing competition, and a weakness in bodily kinesthetic intelligence from not playing sports. They reflect on strategies that worked and didn't work for improving their drawing skills and flexibility, and how they can continue practicing these areas to get better.
Tackling exams
The document provides tips for tackling exams. It advises the reader to spend at least 30 minutes revising each day in the week before the exam. It also recommends getting plenty of rest the night before and eating healthily. During the exam, the document says to stay calm, work quickly but carefully, and check over answers before finishing. Different revision techniques are also suggested, such as taking notes, testing yourself, repeating points, and working with friends.
How i learn final reflection
The student reflects on their learning profile, noting their strength is logical intelligence as they enjoy math problems, while their weakness is bodily kinesthetic intelligence as they are not good at sports. For their strength, looking at other math problems and puzzles helped them improve, while trying to think alone did not work. For their weakness, jumping and shooting a basketball in different ways helped, while not jumping did not. Overall, they feel they improved in both areas. They learned that using strategies is key to improving and all intelligences are important.
Nine Dots
The document presents a puzzle asking the reader to connect 9 points using only 4 lines without lifting their pen or doubling back on any lines. It then shares the solution of 1-2-3-4 and encourages the reader to reflect on how they approached solving the puzzle and any limitations they may have imposed on themselves. It suggests looking beyond current definitions and boundaries to find alternative perspectives and solutions.
Tri 2 routine update math
This document provides classroom expectations and procedures for students in math class. It outlines expectations for being prepared, responsible, and respectful. It discusses procedures for bell work, homework quizzes, assessments, studying tips, learning goals, and setting a New Year's math resolution. The overall purpose is to communicate the routines and behaviors needed to be successful in math class.
How to succeed in redesign (emporium)
The document provides tips for succeeding in an emporium-style math course. It emphasizes that students must actively participate by doing practice problems, rather than just watching lectures. The instructor's role is to act as a trainer and tutor to help students through difficulties. Students are encouraged to take notes, work with peers, learn from mistakes, persevere through practice problems, and not procrastinate on assignments in order to succeed. The instructor is available for extra help outside of class times.
How to Study Math copy
Get familiar with upcoming topics by reading ahead in the textbook. Attend all classes and take careful notes, then recopy your notes neatly to review and correct. When studying, re-read notes and textbook, then practice examples by covering solutions and working problems yourself without help. Be neat, show all work, and review your work to check for errors. Study examples and practice problems to prepare for exams that will have similar questions.
SQ5R
SQ5R is a study technique that involves 7 steps: Survey, Question, Read, Respond, Record, Recite, and Review. It is designed to help students learn and retain information from textbooks more effectively. The steps emphasize seeing, hearing, and doing to engage different learning styles. Students first Survey the chapter, then Question what they will learn, Read to answer those questions, Respond out loud, Record the answers, Recite until memorized, and Review by testing their memory of the information without notes. Going through all the steps trains literal thinking skills needed to understand, apply, and remember what was learned from the text.
Inspiration boards
The document discusses three teaching strategies:
1. Inspiration Boards - A wall where students place ideas, images, quotes that inspire writing to spark new ideas from each other.
2. Celebrity Couple Nickname Game - Creating fun nicknames for students by combining first and last names to help teachers learn names.
3. Boomerang Model - Teaching parents to ask students questions that prompt self-problem solving for homework instead of directly providing answers. This empowers students to find their own solutions.
Mindmap
Mind mapping is an analytical process that involves creative thinking. It uses visuals, color, words and connectors to take notes, study for exams, brainstorm ideas, and make connections between ideas. All mind maps include a central image representing the topic, main themes radiating from the center image as branches with key images or words, and a unifying structure with effective use of color. The process involves selecting a topic, brainstorming key ideas by drawing pictures and symbols to represent them and adding text and connectors, continuing to add new ideas radiating out from existing ones, and then reflecting on the completed mind map.
Testing, Testing, What Should You Do?
The document provides strategies for taking standardized tests successfully in 3 or fewer sentences:
1) Prepare the night before by relaxing, getting a good night's sleep, and discussing any concerns with parents or teachers. 2) Start the test with a positive attitude by eating breakfast and thinking about relaxing activities after the test. 3) During the test, carefully read and follow directions, pace yourself to answer all questions, and use strategies like process of elimination and underlining key words.
Analytic Or Synthetic Mind English Text
Are you rather analytic or synthetic ? According to your tendency, you will grasp and use information in very different ways. Test your major trend and find out how you gather and use information.
Your brain and memory
This document discusses how the brain learns and remembers information. It explains that every brain is different and learns in its own way, whether through visual, auditory, kinesthetic means or other styles. It emphasizes the importance of transferring new learning into the style that works best for your brain within 10 minutes, otherwise the information may be forgotten. Some examples given of ways to transfer learning include diagrams, lists, flashcards, stories or songs. The document also notes that introverts and extraverts may have different optimal learning environments and finding out your own learning preferences can help you succeed in high school.
Mind power study techniques
This document provides study tips and techniques for students to improve learning and exam preparation. It discusses maintaining an effective daily routine, revising lessons on a regular basis, caring for physical and mental health, and developing a winning mindset. Specific recommendations include keeping eye contact in class, taking small breaks during study, and revising material 10 minutes after class, daily, weekly, monthly, and twice a year. The document also contains sample exam day routines and questions for students to consider about optimizing their study approach.
Learning Disabilities and Tutoring Strategies
This document provides strategies for tutoring students with learning disabilities. It discusses issues that students with processing disorders or ADHD often have with math, such as difficulties with tasks requiring processing. It notes that students may struggle with the same concepts repeatedly and may become defensive when discussing math. The document also addresses reading comprehension challenges, such as students being unable to read textbooks or comprehend material. It provides strategies for tutors such as using text coding symbols to help students think about text as they read. Bloom's Taxonomy is also mentioned to help create higher-level thinking, though tutors are not expected to use it in sessions. An extra resource packet with tools like vocabulary word maps and A-Z listing is also referenced.
How to answer questions to get good grades
Step by step approach to answering questions to get better grades. Intended for middle school students and beyond. Can apply to high school students.
Tuu's powerpoint
My learning goal is to finish tasks and complete work. To achieve this, I need to focus. My social goal is to step up in leadership and pursue opportunities. For writing, I have been learning narratives and my score is 3A. I enjoy using language features and imagination for stories. For reading, I have been analyzing narrative structure and my reading age is 11.0-11.5. I like expanding my vocabulary and using comprehension strategies. In math, I have been using strategies like jumping on a number line and rounding. I enjoy using different strategies to solve problems. For P.E. I have been learning softball and rugby skills. I like cooperating and helping others.
Preparing for Exams
A lesson for Uxbridge College students as part of an Introduction to University day at Brunel University on 14th November 2012.
How to get through any exam by Maxwell Ranasinghe
1) The document provides tips for preparing for and taking exams without stress or worry. It recommends attending lectures, taking notes, studying regularly, and finding study partners or groups.
2) Leading up to the exam, it suggests preparing by getting materials ready, getting sufficient rest, and arriving early. During the exam, it advises carefully reading and planning answers, budgeting time well, and using examples to support answers.
3) The document stresses the importance of answering all questions, even if briefly, and not leaving early or omitting entire questions. It also recommends using exam time to review and add to answers if possible.
Learning styles questionnaire
This document is a learning styles questionnaire that helps determine if a person is a visual, auditory, or practical learner. It contains 39 yes or no questions about how the person prefers to receive, process, and recall information. After answering all the questions, the person tallies their yes answers in each category and plots the results on a bar chart to identify their primary learning style. The questionnaire is designed to help both the learner and their tutors optimize how information is presented and studied.
How to score above 7
This document provides tips for scoring above 7 on the IELTS exam. It recommends carefully listening for specifics and clues on the listening section. For spelling, it suggests practicing regularly. On the reading section, it advises scanning passages quickly while circling keywords and underlining main ideas. For writing, it outlines producing a 150+ word report in 20 minutes based on a graph without opinions, and writing a subjective essay following the given structure and instructions. The overall document offers strategies for maximizing performance on each part of the IELTS exam.
Becoming current fall_2014
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Time management by Ajay U Pai
The document provides tips for exam preparation and time management during exams. It recommends monitoring your time, adopting tools for time management, developing focused attention, using planning to feel free. It also suggests over-preparing for exams, keeping to an exam plan, carefully reading instructions, double checking work, moving on if stuck on a problem, and learning from any mistakes without depressing post-mortems.
Place workshop (p pt j ream july 2012)
The document provides guidance for preparing to take the PLACE Reading Teacher exam. It recommends reviewing exam resources online, taking a sample test to identify weaknesses, analyzing the exam objectives to find familiar and unfamiliar content, considering common test-taking mistakes, and using good general strategies like relaxation. It also suggests finding a study group to help prepare and support each other.
How to study well
1. Have a dedicated study space with good lighting and no distractions.
2. Understand your learning style and study in a way that complements it, such as using flashcards, highlighting text, or acting out notes.
3. Take short breaks every 20 minutes to allow information to sink in and avoid feeling overwhelmed.
Test taking
The document provides tips for preparing for and taking tests. It recommends reviewing all materials and directions carefully. When taking the test, it suggests starting with easy questions first, skipping ones you're unsure of to return to later, and avoiding negative self-talk. For essay exams, it advises planning your time, answering all questions, and using transitions and precise language in writing the essay. The key is to read all instructions thoroughly and use strategies tailored to the test format.
Becoming current fall_2014
This document provides a plan for students who are not current with their journalism assignments. It instructs students to open their grades and assignment schedule to determine which assignments need to be completed. Students are then told to count the number of missing assignments and divide by the number of days available to get the assignments done. For example, if 8 assignments are missing and there are 4 days, the student needs to complete 2 assignments per day. The document emphasizes communicating with the teacher for help and forming the habit of accessing the course daily.
Final reflection
The student summarizes their learning profile, noting a strength in visual spatial intelligence from winning a drawing competition, and a weakness in bodily kinesthetic intelligence from not playing sports. They reflect on strategies that worked and didn't work for improving their drawing skills and flexibility, and how they can continue practicing these areas to get better. The most interesting things learned were how to use shapes in drawing and that they are good at many things and can improve.
How i learn final reflection
Poonnapa reflects on their learning profile, identifying visual spatial intelligence as a strength in drawing and design, and bodily kinesthetic intelligence as a weakness in catching and kicking. They discuss strategies that worked, like using tissue for shadows, and didn't work, like dark colors, to improve their strengths. For their weakness, jumping and shooting helped, while running didn't. Overall, they felt they improved and learned the most about bodily kinesthetic strategies and their own strengths in visual spatial skills. Moving forward, they will continue finding strategies to improve both strengths and weaknesses.
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SQ5R
SQ5R is a study technique that involves 7 steps: Survey, Question, Read, Respond, Record, Recite, and Review. It is designed to help students learn and retain information from textbooks more effectively. The steps emphasize seeing, hearing, and doing to engage different learning styles. Students first Survey the chapter, then Question what they will learn, Read to answer those questions, Respond out loud, Record the answers, Recite until memorized, and Review by testing their memory of the information without notes. Going through all the steps trains literal thinking skills needed to understand, apply, and remember what was learned from the text.
Inspiration boards
The document discusses three teaching strategies:
1. Inspiration Boards - A wall where students place ideas, images, quotes that inspire writing to spark new ideas from each other.
2. Celebrity Couple Nickname Game - Creating fun nicknames for students by combining first and last names to help teachers learn names.
3. Boomerang Model - Teaching parents to ask students questions that prompt self-problem solving for homework instead of directly providing answers. This empowers students to find their own solutions.
Mindmap
Mind mapping is an analytical process that involves creative thinking. It uses visuals, color, words and connectors to take notes, study for exams, brainstorm ideas, and make connections between ideas. All mind maps include a central image representing the topic, main themes radiating from the center image as branches with key images or words, and a unifying structure with effective use of color. The process involves selecting a topic, brainstorming key ideas by drawing pictures and symbols to represent them and adding text and connectors, continuing to add new ideas radiating out from existing ones, and then reflecting on the completed mind map.
Testing, Testing, What Should You Do?
The document provides strategies for taking standardized tests successfully in 3 or fewer sentences:
1) Prepare the night before by relaxing, getting a good night's sleep, and discussing any concerns with parents or teachers. 2) Start the test with a positive attitude by eating breakfast and thinking about relaxing activities after the test. 3) During the test, carefully read and follow directions, pace yourself to answer all questions, and use strategies like process of elimination and underlining key words.
Analytic Or Synthetic Mind English Text
Are you rather analytic or synthetic ? According to your tendency, you will grasp and use information in very different ways. Test your major trend and find out how you gather and use information.
Your brain and memory
This document discusses how the brain learns and remembers information. It explains that every brain is different and learns in its own way, whether through visual, auditory, kinesthetic means or other styles. It emphasizes the importance of transferring new learning into the style that works best for your brain within 10 minutes, otherwise the information may be forgotten. Some examples given of ways to transfer learning include diagrams, lists, flashcards, stories or songs. The document also notes that introverts and extraverts may have different optimal learning environments and finding out your own learning preferences can help you succeed in high school.
Mind power study techniques
This document provides study tips and techniques for students to improve learning and exam preparation. It discusses maintaining an effective daily routine, revising lessons on a regular basis, caring for physical and mental health, and developing a winning mindset. Specific recommendations include keeping eye contact in class, taking small breaks during study, and revising material 10 minutes after class, daily, weekly, monthly, and twice a year. The document also contains sample exam day routines and questions for students to consider about optimizing their study approach.
Learning Disabilities and Tutoring Strategies
This document provides strategies for tutoring students with learning disabilities. It discusses issues that students with processing disorders or ADHD often have with math, such as difficulties with tasks requiring processing. It notes that students may struggle with the same concepts repeatedly and may become defensive when discussing math. The document also addresses reading comprehension challenges, such as students being unable to read textbooks or comprehend material. It provides strategies for tutors such as using text coding symbols to help students think about text as they read. Bloom's Taxonomy is also mentioned to help create higher-level thinking, though tutors are not expected to use it in sessions. An extra resource packet with tools like vocabulary word maps and A-Z listing is also referenced.
How to answer questions to get good grades
Step by step approach to answering questions to get better grades. Intended for middle school students and beyond. Can apply to high school students.
Tuu's powerpoint
My learning goal is to finish tasks and complete work. To achieve this, I need to focus. My social goal is to step up in leadership and pursue opportunities. For writing, I have been learning narratives and my score is 3A. I enjoy using language features and imagination for stories. For reading, I have been analyzing narrative structure and my reading age is 11.0-11.5. I like expanding my vocabulary and using comprehension strategies. In math, I have been using strategies like jumping on a number line and rounding. I enjoy using different strategies to solve problems. For P.E. I have been learning softball and rugby skills. I like cooperating and helping others.
Preparing for Exams
A lesson for Uxbridge College students as part of an Introduction to University day at Brunel University on 14th November 2012.
How to get through any exam by Maxwell Ranasinghe
1) The document provides tips for preparing for and taking exams without stress or worry. It recommends attending lectures, taking notes, studying regularly, and finding study partners or groups.
2) Leading up to the exam, it suggests preparing by getting materials ready, getting sufficient rest, and arriving early. During the exam, it advises carefully reading and planning answers, budgeting time well, and using examples to support answers.
3) The document stresses the importance of answering all questions, even if briefly, and not leaving early or omitting entire questions. It also recommends using exam time to review and add to answers if possible.
Learning styles questionnaire
This document is a learning styles questionnaire that helps determine if a person is a visual, auditory, or practical learner. It contains 39 yes or no questions about how the person prefers to receive, process, and recall information. After answering all the questions, the person tallies their yes answers in each category and plots the results on a bar chart to identify their primary learning style. The questionnaire is designed to help both the learner and their tutors optimize how information is presented and studied.
How to score above 7
This document provides tips for scoring above 7 on the IELTS exam. It recommends carefully listening for specifics and clues on the listening section. For spelling, it suggests practicing regularly. On the reading section, it advises scanning passages quickly while circling keywords and underlining main ideas. For writing, it outlines producing a 150+ word report in 20 minutes based on a graph without opinions, and writing a subjective essay following the given structure and instructions. The overall document offers strategies for maximizing performance on each part of the IELTS exam.
Becoming current fall_2014
This document provides tips for students who are falling behind on their coursework in journalism. It recommends creating a plan to become current by opening grades, downloading assignments, and calculating how many assignments need to be completed each day. The plan advises students to divide the number of assignments needed by the number of days available. Communicating with the teacher for help is also emphasized. The goal is to form the habit of accessing the course daily to avoid feeling overwhelmed.
Time management by Ajay U Pai
The document provides tips for exam preparation and time management during exams. It recommends monitoring your time, adopting tools for time management, developing focused attention, using planning to feel free. It also suggests over-preparing for exams, keeping to an exam plan, carefully reading instructions, double checking work, moving on if stuck on a problem, and learning from any mistakes without depressing post-mortems.
Place workshop (p pt j ream july 2012)
The document provides guidance for preparing to take the PLACE Reading Teacher exam. It recommends reviewing exam resources online, taking a sample test to identify weaknesses, analyzing the exam objectives to find familiar and unfamiliar content, considering common test-taking mistakes, and using good general strategies like relaxation. It also suggests finding a study group to help prepare and support each other.
How to study well
1. Have a dedicated study space with good lighting and no distractions.
2. Understand your learning style and study in a way that complements it, such as using flashcards, highlighting text, or acting out notes.
3. Take short breaks every 20 minutes to allow information to sink in and avoid feeling overwhelmed.
Test taking
The document provides tips for preparing for and taking tests. It recommends reviewing all materials and directions carefully. When taking the test, it suggests starting with easy questions first, skipping ones you're unsure of to return to later, and avoiding negative self-talk. For essay exams, it advises planning your time, answering all questions, and using transitions and precise language in writing the essay. The key is to read all instructions thoroughly and use strategies tailored to the test format.
Becoming current fall_2014
This document provides a plan for students who are not current with their journalism assignments. It instructs students to open their grades and assignment schedule to determine which assignments need to be completed. Students are then told to count the number of missing assignments and divide by the number of days available to get the assignments done. For example, if 8 assignments are missing and there are 4 days, the student needs to complete 2 assignments per day. The document emphasizes communicating with the teacher for help and forming the habit of accessing the course daily.
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This document outlines George Polya's four-step problem-solving cycle: 1) Understand the problem by clarifying terms, concepts, and requirements; 2) Devise a plan by considering strategies like working backwards or looking for patterns; 3) Carry out the plan by persisting through calculations or experiments; 4) Look back by checking results, evaluating what worked and didn't, and determining if the problem was solved. The document provides examples of applying this cycle in subjects like math, science experiments, and essays. It encourages readers to consider how Polya's approach could work in their own disciplines.
Journal Entries
- The document contains 12 journal entries written by Katherine Delgado responding to prompts from chapters in a book about keys to success. The journal entries describe Katherine's feelings about starting college, managing her time, interacting with others, overcoming challenges, and developing strategies to improve her studying.
- In her journal entries, Katherine reflects on adapting her time management, notetaking skills, and test preparation strategies. She also discusses overcoming shyness by speaking up in class and facing fears of public speaking.
- By completing the journal entries, Katherine feels she has a better understanding of what it takes to succeed in college and is confident in her ability to accomplish her goal of becoming a pediatrician through managing her time well and
Porfolio learning frameworks
Nena Davis is majoring in Associate Degree of Nursing. She lists her top 3 favorite class assignments which helped her learn better study techniques and time management. Her top 3 favorite journals taught her how to manage weaknesses, time, and see her improvements in learning. The module she liked most provided new note taking techniques. Her top 3 lessons were different learning techniques, stress coping, and time management. Through a self-assessment, she saw growth in areas like responsibility, motivation, and believing in herself. Her goal is to earn an associate degree in nursing to help people in her community who cannot afford hospital care.
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Message from your Principal
BISS aims to instill confidence, a love of learning, and critical thinking skills in every student. Teachers inspire creative and active participation through questions, projects, and technology. With intellectual curiosity and problem-solving skills, students will be prepared for a changing future. The school seeks better ways to develop a relevant and engaging curriculum tailored to each child, while also supporting their wellbeing. Parental involvement strengthens the community and allows for discussion of each child's progress.
Finite resources reflection
The document discusses finite resources and the importance of conserving them. It provides examples of finite resources like wood, water, coal, and oil that can be used up. Alternative energy sources like solar and wind energy are introduced as infinite resources. The document also describes taking action to reduce paper usage at school through audits and recycling efforts. This included creating a music video to promote conservation.
Finite resources reflection.A >_<
This document summarizes a student's learning about finite resources through various projects. It discusses that finite resources like fossil fuels will run out and how alternative energy sources can help. Through a home energy audit, the student discovered ways to conserve electricity by turning off lights when rooms are empty. At school, recycling bins were added after discovering a lack of recycling. The student then led a campaign to promote paper recycling by making bins and giving a speech. They also enjoyed making a music video with lyrics about recycling to educate others.
Finite resources reflection
(1) The document discusses finite resources and provides examples of finite resources like coal, oil, and gas. It notes that these resources will run out and should be conserved to reduce pollution and protect wildlife habitats. (2) It describes a school campaign to promote recycling by making recycling bins for each classroom and educating students about the importance of recycling paper to save trees and the environment. (3) The author enjoyed making an environmental music video to encourage recycling and saving the earth but notes it was difficult to collect recycled paper without it falling on the ground.
Finite resources reflection
This document summarizes a student's reflections on learning about finite resources and taking action to promote conservation. The student learned that finite resources like fossil fuels are limited and important to conserve. They discovered ways to save energy at home and set goals to do so. For a school project, the student helped make recycling bins and explained the importance of recycling to kindergarteners. They also enjoyed making an environmental music video that used persuasive language and visual techniques to promote conservation and saving the environment.
Finite resources reflection
This document summarizes a student's reflections on learning about finite resources and taking environmental actions. The student learned that finite resources like fossil fuels will run out, and burning them harms air quality. They conducted a home energy audit and school recycling campaign. For the campaign, they made recycling boxes for classrooms and collected paper daily. The student also enjoyed making an environmental music video with persuasive lyrics about saving the earth. They plan to continue recycling to help the planet.
Finite resources reflection
The student learned that finite resources like coal, oil and gas will eventually run out, and that conserving them can reduce pollution and habitat destruction. They discovered through a home energy audit the importance of turning off lights when rooms are unused. At school, an energy audit found a lack of recycling bins, so the student set a goal to create bins and educate about recycling. For a school project, the student made recycling bins, taught proper use, and collected recycled materials. They enjoyed the creative process but found education challenging. The student also made an environmental music video and learned trees provide air for many people. Overall, the student most enjoyed creating a magazine article for the unit and wants to continue improving their writing.
Finite resources reflection
The document discusses finite resources and conservation efforts. It covers how fossil fuels are finite resources that can run out, so alternative energy sources like solar and wind are important. It also describes a school campaign to install recycling bins and educate students about recycling to reduce waste. The document expresses how reducing paper usage can save energy and resources.
Finite resources reflection
Sarthak learned that finite resources like coal, oil, and wood have limited supplies and producing them causes pollution. It is important to conserve these fossil fuels and use alternative energy sources like solar, wind, and water power. Sarthak discovered through a home energy audit that his house uses a lot of energy, so he set goals to conserve more. At his school, an energy audit found issues like lights left on in empty rooms and some classes lacking recycling bins, so goals were set to address these problems. Sarthak helped lead a school campaign to promote paper recycling by making bins and educating others, though it was difficult explaining their proper use to younger students. He enjoyed making a music video at a green screen to
Finite resources reflection
This document summarizes the key things a student learned during a unit on finite resources:
1) Finite resources like coal, oil, and gas are limited and pollute the environment, so conservation is important. Alternative energy sources include solar, nuclear, and geothermal.
2) A home energy audit found lights were left on unnecessarily, so the student set a goal to turn lights off when rooms are empty.
3) A school recycling campaign was launched by making a bin, teaching proper use, and collecting paper to reduce waste of finite wood resources.
Finite resources reflection
The document discusses finite resources and environmental actions taken by a student. It covers the following key points:
1) Finite resources like fossil fuels are limited and examples include oil, coal, and gas. It is important to conserve these resources and find alternatives like solar and wind due to pollution, habitat destruction, and limited supply.
2) During a home energy audit, the student discovered ways to conserve electricity by switching it off at the wall when not in use.
3) The student led a school recycling campaign by making recycling boxes, talking to classes, collecting paper, and sending it to be recycled. It was difficult but important to explain conservation efforts to other students.
Finite resources reflection
The document discusses finite resources and environmental actions taken by a student. It includes the following:
1) The student learned that finite resources like fossil fuels are limited and will run out, and that using alternatives like solar and wind is important.
2) A home energy audit found ways to conserve electricity by switching it off at the wall when not in use.
3) The student led a school recycling campaign by making boxes, talking to classes, and collecting paper to send to a recycling center.
Finite resources reflection
The document summarizes a student's learning about finite resources and their efforts to promote conservation. It discusses how (1) fossil fuels are finite and polluting, so alternative energy sources are important; (2) a home energy audit found opportunities to conserve energy by turning off lights; and (3) the student undertook a school campaign and music video to teach peers about recycling and conserving trees.
Finite resources reflection
The document summarizes a student's learning about finite resources and their environmental actions. It discusses that fossil fuels like oil, coal, and wood are finite resources that will run out and cause pollution. The student learned coal reserves on Earth will only last 200 more years. Through a home energy audit, the student discovered they take long showers and set a goal to take shorter ones. At school, the student led an effort to give every classroom a recycling bin and teach recycling. They made a music video using green screen to promote recycling and reducing paper use, enjoying the creative aspects. The student found explaining the project to younger students challenging but rewarding.
Finite resources reflection
The document discusses finite resources and conservation efforts. It summarizes that finite resources like trees, coal, and oil have a set amount that could run out. The document then discusses taking actions like creating recycling bins for classrooms and making an environmental music video to encourage reducing, reusing, and recycling paper to conserve resources. It reflects that the experience of making the recycling bins and music video was enjoyable and the student learned the importance of conserving finite resources through these projects.
The finite times
Coal is collected through surface or underground mining methods. Surface mining uses large machines to remove topsoil and rock layers to access coal deposits underneath. Underground mining involves using elevators to access deep tunnels where miners cut coal. Coal forms over hundreds of millions of years from decaying plant matter and is a non-renewable fossil fuel. Communities depend on the coal industry as it provides around 40% of the world's electricity and is used to make many other products. However, burning coal also harms the environment by releasing pollutants like carbon dioxide, sulfur dioxide, and nitrogen dioxide that cause issues like global warming, acid rain, and smog. Better management of the coal industry could involve using pollution control devices and transition
The finite times
Coal is collected through surface or underground mining methods. Surface mining uses large machines to remove topsoil and rock layers to access coal deposits underneath. Underground mining involves using elevators to access deep tunnels where miners cut coal. Coal forms over hundreds of millions of years from decaying plant matter and is a non-renewable fossil fuel. Communities depend on the coal industry as it provides around 40% of the world's electricity and is used to produce many goods, but it also harms the environment by releasing pollutants like carbon dioxide, sulfur dioxide, and nitrogen dioxide which contribute to issues like global warming and acid rain. Better management of the coal industry could involve using pollution control devices and reducing transportation and other resource usage to
The finite times
Wood comes from rainforests where loggers cut down trees using chainsaws or machinery. Lumber is wood from cut trees that is used to build houses, make furniture, and produce paper and pencils. The logging industry can damage forests by clear cutting, which removes all trees and damages animal habitats and the environment. A more sustainable alternative is strip logging, which removes trees in a way that mimics natural forest growth.
The finite times
The document discusses the wood industry and its impacts. It explains that wood comes from rainforests where loggers cut down trees using chainsaws or machines. The wood is then used to build houses, make furniture, and produce paper and pencils. However, logging large numbers of trees can damage rainforests and their ecosystems. Clear cutting whole areas can eliminate food and oxygen sources for animals and cause problems like flooding and global warming by reducing carbon dioxide absorption. A more sustainable alternative is strip logging, which mimics natural forest growth patterns.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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How i learn final reflection
- 1. How I Learn Final Reflection My learning profile: My strength is logical because I am good at Math.My weakness is visual spatial because I am bad at drawing.I know that I can improve as a learner by drawing more or keeping ondoing math questions. My Strength: The strategy that worked best was to look for a pattern.The strategy that didn’t work was checking for errors.Overall, I believe I improved in this area. I know this because by checking your working for errors helps you a lot.Next time, I might change my plan by talking out the problem with a teacher. My Weakness: The strategies that worked best were researching how to draw parts of the face.The strategies that didn’t work were drawing the lines lightly. Overall, I believe I improved in this area. I know this because if you draw the lines heavily, it will be hard to erase.Next time, I might change my plan by drawing the lines lightly and gently. Final Thoughts: The most interesting thing I learned during this unit washow to solve coin puzzles. The most interesting thing I learned about myself was I can draw pretty well as I thought that I couldn’t draw well before my action plan.After this unit, I might continue to do math questions and keep drawing. By Benedict 14 September 2012