Constructed Response using the RAPP methodSusan Scott
Constructed response explained! This presentation is designed to teach and assist students in answering what is called a constructed response question. Explicit instruction is often needed in this area because students are rarely familiar with a systematic way of answering questions, especially higher level, complex tasks. This product is suited to help students learn how to answer short answer and constructed response type questioning.
Through the RAPP method, students will practice:
Restating the question within their answers
Answering the question fully and in complete sentences
Proving their answers, when necessary, through support from the text
Proofreading their work for editing mistakes
Introduction of first of 3 soft skill presentations focused into listening. Naming differences between hearing and listening and quite useful examples of bad listening habits.
Constructed Response using the RAPP methodSusan Scott
Constructed response explained! This presentation is designed to teach and assist students in answering what is called a constructed response question. Explicit instruction is often needed in this area because students are rarely familiar with a systematic way of answering questions, especially higher level, complex tasks. This product is suited to help students learn how to answer short answer and constructed response type questioning.
Through the RAPP method, students will practice:
Restating the question within their answers
Answering the question fully and in complete sentences
Proving their answers, when necessary, through support from the text
Proofreading their work for editing mistakes
Introduction of first of 3 soft skill presentations focused into listening. Naming differences between hearing and listening and quite useful examples of bad listening habits.
Sometimes happens that even after 2-3 times of proofreading, you are finding mistakes again and again, check this presentation with a list of tips for perfect proofreading. https://www.onlineproofreadingservices.net
ELT MOOC by Jason R. Levine on WiziQ.
This is a pronunciation lesson by Fluency MC aka Jason.R.Levine about Shrinking and linking.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
Sometimes happens that even after 2-3 times of proofreading, you are finding mistakes again and again, check this presentation with a list of tips for perfect proofreading. https://www.onlineproofreadingservices.net
ELT MOOC by Jason R. Levine on WiziQ.
This is a pronunciation lesson by Fluency MC aka Jason.R.Levine about Shrinking and linking.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
This "Spin Your Sales Call" deck is a brief and simple explanation of how the SPIN selling method is created. Please review this deck to gain a basic understanding of how sales professionals format their spin questions before their appointments.
SPIN Selling explains the science behind consultative selling, or rather, presenting an offer to a potential client, based systematically on the clients pain-points, using a powerful questioning process.
A job interview is most important meeting/discussion in one’s professional life and succeeding in an interview depends on lot of factors, not necessarily only upon the skill set of the person attending the interview. The aim of this article is to unearth the untold secrets for succeeding in any interview and provide a comprehensive guide on how to answer interview questions.
The Ten Commandments of Questioning in the ClassroomStephen Lockyer
This is an condensed extract from the book, “Hands Up: Questions to ignite thinking in the classroom,” written by Stephen Lockyer and available from Amazon. https://t.co/S0cfyGAT5Y
Preparing for foreign language exams can seem daunting. Take note of these confidence-boosting tips and you’ll be breezing through the role plays and chatting like a native in no time.
How to Be Responsive if…· A student solves it one .docxsalmonpybus
How to Be Responsive if…
·
A student solves it one way and can’t think of any other way:
· Ask if they can draw a picture that shows the answer.
· Ask if they can invent a new way to solve it.
· Show them a method that they haven’t used and ask if they can figure out how it works and why.
·
A student solves the problem multiple ways easily:
· Ask
why they did what they did. Why do their methods work? Be specific about what you want to know.
· See if they can come up with another method that isn’t as easy to find.
· Ask the interviewee how their methods are similar and different. Be as specific as possible.
·
A student solves the problem incorrectly:
· Remain neutral.
· Ask the interviewee
why they did what they did. Why do their methods work?
· See if they can solve it a different way. Compare solutions.
· Say, “I saw someone else solve it like this….and they got 90.” What would you say to that person?
General Strategies for Being Responsive
· Ask, “Why?” Why did they do …(be specific about what you want to know)? How do they know it’s mathematically correct?
· Be patient. Use lots of wait time, and don’t answer your own questions.
· Focus on understanding what they are thinking.
· Ask them to make connections.
· How is this the same as what you did in the first solution?
· How is this different then what you did in the standard algorithm?
· Ask them to generalize their strategy.
· Will it always work to …?
· What if it was … instead?
Solution
Strategies and Chart for Students
Strategy
Example
Probing Questions
Direct Modeling
Equal groups
Array
· How does this represent the problem?
· Could you represent it in a different way?
· 18 groups of 5 instead of 5 groups of 18
Traditional Algorithm
· Why did you put a little 4 on top of the 1?
· Why didn’t you put the little 4 on top of the 8?
· What does the little 4 represent?
Partial Products
· How is the 40 represented in the traditional algorithm?
· Why is it 50 instead of 5?
· How did you know how to line up the 40 and the 50?
· Can you apply this method to 32 x 9?
Box Method
· How did you know where to put the numbers and what to write in the boxes?
· Why did you add 50 and 40?
Distributive Property
a(b+c) = ab + ac
5 x ( 10 + 8)
50 + 40
90
OR
5 x (5 + 5 + 8)
25 + 25 + 40
90
OR
5 x (11 + 7)
55 + 35
90
OR
5 x (20 - 2)
100 - 10
90
· Why did you decide to break 18 into 10 and 8?
· You broke the 18 into 10 and 8. If you broke it up differently, would your method still work?
· Does the distributive property work with subtraction?
Doubling/Halving
5 x 18
Double 5 → 10
Halve 18 → 9
10 x 9 = 90
· Why does this strategy work? What is happening here?
Repeated Addition
18 + 18 + 18 + 18 + 18 = 90
OR
5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 18
· Is adding 18 five times the same as adding 5 eighteen times? Why?
Associative Property
5 x 18
5 x (6 x .
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...SkillCertProExams
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Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
15. •Ask a questioner until you
understand the question
meaning.
質問の内容が分かるまで聞き返そう
•If you can not understand, you
should not be silence.
質問が分からなくても沈黙しないように
16. “Since I did not understand the
question meaning, could you say
that again?”
質問の意味が分からなかったので、もう一度話し
てもらえますか？
“Do you mean to say ···?”
あなたが言いたいことは、つまり・・・ですか？
“I'm not sure if I understood
your question correctly.”
質問の意味がよく分からないのですが。
17. Ready sample answers.
Ask the questioner.
Thank the questioner.
Repeat the question.
Admit if you can't reply.
Note the questions.
20. •To thank the questioner is a
manor.
質問者へ感謝を述べるのがマナー
21. •People who like the question
ask the questions, because
they want to show off their
knowledge; So they will satisfy
that you thank their questions.
質問が好きな人は自分の知識を披露したくて質
問しています；だから立派な質問を感謝します
と認めれば彼らは満足します。
22. Ready sample answers.
Ask the questioner.
Thank the questioner.
Repeat the question.
Admit if you can't reply.
Note the questions.
25. •You will avoid you mistake the
understanding.
誤解を避けられます
•You can organize your thinking.
自分の頭を整理できます
•To repeat has a effect of
question meaning to the all
audiences.
聴衆全員に質問内容を浸透させ理解してもらう
効果があります
26. “Please let me repeat the
question for those who didn't
hear it.”
聞き取れなかった方のために、ご質問を繰り返さ
せていただきます。
27. Ready sample answers.
Ask the questioner.
Thank the questioner.
Repeat the question.
Admit if you can't reply.
Note the questions.
35. •Note if you're a beginner.
初心者はメモしよう
•To remember multiple
questions is difficult; Don't ask
that “Well, your first question
was it what?”
複数の質問を覚えるのは難しい；「えーと、最
初のご質問は何でしたっけ？」などと聞き返さ
ないように
36. •Note the the questioner's
name and organization;
質問者の名前と所属をメモしよう
•A manor is to greet the
questioner after the
presentation.
発表終了後に挨拶するのがマナー
