P. t finale
•
0 likes•305 views
The document provides guidance on creating an effective questioning environment in the classroom. It suggests allowing time for students to think before answering questions, creating an accepting atmosphere by listening to students and not putting them down, and answering questions directly or redirecting them to promote discussion. The document also discusses techniques for forming questions that probe assumptions and relate questions to prior topics to help students answer their own questions.
Report
Share
Report
Share
Recommended
Questioning techniques
Some cultures prefer indirect questioning styles to avoid conflict or embarrassment, using polite, open questions that allow more information to be shared. People from direct cultures tend to ask close, decisive questions to get specific answers, which indirect cultures may see as rude or insensitive. It's important to understand different questioning norms and styles across cultures to have successful exchanges and ask questions appropriately for the cultural context.
How to facilitate a session (co create with patty)
The document outlines 10 steps for facilitating a tutoring session: 1) greet the student and set a welcoming tone, 2) identify the focus of the session, 3) break the task into manageable pieces, 4) identify the thought process, 5) set an agenda, 6) work through the tasks with the student doing most of the work, 7) have the student summarize the content, 8) have the student summarize the underlying thought process, 9) provide feedback and confirmation of understanding, and 10) end on a positive note and thank the student. The goal is to help students learn independently by asking questions and allowing them to work through problems with guidance.
The Ten Commandments of Questioning in the Classroom
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
Questioning
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
Questioning Techniques (Training of Trainers)
The document discusses different types of questions used in teaching including teaching questions which make learners think using prior knowledge, and testing questions which assess previously learned information. It also outlines techniques for asking questions such as directly, overhead, referral, and reversal, as well as how to respond when answers are incorrect, partially correct, or not answered at all.
Sp22 how to facilitate a session
The document outlines 10 steps for facilitating a tutoring session: 1) Greeting and setting the tone, 2) Identifying the task, 3) Breaking the task into parts, 4) Identifying the thought process, 5) Setting the agenda, 6) Working through the tasks, 7) Having the student summarize the content, 8) Having the student summarize the underlying thought process, 9) Providing confirmation and feedback, and 10) Closing the session positively. The goal is to have the student do most of the work while the tutor asks guiding questions, and to help the student build independence in completing tasks on their own. The steps may need to be adapted based on the tutor's specific role.
Drawing the problem out of the student
The document describes several challenging scenarios that tutors may encounter when working with students including: a student who is overwhelmed and unable to identify specific issues after failing an exam; a student who expects the tutor to figure out what help they need without providing details; a disinterested student who only came to the session because their professor told them to; a student who wants to skip foundational material to focus on more advanced topics; a student who blames their professor for not teaching them effectively; and a student who wants the tutor to simply provide answers rather than guide them through problem-solving. The document asks if there are any other concerning scenarios that should be addressed.
Tutor training fa21 policies and procedures
The document provides policies and procedures for tutors at Montgomery County Community College's Tutorial Services for the Fall 2021 semester. It outlines tutors' responsibilities which include knowing how to use the tutoring platform, maintaining confidentiality, attending trainings, and notifying staff of any schedule changes. It also describes what to do in emergency situations, such as sensing an immediate student crisis. The document introduces the different roles within Tutorial Services, including embedded tutors, supplemental instruction assistants, and peer/professional tutors. It lists the administrators and clerks that tutors can contact for assistance.
Recommended
Questioning techniques
Some cultures prefer indirect questioning styles to avoid conflict or embarrassment, using polite, open questions that allow more information to be shared. People from direct cultures tend to ask close, decisive questions to get specific answers, which indirect cultures may see as rude or insensitive. It's important to understand different questioning norms and styles across cultures to have successful exchanges and ask questions appropriately for the cultural context.
How to facilitate a session (co create with patty)
The document outlines 10 steps for facilitating a tutoring session: 1) greet the student and set a welcoming tone, 2) identify the focus of the session, 3) break the task into manageable pieces, 4) identify the thought process, 5) set an agenda, 6) work through the tasks with the student doing most of the work, 7) have the student summarize the content, 8) have the student summarize the underlying thought process, 9) provide feedback and confirmation of understanding, and 10) end on a positive note and thank the student. The goal is to help students learn independently by asking questions and allowing them to work through problems with guidance.
The Ten Commandments of Questioning in the Classroom
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
Questioning
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
Questioning Techniques (Training of Trainers)
The document discusses different types of questions used in teaching including teaching questions which make learners think using prior knowledge, and testing questions which assess previously learned information. It also outlines techniques for asking questions such as directly, overhead, referral, and reversal, as well as how to respond when answers are incorrect, partially correct, or not answered at all.
Sp22 how to facilitate a session
The document outlines 10 steps for facilitating a tutoring session: 1) Greeting and setting the tone, 2) Identifying the task, 3) Breaking the task into parts, 4) Identifying the thought process, 5) Setting the agenda, 6) Working through the tasks, 7) Having the student summarize the content, 8) Having the student summarize the underlying thought process, 9) Providing confirmation and feedback, and 10) Closing the session positively. The goal is to have the student do most of the work while the tutor asks guiding questions, and to help the student build independence in completing tasks on their own. The steps may need to be adapted based on the tutor's specific role.
Drawing the problem out of the student
The document describes several challenging scenarios that tutors may encounter when working with students including: a student who is overwhelmed and unable to identify specific issues after failing an exam; a student who expects the tutor to figure out what help they need without providing details; a disinterested student who only came to the session because their professor told them to; a student who wants to skip foundational material to focus on more advanced topics; a student who blames their professor for not teaching them effectively; and a student who wants the tutor to simply provide answers rather than guide them through problem-solving. The document asks if there are any other concerning scenarios that should be addressed.
Tutor training fa21 policies and procedures
The document provides policies and procedures for tutors at Montgomery County Community College's Tutorial Services for the Fall 2021 semester. It outlines tutors' responsibilities which include knowing how to use the tutoring platform, maintaining confidentiality, attending trainings, and notifying staff of any schedule changes. It also describes what to do in emergency situations, such as sensing an immediate student crisis. The document introduces the different roles within Tutorial Services, including embedded tutors, supplemental instruction assistants, and peer/professional tutors. It lists the administrators and clerks that tutors can contact for assistance.
Test taking-prep
The document provides tips and strategies for preparing for and taking tests to achieve academic success. It recommends making preparations in advance by organizing notes, managing time well, and avoiding cramming. On the day of the test, it suggests eating a healthy breakfast, getting enough sleep, and using various techniques like deep breathing or focusing on the present to manage test anxiety. The document also offers specific strategies for different exam formats, such as outlining or concept mapping notes for long-term studying and starting with easier questions on multiple-choice tests.
Test Anxiety
The document discusses test anxiety, what causes it, who is likely to experience it, and provides strategies students can use to help cope with it such as preparing well in advance, asking for help from teachers or tutors, watching negative thoughts, accepting that everyone makes mistakes, and taking care of yourself by getting enough sleep and eating healthy meals. The goal is to help students manage the normal feelings of nervousness many experience around tests so they do not interfere with their performance.
Best tutoring practices
This document provides an overview of best tutoring practices for new learning assistants. It discusses general tutoring tips, such as establishing rapport, respecting students, using empathy, and maintaining confidentiality. It also covers techniques like Socratic questioning, active listening, and fostering independent learning. Socratic questioning involves asking open-ended questions to determine a student's problem areas, what they know, and help them find the right answer. Active listening requires avoiding distractions, showing empathy, patience, and summarizing. The goal is to create independent learners through active learning techniques where students participate in the learning process rather than passive learning where the tutor explains concepts.
Avoiding Test Anxiety
This document provides information and strategies for dealing with test anxiety. It defines test anxiety as a feeling of fear and frustration caused by feeling threatened during an exam. Test anxiety can have internal causes like fear of embarrassment or failure, or external causes like poor study habits or time management. The document recommends three stages for coping with test anxiety: before the test through preparation and positive thinking; during the test using relaxation techniques; and after the test focusing on the future and getting help if needed. Managing test anxiety involves expecting it, preparing well, using breathing exercises, and knowing anxiety can be controlled.
Peter Harwood and Jo Harwood, What is a good learning environment?
A good learning environment provides students with the right to both teach and learn. It aims to light a fire of learning rather than simply fill students with information. A successful lesson occurs when effective learning takes place. The role of the librarian is to welcome students, engage them early, have high expectations, and end lessons with reflection. The physical library space and use of mutual respect, positive reinforcement, and non-verbal communication can also support effective learning. Questioning students in a way that prompts, supports, and encourages without confrontation is important.
Difficult Teaching Situations
This document summarizes strategies for dealing with common challenges that may arise during teaching sessions:
1) For students who arrive late, it is best to focus on those who were on time. Whether to allow late students to join depends on how late they are and the audience. Registration should clarify start times.
2) To engage undergraduates, use humor, give problems to solve, involve students through questions, and personalize material with passions.
3) For international students struggling with language, clarify terms, provide written materials, use visual tasks, and form mixed groups for support.
4) When someone interrupts to tell you things, let them speak briefly, continue discussion later, or get group feedback
Test Anxiety Workshop
The document provides information and strategies for dealing with test anxiety and improving test-taking skills. It defines test anxiety and its symptoms, and provides tips for managing anxiety such as preparing well in advance, getting proper rest before the exam, thinking positively, and relaxing testing methods such as multiple choice, short answer, and essays. Effective test-taking involves understanding question types, managing time, using strategies like eliminating incorrect answers, and showing work for partial credit.
Test Taking Techniques
This document provides tips for managing test anxiety and improving test-taking skills. It discusses common symptoms of test anxiety and strategies for overcoming anxiety such as proper preparation, time management, relaxation techniques, and focusing on performance rather than grades. Effective test-taking techniques are also outlined, including reading questions carefully, using effective guessing strategies, and time management. Resources for getting help with anxiety or study skills are also mentioned.
Foundations of Teaching
This document outlines the guiding principles and core competencies that Stanbridge College instructors are expected to embrace. The 8 guiding principles include creating an employer environment in the classroom, using examples from professional experience, maintaining a focus on certification, and displaying empathy for students. The 4 core competencies that instructors are evaluated on are being a professional teacher who prepares and follows the curriculum, a facilitator who engages students, a motivator who encourages students, and a representative of Stanbridge College.
Test Anxiety Presentation
A sample presentation I created for my job at Eastern Michigan University. Can be used to present on topic of test anxiety.
Plenary ideas
This document contains a list of 30 different plenary activity ideas that can be used to review and assess learning, including timelines, games like football and bingo, quizzes, reflection activities, writing exam questions and marking schemes, summarization exercises, and self and peer assessments.
Cengage Learning Webinar, Psychology: Math Anxiety and Math Test Anxiety: Cau...
Math anxiety – the feeling of tension and apprehension associated with math performance or testing – can manifest in students as young as first-grade age. By the time learners reach high school and college, this condition can have serious implications for future education and employment.
Focusing on the theoretical and practical aspects of both math anxiety and math test anxiety, and offers solutions targeted to faculty and students alike, this March 19, 2013 webinar provided techniques for anxiety-reduction, classroom management, test-taking skills and test analysis to improve future outcomes.
Test takingtips
This document provides test taking tips for students. It recommends arriving early so as not to feel rushed, coming prepared with necessary supplies, and writing down formulas and diagrams as soon as scrap paper is received. It also suggests managing test anxiety through stress reduction techniques like deep breathing and not cramming. Specific test taking strategies are outlined, such as pacing yourself at about one minute per question and following directions carefully. The document advises reading the entire question, using process of elimination when possible, choosing the best rather than just an acceptable answer, being wary of absolute language, and not looking for patterns in answers. Students are told to guess if unsure and change answers sparingly.
Responding to Student’s Answers
The document provides guidelines for how teachers should effectively respond to students' correct and incorrect answers. For correct answers, teachers should specifically praise the student's accomplishment rather than using generic praise. Nonverbal responses to correct answers, such as smiling and nodding, are more effective than frowning or looking bored. For incorrect answers, teachers should provide guidance to help the student arrive at the right answer, such as supplying missing information or breaking the question into smaller parts, rather than simply saying the answer is wrong.
Don’t stress the test! SIT Test Taking Strategies
A Presentation shared with families to help support students and parents as we prepare for our test taking season brought to you by the CCMMS School Improvement Team.
Effective Feedback: The Love Sandwich ABarnes 16.08.2018
A presentation on motivation and a technique for effective feedback given at ABLA International Conference, Buenos Aires 2018, by Adrian Barnes, Director of Academic Affairs, Instituto Chileno Norteamericano, Santiago, Chile
Test Anxiety
This document discusses test anxiety and provides tips for managing it. It defines test anxiety as worry, uneasiness, or fear experienced before, during, or after a test. Test anxiety can cause mental distraction, physical symptoms, or mental blocks. The document recommends preparation, maintaining a positive attitude, and managing outside pressures as ways to control test anxiety. Proper preparation includes regular studying, attending classes, and getting enough sleep. Having confidence and avoiding negative self-talk can help maintain a positive attitude. Seeking help for outside issues can reduce additional pressures that may worsen anxiety.
Test Taking Strategies That Work For All Students
1. The document discusses strategies for helping students succeed on tests, including having positive self-esteem, understanding the purpose of tests, and experiencing test-taking strategies in the classroom.
2. Successful test-takers are more "test-wise", understand how results will be used, and receive test preparation integrated into regular instruction.
3. Teachers should provide opportunities for students to experience and practice strategies like following directions, budgeting time, and making educated guesses.
How to Prepare for EXAMS ??
This document discusses preparing for exams. It emphasizes the importance of:
- Committing to learning the material from the start of the academic session, not just cramming before exams.
- Creating a study schedule and sticking to it, including reviewing notes after class and doing homework.
- Assessing difficult topics to spend extra time studying those areas.
- Practicing recalling information and simulating exams to prepare for the testing environment.
Test anxiety 2
This document provides tips for managing test anxiety in 3 key areas:
1) Understanding the causes and symptoms of test anxiety such as physical symptoms like increased heart rate and mental blocks.
2) Effective study strategies like making study aids, attending all classes, and getting help if needed.
3) Relaxation techniques for managing anxiety like controlled breathing, muscle relaxation, and positive self-talk.
Gallinat
El documento repite la misma dirección web, www.lasonrisadearturo.com, en catorce líneas consecutivas. Proporciona poca información sobre el contenido de la página web más allá de su dirección.
More Related Content
What's hot
Test taking-prep
The document provides tips and strategies for preparing for and taking tests to achieve academic success. It recommends making preparations in advance by organizing notes, managing time well, and avoiding cramming. On the day of the test, it suggests eating a healthy breakfast, getting enough sleep, and using various techniques like deep breathing or focusing on the present to manage test anxiety. The document also offers specific strategies for different exam formats, such as outlining or concept mapping notes for long-term studying and starting with easier questions on multiple-choice tests.
Test Anxiety
The document discusses test anxiety, what causes it, who is likely to experience it, and provides strategies students can use to help cope with it such as preparing well in advance, asking for help from teachers or tutors, watching negative thoughts, accepting that everyone makes mistakes, and taking care of yourself by getting enough sleep and eating healthy meals. The goal is to help students manage the normal feelings of nervousness many experience around tests so they do not interfere with their performance.
Best tutoring practices
This document provides an overview of best tutoring practices for new learning assistants. It discusses general tutoring tips, such as establishing rapport, respecting students, using empathy, and maintaining confidentiality. It also covers techniques like Socratic questioning, active listening, and fostering independent learning. Socratic questioning involves asking open-ended questions to determine a student's problem areas, what they know, and help them find the right answer. Active listening requires avoiding distractions, showing empathy, patience, and summarizing. The goal is to create independent learners through active learning techniques where students participate in the learning process rather than passive learning where the tutor explains concepts.
Avoiding Test Anxiety
This document provides information and strategies for dealing with test anxiety. It defines test anxiety as a feeling of fear and frustration caused by feeling threatened during an exam. Test anxiety can have internal causes like fear of embarrassment or failure, or external causes like poor study habits or time management. The document recommends three stages for coping with test anxiety: before the test through preparation and positive thinking; during the test using relaxation techniques; and after the test focusing on the future and getting help if needed. Managing test anxiety involves expecting it, preparing well, using breathing exercises, and knowing anxiety can be controlled.
Peter Harwood and Jo Harwood, What is a good learning environment?
A good learning environment provides students with the right to both teach and learn. It aims to light a fire of learning rather than simply fill students with information. A successful lesson occurs when effective learning takes place. The role of the librarian is to welcome students, engage them early, have high expectations, and end lessons with reflection. The physical library space and use of mutual respect, positive reinforcement, and non-verbal communication can also support effective learning. Questioning students in a way that prompts, supports, and encourages without confrontation is important.
Difficult Teaching Situations
This document summarizes strategies for dealing with common challenges that may arise during teaching sessions:
1) For students who arrive late, it is best to focus on those who were on time. Whether to allow late students to join depends on how late they are and the audience. Registration should clarify start times.
2) To engage undergraduates, use humor, give problems to solve, involve students through questions, and personalize material with passions.
3) For international students struggling with language, clarify terms, provide written materials, use visual tasks, and form mixed groups for support.
4) When someone interrupts to tell you things, let them speak briefly, continue discussion later, or get group feedback
Test Anxiety Workshop
The document provides information and strategies for dealing with test anxiety and improving test-taking skills. It defines test anxiety and its symptoms, and provides tips for managing anxiety such as preparing well in advance, getting proper rest before the exam, thinking positively, and relaxing testing methods such as multiple choice, short answer, and essays. Effective test-taking involves understanding question types, managing time, using strategies like eliminating incorrect answers, and showing work for partial credit.
Test Taking Techniques
This document provides tips for managing test anxiety and improving test-taking skills. It discusses common symptoms of test anxiety and strategies for overcoming anxiety such as proper preparation, time management, relaxation techniques, and focusing on performance rather than grades. Effective test-taking techniques are also outlined, including reading questions carefully, using effective guessing strategies, and time management. Resources for getting help with anxiety or study skills are also mentioned.
Foundations of Teaching
This document outlines the guiding principles and core competencies that Stanbridge College instructors are expected to embrace. The 8 guiding principles include creating an employer environment in the classroom, using examples from professional experience, maintaining a focus on certification, and displaying empathy for students. The 4 core competencies that instructors are evaluated on are being a professional teacher who prepares and follows the curriculum, a facilitator who engages students, a motivator who encourages students, and a representative of Stanbridge College.
Test Anxiety Presentation
A sample presentation I created for my job at Eastern Michigan University. Can be used to present on topic of test anxiety.
Plenary ideas
This document contains a list of 30 different plenary activity ideas that can be used to review and assess learning, including timelines, games like football and bingo, quizzes, reflection activities, writing exam questions and marking schemes, summarization exercises, and self and peer assessments.
Cengage Learning Webinar, Psychology: Math Anxiety and Math Test Anxiety: Cau...
Math anxiety – the feeling of tension and apprehension associated with math performance or testing – can manifest in students as young as first-grade age. By the time learners reach high school and college, this condition can have serious implications for future education and employment.
Focusing on the theoretical and practical aspects of both math anxiety and math test anxiety, and offers solutions targeted to faculty and students alike, this March 19, 2013 webinar provided techniques for anxiety-reduction, classroom management, test-taking skills and test analysis to improve future outcomes.
Test takingtips
This document provides test taking tips for students. It recommends arriving early so as not to feel rushed, coming prepared with necessary supplies, and writing down formulas and diagrams as soon as scrap paper is received. It also suggests managing test anxiety through stress reduction techniques like deep breathing and not cramming. Specific test taking strategies are outlined, such as pacing yourself at about one minute per question and following directions carefully. The document advises reading the entire question, using process of elimination when possible, choosing the best rather than just an acceptable answer, being wary of absolute language, and not looking for patterns in answers. Students are told to guess if unsure and change answers sparingly.
Responding to Student’s Answers
The document provides guidelines for how teachers should effectively respond to students' correct and incorrect answers. For correct answers, teachers should specifically praise the student's accomplishment rather than using generic praise. Nonverbal responses to correct answers, such as smiling and nodding, are more effective than frowning or looking bored. For incorrect answers, teachers should provide guidance to help the student arrive at the right answer, such as supplying missing information or breaking the question into smaller parts, rather than simply saying the answer is wrong.
Don’t stress the test! SIT Test Taking Strategies
A Presentation shared with families to help support students and parents as we prepare for our test taking season brought to you by the CCMMS School Improvement Team.
Effective Feedback: The Love Sandwich ABarnes 16.08.2018
A presentation on motivation and a technique for effective feedback given at ABLA International Conference, Buenos Aires 2018, by Adrian Barnes, Director of Academic Affairs, Instituto Chileno Norteamericano, Santiago, Chile
Test Anxiety
This document discusses test anxiety and provides tips for managing it. It defines test anxiety as worry, uneasiness, or fear experienced before, during, or after a test. Test anxiety can cause mental distraction, physical symptoms, or mental blocks. The document recommends preparation, maintaining a positive attitude, and managing outside pressures as ways to control test anxiety. Proper preparation includes regular studying, attending classes, and getting enough sleep. Having confidence and avoiding negative self-talk can help maintain a positive attitude. Seeking help for outside issues can reduce additional pressures that may worsen anxiety.
Test Taking Strategies That Work For All Students
1. The document discusses strategies for helping students succeed on tests, including having positive self-esteem, understanding the purpose of tests, and experiencing test-taking strategies in the classroom.
2. Successful test-takers are more "test-wise", understand how results will be used, and receive test preparation integrated into regular instruction.
3. Teachers should provide opportunities for students to experience and practice strategies like following directions, budgeting time, and making educated guesses.
How to Prepare for EXAMS ??
This document discusses preparing for exams. It emphasizes the importance of:
- Committing to learning the material from the start of the academic session, not just cramming before exams.
- Creating a study schedule and sticking to it, including reviewing notes after class and doing homework.
- Assessing difficult topics to spend extra time studying those areas.
- Practicing recalling information and simulating exams to prepare for the testing environment.
Test anxiety 2
This document provides tips for managing test anxiety in 3 key areas:
1) Understanding the causes and symptoms of test anxiety such as physical symptoms like increased heart rate and mental blocks.
2) Effective study strategies like making study aids, attending all classes, and getting help if needed.
3) Relaxation techniques for managing anxiety like controlled breathing, muscle relaxation, and positive self-talk.
What's hot (20)
Peter Harwood and Jo Harwood, What is a good learning environment?
Peter Harwood and Jo Harwood, What is a good learning environment?
Cengage Learning Webinar, Psychology: Math Anxiety and Math Test Anxiety: Cau...
Cengage Learning Webinar, Psychology: Math Anxiety and Math Test Anxiety: Cau...
Effective Feedback: The Love Sandwich ABarnes 16.08.2018
Effective Feedback: The Love Sandwich ABarnes 16.08.2018
Viewers also liked
Gallinat
El documento repite la misma dirección web, www.lasonrisadearturo.com, en catorce líneas consecutivas. Proporciona poca información sobre el contenido de la página web más allá de su dirección.
graph based cluster labeling using GHSOM
This document proposes a method for graph-based cluster labeling using Growing Hierarchical Self-Organizing Maps (SOM). It represents documents as graphs to capture relationships between phrases. A Growing Hierarchical SOM is used for document clustering, where nodes represent document graphs. Keywords are extracted from each cluster based on term frequency, location, and number of matching phrases between document graphs. The method aims to provide descriptive labels for clusters as document collections increase in size.
PAPELOTES UNIDAD 7
El documento presenta una adaptación de pictogramas de Sergio Palao para facilitar la comunicación de personas con discapacidad. Los pictogramas fueron creados originalmente por ARASAAC y están licenciados bajo una licencia Creative Commons que permite su uso y modificación siempre que se cite la fuente.
Libroactividadesverano2 120613085616-phpapp01
Este documento presenta pictogramas de Arasaac creados por Sergio Palau para ayudar a la comunicación de personas con discapacidades. Los pictogramas utilizan imágenes sencillas para representar ideas, acciones y objetos de una manera clara y universal.
Object Oriented Programming_Lecture 3
Object Oriented Programming_Lecture 3
Let’s think on fields of class
Visibility Modifiers and Accessor Methods
الكلية الجامعية للعلوم والتكنولوجيا - خان يونس
University college of science & technology
Fidiferentes
El documento repite la misma información varias veces: Sergio Palao es el autor de los pictogramas, provienen de ARASAAC, tienen licencia CC con cláusulas BY-NC-SA y redirigen a la página lasonrisadearturo.com.
Quelluevaquellueva
El documento repite la misma dirección URL, www.lasonrisadearturo.com, en 11 líneas consecutivas. Esto sugiere que el contenido se centra únicamente en promover un sitio web llamado "La sonrisa de Arturo".
عشر نصائح للخريجين
عشر نصائح للخريجين نشرتها عبر صفحتي الأكاديمية على الفيس بوك وعرضتها ضمن اليوم المفتوح للخريجين الذي نظمته الكلية الجامعية للعلوم والتكنولوجيا بخان يونس - ديسمبر 2014.
Dentro fuerapocoyo-120204063152-phpapp02
Los pictogramas son imágenes simples que representan ideas o conceptos y pueden pegarse sobre otras imágenes para agregar información o significado.
البرمجة الهدفية بلغة جافا - مفاهيم أساسية
ملفات مساق البرمجة الهدفية (الشيئية) التي يتم تدريسها لطلبة بكالوريوس تكنولوجيا المعلومات وبكالوريوس تطوير نظم الحاسوب في الكلية الجامعية للعلوم والتكنولوجيا.
الملف يضم مفاهيم:
Class
Object
إعدادي وتدريسي
VILLANCICO TEAtrero DE ARASAAC
UN VILLANCICO ELABORADO POR FAMILIAS, PROFESORES, NIÑOS... TODOS JUNTOS PARA FELICITAR A ARASAAC
Retention protocol
Each orthodontic retention protocol should include the design, timing, and number of retainers used. The document provides guidance on retention for various skeletal and dental problems involving the anteroposterior, vertical, and transverse planes. Retention generally involves vacuum retainers, Hawley retainers, or fixed retainers, with wear times of 6 months day/night followed by 3 months nightly and then 3 months on alternate nights or until growth cessation. Two retainers may be used for combined skeletal and dental issues.
Calendario letras y pictos
El documento presenta un calendario mensual con los días de la semana y los meses del año 2012 y 2013. Los días están organizados en una cuadrícula con 7 columnas (días de la semana) y entre 4 y 6 filas (meses) por página.
Fidiferentes
El documento repite la misma información varias veces: Sergio Palao es el autor de los pictogramas, provienen de ARASAAC, tienen una licencia CC y se pueden encontrar en la página web lasonrisadearturo.com.
Bambú el koala
El documento narra cómo Manuel el loro convence a Bambú el koala, que es tímido, para que vaya a ver un partido de fútbol entre perros dingos y canguros. Bambú camina lentamente hacia el campo y Manuel lo guía hasta las gradas. Los dingos acaban de marcar un gol faltando 5 minutos para el final.
Viewers also liked (17)
Similar to P. t finale
Questioning Techniques
The document discusses various questioning techniques for trainers, including different types of questions and ways to handle answers. It provides guidance on responding to correct, incorrect, and partially correct answers, as well as how to handle when a student does not provide an answer. The document also discusses allowing appropriate wait time after asking questions to improve the quality of student responses. Prolonging wait time encourages more thoughtful answers rather than just quick responses.
Effective Questioning
This document discusses effective questioning techniques for teachers. It outlines objectives of developing teachers' self-awareness of their questioning, identifying features of good questioning, and enhancing planning and professional development related to questioning. It describes different types of questions and their purposes. It emphasizes that questioning is important for student learning and progress, and explores strategies for making effective use of questioning in the classroom.
Ask Questions 02
The document provides tips and guidelines for leading effective classroom discussions, including asking questions. It discusses that questioning is a common teaching method but most questions only require recall. Higher-level questions that promote critical thinking yield better responses. Developing cognitive conflict and inquiry skills in students can improve discussions. Teachers should plan questions in advance, allow wait time, and use probing follow up questions to further student thinking.
Lecture-3.pptx
This document discusses the art of questioning and provides information on different types of questions and techniques for using questions effectively. It outlines 10 uses of questions, including to stimulate thinking, motivate learners, diagnose difficulties, and encourage application of concepts. The document describes characteristics of good questions and techniques for questioning, handling responses, and distributing questions evenly. It also defines and provides examples of closed and open-ended questions, probing/clarifying questions, reflective questions, hypothetical questions, and direct questions.
Teaching and learning briefing questioning
Questioning is a vital teaching tool that can be used to stretch high-ability students and support lower-ability students. Teachers should plan questions as part of their lesson planning to account for different student abilities. There are different types of questions that target different cognitive levels, from basic knowledge questions to more complex analysis, synthesis, and evaluation questions. Teachers can use techniques like "Pose, Pause, Pounce, Bounce" to engage students in answering and discussing each other's responses to questions. Getting students to generate their own questions is also an effective way to consolidate understanding of a topic.
Effective questioning
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
Effective questioning audio
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
Effective Questioning (The Real One)
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly without allowing students to respond.
Technique of questioning.pptx
This presentaion is about technique of quetioninhg.
Garbage in, garbage out, is a popular truth, often said in relation to computer systems: If you put the wrong information in, you’ll get wrong information out.
The same principle applies to Communications in general: If you ask the wrong questions, you’ll probably get the wrong answer, or at least not quite what you’re hoping for.
This presentation tries to inform about the nitty gritties of the skill of questioning.
What makes effective questioning?
1. Effective questioning is a key part of the teaching and learning process and helps draw students into the learning.
2. Research shows more effective teachers ask more higher-order questions that require thinking compared to less effective teachers.
3. There are different types of questions teachers can ask from lower-order recall questions to higher-order questions that require analysis, evaluation and creative thinking.
Effective questioning (2)
1. Effective questioning involves asking a variety of questions at different cognitive levels, including convergent, divergent, and evaluative questions. Teachers should aim to ask both lower-level and higher-level questions.
2. Important questioning skills for teachers include varying question types, not directing questions to specific students, calling on non-volunteers, rephrasing questions if needed, sequencing questions logically, and allowing sufficient wait time after asking a question.
3. Teachers can improve their questioning techniques by reflecting on the types of questions they typically ask, getting feedback from colleagues, increasing their repertoire of question types, considering students' abilities and interests, and spending time to improve the questions they ask.
Active Listening
This presentation was designed for our tutor training program and discusses the Active Listening process
Effectivequestioning 100724083214-phpapp02
The document discusses effective questioning techniques for teachers, including asking open-ended, divergent, and higher-order thinking questions; providing sufficient wait time for students to think; and improving questioning skills through self-evaluation and critique. It also covers encouraging student questioning by modeling good questioning, attending to students' questions, and praising correctly formulated inquiries.
Micro Teaching with skills and types and examples
The document discusses various skills involved in effective teaching such as introducing a lesson, using teaching aids, questioning techniques, reinforcement, stimulus variation, and illustration. It describes the components and best practices for each skill. For example, it states that introducing a lesson should include securing attention, assessing motivation, and linking to past experiences. Reinforcement involves both positive reinforcement for correct responses as well as addressing incorrect responses. Microteaching allows pre-service teachers to develop these skills in a structured yet reduced-complexity environment compared to a full classroom.
Developing an effective case study
This document provides guidance on developing effective case studies for teaching in medical education. It discusses what makes a good case, such as using real-life stories and problems to illustrate complexities. It also offers tips for facilitating case study discussions, such as providing an overview of the case, creating an analytic framework, and using questions to engage students. The document emphasizes allowing students to guide the discussion and provides strategies for managing challenges that may arise.
Effective questioning techniques
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
Questioning Skills (3).pptx
The document provides guidelines for effective questioning at different stages of a lesson - pre, middle, and post assessment. It discusses types of questions like open-ended, closed-ended, funnel, probing, and leading questions. The guidelines emphasize preparing a list of questions aligned to learning objectives for each assessment stage. Questions should move from easier to more difficult, involve all students, and promote higher-order thinking. Teachers should provide feedback and acknowledge student responses.
TheArtofQuestioning2013.ppt
The document discusses the importance and art of questioning. It defines questioning techniques as methods used to promote effective discussions and learning through constructing and presenting questions. Good questioning is important for student interaction, challenging students, and allowing teachers to assess learning. There are different types of questions that serve different purposes, from lower-order questions testing basic knowledge to higher-order questions promoting analysis, evaluation and creative thinking. Teachers must aim to ask a variety of effective questions and avoid common pitfalls like only asking simple factual questions.
The Art of Questioning Using SOLO Taxonomy
Questioning is one of the most important skills that a teacher must have in order to translate or decode those that are written in the books into a meaningful learning experience. It is skill that will illicit learners to think deeper and enhance their reasoning abilities. Thus, asking questions should not just be mere questioning it must a form a question that will allow the learners think out of the box answers and make meaning of their learning. Hence questions shout be HOTS or those questions that will enable learners higher order thinking skills. because the way to assimilate knowledge through allowing learners to connect the knowledge they have learned in the classroom into meaningful learning experiences that they may apply in the real world. Because learning must be directed towards holistic development of the child, it should allow him to develop a decision-making skill by way of developing his way of thinking, giving questions that will allow him to think deeper and give answers that will be more than the expected response to the problem.
Similar to P. t finale (20)
Recently uploaded
The Hope of Salvation - Jude 1:24-25 - Message
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptx
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...
A free eBook comprising 5 sets of PowerPoint presentations of meaningful stories /Inspirational pieces that teach important Dhamma/Life lessons. For reflection and practice to develop the mind to grow in love, compassion and wisdom. The texts are in English and Chinese.
My other free eBooks can be obtained from the following Links:
https://www.slideshare.net/ohteikbin/presentations
https://www.slideshare.net/ohteikbin/documents
2. The Book of Psalms: Recognition of the kingship and sovereignty of God
2. The Book of Psalms: Recognition of the kingship and sovereignty of GodCOACH International Ministries
Recognition of the kingship and sovereignty of GodThe_Chronological_Life_of_Christ_Part_104_Repentance_and_Restoration
The heart of the Father is to restore those who come with repentance.
快速办理(PU毕业证书)普渡大学毕业证文凭证书一模一样
学校原件一模一样【微信：741003700 】《(PU毕业证书)普渡大学毕业证文凭证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
How to Stop a Divorce and Save Your Marriage: Divorce Spells That Really Work...
How to Stop a Divorce and Save Your Marriage: Divorce Spells That Really Work...Traditional Healer, Love Spells Caster and Money Spells That Work Fast
The forces involved in this witchcraft spell will re-establish the loving bond between you and help to build a strong, loving relationship from which to start anew. Despite any previous hardships or problems, the spell work will re-establish the strong bonds of friendship and love upon which the marriage and relationship originated. Have faith, these stop divorce and stop separation spells are extremely powerful and will reconnect you and your partner in a strong and harmonious relationship.
My ritual will not only stop separation and divorce, but rebuild a strong bond between you and your partner that is based on truth, honesty, and unconditional love. For an even stronger effect, you may want to consider using the Eternal Love Bond spell to ensure your relationship and love will last through all tests of time. If you have not yet determined if your partner is considering separation or divorce, but are aware of rifts in the relationship, try the Love Spells to remove problems in a relationship or marriage. Keep in mind that all my love spells are 100% customized and that you'll only need 1 spell to address all problems/wishes.
Save your marriage from divorce & make your relationship stronger using anti divorce spells to make him or her fall back in love with you. End your marriage if you are no longer in love with your husband or wife. Permanently end your marriage using divorce spells that work fast. Protect your marriage from divorce using love spells to boost commitment, love & bind your hearts together for a stronger marriage that will last. Get your ex lover who has remarried using divorce spells to break up a couple & make your ex lost lover come back to you permanently.
Visit https://www.profbalaj.com/love-spells-loves-spells-that-work/
Call/WhatsApp +27836633417 for more info.1. The Book of Job: God's infinite wisdom is the key to acknowledging his jus...
1. The Book of Job: God's infinite wisdom is the key to acknowledging his jus...COACH International Ministries
God's infinite wisdom is the key to acknowledging his justiceKala jadu (black magic) expert,Black magic specialist in Dubai vashikaran spe...
For all problem solutions just contact with Amil baba Fareed Bangali +923217066670 #vashikaranspecialist #astrologer #palmistry #amliyaat #taweez #manpasandshadi #horoscope #spiritual #lovelife #lovespell #marriagespell#aamilbabainpakistan #amilbabainkarachi #powerfullblackmagicspell #kalajadumantarspecialist #realamilbaba #AmilbabainPakistan #astrologerincanada #astrologerindubai #lovespellsmaster #kalajaduspecialist #lovespellsthatwork #aamilbabainlahore#blackmagicformarriage #aamilbaba #kalajadu #kalailam #taweez #wazifaexpert #jadumantar #vashikaranspecialist #astrologer #palmistry #amliyaat #taweez #manpasandshadi #horoscope #spiritual #lovelife #lovespell #marriagespell#aamilbabainpakistan #amilbabainkarachi #powerfullblackmagicspell #kalajadumantarspecialist #realamilbaba #AmilbabaiAmitabha in the United Kingdom, Amitabha in Spain, Amitabha in Dubai, Amitabha in Norway, Amitabha in Krachi, Amitabha in Lahore, Amitabha in Gujranwalan, Amitabha in Islamabad #blackmagicforlove #blackmagicformarriage #aamilbaba #kalajadu #kalailam #taweez #wazifaexpert #jadumantar #vashikaranspecialist #astrologer #palmistry #amliyaat #taweez #manpasandshadi #horoscope #spiritual #lovelife #lovespell #marriagespell#aamilbabainpakistan #amilbabainkarachi #kalajaduspecialist #realamilbaba #AmilbabainPakistan #astrologerincanada #astrologerindubai #lovespellsmaster #kalajaduspecialist #lovespellsthatwork #aamilbabainlahore
#kalajadu #Kalailam #BangaliAmilbaba #Blackmagic #Astrologer
Vertical Church Kyiv Report 2022-2023: Church at war
Please, join us in praising God for His incredible blessings!
312 A Wise Woman of Abel Beth Maakah Saves The Town
Sermon adapted from, Discovering Christ Day by Day, David Fortner
The Enchantment and Shadows_ Unveiling the Mysteries of Magic and Black Magic...
This manual will guide you through basic skills and tasks to help you get started with various aspects of Magic. Each section is designed to be easy to follow, with step-by-step instructions.
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
Recently uploaded (16)
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptx
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptx
A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...
A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...
Hajj and umrah notes short procedure with important duas and translation
Hajj and umrah notes short procedure with important duas and translation
2. The Book of Psalms: Recognition of the kingship and sovereignty of God
2. The Book of Psalms: Recognition of the kingship and sovereignty of God
The_Chronological_Life_of_Christ_Part_104_Repentance_and_Restoration
The_Chronological_Life_of_Christ_Part_104_Repentance_and_Restoration
How to Stop a Divorce and Save Your Marriage: Divorce Spells That Really Work...
How to Stop a Divorce and Save Your Marriage: Divorce Spells That Really Work...
1. The Book of Job: God's infinite wisdom is the key to acknowledging his jus...
1. The Book of Job: God's infinite wisdom is the key to acknowledging his jus...
Kala jadu (black magic) expert,Black magic specialist in Dubai vashikaran spe...
Kala jadu (black magic) expert,Black magic specialist in Dubai vashikaran spe...
Vertical Church Kyiv Report 2022-2023: Church at war
Vertical Church Kyiv Report 2022-2023: Church at war
312 A Wise Woman of Abel Beth Maakah Saves The Town
312 A Wise Woman of Abel Beth Maakah Saves The Town
The Enchantment and Shadows_ Unveiling the Mysteries of Magic and Black Magic...
The Enchantment and Shadows_ Unveiling the Mysteries of Magic and Black Magic...
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...
P. t finale
- 1. How can a Question “ Think Time ” can be Facilitated? o Wait, pauses and silence are not inappropriate class behaviors. o Wait. Give the student time to think
- 2. How can an Accepting Atmosphere be Created Through Questioning Techniques Ask for questions Answer questions Answers students’ questions adequately Listen to the question, or to any student comment Do not put down students
- 3. How to Answers Students Questions Repeat the question, Paraphrasing it Redirect the question Ask probing questions Promote a discussion among the students
- 4. Various Aspects of Students Questioning Behaviours that are not necessarily directed towards the helping students answer their own questions. Direct answers the questions Postpone answering the questions Discourage inappropriate questions Admit when you don’t know an answers
- 5. Socratic Questioning Techniques Concepts on Forming the Questions why are you saying that? what exactly does this mean? how does this relates to what we have been talking about? what do we already know about this?
- 6. Probing Assuptions/Questions what else could we assume? you seem to be assuming? how did you choose that assumption? please explain why/how…? how can you verify or disapprove that assumption?
- 7. Probing Assuptions/Questions what else could we assume? you seem to be assuming? how did you choose that assumption? please explain why/how…? how can you verify or disapprove that assumption?