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The document provides tips for mastering standardized tests such as the SAT, ACT, and TOEFL. It lists the main sections of each test and emphasizes the importance of understanding your strengths and weaknesses through practice. The tips stress practicing consistently, avoiding careless errors, managing time well during the test, getting rest the night before, and discovering where you typically make mistakes in order to focus your preparation.
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New SAT Information
The SAT test consists of three sections: evidence-based reading and writing, mathematics, and an optional essay. The reading and writing section contains 52 reading questions and 44 writing questions testing vocabulary, command of evidence, and expression of ideas over 100 minutes. The math section contains 45 multiple choice and 13 student response questions on algebra, advanced math, problem solving, and data analysis over 80 minutes. An optional 50-minute essay requires analyzing a source text.
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This document provides an agenda for an English class that includes practicing the passive voice, recommending a museum, asking about and describing objects, and questions for a midterm test. Students will do speaking exercises to recommend a museum from a listening conversation and read information from a museum. They will also ask yes/no and WH- questions about objects and their materials.
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The SAT test consists of three sections: evidence-based reading and writing, mathematics, and an optional essay. The reading and writing section contains 52 reading questions and 44 writing questions testing vocabulary, command of evidence, and expression of ideas over 100 minutes. The math section contains 45 multiple choice and 13 student response questions on algebra, advanced math, problem solving, and data analysis over 80 minutes. An optional 50-minute essay requires analyzing a source text.
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This document provides an agenda for an English class that includes practicing the passive voice, recommending a museum, asking about and describing objects, and questions for a midterm test. Students will do speaking exercises to recommend a museum from a listening conversation and read information from a museum. They will also ask yes/no and WH- questions about objects and their materials.
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This document provides guidance on how to effectively lead focus groups. It discusses the benefits and limitations of focus groups, as well as considerations for planning, designing, facilitating and analyzing focus groups. Some key points covered include using focus groups early in a project to get candid feedback, creating a script with open-ended questions, maintaining neutrality as a moderator, balancing participation among members, and creating a facilitation guide to structure the discussion. The overall purpose of the document is to explain best practices for conducting focus groups to obtain useful qualitative feedback from participants.
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Mastering the Test – Winning Test Taking Strategies
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Learning Objective: Investigate test-taking skills to achieve higher assessment scores
Being prepared for tests is not an easy process. Even if you are prepared, tests can still make you feel anxious. Why is being a good test taker so important in college? In colleges and universities, much of a student’s grades are based on quiz and test performance. Doing well on these tests is typically a major indicator on your subject matter knowledge and a good indicator of how you would perform in the workplace. Having good test scores will jumpstart your career. In this seminar, we will address test-taking and test preparation tips and strategies for college-level tests. Applying helpful test-taking and test preparation skills addressed in this seminar, such as writing down everything you remember, reading the directions, browsing the test questions, putting together a plan, and making an educated guess, will teach you how to prepare for and perform well on any test so that you feel confident that you’re bringing your testing A-game.
At the end of this seminar, participants will be able to:
a. Review the factors that limit achieving higher college assessment scores.
b. Identify practices for dealing with test anxiety.
c. Measure current test-taking methods’ validity.
d. Generate more efficient techniques for improving assessment scores.
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This document provides guidance on creating an excellent blog for a film production project. It recommends including:
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Lesson plans 3.26.12
The document provides instructions for an in-class journal assignment asking students to write about their hobbies and interests outside of school and work. It also includes a quiz with questions about organizing and concluding a presentation, and lists the possible answers. Finally, it gives instructions for an assignment to create a PowerPoint slide with personal information.
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This document outlines an agenda for a reading class that includes the following:
1. Discussion of the idiom "beyond a shadow of a doubt" and its meaning of having certain knowledge.
2. Organization of students into vocabulary practice groups and assignment of roles to group members related to vocabulary usage.
3. Announcement of an upcoming vocabulary quiz that will test knowledge of words discussed in groups.
4. A schedule of practice and official student-led newspaper presentations which will involve summarizing an article and leading a class discussion.
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Classification is a type of supervised machine learning that predicts categorical output variables. It involves using labeled examples to train a model to classify new examples. Some key points:
- Classification predicts categories like good/bad, cat/dog rather than continuous values
- It requires labeled training data that maps features to categories
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- Common applications include image recognition, sentiment analysis, medical diagnosis
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This document provides an introvert's guide to presentations in 5 sections. It discusses how the author, an introvert, gets by and occasionally thrives when giving presentations through some avoidance of crowds before presentations, thorough preparation so they believe in what they're presenting, exposure therapy as the more presentations done the easier it gets, tweaking circumstances like preferring oral over meet-and-greet presentations, and lying to themselves by pretending they're awesome until others think so too. The closing thoughts emphasize finding a good mental space, thorough preparation, gaining experience through repetition, adjusting circumstances, and having confidence like wearing a red cape.
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This document contains instructions and an agenda for a science lesson review session. It outlines that the session will last 5 minutes, be individual work with no discussions, and to raise hands for any questions. It mentions an upcoming exam on Lessons 1 and 2 and field trip. The document reviews content from the lessons and guides students through answering review questions. It provides expectations that students will work independently and quietly during the session.
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This document outlines a geometry scavenger hunt project for 7th grade students. Students will be placed into groups of 4 and assigned a geometric shape to find examples of in the real world. Over 5 days, students will use cameras to take photos of their assigned shapes, upload the photos to an online padlet for their group, and write descriptions of each photo. On the final day, students will present their findings and complete an individual summary of what they learned. The goal is for students to practice identifying geometric shapes in real-life settings.
26thseptember6thgrade
This document contains the notes from a science lesson. It outlines the topics to be reviewed for an upcoming exam, including lessons 1 and 2 on scientific inquiry, the branches of science, and the scientific method. It provides guidance on classroom expectations for the review session, such as maintaining voice level 0, raising hands for questions, and focusing on individual work. Example review questions are provided covering these lessons as well as measurement and the international system of units. The document concludes with reminders about homework expectations and policies for quizzes.
Academic writing in English
This document outlines the tasks and resources for a course on academic writing in English for applied science students. The tasks include vocabulary, grammar, paragraphing, punctuation, text analysis, writing summaries and executive summaries. Students will work in groups of 4 to create a blog, post their work, and provide peer and teacher feedback. A variety of online resources are provided for academic vocabulary, grammar exercises, academic articles, and guides to the writing process and structure of scientific articles. Orientation questions ask students about their previous experience with academic writing and features that distinguish it from other text types.
Academic writing in English (wk2)
This document provides guidance on academic writing skills, including how to write summaries. It discusses the key requirements of a summary, such as covering the original text as a whole in a neutral tone using one's own words. Preliminary steps for writing a summary are outlined, including reading critically and taking Cornell notes to identify main points and key support points without details. Templates and examples of introductory frames are provided to help structure a summary. The document also covers activities for developing academic vocabulary and grammar skills.
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The document describes a flipped classroom model where students review lecture content through videos before class and class time is used for active learning activities. It outlines the key components of the model which include assigning preparatory work, using small group discussions and presentations, and giving students feedback through a survey. Recommendations are made such as using quizzes to ensure students complete the pre-work and online tools to track engagement. The goal is to have students come to class prepared to participate in collaborative assignments and apply the material with peers and the instructor providing guidance.
TA presentation
1) The document discusses how teaching assistants are writing teachers in their disciplines and outlines a three step program for accepting this role: acknowledging that you are a writer, accepting your role as a writing teacher, and accepting that you are part of a larger writing teaching team.
2) It provides practical advice for teaching writing such as setting objectives, using rubrics, introducing writing conventions, commenting on student work, and referring students to additional resources.
3) The document emphasizes that teaching assistants are not alone in teaching writing and lists additional supports available to students such as faculty, librarians, peers, and the Writing Centre.
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Slideshare ppt (1)
- 2. What are the tests? • SAT I (Critical Reading, Writing, Essay & Math) • SAT Subject Test (Languages, Sciences, others) • ACT (English, Math, Reading, Reasoning, Writing) • TOEFL iBT (Reading, Writing, Listening, Speaking)
- 3. Study Tips • Understand your test taking style • Practice, Practice, Practice! • Discover where you make mistakes & master • Avoid negative scoring • Pace yourself • Its about stamina • Get a good night sleep the night before • And many others….
- 4. THANK YOU