The document discusses better ways to teach math and science. It argues that traditionally, topics are taught abstractly first before explaining practical applications, frustrating students. The best method introduces important real-world applications before teaching tools and techniques. For example, when teaching factoring, instructors should first explain key uses of factoring, then teach methods. If running a school, the author would integrate math into courses on designing buildings rather than separate math courses. The goal is engaging students by relating abstract concepts to meaningful, tangible problems from the start.
This document discusses strategies for effective brain-based learning and assessment. It explains that the brain has three main parts - the neocortex, limbic system, and reptilian complex - and learning is most effective when it engages both the logical neocortex and emotional limbic system. The teacher's role is to create learning experiences that elicit an emotional response. Some suggested activities include questioning techniques, competitions, debates, and self-assessments to engage students and provide feedback. The goal is frequent, formative assessment to identify gaps and misconceptions.
The student observed two English classes at their former high school. In the first class, the teacher used a picture quiz as a warm-up activity but it was short. Vocabulary was taught by having students look up definitions. The teacher read aloud and had students translate sections. In the second class, the teacher used a group game as an engaging introduction. Vocabulary was elicited using various techniques. Students worked in pairs on a communicative activity
The document summarizes observations of a novice and expert teacher. For the novice teacher, Ms. Rona, the observer notes that she struggled with classroom management as students were distracted and inattentive. Ms. Rona's lesson involved reviewing diseases but lacked visual aids. The expert teacher, Ms. Arlene, was confident being observed and gave clear instructions. However, some students struggled with the English activity and copied answers without thinking. Overall, the observer analyzed teaching styles and effectiveness between the two teachers.
Culture Class Notes And Reflections Carolinapilibarrera
This document provides strategies for cooperative learning activities that can be used in the classroom. Some of the strategies described include using parking lots for students to write questions, stand up-hand up-pair up for partner activities, give one-get one for sharing ideas in pairs, shoulder partners for discussion, inside-outside circles for student pairing, and fish bowl for small group discussions. Additional strategies include tea party for vocabulary practice, just like me for icebreakers, probable passage for predicting, and two truths-one lie as a warm-up activity. Tables and graphics are also suggested for organizing ideas from readings.
The document discusses strategies for helping a 5th grade student named Mike who struggles with classroom engagement, completing assignments, and expressing emotions. It describes implementing a timer to help Mike complete tasks, allowing breaks to prevent zoning out, and having Mike write in a journal to express feelings. These approaches helped Mike improve focus, work completion, and social interactions. The document also notes technologies like online math games that engaged Mike and strengthened his skills. Overall, the strategies showed success but will require continued support as Mike transitions to middle school.
This coursebook evaluation analyzes a textbook called "Global English" used for teaching English at the high school level in Chile. The evaluation provides details about the textbook's content, format, strengths, and weaknesses. It finds that the textbook has an organized structure introducing vocabulary, grammar, activities and assessments in each unit. However, it notes there is a lack of engaging speaking and reading activities. The evaluation also includes analyses of sample dialogues to examine features like lexical density. Overall, while the textbook provides a basic progression of English skills, the evaluation suggests it would benefit from more authentic materials and supplemental activities.
The document contains a lesson plan for a class revising content from the past 12 lessons. It includes 6 activity stations for students to complete in groups: 1) a worksheet on figures of speech; 2) a pictionary game using tense sentences; 3) creating a fictional country; 4) writing an anecdote, poem, or short story; 5) answering anonymous questions about the teacher's instruction; and 6) answering anonymous self-reflection questions. The teacher will explain each station, monitor timing, and have students submit work between activities. The goals are for students to review content and provide feedback on teaching and their own learning.
The document discusses better ways to teach math and science. It argues that traditionally, topics are taught abstractly first before explaining practical applications, frustrating students. The best method introduces important real-world applications before teaching tools and techniques. For example, when teaching factoring, instructors should first explain key uses of factoring, then teach methods. If running a school, the author would integrate math into courses on designing buildings rather than separate math courses. The goal is engaging students by relating abstract concepts to meaningful, tangible problems from the start.
This document discusses strategies for effective brain-based learning and assessment. It explains that the brain has three main parts - the neocortex, limbic system, and reptilian complex - and learning is most effective when it engages both the logical neocortex and emotional limbic system. The teacher's role is to create learning experiences that elicit an emotional response. Some suggested activities include questioning techniques, competitions, debates, and self-assessments to engage students and provide feedback. The goal is frequent, formative assessment to identify gaps and misconceptions.
The student observed two English classes at their former high school. In the first class, the teacher used a picture quiz as a warm-up activity but it was short. Vocabulary was taught by having students look up definitions. The teacher read aloud and had students translate sections. In the second class, the teacher used a group game as an engaging introduction. Vocabulary was elicited using various techniques. Students worked in pairs on a communicative activity
The document summarizes observations of a novice and expert teacher. For the novice teacher, Ms. Rona, the observer notes that she struggled with classroom management as students were distracted and inattentive. Ms. Rona's lesson involved reviewing diseases but lacked visual aids. The expert teacher, Ms. Arlene, was confident being observed and gave clear instructions. However, some students struggled with the English activity and copied answers without thinking. Overall, the observer analyzed teaching styles and effectiveness between the two teachers.
Culture Class Notes And Reflections Carolinapilibarrera
This document provides strategies for cooperative learning activities that can be used in the classroom. Some of the strategies described include using parking lots for students to write questions, stand up-hand up-pair up for partner activities, give one-get one for sharing ideas in pairs, shoulder partners for discussion, inside-outside circles for student pairing, and fish bowl for small group discussions. Additional strategies include tea party for vocabulary practice, just like me for icebreakers, probable passage for predicting, and two truths-one lie as a warm-up activity. Tables and graphics are also suggested for organizing ideas from readings.
The document discusses strategies for helping a 5th grade student named Mike who struggles with classroom engagement, completing assignments, and expressing emotions. It describes implementing a timer to help Mike complete tasks, allowing breaks to prevent zoning out, and having Mike write in a journal to express feelings. These approaches helped Mike improve focus, work completion, and social interactions. The document also notes technologies like online math games that engaged Mike and strengthened his skills. Overall, the strategies showed success but will require continued support as Mike transitions to middle school.
This coursebook evaluation analyzes a textbook called "Global English" used for teaching English at the high school level in Chile. The evaluation provides details about the textbook's content, format, strengths, and weaknesses. It finds that the textbook has an organized structure introducing vocabulary, grammar, activities and assessments in each unit. However, it notes there is a lack of engaging speaking and reading activities. The evaluation also includes analyses of sample dialogues to examine features like lexical density. Overall, while the textbook provides a basic progression of English skills, the evaluation suggests it would benefit from more authentic materials and supplemental activities.
The document contains a lesson plan for a class revising content from the past 12 lessons. It includes 6 activity stations for students to complete in groups: 1) a worksheet on figures of speech; 2) a pictionary game using tense sentences; 3) creating a fictional country; 4) writing an anecdote, poem, or short story; 5) answering anonymous questions about the teacher's instruction; and 6) answering anonymous self-reflection questions. The teacher will explain each station, monitor timing, and have students submit work between activities. The goals are for students to review content and provide feedback on teaching and their own learning.
Students learned about giving advice using the modal verb "should".
The teacher presented examples such as "You should get a part time job" and "You should pay attention in class".
Students then practiced rearranging sentences using the structure Subject + Should + Verb + Complement.
As a production activity, students worked in pairs to write three pieces of advice each for three teenagers with problems, using "should".
DaoPhuongThao_Reflective writing on Personal Training courseĐào Phương Thảo
The student discusses their experience taking a Personal Training course taught by Mr. Nguyen. While not initially excited about the course, the student found that Mr. Nguyen delivered the lessons in an inspiring way. Key skills learned included how to write an impressive CV, techniques for reflective thinking and writing, and how to observe and evaluate people's behaviors. The student believes the lessons were useful, interesting, and applicable to both present and future situations.
The document provides reflections from a student teacher on their teaching experience over 3 weeks.
1. In the first week, the student teacher was introduced to the school and given two classes to teach. They observed their cooperating teacher's lessons and discussed lesson planning.
2. In the third week, the student teacher drew images to help remember students' names and noticed improvements in student participation. They also identified an action research topic.
3. Feedback from the cooperating teacher suggested writing answers on the board to engage more students and assigning homework related to reading clocks. The student teacher saw improvements through practicing feedback and felt more confident in classroom management by the end of the semester.
The document discusses the important role of teachers in education. It states that while parents provide the initial guidance for children, teachers take on the important role of educating students in specific fields and subjects. Teachers treat students like their own children, correcting, teaching, and motivating them. An important part of a teacher's role is discovering each student's learning style and using appropriate teaching strategies to ensure all students learn, including those with disabilities who require more individualized attention.
This document summarizes an interview conducted with Matt Sinclair, a literature teacher at UCSC, about his professional development. Some key points:
- Matt chose literature as a major due to his interest in writing and creative writing. His undergraduate degree is in nursing and international studies.
- Matt views professional development as important to avoid repeating lessons without reflection. He engages in self-directed learning such as research to improve his teaching.
- Matt feels the best way to grow is by taking on new challenges, such as teaching extensive reading classes, and gaining different perspectives through experiences like studying abroad.
- Matt has experienced failures in choosing inappropriate texts for students, but views these as learning opportunities to develop better selection
Private Tutoring – How to Be A Successful Tutor junfu2018
Rules for being a successful private tutor. Our teaching philosophy and teaching methods are paramount to our teaching success. At in-depthtutoring.com, we pride ourselves on reaching the goals for our students. Making sure that their success is our own and treat them just like our own children.
This thinking routine helps students reflect on how their understanding of a topic has changed from before and after learning about it. Students write "I used to think..." and explain their prior understanding, then write "But now I think..." and describe how their view has changed after working on the topic. Resources like textbooks, notes, and the teacher can be referenced to recall details. The purpose is for students to recognize growth in their knowledge and identify any remaining areas of confusion.
The document discusses various warm-up activities and games that a teacher uses at the beginning of English lessons. It describes two games ("tic-tac-toe" and an individual word competition) that students enjoy. It also discusses using warm-up activities to review or preview vocabulary from previous or upcoming lessons. Several teachers share additional warm-up strategies in the comments, such as descriptive word games, music, and rhymes.
The document describes 4 observations of a practicum teacher, María Isabel Knye, observing secondary level classes. It provides details of the lessons, including activities on determiners, multiple intelligences, modal verbs, and music makers. The observations note student engagement, teaching strategies, and areas for improvement.
Anticev tpd 2018 - high school - class 6 - passedCaro Anticev
This document contains a lesson plan for an English class at the Primo Capraro school. The lesson plan is for the third year class and focuses on the unit topic of "Crime". The plan outlines three main activities: 1) practicing vocabulary and grammar through exercises on reported speech; 2) listening to and discussing a radio interview about mugging; and 3) reading a text and completing related exercises. The plan provides details on the timing, instructions, and teaching strategies for each activity, as well as noting the integration of skills and resources used. The tutor's feedback commends the plan's organization but encourages adding more teaching strategies, meaningful transitions between stages, and ensuring a clear thread throughout the lesson.
The document outlines the principles and steps a teacher takes to teach vocabulary to students. The teacher 1) introduces new material to provide context, 2) arranges student desks in a semicircle for better interaction, and 3) has students write their names on their desks. The teacher then 4) provides example pictures for students to answer, 5) uses terminology to help students focus on the material, and 6) presents information and allows practice and repetition. The teacher 7) has students practice pronunciation. Next, the teacher 8) divides students into groups to focus on tasks, 9) provides reinforcement, and 10) continues exercises like reading aloud and making vocabulary cards. Grouping provides opportunities for student interaction and language exposure.
This document contains a lesson plan for an English class for 1st year secondary students. The lesson plan aims to teach students new vocabulary related to physical description, including adjectives like curly, dark, and wavy. The plan is organized into 5 stages - a warm up activity to review parts of the body, presentation of new vocabulary, development activities from the coursebook, and a closing group activity where students survey each other and report their findings. The plan received an overall score of 18/30 from the tutor, with comments to include more visual aids and real pictures of people.
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
The observation reflects on an English class for 1st grade secondary students in Mexico. The teacher relied heavily on grammar translation, speaking Spanish and translating everything into English. Students worked individually from a textbook and dictionary with no technology. They depended a lot on the teacher due to their basic English level. The 50-minute class lacked communicative activities and student engagement was interrupted by a backpack check. Overall, the observation critiques the traditional and non-communicative approach to teaching English.
Teacher Nesrin Ahmetoğlu created a lesson plan to teach future perfect tense to 9th-10th grade English students. The plan began with a warm-up activity to review past tense. Then, through a story and pictures, the teacher introduced future perfect and had students practice forming and understanding examples. Students then completed exercises to practice using future perfect correctly and comprehending its meaning. Various activities reinforced use of the new structure in meaningful communication. The plan aimed to help students identify, form, and use future perfect through inductive and hands-on methods.
2012 Roberts Spring BFIT Student EvaluationsTracey Roberts
Professor Roberts received positive evaluations for her Basic Income Taxation course. Students found the weekly worksheets and problems very helpful for understanding the material. They also felt Professor Roberts created a positive learning environment and encouraged independent thinking. While some found the textbook disorganized, most felt the materials and Professor Roberts' teaching style contributed significantly to their learning. Overall opinions of Professor Roberts' performance were good or excellent.
The document outlines teaching methods for four key skills - writing, speaking, reading, and listening. For each skill, it describes the pre-activity, during activity, and post-activity steps. The pre-activity involves introducing the topic and presenting keywords. During, the teacher models the skill and has students practice in pairs or groups. Post-activity includes student self-checks, peer feedback, and the teacher summarizing lessons and introducing the next topic. The goal is to engage students at each stage of the learning process.
FREE ELT BOOK - You Are The Course Book - Lesson Plans - by Matt PurlandPurland Training
Learn how to teach English, EFL, and ESL the best way - without a course book!
This free book will teach you step by step how to teach English in this new and exciting modern way. This great book is in the public domain.
The teacher began the math lesson by explaining the outline and ensuring students understood the tasks and vocabulary. When demonstrating a calculator simulation, one student asked a question which engaged the others. The teacher showed how to zoom and find limits using tables, substituting values. Questions from students showed they understood when the teacher explained concepts through simplified examples and different representations. Students smiled when they understood a difficult concept and asked more questions. The teacher tested students who competed happily and worked problems out together on the board with the teacher's help. While most stayed focused for over 1.5 hours, some chatty students laughed more but stopped when the teacher paused to wait for them in silence.
Reflection On My Math Class
Reflection Essay For Math
English Vs Math Essays
Essay on Teaching Mathematics
Essay on Mathematics and Art
Disadvantages Of Maths
Mathematics in Everyday Life Essay
History Of Math Essay
Math Reflection Paper
Students learned about giving advice using the modal verb "should".
The teacher presented examples such as "You should get a part time job" and "You should pay attention in class".
Students then practiced rearranging sentences using the structure Subject + Should + Verb + Complement.
As a production activity, students worked in pairs to write three pieces of advice each for three teenagers with problems, using "should".
DaoPhuongThao_Reflective writing on Personal Training courseĐào Phương Thảo
The student discusses their experience taking a Personal Training course taught by Mr. Nguyen. While not initially excited about the course, the student found that Mr. Nguyen delivered the lessons in an inspiring way. Key skills learned included how to write an impressive CV, techniques for reflective thinking and writing, and how to observe and evaluate people's behaviors. The student believes the lessons were useful, interesting, and applicable to both present and future situations.
The document provides reflections from a student teacher on their teaching experience over 3 weeks.
1. In the first week, the student teacher was introduced to the school and given two classes to teach. They observed their cooperating teacher's lessons and discussed lesson planning.
2. In the third week, the student teacher drew images to help remember students' names and noticed improvements in student participation. They also identified an action research topic.
3. Feedback from the cooperating teacher suggested writing answers on the board to engage more students and assigning homework related to reading clocks. The student teacher saw improvements through practicing feedback and felt more confident in classroom management by the end of the semester.
The document discusses the important role of teachers in education. It states that while parents provide the initial guidance for children, teachers take on the important role of educating students in specific fields and subjects. Teachers treat students like their own children, correcting, teaching, and motivating them. An important part of a teacher's role is discovering each student's learning style and using appropriate teaching strategies to ensure all students learn, including those with disabilities who require more individualized attention.
This document summarizes an interview conducted with Matt Sinclair, a literature teacher at UCSC, about his professional development. Some key points:
- Matt chose literature as a major due to his interest in writing and creative writing. His undergraduate degree is in nursing and international studies.
- Matt views professional development as important to avoid repeating lessons without reflection. He engages in self-directed learning such as research to improve his teaching.
- Matt feels the best way to grow is by taking on new challenges, such as teaching extensive reading classes, and gaining different perspectives through experiences like studying abroad.
- Matt has experienced failures in choosing inappropriate texts for students, but views these as learning opportunities to develop better selection
Private Tutoring – How to Be A Successful Tutor junfu2018
Rules for being a successful private tutor. Our teaching philosophy and teaching methods are paramount to our teaching success. At in-depthtutoring.com, we pride ourselves on reaching the goals for our students. Making sure that their success is our own and treat them just like our own children.
This thinking routine helps students reflect on how their understanding of a topic has changed from before and after learning about it. Students write "I used to think..." and explain their prior understanding, then write "But now I think..." and describe how their view has changed after working on the topic. Resources like textbooks, notes, and the teacher can be referenced to recall details. The purpose is for students to recognize growth in their knowledge and identify any remaining areas of confusion.
The document discusses various warm-up activities and games that a teacher uses at the beginning of English lessons. It describes two games ("tic-tac-toe" and an individual word competition) that students enjoy. It also discusses using warm-up activities to review or preview vocabulary from previous or upcoming lessons. Several teachers share additional warm-up strategies in the comments, such as descriptive word games, music, and rhymes.
The document describes 4 observations of a practicum teacher, María Isabel Knye, observing secondary level classes. It provides details of the lessons, including activities on determiners, multiple intelligences, modal verbs, and music makers. The observations note student engagement, teaching strategies, and areas for improvement.
Anticev tpd 2018 - high school - class 6 - passedCaro Anticev
This document contains a lesson plan for an English class at the Primo Capraro school. The lesson plan is for the third year class and focuses on the unit topic of "Crime". The plan outlines three main activities: 1) practicing vocabulary and grammar through exercises on reported speech; 2) listening to and discussing a radio interview about mugging; and 3) reading a text and completing related exercises. The plan provides details on the timing, instructions, and teaching strategies for each activity, as well as noting the integration of skills and resources used. The tutor's feedback commends the plan's organization but encourages adding more teaching strategies, meaningful transitions between stages, and ensuring a clear thread throughout the lesson.
The document outlines the principles and steps a teacher takes to teach vocabulary to students. The teacher 1) introduces new material to provide context, 2) arranges student desks in a semicircle for better interaction, and 3) has students write their names on their desks. The teacher then 4) provides example pictures for students to answer, 5) uses terminology to help students focus on the material, and 6) presents information and allows practice and repetition. The teacher 7) has students practice pronunciation. Next, the teacher 8) divides students into groups to focus on tasks, 9) provides reinforcement, and 10) continues exercises like reading aloud and making vocabulary cards. Grouping provides opportunities for student interaction and language exposure.
This document contains a lesson plan for an English class for 1st year secondary students. The lesson plan aims to teach students new vocabulary related to physical description, including adjectives like curly, dark, and wavy. The plan is organized into 5 stages - a warm up activity to review parts of the body, presentation of new vocabulary, development activities from the coursebook, and a closing group activity where students survey each other and report their findings. The plan received an overall score of 18/30 from the tutor, with comments to include more visual aids and real pictures of people.
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
The observation reflects on an English class for 1st grade secondary students in Mexico. The teacher relied heavily on grammar translation, speaking Spanish and translating everything into English. Students worked individually from a textbook and dictionary with no technology. They depended a lot on the teacher due to their basic English level. The 50-minute class lacked communicative activities and student engagement was interrupted by a backpack check. Overall, the observation critiques the traditional and non-communicative approach to teaching English.
Teacher Nesrin Ahmetoğlu created a lesson plan to teach future perfect tense to 9th-10th grade English students. The plan began with a warm-up activity to review past tense. Then, through a story and pictures, the teacher introduced future perfect and had students practice forming and understanding examples. Students then completed exercises to practice using future perfect correctly and comprehending its meaning. Various activities reinforced use of the new structure in meaningful communication. The plan aimed to help students identify, form, and use future perfect through inductive and hands-on methods.
2012 Roberts Spring BFIT Student EvaluationsTracey Roberts
Professor Roberts received positive evaluations for her Basic Income Taxation course. Students found the weekly worksheets and problems very helpful for understanding the material. They also felt Professor Roberts created a positive learning environment and encouraged independent thinking. While some found the textbook disorganized, most felt the materials and Professor Roberts' teaching style contributed significantly to their learning. Overall opinions of Professor Roberts' performance were good or excellent.
The document outlines teaching methods for four key skills - writing, speaking, reading, and listening. For each skill, it describes the pre-activity, during activity, and post-activity steps. The pre-activity involves introducing the topic and presenting keywords. During, the teacher models the skill and has students practice in pairs or groups. Post-activity includes student self-checks, peer feedback, and the teacher summarizing lessons and introducing the next topic. The goal is to engage students at each stage of the learning process.
FREE ELT BOOK - You Are The Course Book - Lesson Plans - by Matt PurlandPurland Training
Learn how to teach English, EFL, and ESL the best way - without a course book!
This free book will teach you step by step how to teach English in this new and exciting modern way. This great book is in the public domain.
The teacher began the math lesson by explaining the outline and ensuring students understood the tasks and vocabulary. When demonstrating a calculator simulation, one student asked a question which engaged the others. The teacher showed how to zoom and find limits using tables, substituting values. Questions from students showed they understood when the teacher explained concepts through simplified examples and different representations. Students smiled when they understood a difficult concept and asked more questions. The teacher tested students who competed happily and worked problems out together on the board with the teacher's help. While most stayed focused for over 1.5 hours, some chatty students laughed more but stopped when the teacher paused to wait for them in silence.
Reflection On My Math Class
Reflection Essay For Math
English Vs Math Essays
Essay on Teaching Mathematics
Essay on Mathematics and Art
Disadvantages Of Maths
Mathematics in Everyday Life Essay
History Of Math Essay
Math Reflection Paper
Teachers and trainers beginning and-endingjackson9007
Teachers and Trainers is a practice-based qualification for continuing professional development, relevant to all teaching and learning contexts, We specialize in teacher training, corporate training and teachers and trainers.
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
This document provides guidance for English teachers on activities to do with students related to livelihood and home-related work. The activities aim to build students' English vocabulary and speaking skills around topics like cooking, farming, and household chores. Teachers are encouraged to have students work individually, in groups, and as a whole class on tasks like guessing jobs from clues, identifying words that don't belong in categories, acting out actions for others to guess, and tracing the supply chain for food items. The goal is for students to better understand different types of work and appreciate the time and effort involved in running a home.
The student teacher observed their first English lesson at School No. 4. The lesson focused on children's rights and had students write sentences expressing their rights using vocabulary provided. The teacher emphasized developing identity and used technology like blogs to promote collaboration and respect. Technology was integrated in a later lesson by having students complete sentences about rights using netbooks, with the teacher highlighting the Argentine origin of the software.
The lesson plan summarizes a math lesson on relations and functions taught to an 8th grade class. The plan outlines the intended learning outcomes, lesson contents from references, learning experiences through group activities, and assessment of student understanding. The lesson integrates concepts from multiple subjects like science, social studies, and technology and relates functions to real-world examples of relationships and careers to enhance student engagement and comprehension.
This document contains an interview with Rochelle Deter, the head of the mathematics department at University Preparatory School. In the interview, Ms. Deter describes her classroom set up, typical teaching day, teaching style, classroom management approach, views on understanding students, motivating students, technology policy, homework policy, advice for new teachers, and approach to meeting the needs of all students. She emphasizes understanding students, modeling expected behavior, allowing opportunities to succeed, and being willing to adapt lessons as needed.
What I learned from 20 years of Student JournalsCarmel Schettino
This is a revised presentation of the one given at NCTM 2018 in Washington DC. For documents that add to the presentation go to my website carmelschettino.org
Disadvantages Of Maths
Reflection About Maths
English Vs Math Essays
Essay on MAth
Reflection Essay For Math
Reflection On My Math Class
Essay on Teaching Mathematics
Math Essay
Mathematics in Everyday Life Essay
Essay on Mathematics and Art
This document provides directions for conducting a "Hot Onion Review" activity in a 3rd grade math class. The activity involves writing important concepts from a lesson on strips of paper and having students take turns unwrapping them like onion skins and discussing the prompts. Example prompts from a unit on perimeter and area are provided. The document also summarizes students' discussion in response to the prompts, reflecting on how using a related picture book and incorporating movement engaged the students. It concludes by discussing the cultural relevance of drawing from students' life experiences.
This document discusses the importance of using critical self-reflection to improve study skills. It describes analyzing one's strengths and weaknesses in areas like understanding questions, writing essays, time management, note taking, and organization. The author reflects on how highlighting key words helped improve their note taking skills. Overall, critical self-reflection has allowed the author to identify effective methods to overcome difficulties and refine their skills for learning.
From the Fischbowl blog "PB&J" Thanks to Ms. Smith and her English students for sharing their thoughts about the infusion of technology, autonomy and trust into the learning process.
My teaching philosophy_andrea_baquero_lesmesAndreBaquero10
Andrea Baquero Lesmes discusses her teaching philosophy after 31 years of education experience, including 10 years as a teacher. She believes teaching requires understanding students' circumstances and needs in order to effectively share knowledge. Teachers must communicate well with students, understand their interests and fears, and motivate them by showing how subjects apply to their lives and futures. Planning is also essential, including needs analysis, identifying strengths and weaknesses, and collaborating as a team. While the role of teacher is challenging, with effective communication and support, students can overcome obstacles and achieve their goals.
Similar to The STUPID MATH finally became SWEET! (14)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. The STUPID MATH “finally“ became SWEET
Abstract
You see,most students and people hate math.Do you wonder why?
This is about the best method of teaching or learning math & science .
Keywords:math education,how to teach math,how to learn math
INTRODUCTION
For some decays people in math education ,thought that the reason students hate math
and don’t learn it good enough is because it’s not “cool” .So, they started using things as
colorful pictures ,mathematical games, and phrases as “math is sweet” in teaching ,but still
most students don’t like it much and learn it well .
So ,here we’ll see how we could teach math in classroom ,textbooks,… so students learn it
by love, easily ,and effortlessly .This is also applicable for self study ,as in the homeschooling.
MY OWN STORY
About 18 years ago when i was in school and for the first time had an algebra course ,my dear
math teacher first taught us the mathematical operations on monomials & polynomials like
adding & multiplying ,also some of the algebraic identities like the perfect square identity ,and
solved for us some examples ,also gave us much of homework .It took about 4,5 sessions .On
the next clas s,he started teaching us “factoring polynomials” this way;
“O.k. students ,let’s start the new lesson factoring .Factoring is the opposite of the
multiplying”, and he explained it by an example .Then he’d started teaching us the methods of
factoring.
I think at this point the unconscious mind of a typical student would say “What the hell?!
For 4 sessions the teacher was talking about multiplying the expressions and the identities ,and
we did a lot of homework ,and now all of a sudden he’s talking about doing the opposite of all
of what we had so far ,all of the work and effort we had in doing the homework ,WITHOUT
giving us a good reason of why we should do the opposite now ,after all the things” .On the next
2. sessions my teacher continued teaching the methods ,and required us to do homework ,and some
of them were hard. [Please ,consider that almost all the math teachers around the world teach the
subject in the style of my teacher]
The disadvantage of this style of teaching or learning ,besides of it’s crazy beginning ,is that
at some point over the lesson(here factoring) when students try to solve a higher level problem,
some thing inside their heads asking them unconsciously ((what are you doing?)),((what’s all
the effort for?)), and that’s the point when they start disliking the subject ,become disappointed,
and give up .This is not just for the story i told you ,but it is in every thing .For instance,
consider teaching multiplying polynomials and the identities themselves .Here ,there may not be
a crazy beginning like for my story with factoring ,but again at some point when students try to
solve a problem ,some thing inside their heads asking them the mentioned questions.
The Best Method
There are two types of teaching or learning right now .The first one is like my teacher’s,
talking about the non sense abstract stuffs .The second one is similar to the first one ,but the
instructor FINALLY gives the students some reasons(or applications) of the non sense stuffs
he/she has taught.
THE BEST METHOD ,is not like the two above ,but to teach that way ,for instance in
teaching factoring ,the instructor right after defined factoring should talk about the
most important cases in which we need factoring(which may take at least 1 or 2 sessions), and
then teaches the methods of factoring.
The benefit of this method is that the instructor satisfies the unconscious minds of students at
the beginning ,that what are you learning here is not non sense and useless ,but it is important .I
believe that by this method ,first of all, students learn by love which is very important ,they’re
curious to learn more about the subject(here factoring),and doing homework would not be
annoying and make them dislike the subject ,because they know that we need to factor for some
useful reasons the instructor gave them at first. That would be way better if the cases be
touchable, came from practices(like an example in building a car in which we need to for
instance ,factor), and cover more areas of science and engineering.
I’ve got a free tutorial channel at Youtube ,in which i teach some mathematical subjects in a
way close to the best method .The link to my channel is available at the end of this article.
I don’t mean that an instructor should give the students all the cases in which we need the
subject(here factoring) at the beginning ,but my point is that we should give them enough of the
most important cases at first to make them realize that what are you learning in this session and
the later ones is important, and we could give them another most important cases or just cases
later.
3. Whatever i told you above is also for self learning ,and not just for math but also for science.
As another subject ,consider integral calculus .In a typical course or textbook ,the instructor
starts by defining integrals ,and may be some theorems ,then the methods of integration ,and
FINALLY some cases in which we need integrals ,like calculating the volumes of objects and
the length of curves ,you know ,after well raping the brains of students by talking about the
non sense abstract stuffs. The disadvantages are;
1.After some point when students try to integrate a complicated function ,some thing inside
their heads asking them unconsciously ((what are you doing?)),((what’s all the effort for?)),And
that’s the point when they’d start disliking the subject, and become disappointed.
2.The cases in which we need the integrals are non sense .They just say that for calculating
the length of a curve we need integrals ,without mentioning why we should care about length of
a curve ,who needs to calculate it? Again ,my method here is that ,after we defined the integrals
we should talk about the most important cases in which we need integrals(not at the end), and
then we should teach the methods .Also ,we should give the students more details for the cases
like calculating the length of curves.
4. If i ran a school,i would…
So far ,I’ve talked about how we should teach or learn math & science in the current
educational system & syllabuses ,for the best ,but if i had a school or college in which i was able
to make my own educational system & syllabuses ,I would run it in a manner even better than
the best method above.
I’d like to explain it ,again by my own story;
Many years ago when I was studying in elementary school(2nd
or 3rd
grade),my dear teacher
started teaching us multiplication ,this way;
She drew 3 rows of apples ,each row contained 5 of them .Then ,she said “here we got 3 five
apples or 3 times 5 apples .Lets count the number of them [she did it].So,3 times 5 equals to
15”.Then,she solved more counting problems for us ,gave us home works ,and required & helped
us to memorize the multiplication table .Later ,in the same grade or the next ones ,they taught us
how to multiply fractions ,also how to multiply decimal numbers.
The way my elementary school teachers taught us(which is still the usual teaching method) is
just focusing on teaching the tools not the real thing ,or some times even forgetting about the
real things. Multiplication or generally mathematics ,are tools for real things ,as designing a
car ,bridge,…,surveying discovering the laws of nature. In my owned school my teachers should
not teach like that ,I mean focusing on less important things like the tools ,instead of the most
important things like the real things I mentioned .So, in my owned schools ,when the teachers
want to teach multiplication to the students who are going to learn it for the first time(may be 2nd
graders),the teachers like my 2nd
or 3rd
grade teacher ,may start by the counting the number of
objects problems ,then the multiplication table ,and at this moment stop teaching multiplication
itself ,but start teaching or talking about the most real & practical things in which we need to
multiply, as calculating the area of a rectangular farm ,but in good details that why do we need to
calculate it? who needs it?...
I may go even further ,and make my school do not have a course titles as mathematics ,but my
students would learn the necessary math in their other courses ,courses like “how to design a
building”.
Here ,i just talked about math ,but to see how i think we should teach or learn science ,also for
more information please watch my three videos below;
If i ran a school,i would... 1
If i ran a school,i would... 2
If i ran a school,i would... 3
My FREE tutorial channel