Week 5 discussion board
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Crystal discusses several assignments from her education course that were meaningful to her. The Week 2 discussion on metacognition helped her learn better study skills. The My Next Move career assignment reinforced that education is the right field for her. From the Week 4 discussion on stress, she realized she needs to reduce her own stress levels through massages. Journal entries helped her think about her future goals and priorities, and develop self-dialogue skills. Overall, the course helped her improve study skills, stress management, and organization skills to apply in future semesters.
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Presentation2
The document summarizes key lessons and insights Charles Shelton has gained from his general studies course. He has learned to challenge assumptions about studying, overcome procrastination, and develop better study habits. Shelton has also gained a better understanding of how people learn, the importance of using others as resources, and maintaining integrity and commitments.
Test taking strategies
The document provides test taking strategies for standardized tests. It recommends getting a good night's sleep, eating a healthy breakfast, and being well prepared with pencils and materials. During the test, students should listen carefully, read all questions and answers thoroughly, pace themselves, use process of elimination when unsure, and relax by not gripping their pencil too tightly. Additional tips include filling in bubbles completely, writing neatly, and being confident in their abilities on the exam.
Grammar up 1 Welcoming Remarks
This document provides instructions for an online grammar course. It explains that new content will be made available each Wednesday, including weekly goals, lessons, exercises, assignments, quizzes, and a final test. Students have one week to complete the activities before the next week begins. To receive a certificate of completion, students must achieve an average of 70% on the quizzes and final test and complete all mandatory work by the 8th week of the course. The facilitator, Evania Netto, is available by email to answer questions.
Tips to improve your english by testing yourself
English learners can improve their ability to remember and use new words by testing themselves.
Source<> http://www.edubilla.com/blog/tips-to-improve-your-english-by-testing-yourself/
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.
First day of school project
This document discusses how to create effective assignments for students. It notes that ineffective assignments do not clearly explain what students are supposed to learn or accomplish. Effective assignments have clear standards, objectives, and activities with specified purposes. Teachers should determine what they want students to learn and accomplish, write each assignment as a single sentence objective, give students a copy of the objectives, and post the objectives for reference. This helps students understand what is expected and ensures mastery learning rather than "mystery learning" where students are lost.
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.
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.
Recommended
Presentation2
The document summarizes key lessons and insights Charles Shelton has gained from his general studies course. He has learned to challenge assumptions about studying, overcome procrastination, and develop better study habits. Shelton has also gained a better understanding of how people learn, the importance of using others as resources, and maintaining integrity and commitments.
Test taking strategies
The document provides test taking strategies for standardized tests. It recommends getting a good night's sleep, eating a healthy breakfast, and being well prepared with pencils and materials. During the test, students should listen carefully, read all questions and answers thoroughly, pace themselves, use process of elimination when unsure, and relax by not gripping their pencil too tightly. Additional tips include filling in bubbles completely, writing neatly, and being confident in their abilities on the exam.
Grammar up 1 Welcoming Remarks
This document provides instructions for an online grammar course. It explains that new content will be made available each Wednesday, including weekly goals, lessons, exercises, assignments, quizzes, and a final test. Students have one week to complete the activities before the next week begins. To receive a certificate of completion, students must achieve an average of 70% on the quizzes and final test and complete all mandatory work by the 8th week of the course. The facilitator, Evania Netto, is available by email to answer questions.
Tips to improve your english by testing yourself
English learners can improve their ability to remember and use new words by testing themselves.
Source<> http://www.edubilla.com/blog/tips-to-improve-your-english-by-testing-yourself/
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.
First day of school project
This document discusses how to create effective assignments for students. It notes that ineffective assignments do not clearly explain what students are supposed to learn or accomplish. Effective assignments have clear standards, objectives, and activities with specified purposes. Teachers should determine what they want students to learn and accomplish, write each assignment as a single sentence objective, give students a copy of the objectives, and post the objectives for reference. This helps students understand what is expected and ensures mastery learning rather than "mystery learning" where students are lost.
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.
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 Taking Tips
This document provides tips for student success on tests. It begins by emphasizing the importance of asking for help if a concept is not understood. It then lists the top 10 test-taking tips, which include having a positive attitude, making a study plan, getting enough sleep the night before, eating breakfast, managing time during the test, and reviewing answers before finishing. Additional tips are provided for multiple choice tests, overcoming anxiety, and effective studying strategies like spacing out study times and focusing on key concepts. The overall message is that being prepared and using effective test-taking strategies can help students succeed.
Active listening skill
Active listening involves using body language and speaking to communicate acceptance of the other person. There are 5 tools for active listening in coaching: 1) Repeat the coachee's words to confirm understanding, 2) Clarify statements to ensure correct understanding, 3) Identify and "solve knots" where the coachee sees two things as equal when they may not be, 4) Interrupt respectfully if the discussion moves from the agenda, and 5) Use concluding questions to help the coachee reach their own conclusions more efficiently.
Upgraded PP with video
This document provides strategies for helping students with challenging behaviors caused by impulsivity. It discusses two types of impulsivity - behavioral and cognitive - and signs like overreacting and interrupting. Teachers are advised to teach students the concept of "stop and think" by using preventative problem solving skills. This involves defining the problem, coming up with alternatives, selecting the best alternative, and implementing solutions while focusing on good decision making. Students should determine what triggers strong emotions for them and create personal plans for managing meltdowns with praise for making good choices.
Helpful strategies for dealing with emotional students with
This document provides strategies for helping students with challenging behaviors caused by impulsivity. It discusses two types of impulsivity - behavioral and cognitive - and signs like overreacting and interrupting. Teachers are advised to teach students the concept of "stop and think" by having them consider consequences before acting. A four-step problem solving process is outlined involving defining the problem, considering alternatives, selecting behaviors, and implementing solutions. Students should identify personal triggers and develop plans for regulating emotions, like asking for help or taking breaks when frustrated. Praise should be provided when students make good decisions.
Study Tips
- Take detailed notes in class and rewrite them soon after to fill in details and correct mistakes. Ask questions if you don't understand concepts as instructors expect you to understand examples worked in class.
- Study examples in your notes and then do corresponding exercises to reinforce concepts. Refer back to examples as needed. Rework any problems you missed on tests to better understand the material.
- Start studying for tests several days in advance and get a good night's sleep before the test. Keep up with homework to avoid cramming. Ask questions in class to check your understanding and engage with the material.
Learning Portfolio
Through taking this class, the student achieved their learning goals of improving their reading and writing skills. They used several online programs and activities to practice and help overcome their initial fear of the class. While the class methods were different, the student felt they learned many new things and made progress in their areas of focus through dedicating time to regularly practicing and completing the assigned activities.
Remove Fear and Eliminate Many of Your Challenges
This document discusses how fear is often the root cause of many challenges and obstacles in life. It provides examples of how fear can lead to relationship issues due to fears of abandonment, loss of freedom or trust; money issues due to anxiety-driven spending or fear of discomfort; and procrastination due to fear of failure. It then outlines techniques for overcoming fear such as focusing on deep breathing, practicing dealing with small amounts of discomfort gradually, and learning to embrace discomfort as a sign of positive change. The document concludes by encouraging the reader to build their ability to withstand discomfort in daily life through small challenges.
Portfolio project
1. This portfolio project discusses Christopher Glunt's reflections on various class discussions and journal entries from his general studies courses.
2. He found discussions around stress, metacognition, self-awareness and career assessments particularly insightful as they helped him better understand himself and identify areas for improvement.
3. Key lessons learned include realizing flaws in his study habits, gaining cognitive strategies, and recognizing his strengths in self-motivation but weaknesses in organization and working with others.
Oeding
Ms. Oeding created a classroom literacy profile (CLP) for her fifth grade class for the upcoming school year. She collaborated with a third grade teacher to develop the CLP. Their CLP includes four main components: DIBELS assessments to monitor comprehension every two weeks, comprehension assessments Ms. Oeding has used in the past, the CMRSU comprehension strategy assessment, and the Motivation for Reading Questionnaire to understand students' interests. Ms. Oeding found resources for the CLP through the course textbooks, discussions with other teachers, and collaborating with her third grade colleague.
Up Close And Personal Sexuality
This document provides instructions for an activity called "Up Close and Personal" that allows students to discuss personal opinions, feelings, and values related to sexual health in a safe environment. The activity involves students sitting in a circle and taking turns responding to unfinished sentence stems about various topics. It is meant to help students develop interpersonal communication and self-awareness skills. The facilitator establishes ground rules for confidentiality and respect before reading sentence stems. Students take turns responding around the circle without interruption. The facilitator guides discussion and ensures rules are followed. The goal is to give students a chance to openly discuss sensitive topics in a structured way.
Unit topic challenges G8
The document discusses facing and overcoming challenges to increase possibilities in life. It suggests reflecting on challenges faced and how they were dealt with. A 3-step process is proposed: 1) identify problems and barriers, 2) deal with problems, 3) remove problems to open up new opportunities. Partners discuss what it means to face up to and overcome problems, with examples of doing so increasing possibilities. Individuals list 5 challenges and note whether they faced up to and overcame each, and if it increased their possibilities. Sharing with partners explores lessons learned and how new challenges may be addressed.
Bc phase one_session8
This document discusses giving instructions and checking for understanding in English language teaching. It provides examples of clear instructions like "Work in groups. Talk about your weekend." and suggests using simple yes/no questions called Instruction-Checking Questions (ICQs) to confirm learners understood, such as "Are you going to work alone?" after the instruction "Work in groups." Trainees are asked to reflect on what they found useful and what they need to learn more about regarding giving instructions.
Tips for exams
Take enough sleep the night before the exam, have a light breakfast, and ensure you know the exact exam center address. Bring all necessary supplies like an admit card, pencil, and eraser. On the day of the exam, remain calm and first attempt questions you know for sure before moving on to harder questions. If unsure of an answer, only guess between two options, not four, to avoid reducing your score. Double check your answers before submitting your test.
Eva rc module 4_assessment
This document contains a rubric for assessing student participation in a group activity. The rubric evaluates students in four areas: sharing ideas, listening, helping others, and working. For each area, students can receive 3 points for being a "perfect partner," 2 points for being a "good partner," or 1 point for "not being a great partner." The rubric also includes sections for peer assessment, self-assessment, and areas for students to identify ways to improve.
Admission Consulting: Explain It To Me Like A 3rd Grader
An admission consultant helps students get into their dream colleges in a more comprehensive way than an overworked high school guidance counselor. The consultant meets with the student and family to create a personalized plan, which includes helping the student prepare for standardized tests, write strong application essays, find scholarships, and apply to colleges that are a good fit. This increases the student's chances of being accepted and receiving scholarships to attend their top choice schools.
Maximizing Academic Performance
The document provides tips for effective studying at home and in class. It recommends having a dedicated study space at home that has adequate lighting, storage, a comfortable chair and temperature, and is free from distractions. In class, it suggests participating by being prepared, listening to others, asking relevant questions, and not taking disagreements personally. High performing students are described as eager to learn, enthusiastic, responsible with assignments, organized with time management, and ambitious with a growth mindset. Tips for studying a difficult chapter include reading introductions and summaries, taking notes, looking up unknown words, and reviewing highlighted points.
Academic Success Pt.1
This document provides information to help students identify their personal orientation to learning. It begins by having students take an assessment to determine their learning style and preferences. It then discusses the key aspects that make up an individual's orientation to learning, including learning style, intellectual development level, and approach to studying. The document notes that learning preference can change depending on class/subject and includes environmental factors. It emphasizes that learning preference does not determine ability. It explains why understanding learning preference is important for success and adapting one's study strategies. Later sections provide tips for developing skills like active listening, college-level reading, and effective communication.
Helping Adult Learners Beat Test Stress for teachers
This document discusses strategies for helping adult learners manage test stress. It explores how perceptions, thoughts, and behaviors can influence stress levels. Specific techniques are provided, including reframing negative self-talk, demystifying the testing process, building resilience through practice, and implementing stress-reducing routines. The goal is to empower students and improve outcomes by addressing fears and building confidence.
Reading comprehension & multiple choice
The document provides steps for answering multiple choice questions:
1) Read the question carefully to understand what is being asked.
2) Think of an answer before looking at the choices.
3) Read all choices and eliminate any that are clearly wrong.
4) Choose the best remaining answer after careful consideration.
It also notes that there will be 31 reading comprehension questions and 8 writing skills questions on the multiple choice test.
Week 5 Discussion Board: Portfolio Project
Ethan Cade Rowland is a criminal justice major who enjoys assignments on metacognition, stress, and career planning. He found the discussions on metacognition and stress most helpful for improving study skills and learning to cope with stress. The career assignment aligned with his planned career path. His favorite journals helped him set goals, manage time better, and understand the importance of integrity. The week on stress taught him how stress affects health. Key lessons were avoiding procrastination, managing stress, and truly learning subjects rather than just keywords. A career assignment helped confirm his chosen career path matches his personality and pay expectations.
Portfolio presentation
Wesley Hutchinson is an education major who describes himself as hardworking, committed, and athletic. He lists his top three favorite in-class assignments as a self-assessment, discussion boards, and a scavenger hunt. His favorite journals covered developing self-awareness through self-assessments and managing his time. Module 10, which showed his overall progress, was his favorite. He plans to carry forward lessons about self-management, embracing change, and maintaining a positive attitude. His personal responsibility scores increased in most areas from his pre- to post-course assessments. His goals are to play professional baseball or become a football coach like his father to support his future family in a nice home.
Porfolio learning frameworks
Nena Davis is majoring in Associate Degree of Nursing. She lists her top 3 favorite class assignments which helped her learn better study techniques and time management. Her top 3 favorite journals taught her how to manage weaknesses, time, and see her improvements in learning. The module she liked most provided new note taking techniques. Her top 3 lessons were different learning techniques, stress coping, and time management. Through a self-assessment, she saw growth in areas like responsibility, motivation, and believing in herself. Her goal is to earn an associate degree in nursing to help people in her community who cannot afford hospital care.
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Test Taking Tips
This document provides tips for student success on tests. It begins by emphasizing the importance of asking for help if a concept is not understood. It then lists the top 10 test-taking tips, which include having a positive attitude, making a study plan, getting enough sleep the night before, eating breakfast, managing time during the test, and reviewing answers before finishing. Additional tips are provided for multiple choice tests, overcoming anxiety, and effective studying strategies like spacing out study times and focusing on key concepts. The overall message is that being prepared and using effective test-taking strategies can help students succeed.
Active listening skill
Active listening involves using body language and speaking to communicate acceptance of the other person. There are 5 tools for active listening in coaching: 1) Repeat the coachee's words to confirm understanding, 2) Clarify statements to ensure correct understanding, 3) Identify and "solve knots" where the coachee sees two things as equal when they may not be, 4) Interrupt respectfully if the discussion moves from the agenda, and 5) Use concluding questions to help the coachee reach their own conclusions more efficiently.
Upgraded PP with video
This document provides strategies for helping students with challenging behaviors caused by impulsivity. It discusses two types of impulsivity - behavioral and cognitive - and signs like overreacting and interrupting. Teachers are advised to teach students the concept of "stop and think" by using preventative problem solving skills. This involves defining the problem, coming up with alternatives, selecting the best alternative, and implementing solutions while focusing on good decision making. Students should determine what triggers strong emotions for them and create personal plans for managing meltdowns with praise for making good choices.
Helpful strategies for dealing with emotional students with
This document provides strategies for helping students with challenging behaviors caused by impulsivity. It discusses two types of impulsivity - behavioral and cognitive - and signs like overreacting and interrupting. Teachers are advised to teach students the concept of "stop and think" by having them consider consequences before acting. A four-step problem solving process is outlined involving defining the problem, considering alternatives, selecting behaviors, and implementing solutions. Students should identify personal triggers and develop plans for regulating emotions, like asking for help or taking breaks when frustrated. Praise should be provided when students make good decisions.
Study Tips
- Take detailed notes in class and rewrite them soon after to fill in details and correct mistakes. Ask questions if you don't understand concepts as instructors expect you to understand examples worked in class.
- Study examples in your notes and then do corresponding exercises to reinforce concepts. Refer back to examples as needed. Rework any problems you missed on tests to better understand the material.
- Start studying for tests several days in advance and get a good night's sleep before the test. Keep up with homework to avoid cramming. Ask questions in class to check your understanding and engage with the material.
Learning Portfolio
Through taking this class, the student achieved their learning goals of improving their reading and writing skills. They used several online programs and activities to practice and help overcome their initial fear of the class. While the class methods were different, the student felt they learned many new things and made progress in their areas of focus through dedicating time to regularly practicing and completing the assigned activities.
Remove Fear and Eliminate Many of Your Challenges
This document discusses how fear is often the root cause of many challenges and obstacles in life. It provides examples of how fear can lead to relationship issues due to fears of abandonment, loss of freedom or trust; money issues due to anxiety-driven spending or fear of discomfort; and procrastination due to fear of failure. It then outlines techniques for overcoming fear such as focusing on deep breathing, practicing dealing with small amounts of discomfort gradually, and learning to embrace discomfort as a sign of positive change. The document concludes by encouraging the reader to build their ability to withstand discomfort in daily life through small challenges.
Portfolio project
1. This portfolio project discusses Christopher Glunt's reflections on various class discussions and journal entries from his general studies courses.
2. He found discussions around stress, metacognition, self-awareness and career assessments particularly insightful as they helped him better understand himself and identify areas for improvement.
3. Key lessons learned include realizing flaws in his study habits, gaining cognitive strategies, and recognizing his strengths in self-motivation but weaknesses in organization and working with others.
Oeding
Ms. Oeding created a classroom literacy profile (CLP) for her fifth grade class for the upcoming school year. She collaborated with a third grade teacher to develop the CLP. Their CLP includes four main components: DIBELS assessments to monitor comprehension every two weeks, comprehension assessments Ms. Oeding has used in the past, the CMRSU comprehension strategy assessment, and the Motivation for Reading Questionnaire to understand students' interests. Ms. Oeding found resources for the CLP through the course textbooks, discussions with other teachers, and collaborating with her third grade colleague.
Up Close And Personal Sexuality
This document provides instructions for an activity called "Up Close and Personal" that allows students to discuss personal opinions, feelings, and values related to sexual health in a safe environment. The activity involves students sitting in a circle and taking turns responding to unfinished sentence stems about various topics. It is meant to help students develop interpersonal communication and self-awareness skills. The facilitator establishes ground rules for confidentiality and respect before reading sentence stems. Students take turns responding around the circle without interruption. The facilitator guides discussion and ensures rules are followed. The goal is to give students a chance to openly discuss sensitive topics in a structured way.
Unit topic challenges G8
The document discusses facing and overcoming challenges to increase possibilities in life. It suggests reflecting on challenges faced and how they were dealt with. A 3-step process is proposed: 1) identify problems and barriers, 2) deal with problems, 3) remove problems to open up new opportunities. Partners discuss what it means to face up to and overcome problems, with examples of doing so increasing possibilities. Individuals list 5 challenges and note whether they faced up to and overcame each, and if it increased their possibilities. Sharing with partners explores lessons learned and how new challenges may be addressed.
Bc phase one_session8
This document discusses giving instructions and checking for understanding in English language teaching. It provides examples of clear instructions like "Work in groups. Talk about your weekend." and suggests using simple yes/no questions called Instruction-Checking Questions (ICQs) to confirm learners understood, such as "Are you going to work alone?" after the instruction "Work in groups." Trainees are asked to reflect on what they found useful and what they need to learn more about regarding giving instructions.
Tips for exams
Take enough sleep the night before the exam, have a light breakfast, and ensure you know the exact exam center address. Bring all necessary supplies like an admit card, pencil, and eraser. On the day of the exam, remain calm and first attempt questions you know for sure before moving on to harder questions. If unsure of an answer, only guess between two options, not four, to avoid reducing your score. Double check your answers before submitting your test.
Eva rc module 4_assessment
This document contains a rubric for assessing student participation in a group activity. The rubric evaluates students in four areas: sharing ideas, listening, helping others, and working. For each area, students can receive 3 points for being a "perfect partner," 2 points for being a "good partner," or 1 point for "not being a great partner." The rubric also includes sections for peer assessment, self-assessment, and areas for students to identify ways to improve.
Admission Consulting: Explain It To Me Like A 3rd Grader
An admission consultant helps students get into their dream colleges in a more comprehensive way than an overworked high school guidance counselor. The consultant meets with the student and family to create a personalized plan, which includes helping the student prepare for standardized tests, write strong application essays, find scholarships, and apply to colleges that are a good fit. This increases the student's chances of being accepted and receiving scholarships to attend their top choice schools.
Maximizing Academic Performance
The document provides tips for effective studying at home and in class. It recommends having a dedicated study space at home that has adequate lighting, storage, a comfortable chair and temperature, and is free from distractions. In class, it suggests participating by being prepared, listening to others, asking relevant questions, and not taking disagreements personally. High performing students are described as eager to learn, enthusiastic, responsible with assignments, organized with time management, and ambitious with a growth mindset. Tips for studying a difficult chapter include reading introductions and summaries, taking notes, looking up unknown words, and reviewing highlighted points.
Academic Success Pt.1
This document provides information to help students identify their personal orientation to learning. It begins by having students take an assessment to determine their learning style and preferences. It then discusses the key aspects that make up an individual's orientation to learning, including learning style, intellectual development level, and approach to studying. The document notes that learning preference can change depending on class/subject and includes environmental factors. It emphasizes that learning preference does not determine ability. It explains why understanding learning preference is important for success and adapting one's study strategies. Later sections provide tips for developing skills like active listening, college-level reading, and effective communication.
Helping Adult Learners Beat Test Stress for teachers
This document discusses strategies for helping adult learners manage test stress. It explores how perceptions, thoughts, and behaviors can influence stress levels. Specific techniques are provided, including reframing negative self-talk, demystifying the testing process, building resilience through practice, and implementing stress-reducing routines. The goal is to empower students and improve outcomes by addressing fears and building confidence.
Reading comprehension & multiple choice
The document provides steps for answering multiple choice questions:
1) Read the question carefully to understand what is being asked.
2) Think of an answer before looking at the choices.
3) Read all choices and eliminate any that are clearly wrong.
4) Choose the best remaining answer after careful consideration.
It also notes that there will be 31 reading comprehension questions and 8 writing skills questions on the multiple choice test.
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Week 5 Discussion Board: Portfolio Project
Ethan Cade Rowland is a criminal justice major who enjoys assignments on metacognition, stress, and career planning. He found the discussions on metacognition and stress most helpful for improving study skills and learning to cope with stress. The career assignment aligned with his planned career path. His favorite journals helped him set goals, manage time better, and understand the importance of integrity. The week on stress taught him how stress affects health. Key lessons were avoiding procrastination, managing stress, and truly learning subjects rather than just keywords. A career assignment helped confirm his chosen career path matches his personality and pay expectations.
Portfolio presentation
Wesley Hutchinson is an education major who describes himself as hardworking, committed, and athletic. He lists his top three favorite in-class assignments as a self-assessment, discussion boards, and a scavenger hunt. His favorite journals covered developing self-awareness through self-assessments and managing his time. Module 10, which showed his overall progress, was his favorite. He plans to carry forward lessons about self-management, embracing change, and maintaining a positive attitude. His personal responsibility scores increased in most areas from his pre- to post-course assessments. His goals are to play professional baseball or become a football coach like his father to support his future family in a nice home.
Porfolio learning frameworks
Nena Davis is majoring in Associate Degree of Nursing. She lists her top 3 favorite class assignments which helped her learn better study techniques and time management. Her top 3 favorite journals taught her how to manage weaknesses, time, and see her improvements in learning. The module she liked most provided new note taking techniques. Her top 3 lessons were different learning techniques, stress coping, and time management. Through a self-assessment, she saw growth in areas like responsibility, motivation, and believing in herself. Her goal is to earn an associate degree in nursing to help people in her community who cannot afford hospital care.
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Samuel enjoyed assignments that helped him discover resources and learn about careers, like the scavenger hunt and Grayson Link career assignment. His favorite assignment was a service learning project where he helped his community and met new people. Favorite journals included ones where he assessed his strengths/weaknesses and imagined his dream life, motivating him. Week 6 was his favorite as he felt more motivated after journaling and goal-setting assignments. Lessons he will carry to next semester include developing metacognition, effective study strategies, and responsibility. His self-assessment scores both increased and decreased in different areas over the semester.
Savage Portfolio
The document summarizes Brayshon Savage's reflections on various assignments and lessons from an undetermined course. It highlights three favorite assignments about how the brain works, how people learn, and a late case study. It also discusses three favorite journals about self-assessment, controlling emotions, and not giving up. Brayshon indicates the first week taught them a lot about self-organization. The key lessons were around organization, self-assessment, and disputing inner thoughts. Self-assessment scores were also provided. A Grayson Link assignment suggested careers in personal training, nutrition, or construction management would be a good fit.
Nates portfolio project
Nate Stephens is an undecided major who enjoys jokes and humor. His favorite assignments included a blog reflection that showed him how little he understands, a discussion on cognition that helped him identify flaws in his learning, and an assignment on learning styles that revealed he is social and relaxed. His favorite journals included ones that helped him address negative self-talk, develop a support system, and reflect on overcoming difficulties. He most enjoyed Week 4, which helped him incorporate lifelong learning. Lessons he learned were that he controls his own success, to set challenging goals, and to push himself to achieve his goals. His end professional goal is to work in politics, getting a business degree and also pursuing livestock farming.
Portfolio project
Madison McIntosh is a student majoring in Dental Assisting at Grayson College. She plans to continue her education at Texas A&M Commerce to become a Dental Hygienist. Some of her favorite assignments in her Learning Frameworks class included a service learning project at an assisted living facility and self-assessment assignments that helped identify her strengths and weaknesses. This class taught her about deep learning strategies and her preferred learning style. Madison saw significant improvements in her self-assessment scores from the beginning to the end of the semester. She learned how to study efficiently and believes these skills will help her succeed in future classes and career.
Presentation (1)
Katelynn Rice is a business administration major who never gives up and lives life to the fullest. Three of her favorite assignments were about not letting others negatively impact her schooling, learning effective study techniques, and setting goals to be better prepared for college. Her favorite journals helped her learn about her strengths and weaknesses, stay motivated toward her goals, and express sadness in a constructive way. Her favorite week was reassessing herself and writing a letter to future students. She learned lessons about effective study, timely scheduling, and motivation that she will apply going forward. Through this course, she gained self-awareness and believes more in herself and her ability to achieve her goals, including becoming an accountant.
Frameworks portfolio project
Randi Cole is an outgoing science major who enjoyed assignments that helped her learn about herself and stress management techniques. Her favorite week was the first week where she did a self-assessment, scavenger hunt, and discussion that taught her about interpreting words. She learned from journal entries and self-assessments that she needs to improve how she studies and manages stress. Randi aims to use lessons in time management, stress reduction, and self-improvement to achieve her goal of becoming a nurse with a happy family.
Portfolio project
Griffin Underwood shares details about his portfolio project assignments. He discusses three favorite assignments - a letter to the next class, community service hours, and a scavenger hunt. Griffin also outlines three favorite journals - how to get the most out of studying, how people learn, and putting principles into practice. His favorite module was how people learn. Three key lessons he will take away are metacognition, how people learn, and how to study.
Portfolio project
Colten Campbell enjoyed assignments that allowed him to learn more about himself through a community service assignment and self-assessment test. He also found an assignment on financial planning useful. His favorite journals included one where he visualized accomplishing a goal, writing about difficult times, and comparing self-assessment scores. He felt module 1 had some of his best assignments and he would carry lessons about not being too hard on himself, always working on self-improvement, and studying smarter over longer periods. His self-assessment scores mostly increased, showing growth in personal responsibility. His dreams include a good career, family, vacations, being debt-free, a dependable vehicle, and retirement money.
Learning Frameworks Portfolio
1) The document discusses Savannah Lyons' favorite assignments, journals, and module from a drama/theater course at Grayson College.
2) Her top assignments included courses on personal finance, writing a letter to future students, and a campus scavenger hunt.
3) Her favorite journals explored personal growth, goal achievement, and processing past emotions.
4) Her favorite module covered how the brain learns and different study techniques.
Portfolio lexi ticknor
This portfolio describes Lexi Ticknor's favorite assignments, journals, and week from her class. Some of her favorite assignments included a scavenger hunt that helped her learn about the school, an assignment on metacognition that improved her study habits, and a discussion on stress that showed stress can be good or bad. Her favorite journals explored frustration and happiness, overcoming obstacles, and self-reflection. Her favorite week included these journals and a discussion on stress. She will carry lessons on study habits, self-assessment, and career exploration into the future as she pursues her goal of becoming a neonatal nurse practitioner.
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- 1. Week 5 Discussion Board: Portfolio Project Crystal Wilcoxen
- 2. • My name is Crystal Wilcoxen my major is Education. I found over the years that childhood education does have something to do with the way you see college. I have always wanted to get more out of my education, but I have been scared. I know now I can do it. List your three favorite assignments or discussions from our class and for each one write at least three sentences about why it was meaningful to you.
- 3. • Week 2 Discussion Board: Metacognition, I enjoy this weeks discussion. Learning about ways to be a better student when it comes to studying. This week I learned I was doing all wrong. I need to stop memorizing and cramming before a test. • My Next Move Career Assignment was right on. I have always helped people no matter what job I have had. The assignment told me to stick with what I am doing. • Week 4 Discussion Board: Stress after this assignment I reevaluated what cause my stress its me. I also start finding was to reduce my stress levels. I am doing monthly massages and it is helping. List your three favorite assignments or discussions from our class and for each one write at least three sentences about why it was meaningful to you.
- 4. • Chapter 3 Journal Entry 11 is one of my favorite assignments. This assignment made me think of where I want to be in the future. I am on the right track to being a teacher. • Chapter 4 Journal Entry 13 is my second favorite assignment. After working on this assignment, it showed me what is important. What is important to me is my education. • Chapter 6 Journal Entry 23 this assignment is my third favorite. Working on this I found away to have a inner dialog with myself. It made it easier to work out my problems and reduce my stress. List your three favorite journals and for each one write at least three sentences about what you learned about yourself from it.
- 5. • Week 4 was my favorite week because I learned how to make myself number one. If I keep think this I will make my dreams come true. Discuss which week you like the most and why?
- 6. • The three lessons that I will take here out is: • Study skills • Stress management • Organization skills. List three lessons that you will carry with you from this course into your next semesters.
- 7. • From the beginning until now I have learned that I need to keep improving on Employing interdependence, Gaining self-awareness, and Discovering self-motivation. • I am rewarding myself when I do good on an assignment. • I have been writing myself motivational quotes to keep me positive. List your Self-assessment scores from the beginning and end of the course from the Self- Assessment, and write at least three sentences about what you have learned about yourself from this course.
- 8. • From the My Next Move Career assignment or TypeFocus I found I am heading in the right direction. • Being a teacher is what I want to be and that from the type test that is where I fit. • Being a nurse was a good choice because I am a caring person. • I learned that being either job it does not pay much, but being either one is not for the money its for the love of the job. Please give us information you found from your My Next Move Career assignment or TypeFocus. Please include at least four things you learned about your future career interests or the career itself that you did not know before.