#2 is sorting and determining the order of events using their descriptions or the illustrations in the book. L.T. #3 Identifies 3 characters and determining the plot and setting of the story. Finally, L.T. #4 allows the students to explore the belief of the main message or theme of the story using their descriptions and illustrations to support their answers.
• Note the grammatical complexity of the writing. The feedback strategy used for this lesson will be “Tweets about today’s lesson” where the students will “tweet” about the lesson and can answer either what they learnt from the lesson, what they did not know or what questions they might have. (Presto Plans, n.d.) The feedback strategy can inform the student on how students understand and where they can learn more. The “tweets” can then be put up on the wall for the students to go back to and when they understand something they were unsure of previously, they can replace it with a new “tweet” or add it to their previous “tweet” to see how their learning has
Three main ways in which information can be encoded : 1. Visual (picture) 2. Acoustic (sound) 3. Semantic (meaning) This means that we take information, either as a picture or a sound or that we give the information meaning. For example: You would like to call your teacher for some
For example, students can highlight the important event that occurred in the whole history chapter. When students use selectively principle, they can know what information is important to study for exam and take notes about it. The second principle that activate our memory is association. Association is the process of forming any kinds of cue to link two or more items or link chunks of information together to process it in our memory. We as a human tends to remember things easily by associating an object or event with one
Consideration with Short Term Memory should be looked at more efficiently to show students and people that try to memorize for a test, or trying to remember a past event should be done correctly. Complications can result in short term memory which will be later dumped. In order to remember something efficiently we should relate it to something or even if you think you know it inside and out to spend more time with it. The importance of short term memory should be shared with the public. Suggestions given to help improve memory skills of people could improve the quality of
Study 1 Teacher shows different pictures describing the actions that are happening right now. Teacher elicits the sentences of present continuous from the students, writes down the sentences on the whiteboard. Teacher elicits the form of the present continuous. Answers must focus on aux. verb ‘be’ + verb ‘ing’.
I first planned to outline the basic chords and melody of my composition. I thought this would help me see how to incorporate Romantic aspects into my piece. During the outline part of my plan, I also kept in mind musical form by planning to work on different sections at a time, and using ternary, or ABA’ form. After completing all of the sections I needed for my outline (minus the cadenza), I would figure out how to notate the exact notes with the help of my basic chords and melody, while also considering arpeggios. Not only would this help incorporate the technical aspect of the étude, it would also help me see what direction I would take it later in the cadenza and the detailed elements.
While this question does deal more with vocabulary, making it more understandable that so few students answered it correctly; I decided to work in activities that would continue building our source analysis skills nevertheless. One way I did this was during our lesson covering the Plessy v. Ferguson court case. I had students read both a primary and a secondary source and then answer questions that tested not only their knowledge and comprehension skills with respect to the sources, but also their evaluation and application skills as well. In general, this pre-assessment allowed me to better understand where my classes stood with regards to the subject matter at hand. The knowledge I gleaned from this activity resulted in a more tailored and focused learning experience for my students which met them where they were instead of assuming what they did or didn’t know.
And as children develop and experience new things, their self-concept begins to change, this is why knowledge tends to only stay with students for a certain amount of time. Understanding that knowledge is temporary, I will do the best of my ability to build off the student’s knowledge, so they are able to form deep understandings that student’s will be able to store in their long-term memory, rather than their short-term memory. This can be done by taking prior knowledge and relating
Most of the activities carried out are based on what people perceive and remember. Personally, I have recognized several ways in which memory, as described in the course book, has been applied. Reading through the topic, I discovered the importance of memory given that some activities done as far as when I was in the elementary grade are fresh in mind. I can vividly describe some of my milestones and events that have been happening in my life. The memory of such activities can only be attributed to the long-term and short-term memory as described in chapter eight of the course
They were given three different ways to demonstrate their learning before they were to complete their project. This gave the student practice, as well as chances for me to correct misunderstandings. I used visual aids and discussion to introduce the unit, this was to make the vocabulary relevant and to assess prior