The way I prepared myself for this book was on every page I had at least about three sticky notes stating the important facts and at the end of the chapter I had a one sentence summary stating the main idea opic of that chapter. This method I have found out has helped me the most it helps me remember certain things better due to my short-term memory loss. For my writing method, I tend to make outlines so I don’t get off topic. Both of my reading and writing method I have discovered for myself throughout my school years has helped me learn better and just in generally better myself academic wise.
When most students are done Zoharit checks their answers and adds questions on the board with the help of students. Zoharit writes an additional sentence on board and asks the students to write 3 questions that their answers can be found in the sentence (beginning with when, where and how many). The students are quite while working since doing the same type
In addition, review of the learning objective of the lesson at the beginning of the lesson and repeated /processed by students is necessary. The teacher is required to use the intervention curriculum the way it is written, however, research based strategies may be implemented into the lessons, as one method may not always work for all students. As suggested by Foorman and Torgeson (2001), a balance of instruction between traditional and literature-based instruction is most powerful, including all five components of literacy. Our reading program, Read Well, addresses a balanced instruction.
After completing the learning style inventory, I discovered that I am both an Active Experimentation (AE) and Abstract Conceptualization (AC) learner. Which makes a lot of sense based on my life experiences, I learn best when I am thinking and doing. I love to take my time on assignments and think about what I want to accomplish. Making sure to tackle a problem from various angles is always something that I naturally do. Once I figure out a strategy I apply the doing piece, trying and tweaking my approach until I have found an optimized route.
Furthermore, paraphrasing throughout discussions and talks helped to ensure that everything was fully understood and explained. Following this, I also summarised at the end of presentations and allowed questions to verify that the main
Out of all the different methods of brainstorming, my personal favorite is the “idea tree” method which includes simply putting a central idea or term in the middle of a piece of paper and branching ideas off the central idea. One of the advantages of this technique is that, after I brainstorm using this method, my paper already
My desire to be a 1I06 TA originates from a passion for problem-based learning (PBL) and teaching. This format of education requires students to take charge of their own learning and the teachers to facilitate that process. I believe that 1I06 successfully accomplishes that mission and truly makes an impact on students which I will describe below, using my personal experiences of the course. First of all, this course significantly changed my approach to learning new material. My biggest source of learning was the RAPSES.
I always begin by pulling the prompt apart and comprehending what is being asked, then I will brainstorm so that I have my thoughts sorted out. After I have completed that I will use an outline to organize all of my thoughts and write my rough draft. My second strength is finding research. I am very selective with the research that I choose to incorporate in my paper and that is one of the aspects that I do prioritize.
I also learned the proper way to use commas and transitions to linked my evidence with the rest of my writing. All through I learned all of these skills, I have only scratched the surface of it. There is still way more I need to learn about sentence structure,
I broke the students up into groups and gave each group a theme to focus on pulling quotes from the book that relate to the theme. I thought the lesson went over very well the students were engaged and on task. All the groups worked well together. Each student contributed to the collaborative team poster. As I walked around I notice group members helping out others group members which is great interaction
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.
Although I practiced all the focused review tests, but I need to read and understand the questions to be able to choose the best option in subsequent tests. I also studied my lecture notes and textbook. The areas for improvement in the categories below are addressed. Level of Difficulty – I need to improve on Understanding Concepts, making nursing judgement and setting priorities.
I find the video streams, PowerPoint slides, handouts and website reviews to be most helpful. I find the other resources just as valuable, but I selected these three as my top choices because I am a visual learner therefore the video streams help me out tremendously. I have taking completely online and hybrid classes before; however, those did not include the professor’s lecture online. I think what is brilliant about this course is that I can repeat a lecture at anytime. Being able to watch the video as many times as I need to have been a lifesaver.
While taking English 090, I have learned to overcome this fear. Getting feedback from others during workshop days was very useful because I received tips on how to make changes to your paper to make it stronger. This gave me the opportunity to practice my critical reading/thinking skills by actively reading our partners papers. This also gave us the freedom to leave remarks in the margins of others’ essay to not only help them, but help ourselves learn. While writing the unit 3 paper, I got to practice and meet the course objective of actively reading.