...TITLE: 4 type of sentences PURPOSE: To introduce the class to four kinds of sentences, and how understanding and using different types of sentences allows writers to control the tone of their sentences. GOAL: Students will be able to both name and write the four different types of sentences. OBJECTIVES: Students will be able to differentiate between the four different types of sentences. MATERIALS: PowerPoint, overhead projector, notebooks, pencils/pens, 4 types of sentences worksheets (8), Jeopardy Game PROCEDURES AND METHODS: Tell students that they will be learning about the four different types of sentences today. Ask the class for volunteers to name the different types of sentences. Once students have made educated guesses, begin the PowerPoint presentation. At the end of the PowerPoint there are several examples. Have each student take a turn identifying the type of sentence displayed and have them give an explanation. Students will then be given a worksheet covering the different sentence types, for which they will work on independently as I walk around answering any questions. Once the worksheet is complete, if time allows, the class will participate in a Jeopardy review game over the 4 types of sentences, which I have prepared to display on the projector. The winning team will receive Crown Jewel Bucks, which can be spent at the school Academic Bookstore. EVALUATION: Ask students to complete the Sentence Types worksheet. This should take approximately 15 minutes...
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...the old corrupted Politics practice made these University Students protesting the current emergency state of Bangladesh. I should request to the authorities to think about Banning the Student Politics in Bangladesh for next few years. The old fashion Student Politics Practice could be the main seed of facing the corrupted Politicians in future. There are 3 types of Student in any University or College: * A type: Career Oriented (focused only in study and career issues) * B type: Mid-type Student (they needs proper guidance about their career) * C type: Politics Oriented Students (who always prefer the Politics Involvement rather then Career) In usual scenario we loosed the fame and name of Dhaka University just for the reason of our Bad Political Practice which was practiced by the C Type students. And sometimes B type students were the ultimate victim of the Fight of C Type Students and Security Forces in different Protests. From my past experience B type students gets the influence or sometimes forced to support the C Type students. Which makes the ratio of protesting supporters increases than the usual ratio of C type students. Then the conflict seems more strong and bold to different media. Even the media influences in any activities needs to be monitored cause a Public focus is very much influencing for those C type students. Sometimes you will see only to show their face in medias for different protest or awareness program they tries to get into focus...
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...setting for their students. The questions of the final examinations should, therefore, be representatives of the types of educational objectives set in the different school subjects. The emphasis upon memory and some of the simpler types suggests a need for a modification in emphasis in most of the school subject. Frequently all questions are considered as belonging to one of two groups, “thought questions” or “memory questions”. Such a definite classification is not, however, always possible. The character of the mental process involved in answering depends upon the person replying as well as upon the form of the question asked. Those questions calling for definite facts are almost certain to be based upon memory; on the other hand, those requiring classification, evaluation, contrast, etc. are likely to demand thought on the part of most students. If, however, such classification or evaluations have been made in a previous class exercise some students may easily remember the answers and, in such a case, a thought question for one student becomes a memory question for another. (Monroe, 1923) Hence, the academic performance of a student mostly depend on his/her evaluation in exam. Students excel on either one of the two types or both. But oftentimes, examinees encounter problems in answering either one of the said types. Competitive/ Objectives exams are very much different than the board exams. As a result success in competitive exams requires a different approach .In fact...
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... the reaction starts a continuous connection between the neurons streaming and creating a pattern. The event then becomes familiar to the person.2 We want to test how the LTP is affected by different music/audio. According to Mark A. W. Andrews, a...
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...setting for their students. The questions of the final examinations should, therefore, be representatives of the types of educational objectives set in the different school subjects. The emphasis upon memory and some of the simpler types suggests a need for a modification in emphasis in most of the school subject. Frequently all questions are considered as belonging to one of two groups, “thought questions” or “memory questions”. Such a definite classification is not, however, always possible. The character of the mental process involved in answering depends upon the person replying as well as upon the form of the question asked. Those questions calling for definite facts are almost certain to be based upon memory; on the other hand, those requiring classification, evaluation, contrast, etc. are likely to demand thought on the part of most students. If, however, such classification or evaluations have been made in a previous class exercise some students may easily remember the answers and, in such a case, a thought question for one student becomes a memory question for another. (Monroe, 1923) Hence, the academic performance of a student mostly depend on his/her evaluation in exam. Students excel on either one of the two types or both. But oftentimes, examinees encounter problems in answering either one of the said types. Competitive/ Objectives exams are very much different than the board exams. As a result success in competitive exams requires a different approach .In fact...
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... Topic: Which type of meals do international students, who are studying in University of Worcester choose to have during the time they are living in St. John Campus? Ready meals, take away meals or cooking by themselves? CONTENTS ACKNOWLEDGEMENTS First of all, I would like to say thanks to my teacher, Ms. Austen. I have received a lot of useful advices and enthusiastic supports from her since the beginning of my project. Besides, I appreciate twenty respondents, who participated in my survey. Their specific answers gave me an opportunity to finish my research successfully. 1. ABSTRACT Dietary habit seems to be a typical problem with international students, especially for whose culture food is far different. Thus, this research will find out the type of meals that are usually chosen by these students as well as the reason for their decision. In addition, the question whether they have to change their eating habits is mentioned. Twenty international students in both genders, who came from both Western countries and Asian countries have been asked to fill in the form containing six questions. The results have showed that preparing meals at dorm have been selected by sixteen people over the total sample with several similar reasons. However, there is a few exceptions in the Asian girl group. Thus, it is established that preparing meals by oneself is the common decision wherever they came from. 2. INTRODUCTION At the moment, the number of students who decide to study...
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...in school. In particular, it addresses the notion of how labeling children may likely lead to self-fulfilling prophesies. For instance, if a child is labeled as less capable or more incompetent than his fellow peers, his sense of self may plummet as a result and lead to him never performing to his maximum potential at any point in his academic career. The labeling theory resonates with the idea of tracking of students in the education system. Tracking in American education typically involves grouping and labeling sets of students as low-performing, average, or high-performing. Based on several previous studies in addition to the research carried out by the authors of the paper, The Economics of Tracking in Education, it is apparent that tracking “increases inequality without boosting efficiency.” In particular, one researcher stated that when comparing students categorized in the “upper group” in schools that utilize ability tracking, they outperformed similar students in other schools that did not use tracking. However, the same researcher also found that the students grouped into the lower ability category in the same schools that...
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...Towards School Some people maintain the idea that students in different areas of the earth have different work ethics. Some claim that American students are lazy while Chinese students are more ambitious. However, is this stereotype an accurate representation of modern day education? I believe this stereotype to be false. Anywhere you traverse in the world, you will see students of all different sorts. Some will possess limitless motivation while others will lack the will to even complete the simplest task assigned to them. This is a universal motif. Some will succeed while others fail. To succeed, it simply depends on how much effort a student is willing to exert. Based on their work...
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...PERSONALITY TYPE ON ENGINEERING STUDENT PERFORMANCE AND ATTITUDES* R.M. Felder Department of Chemical Engineering North Carolina State University G.N. Felder Department of Physics Stanford University E.J. Dietz Department of Statistics North Carolina State University Abstract The Myers-Briggs Type Indicator® (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University. That course and four subsequent chemical engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. The conclusion is that the MBTI is a useful tool for helping engineering instructors and advisors to understand their students and to design instruction that can benefit students of all types. I. INTRODUCTION People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. Given the almost unlimited variety of job descriptions within engineering, it is safe to say that students with every possible...
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...citizens as well as a productive one. Most kids go to college and find it is totally different than what they been told, some may expect parties and good times. All students cannot be the same, for the nature of genes and because of the environment they grow up in. Friends and families can also be an influence of the nature of a student in learning. The reality of the situation is there are two different types of students. There are passive students and the active students. The type of student you are will affect your grades, thereby affecting your future. Active students are type A personalities and they like rushing things. Passive students are type b personalities and relax and with no sense of urgency. The amount of drive he or she puts into classes, and quality of work defines the type of student he or she will become. The reason I’m showing comparison between passive and active students. Is so more people know that your attitude on education may and can affect your outcome on life. Attitude is the first element that decides the quality of a student. A passive student is likely to be negative, for the fact they have more important things to do other than study. There also know not to care about there reputation in class. Very often passive students blame their teachers if they receive bad grades or assume they are failing because the teacher really doesn’t care for them. Active students seem to always have a positive attitude, they try to learn as much as possible as quick...
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...be paid at learning activities for students. This report is going to consist of a number of different sections, which are interrelated with each other. First part of this report is based on the presentation, which was aimed at evaluating various learning styles from one-person perspective, and compared to another individual in order to see the differences. Later on as a student development manager it is going to be necessary to examine different training needs for different students in LSBM and state advantages and disadvantages of training methods, used in this institution. Also this report is going to focus on planning and development of training event for students in order to increase the learning abilities and provide benefits for the studies in general. The final part of the report is going to look at the government’s influence on training, development and lifelong learning in the UK, it is influences on private and public sector and on the level of various organizations. Task1 The focus of the presentation was on assessment of various learning styles and the possible contributions for a person in the workplace. Most of individuals have various learning styles which are attributed to them, however they also share common attributes amongst each other. As a definition learning style means an incorporation of variety of learning methods and involves different educational methods. Another important aspect of learning style is an actual type of personality of the learner. This...
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...251-01 Rough Draft The Different Kinds of Teachers There are more than a hundred of schools in our island. These schools are scattered all over the island and each school has their own kinds of teacher. Teacher is a person who teaches, especially in a school. But no matter what type of school it is, you will find the same four types of teachers: the friendly type, the survival type, the mastery type, and the impact type. Throughout my years of learning, I have come across these different types of teachers and their teaching methods. These teachers have their own way of affecting the learning life of a student. The friendly type is a teacher that calls his/her students friends. This type of teacher considers the student as their best buddies. The friendly type is always nice and carefree towards the students. This type of teacher never has any type of curriculum to teach and so the teaching method is unprepared. He/her never raises his/her voice to the students because the students might be angry with them. The disadvantage of this teaching method and this type of teacher is that the students will take advantage the teacher. The student will have this mentality that they can do whatever they want because the teacher will not do anything to them. This type of teacher will never help the students achieve something in their life except having more friends. The survival type is a teacher that I know of very well. Unfortunately, there are a lot of these types of teachers in many...
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...known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students from dependent to independent self-directed learners. There are four stages to the TLC and with each stage there are different strategies that the teacher uses to guide the student to being an independent learner and how the teacher is the crucial factor in guiding them in that direction. * According to Derewianka & Jones (2012, pg 45) the first stage ‘building the field’ is a critical stage in grasping the student’s attention to understanding a concept or theory that is about to be learned. The importance of this stage is that the ‘expert other’ referred to, as the teacher has to build students prior knowledge to a topic that is being presented. A student cannot learn and be able to produce ideas if there is no prior knowledge. By slowly building knowledge for the learner and scaffolding their thinking students can slowly understand the concept and elaborate on it through further discussion (Salmon 2007, pg 459). How students build their field of knowledge is through activities that encourage discussion. One of these activities that teacher can implement is pair-share which is a strategy to foster student interaction....
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...Overview of Varying Learning Styles People are different and therefore do things differently, such as how they learn. How does one assimilate information the best? In this paper, this writer will discuss how to figure out a person’s learning style, different styles of learning, and how to accommodate the different learning styles. By understanding one’s individual learning styles, people can change the way that they teach and study in order to increase the knowledge that is retained. How to Determine Learning Styles There are multiple ways to figure out someone’s personal learning style. A person can look at ways that they study best for clues. Does an individual need to write and read everything, watch videos on the subject, must learn by doing, or a combination of these? A person could also take a questionnaire and based on their answers, come to the conclusion of their learning style. One of the most popular ways to learn one’s style of learning is to take a questionnaire created by VARK (VARK, 2014). Different Styles of Learning According to VARK learning questionnaire, the populace fall into five categories. These different sections are visual, aural, read/write, kinesthetic, and multimodal (Vark, 2014). Visual consists of learning best by studying with diagrams or pictures. Visual learners, while studying written words, should find that highlighting information useful ((Blevins, 2014). Persons that are more aurally inclined learn better by listening to information...
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...Elham Title: Effects of Different Types of Dictation Practice on Immediate and Delayed Performance on Tests of Present Tense “To Be” Verbs and Indefinite Articles Journal: Iranian Journal of Teaching English as a Foreign Language and Literature, Vol. 2, No. 3. 2010 Introduction The role of grammar in language instruction has been an issue of great controversy. In the early parts of the twentieth century grammar teaching was so fundamental in language instruction that the other aspects of language learning were either overlooked or de-mphasized. In the past, grammar teaching was considered as the presentation and practice of discrete grammatical structures. The present study investigated the effects of three types of dictation practice (standard dictation, dicto-comp, and dictogloss) on elementary EFL learners' immediate and delayed performance on tests of present tense to be verbs and indefinite articles in English. A. Statement of the Problem: * Will the effects of the standard type of dictation between its immediate and delayed effects on acquisition of grammatical knowledge be different to that of the effects of dicto-comp dictation and dicto-gloss dictation when it is measured by performance on multiple-choice tests? B. Hypothesis: * Empirical Hypothesis: * If students score higher when subjected to the standard type of dictation than that of those under dicto-comp dictation, than those under dictogloss type of dictation then the Standard...
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