...note-taking, and flashcards have also been helpful to me when it comes to studying. When preparing for a test, I take notes, when completing a study guide, I refer back to my notes that I took to complete the study guide. While completing the study guide, I create flashcards to prepare for memorization and to further understand the test. Rhymes and songs have always been successful to me because it helps me with remembering the material. tudying reassures that when it’s time to take a test you’re going to be successful in completing the material. Note-Taking While reading the material, you’re able to take the time to stop and jot down notes; something like a little summary of the text you just read. In the past, when reading the material, if I didn’t write down notes, I would totally forget what I read. It’s a great way to go back and review the text instead of going back to read the textbook. When preparing for a test, I usually re-read the textbook and read over the notes that I took ,but sometimes if you have good note-taking skills, reviewing your notes would sound like a little summary of the text. Flashcards You’re able to create definitions of the important text that might be on the test. When it’s not the exact words that I’m getting tested on, I usually create important information on a flashcard with a context clue for a hint. A good use of memorization, with a flashcard, you’re able to create the flashcard to where you are...
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...What is the difference between speed and velocity? * Speed is how fast you’re going * Velocity is how fast you’re going but you need to add direction of the way you’re going in. What are different parts of a distance-time graph? * Flat sections up – steady speed * Flat line – stopped * Curved line up – accelerating * Line curving off – decelerating * Straight line down – steady speed in other direction How do you calculate speed from a distance time graph? * Vertical / horizontal = speed What is acceleration? * How quickly the velocity is changing * The change in velocity can be a change in speed, or direction or both How to calculate acceleration? * Acceleration = change in velocity / time taken What is each part of a velocity time graph? * Straight line up – accelerating * Straight line – constant speed * Curved line up – increasing acceleration * Straight line down – decelerating How to find the distance travelled on a velocity time graph? * It is equal to the time interval underneath an area of a graph What is mass and weight? * Mass Is the Amount of matter that makes up an object * Weight is the force which pulls a object to the ground What is weight measured in? * It is a force measured in newton’s (N) What is the resultant force? * The sum of all the forces acting on an object What happens to an object if the resultant force is zero? * It will remain...
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...1) Behavioral Perspective | Emerged from the pioneering work of Ivan, Pavlov,John B. Wastong, and B.F. Skinner. Emphasizes observable behavior that can be objectively measured. | 2) Humanistic Perspective | Emerged from the pioneering work of Carl Rogers and Abraham Maslow. Emphasizes the importance of self-esteem, free will, and choice in human behavior. | 3)Psychoanalytic/Psychodynamic Perspective | Emerged from the pioneering work of Sigmund Freud. Emphasizes the role of unconscious conflicts in determining behavior and personality | 4)Cognitive Perspective | Influenced by the computer revolution, the cognitive perspective compares the mind to a computer that encodes, processes,and stores information. Cognitive psychologists emphasize thinking,perceiving, and information processing. | 5)Biological Perspective | Emphasizes genetics, the roles of various parts of the brain, and the structure and function of individual nerve cells. | 6)Evolutionary Perspective | Influenced by the seminal writings of Charles Darwin. Emphasizes the role played by natural selection and adaptation in the evolution of behavior and mental processes. | 7)Experimental Method | A carefully controlled scientific procedure involving the manipulation of variables to determine cause and effect. The experimental method enables researchers to determine cause-and-effect relationships. | 8) Independent Variable | The factor that is measured or controlled by the experimenter. | 9) Dependent Variable...
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...Einstein Never Used Flashcards By Kathy Hirsh-Pasek and Roberta Golinkoff This was an interesting book about how children learn. The authors, based on evidence gathered from years of their own scientific studies as well as collective research from many other experts in child development, present a great case against accelerated learning, the overabundance and overuse of educational toys, and the pressures of standardized testing. This book debunks the theory that the more we can shove into our children’s brains and the early we can get it in there, the smarter our children will be. Personal Perspective As a parent of three children, I have felt the pressure of having baby geniuses. I heard all about how I should be playing Mozart to my unborn child and how the ‘Baby Einstein’ products and flashcards were a must in order to have a child succeed in life. The authors of this book claim that children don’t need any of that. In fact, many of these common myths are explained, along with where the myths originated from, and then compared to scientific studies. This book argues in favor of allowing free play in which children use their imagination on their own or with an adult. "When we understand what really does matter to children's development and how myths mislead us, we can feel more relaxed as parents and educators and can easily ensure that our children are intellectually stimulated and socially competent" (Hirsch-Pasek & Golinkoff, 2003, p. 268). I agree completely...
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...1/22/2015 Database Systems: Design, Implementationa and Management; 01 Flashcards create, study and share online flash cards MyFlashcards FlashcardDB About Help Donate TellFriends! Home >> Flashcards >> Computer Science >> Database Systems: Design, Implementationa and Management; 01 Shared Flashcard Set Details Title Click here to study/print these flashcards. Database Systems: Design, Implementationa and Management; 01 Ch1 19 Computer Science 02/08/2010 Create your own flash cards! Sign up here. Description Total Cards Subject Created Additional Computer Science Flashcards Related Study Documents from www.coursehero.com (What's Course Hero?) Course Hero is an online platform providing educational resources to help students learn more effectively. Subscription required. ch03 ch03 Course: Course: Cards Term Definition ch1, q1: Define each of the following terms: raw facts i.e., telephone number, a birth date, a customer name, and a yeartodate (YTD) sales value. Data have little meaning unless they have been organized in some logical manner data Term Definition ch1, q1: http://www.flashcardmachine.com/databasesystemsdesignimplementationaandmanagement01.html 1/6 1/22/2015 Database Systems: Design, Implementationa and Management; 01 Flashcards Define each of the following terms: a character or group of characters can be alphabetic or numeric that has a specific...
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...Title: My family | | New Material: Flashcards, Worksheets | Unit: 5 | | | Lesson: 1 part 1 | | | Date: | | New Voc. Family, Mother, Father, Sister, Brother, Children, Parents, | Class: 1st Period: 45 minutes | | | Objectives | Procedure and Activities | Time | Teaching Aids | Evaluation | Pupils will be able to : | -T greets the Ss, revises the previous lesson and checks for the H.w and corrects it with them. | 5 minutes | | | 1- Guess the meaning of the new words through flashcards and examples. | - T asks general questions and writes the first letter of each answer on the board :- Something lives in the seas and oceans? Fish- A country starts with the letter A: America- You use it to call people around the world? Mobile- Frozen water? Ice- Type of computer, can be taken anywhere? Laptop - The city we live in? YanbuThe letters form the word FAMILY, Ss read it loudly together.-T Hangs flashcards on the board asks Ss to guess the meaning of the new words through flashcards. (Appendix 1)- T has them to open their book on p.40, Ss answer the questions about Sara's family. | 15 minutes | FlashcardsBoardMarker | * What a family is? * Who is this? * What do we call our mothers? * What do we call our fathers? | 2- Practice and write the new vocabulary correctly. | -T distributes worksheets, Ss work individually. (Appendix 2)-After they finish, they solve it together. -T plays the CD, and Ss listen to the conversation...
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...STUDYBLUE | Flashcards | INC1 10/15/13 10:48 PM 1 with Brewer / 1. How is the scientific method used to solve problems? Scientific method used to solve problems by keen observations, rational analysis, and experimentation. 2. Observation: Closely observe the physical world around you. 3. Question: Recognize a question or a problem. 4. Hypothesis: An educated guess or a reasonable explanation. When the hypothesis can be tested by experiment, it qualifies as a scientific hypothesis 5. Prediction: Consequences that can be observed if the hypothesis is correct. The consequences should be absent if the hypothesis is not correct. 6. Conclusion: Formulate the simplest general rule that organizes the hypothesis, predicted effects, and experimental findings. 7. What is the principle of falsifiability? For a hypothesis to be considered scientific it must be testable?it must, in principle, be capable of being proven wrong. 8. Fact: http://www.studyblue.com/#flashcard/view/190148 Page 1 of 9 STUDYBLUE | Flashcards | INC1 10/15/13 10:48 PM A phenomenon about which competent observers can agree. 9. Theory: A synthesis of a large body of information that encompasses well-tested hypotheses about certain aspects of the natural world. 10. Law: A general hypothesis or statement about the relationship of natural quantities that has been tested over and over again and has not been contradicted. Also known as a principle...
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...BRAINSTORMING Theme of the lesson: Learning things that are moving and related subjects to the moving things. Proficiency level: preschoolers (3 – 5 years old) Skill objectives: students’ skills in identifying five things that are moving, and where they are moving on. Methodology: Combination of Total Physical Response and Communicative Approach Key objects of learning: flashcards, books, DVD CLASS TIME ACTION Warm Up: Circle time and then sing the song “Wheels on the Bus” with a motion. Introduction to teaching objectives: hands out flashcards that have pictures of car, bus, motorcycle, airplane, and ship. Teaching/in-class assignment: Using real miniatures of car, bus, motor-cycle, airplane, and ship, flashcards or books to show the moving things. A car moves on the land (ground) and has 4 wheels, engines, and 1 steering wheel. The teacher moves the miniature car on the ground. A bus is bigger than a car. It moves on the land (ground) and has 4 wheels, engines, and 1 steering wheel. The teacher moves the miniature bus on the ground. A motorcycle is smaller than a car or a bus. It moves on the land (ground) and has 2 wheels, engines, and 2 handles. The teacher moves the miniature motorcycle on the ground. An airplane flies on the sky, up and above. It has 4 wheels, 2 wings, engines, and a tail. The teacher shows the miniature airplane “flying” on the sky. A ship sails on the water. It doesn’t have wheels. It has engines. The teacher shows the ship miniature sailing...
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...an authentic recipe. Day 1 La identificación de varias comidas costarricences Day 2 Los mandatos formales Day 3 Colones y más mandatos formales Day 4 Comprando comida Day 5 Cocinar un plato típico Day 6 Repaso y final Day 1--Monday Objective: The students will be able to identify various Costa Rican foods. Materials: photo flashcards heavy magnets (19) fly swatters (3) notebooks and pens Activities: (35 minutes) 1. Give overview for week and introduce today's activities. Include explanation of project, which will be due day 6. 2. Introduce vocabulary through use of photo flashcards. Correct pronunciation as necessary. Students write vocabulary words in notes. 3. Students get into groups of 2. Using words previously copied into notes, student "a" in each pair spells a vocabulary word in Spanish using his/her fingertip, letter by letter, on the back of student "b", who identifies word. Students do 5 words, then switch. 4. Put photo flashcards on chalkboard in random order using magnets. Students count off by 3 to form teams. Teams line up at the board with the first person in line holding a fly swatter. Teacher says a vocabulary word and the first contestant to...
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...Chapter 1: 1.1 Flashcards Critical thinking Thinking that does not blindly accept arguments and conclusions. Rather, it examines assumptions, discerns hidden values, evaluates evidence, and assesses conclusions. Hindsight bias The tendency to believe, after learning an outcome, that one would have foreseen it. (Also known as the I-knew-it-all-along phenomenon.) 1.2 Flashcard Experimental group in an experiment, the group that is exposed to the treatment, that is, to one version of the independent variable. random assignment assigning participants to experimental and control groups by chance, thus minimizing preexisting differences between those assigned to the different groups. Experiment a research method in which an investigator manipulates one or more factors (independent variables) to observe the effect on some behavior or mental process (the dependent variable). By random assignment of participants, the experimenter aims to control other relevant factors. Population all the cases in a group being studied, from which samples may be drawn. (Note: Except for national studies, this does not refer to a country's whole population.) operational definition a statement of the procedures (operations) used to define research variables. For example, human intelligence may be operationally defined as "what an intelligence test measures." placebo effect experimental results caused by expectations alone; any effect on behavior caused by the administration of an inert...
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...tell” time when children bring favorite things from home. Use these opportunities to learn about what interests each child and what happens at home. Build on this knowledge to introduce new words and expand the child’s understandings. Be consistent and try to use the same words to say the same thing each time. Use a number of strategies, involving both verbal and non-verbal skills. Two ways to support the families of children learning a second language; I would assist the students in class with making flashcards to use at home. For many flashcards, visual aids such as pictures from magazines, drawings or even printed clip art can enhance comprehension and memory. Second I would get information from the community that they live in that would also support families. One example of a resource you can use to help plan for children learning a second language, with a summary and justification of your choice: ESL resources for English teachers can be found here, including printable flashcards, worksheets, lesson plan ideas, games, clip art images, and ESL jobs. (www.eslkidstuff.com) I used the website when I was working with preschool. One question you still have about learning a second language. How could a teacher help a child that has a hard time learning second language? http://www.ehow.com/how_8407407_parents-child-home-second-language.html#ixzz34R2joWjJ Piper, T. (2012). Making meaning, making sense:...
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...reports based on primary and secondary sources. A writing-intensive course. Prerequisite: ENG-105 | Credit Hours | 4.0 | Pre-requisites | ENG-105 | Co-requisites | None | Course Add-Ons | Textbook1. Finding Purpose Through Argumentative WritingGrand Canyon University (Ed.). (2015). Finding purpose through argumentative writing.http://gcumedia.com/digital-resources/grand-canyon-university/2015/finding-purpose-through-argumentative-writing_ebook_1e.phpElectronic Resource1. The Writing Process Mediahttp://lc.gcumedia.com/zwebassets/courseMaterialPages/eng105_writingProcess.php 2. Rubric Peer Review Mediahttp://cola.gcumedia.com/phi105/rubric/rubricCompare.html 3. Flashcard DeckUtilize the flashcard deck to review key terms and definitions.http://lc.gcumedia.com/mediaElements/gcu-flashcard-application/v1.1/#/add/ENG-106 Additional Material1. Developing Academic Skills GuideReview this resource as you move forward in the course. It will be important to come back to this resource periodically.ENG106_DevelopingAcademicSkillsGuide.docx 2. Academic Writing GuidelinesReview this resource as you move forward in the course. It will be important to start your assignments. Come back to this resource periodically.ENG106_AcademicWritingGuidelinesResource.doc 3. The Writing Process PowerPoint PresentationYou will use this resource during this course. It is a good resource to save to your computer and access during your writing activities.ENG106_The Writing Process Powerpoint...
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... SPHSC 406 Assignment 1: Creating a static and dynamic probe Shane Activity/Probe – “Artic-O-Prize” 1. Materials: 10-15 flashcards containing various words with /s/ in the initial position. Candy and stickers for prizes. a. The linguistic level I would like to probe is at the single word level. I chose to assess this particular level due to the poor results given from the language sample. Beginning at this level will give me a baseline on how to proceed. Single word level, with initial /s/ words, will also show the deviant sound at the phonemic level and at the consistent context of production. This will allow me to determine, whether I can either move up to phrases and sentences or If I should continue to work on improving Shane’s skills at this level. b. I will place a single row of 5 cards containing words with /s/ in the initial position, in front of the client. Then the client will have to articulate the word with the /s/ initial sound then move on to the next card, until they reach the prize. At the end of the row would be prize such as a sticker or a piece of candy. I will be recording the activity for a reliability purposes to double check and to compare my quick tally marks as we go along. This task falls on the high structured side on the continuum of naturalness, because Shane is limited to the words on the flashcards and the activity is simple, but very directed. I chose this level on the continuum, because at this point in the assessment structured...
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... chọn ra 2 team captain, 2 leaders sẽ tự chọn thành viên cho đội. | Sắp xếp chỗ ngồi ổn định | Giới thiệu bài hôm nay | 3 phút | 1. Ôn lại form “is this a dog” * Chơi trò chơi nhỏ 2. Học Tiếng anh qua bài hát 3. Ôn tập phần ngữ âm (Dd, Tt, Ii) * Chơi trò chơi nhỏ 4. Bài tập về nhà | 1. Cùng giáo viên nhắc lại mẫu câu, và luyện tập bằng cách chơi trò chơi 2. Nghe đài và hát theo 3. Nghe và đọc lại các từ và ngữ âm 4. Làm đầy đủ bài về nhà | Form | 5 phút5 phút15 phút | * Sử dụng flashcard, đọc lại cho học sinh từng câu một:“Is this a dog?”“No, it is not”Cho học sinh nhắc lại. * Sử dụng flascard hình các đồ/ con vật khác nhau, giáo viên hỏi : “is this a cat”gọi học sinh trả lời :” yes, it is” * Chơi trò chơi: Gọi 2 hs lên, một em cầm flashcard sẽ miêu tả vật trên flashcard đó, rồi hs kia sẽ đoán và rồi hỏi lại, “is this a rabbit?”, nếu đúng trả lời “yes, it is”, sai thì trả lời “No, it is not”, cho đến khi nào trả lời đúng hình trên flashcard. | Nghe và nhắc lại theo mẫu câuTrả lời câu hỏi của giáo viên, tương ứng với hình trên flashcardChơi trò chơi theo hướng dẫn của giáo viên. | Phonics | 20 phút | Hướng dẫn lại cho học sinh cách đọc các âm và các từ ví dụTrò chơi: Xếp hs thành vòng tròn, gọi một e đi vòng tròn, vừa đi vừa đọc từ mới, dừng đên bạn nào, thì bạn đấy đuổi theo hs kia,, nếu hs kia kịp ngồi vào chỗ, thì bạn mới sẽ tiếp tục chơi. | Chơi trò chơi theo hướng dẫn của giáo viên...
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...flow needs to have clear-cut steps * Please end with a recapitulation activity in the form of a worksheet/song/game. You may attach the worksheet/ or the material used with your answer sheet/ answer. Lesson Plan for young learners: (Pre – Primary) Name of the Teacher : VIJAYA LAKSHMI BHUPATHIRAJU | Date: 06-04-2014 | Age Group : 3 to 4 years | Number of Students : 20 | Name of the Activity : * To improve Listening Skills. * Total Physical Response; children to do actions, following the teacher’s example to begin with.GAME: * Roll the cubeSONGS: * Warm up song (“Genki Disco Warm up song”) * Head, shoulder, knees and toes * One little finger, one little finger. Tap, tap, tap. | Material(s) used: * Parts of Body flashcards * Old carton * Match-up the body parts worksheet * | How is it going to benefit the child: * The child can be able to understand and recognize major parts of the body. * The child can drill new vocabulary. | PresentationMy BodyLesson plan DetailsIntroduction:The lesson plan helps children identify parts of body by using rhymes, physical activities, and a game, and also helps children to develop vocabulary on body parts.Objective: Identify Parts of body.Time Duration: 30 minutesActivity: Total Physical...
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