about their age. For example, when someone says they are eight and half years old, they are using fractions to show that she is eight and 6 months old. Then it relates fractions to pizza and how you can cut the pizza into 8 slices and if you take one slice away it is considered 1/8 of the pie. The books then discuss the numerator and denominator. It explains that the numerator is on the top of the fraction and the denominator is on the bottom part of the fraction. Then it gives the reader a problem
Designing English Classroom Method Based on Students’ Learning Style Eka Indah Nuraini ekaindahnuraini@gmail.com ABSTRACT Students have different preferences in the way they take in and process information - which is to say they have different learning styles. Their learning style include visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from audio), and kinesthetic (K; learning from movement). Since individuals differ in their ways of learning, teachers
Collaborative learning activities can help students to create critical thinking and gathering work skills. There are numerous sorts of collaborative activities that students can complete. However, teachers should be set up to make them talk and move in the classroom for these activities. Jigsaw Activity One simple activity that can carried out is the jigsaw activity. Some conditions that can be use the jigsaw
information that’s plainly presented by a teacher in a classroom situation (Joolingen, 1999) When and How did this Method Evolve Discovery Method has been an innovation by Jerome Bruner, who in the 1960s and 1970s while, working at the National Science Foundation believed that the science curriculum should promote discovery learning. Bruner stated that ‘Discovery
6. To study the degree of association (relationship) between psychological variables and achievement of English among secondary school students. 7. To find out whether achievement scores could be predicted based on intelligence, memory, and stress 8. To find out the main effect of intelligence, memory, and stress on the academic achievement. 9. To find out the interaction effect of intelligence, memory, and stress on the academic achievement. 10. To find out the interaction effect of control and
others may need sounds or movements to learn. The idea of using multiple intelligences in the EFL classroom is essential for communication; however, it is difficult to do it. Even if the Costa Rican educational system is trying to apply the MI theory in the classroom, this is a difficult task that is not always accomplished by educators. It is challenging to include all the intelligences in the classroom; most teachers usually use some of them but not all. Altan (2012) mentioned that when teachers
our professional codes of ethics were not helpful when we were confronted with an ethical dilemma in our practice” (p. 187) Even though this is the case “survey of post-secondary child and youth care education programs in Canada revealed that only 8 (17% of the 46 responding institutions) had developed and delivered curriculum on ethics in human services; 5 (11%) required an ethics course for degree completion” ( Ricks, 1997 p.187). As a Child and Youth Care practitioner it is vital we work with
Think of a seven year old child walking into a classroom. Normally a pretty happy student, he participates in the classroom and focuses on his work. But, on this day the child comes in very moody, unhappy, doesn't really want to do anything, and seems hurt by something. The teacher asks the child what is wrong but the child gives no reply. Thinking that he may be sick the teacher takes the student to the nurse. While the nurse examines the child she lifts up his shirt to find red marks and purple
This study focused on 8 different schools in Pennsylvania, totaling 71 third graders. It was found that WRS has a potentially positive effect (average +13 percentile points) on alphabetics but had no discernible effects on fluency or comprehension. It is important to note
With this principle, students learn through the process of thinking, being, and doing. The third process is intended to develop the ability of learners in social activities and encourage students to see themselves as social