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3 Spooky Ways to Use Dry Ice This Halloween. Do your kids love things that bubble, sputter and smoke?

3 Spooky Ways to Use Dry Ice This Halloween

Looking for some spooky scientific fun this Halloween? Get some chills and thrills with the coolest substance known to kids: dry ice. In this article I’ll share three of my favorite bubbling and oozing potions that will light up your Halloween party or fall festival. Plus you’ll get hours of enchanting science discovery for your family. What’s So Cool About Dry Ice? Dry ice and Halloween go hand in hand. These mysterious images and more can all be created with dry ice. Dropping a few pieces of dry ice in warm water creates a fascinating sensory experience for kids and adults alike—bubbling sounds; smoke that pours from every cylinder and cauldron; and bubbles you can touch, bounce and squeeze. There’s so much to discover and explore when performing dry ice science. To Make All of the Recipes, You Will Need Preparation Time 10 minutes to collect the ingredients and set up Activity Time.

5 Fantastic, Fast, Formative Assessment Tools. I thought I could read my students' body language.

5 Fantastic, Fast, Formative Assessment Tools

I was wrong. As an experiment, I used Socrative when I taught binary numbers. What I learned forever changed my views on being a better teacher. Why Formative Assessment Makes Better Teachers Formative assessment is done as students are learning. Here's what happened in my classroom. "We've got this, it's easy," they said. In the classroom. Whose Body Is This? Society's Ideal Male Body. Men today are facing a quandary regarding masculine identity.

Whose Body Is This? Society's Ideal Male Body.

This quandary hinges on Western Society's increasing objectification of the male body and its predominant cultural messages regarding masculine physique. Increasingly, depictions of the male body in cartoons, through action figures, and in the general media, have come to propagate and glorify images that emphasize physical appearance as a central criterion for assessing masculine worth.

This situation is no different, some might argue, from the way women have faced longstanding societal pressures to aspire to unrealistic expectations of beauty. What Makes A Man? This is largely accurate; however what's strikingly dissimilar here is that men, unlike women, are inculcated in a system that equates maleness with stoicism. Within Western society there exist powerful codes of conduct that enshroud and dictate accepted forms of masculine behavior.

To summarize the four points: Gender Roles and Differences. ERIC.

Distinctions Between Oral and Written CF There are a number of ways in which oral and written CF potentially differ. First, in the case of oral CF, the corrective force may or may not be noticed, depending on the CF strategy. In this respect, oral CF differs from written CF in that the latter is more likely to be noticed by the learner as correction. Second, oral CF is provided online, whereas written CF is delayed. Third, oral CF is typically directed at individual learners but is available to the rest of the class as hearers. In contrast, written CF is provided to individual learners who function as addressees and is not available to other students (unless they happen to examine the corrections of another student's text). Fourth, learners who receive oral CF are likely to be exposed to multiple corrections, whereas learners who receive written CF are exposed to only a few correction – camchomyn
There are also debates as to whether particular types of CF are more beneficial to L2 learning. For example, some researchers argue that recasts (defined as the reformulation of a learner utterance that includes the correct form) are the most effective type of CF in facilitating L2 learning because it serves as a vehicle for helping learners make cognitive comparisons when provided in a so-called window of opportunity immediately following learner errors (Doughty, 2003; Long, 2007). Other researchers, however, claim that CF types that withhold the correct form (e.g., clarification requests, elicitation) are most likely to contribute to development by pushing learners to stretch their interlanguages (Ammar & Spada, 2006; Lyster, 2004). – camchomyn


. The second point is that the student texts are not 'violated' as there is no need to write anything on them; thus, the students' sense of ownership of their texts is maintained. – camchomyn

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Finally, and most importantly, we believe that there is clear evidence from the study to recommend that teachers provide selective, focused feedback on one or two linguistic error categories at a time rather than feedback on too comprehensive a range of features. Although it might be argued that this approach hinders good language learners from making more rapid progress in acquiring features that have been problematic if they are required to proceed in a lockstep manner with the class as a whole, we 210 John Bitchener and Ute Knoch at University of Regina on March 23, 2015 Downloaded from – camchomyn


Students may suffer from anxiety that negatively impacts their performance. However, providing practice exams and giving feedback for content, organization, and language may be one avenue for reducing student anxiety. – camchomyn
As pointed out by Lee (2008), students may have difficulty understanding feedback at times, which would help explain why there was no change in the students’ perceptions about the usefulness or quality of feedback from the first practice test to the second. – camchomyn

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