Kansas 8th Grade Graduation Exam 1895 How would you do taking an 8th Test??? Curious how you would do on test items from the 8th grade? Here is your chance to ee how you would do comparing the 1895 test and the current test. Click here to view a PDF of the test. Could You Have Passed this 8th Grade test from 1895? Scroll down for information to help answer the test. Examination Graduation Questions of Saline County, Kansas April 13, 1895 J.W. GRAMMAR(Time, one hour) 1. 2. 3. 4. 5. 6. 7-10. ARITHMETIC (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. U.S. 1. 2. 3. 4. 5. 6. 7. 8. ORTHOGRAPHY (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. GEOGRAPHY (Time, one hour) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. PHYSIOLOGY(Time, 45 minutes) 1. 2. 3. 4. 5. SOME HELP WITH THE ANSWERS Drop us an email if you have something you'd like to add to the answer section. GRAMMAR (Time, one hour) 3. 4. Transitive, intransitive, past, present, future, conditional, subjunctive Give the principal parts of do, lie, lay, and run. 5. Illustrate each case. 6. 2. 3. 5.
What Is Differentiated Instruction? Click the "References" link above to hide these references. Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. Danielson, C. (1996). Sternberg, R. Tomlinson, C. (1995). Tomlinson, C. (1999). Vygotsky, L. (1986). Winebrenner, S. (1992). The impossible “literacy” test Louisiana used to give black voters. The Vault is Slate's new history blog. Like us on Facebook, follow us on Twitter @slatevault, and find us on Tumblr. Find out more about what this space is all about here. Update, 7.3: Read more about my hunt for an original, archival copy of this test here. This week’s Supreme Court decision in Shelby County v. After the end of the Civil War, would-be black voters in the South faced an array of disproportionate barriers to enfranchisement. The website of the Civil Rights Movement Veterans, which collects materials related to civil rights, hosts a few samples of actual literacy tests used in Alabama, Louisiana, and Mississippi during the 1950s and 1960s. In many cases, people working within the movement collected these in order to use them in voter education, which is how we ended up with this documentary evidence. Most of the tests collected here are a battery of trivia questions related to civic procedure and citizenship. There was little room for befuddlement.
The Literature Review: A Few Tips On Conducting It Printable PDF Version Fair-Use Policy What is a review of the literature? A literature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally you will be asked to write one as a separate assignment (sometimes in the form of an annotated bibliography—see the bottom of the next page), but more often it is part of the introduction to an essay, research report, or thesis. Besides enlarging your knowledge about the topic, writing a literature review lets you gain and demonstrate skills in two areas information seeking: the ability to scan the literature efficiently, using manual or computerized methods, to identify a set of useful articles and books critical appraisal: the ability to apply principles of analysis to identify unbiased and valid studies. A literature review must do these things Ask yourself questions like these: What is the specific thesis, problem, or research question that my literature review helps to define? Final Notes:
Developing critical thinking It means not taking what you hear or read at face value, but using your critical faculties to weigh up the evidence, and considering the implications and conclusions of what the writer is saying. Imagine two situations. On the first, you are on a country walk and you come across a notice which tells you not to attempt to climb a fence because of risk of electrocution. Would you pause to consider before obeying this instruction? An allied skill is the ability to analyse – that is, to read or listen for the following points: How robust are the points presented as evidence? The key to critical thinking is to develop an impersonal approach which looks at arguments and facts and which lays aside personal views and feelings. Debate: arguing different points of view. Critical and analytical thinking should be applied at all points in academic study - to selecting information, reading, writing, speaking and listening. Selecting information critically For books, who is the publisher? 1. 2. 3.
PCM Support Materials Parallel Curriculum Model (PCM) Support Materials and Distance Learning Opportunity The National Association for Gifted Children is pleased to offer support materials for the Parallel Curriculum Model (PCM). It is our hope that these support materials will provide interested educators with an opportunity to participate in a distance learning initiative about the PCM. What is the PCM? The Parallel Curriculum Model is an integrated framework and set of procedures for designing rigorous and highly motivating curriculum that attends to important student differences. This introductory page is designed to provide interested readers with background information about this distance learning opportunity and instructions for using this website.Click here to read a general overview article about the Parallel Curriculum Model by Jeanne H. About these support materials Looking for more information about PCM? Check out the following NAGC Service Publications:
Classroom Guide: Top Ten Tips for Assessing Project-Based Learning Facebook Edutopia on Facebook Twitter Edutopia on Twitter Google+ Pinterest Edutopia on Pinterest WHAT WORKS IN EDUCATION The George Lucas Educational Foundation What's Inside the PDF? Keep It Real with Authentic Products Don’t Overlook Soft Skills Learn from Big Thinkers Use Formative Strategies to Keep Projects on Track Gather Feedback -- Fast Focus on Teamwork Track Progress with Digital Tools Grow Your Audience Do-It-Yourself Professional Development Assess Better Together BONUS TIP: How to Assemble Your PBL Tool Kit
Ponder Questions A Harvard assistant dean of admissions: You had to look for people who could come into a very competitive environment, who could still find self-esteem and who in some way, shape or form was still the best at something. How do you figure that out? It was never the answers they gave. I know many folks who consider themselves intellectuals. Yes perhaps if they just mention a topic, that really stands for some questions about that topic. Once you start to think about a question, you’ll probably soon start to break it down into supporting sub-questions. ShareThis Tagged as: Personal Trackback URL:
Why Eastern And Western Cultures Tackle Learning Differently Copyright © 2013 NPR. For personal, noncommercial use only. See Terms of Use. For other uses, prior permission required. On a holiday Monday, it's MORNING EDITION from NPR News. Today in Your Health, how different cultures think about the struggle with schoolwork. In this encore presentation, NPR's Alix Spiegel compares learning in the United States with learning in Japan and China. ALIX SPIEGEL, BYLINE: In 1979, when psychologist Jim Stigler was still a graduate student studying teaching, he went on a trip to Japan to do some research and found himself sitting in the back row of a crowded fourth grade math class. JIM STIGLER: The teacher was trying to teach the class how to draw three dimensional cubes on paper. SPIEGEL: In America, it's usually the best kid in the class who's invited to the board. STIGLER: I was sitting there starting to perspire because I was really empathizing for this kid. STIGLER: They've taught them that suffering can be a good thing. UNIDENTIFIED CHILD #1: Mm-hmm.
Detective Game by Peter Pappas I did not waste the opening week of school introducing the course – my students solved mysteries. I took simplified mysteries and split them into 25-30 clues, each on a single strip of paper. Read my blog post on how I used this lesson. I used a random count off to get the kids away from their buddies and into groups of 5-6 students. Each group got a complete set of clues for the mystery. This activity demonstrates to students the need for considering the contributions of every group member and gives them practice in organizing cooperatively to accomplish a task. You will need a set of clues for the case for each group. Link to Murder Mystery Clues Link to Bank Robbery Clues Note - These clues were adapted from: Learning Discussion Skills Through Games Gene and Barbara Dodds Stanford Citation Press / Scholastic Books 1969 Students are seated in a circle with the teacher standing outside the group. "Today we are going to play another game that will help improve your discussion skills.
Students Creating Conversations for Learning with the Fishbowl The Inspiration About a year ago, I was inspired by a blog post, “Fishbowl 101″, that offered an exciting chronicle of how one teacher used this medium for student-centered discussions for student engagement and for building a community of learners using face to face conversations as well as virtual tools for supporting and extending these discussions. When I initially shared this medium for learning with our faculty last year, I did not receive any responses, but when I approached Lisa Kennedy and Susan Lester, two of our English teachers, at the beginning of this academic year about trying the Fishbowl, both eagerly agreed to give it a try to see if it could be a medium for increasing student engagement in the context of content area study. Context and Purpose for the Fishbowl Kennedy Fishbowl Discussion Points System September-October 2011 Initial Student Feedback and Future Variations for Extending Fishbowl Talk Your Experiences? Like this: Like Loading...
Cognitive Biases - A Visual Study Guide A Visual Guide to Cognitive Bias You’re biased. I’m biased. We’re all biased when it comes to thinking, remembering, being social, and making decisions. Understanding the different cognitive biases we have can help us design and interpret experiments, interact with each other, and make healthy, rational choices. A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals (Part I) My approach to staff development (and teaching) borrows from the thinking of Donald Finkel who believed that teaching should be thought of as "providing experience, provoking reflection." He goes on to write, ... to reflectively experience is to make connections within the details of the work of the problem, to see it through the lens of abstraction or theory, to generate one's own questions about it, to take more active and conscious control over understanding. ~ From Teaching With Your Mouth Shut Over the last few years I've led many teachers and administrators on classroom walkthroughs designed to foster a collegial conversation about teaching and learning. The walkthroughs served as roving Socratic seminars and a catalyst for reflection. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection." - modeled on Bloom's approach. 1. See my Prezi tour of the Taxonomy A Taxonomy of Lower to Higher Order Reflection