The Lesson You Never Got Taught in School: How to Learn! A paper published in Psychological Science in the Public Interest evaluated ten techniques for improving learning, ranging from mnemonics to highlighting and came to some surprising conclusions. The report is quite a heavy document so I’ve summarised the techniques below based on the conclusions of the report regarding effectiveness of each technique. Be aware that everyone thinks they have their own style of learning (they don't, according to the latest research), and the evidence suggests that just because a technique works or does not work for other people does not necessarily mean it will or won’t work well for you. Elaborative Interrogation (Rating = moderate) A method involving creating explanations for why stated facts are true. An example of elaborative interrogation for the above paragraph could be: Elaborative learning is useful for proficient learners because it allows them to apply their prior knowledge effectively to process new information. Summarisation (Rating = low)
Anglais : 5ème - Exercices cours évaluation révision Lecture compréhension en anglais pour la 5ème Comic strip: Peanuts Introduction Fais correspondre les termes suivants à leur traduction anglaise. Roman • • Picture/Photograph Article de journal • • Novel Bande dessinée • • Play Photographie • • Newspaper article Pièce de théâtre • • Comic strip A quel registre appartient le document étudié ? Connais-tu un des personnages ? OUI / NON. Lecture compréhension en anglais à imprimer pour la 5ème – Valentine’s Day Happy Valentine’s Day! lecture compréhension en anglais sur la Saint Patrick’s Day en 5ème Saint Patrick’s Day is an Irish holiday and it is celebrated annually on March 17th. In the UK (or Great Britain), families often celebrate Christmas together, so they can watch each other open their presents! How much – How many….. ? Exercices corrigés à imprimer pour la 5ème en anglais : How much – How many….. ? Cours d’anglais en 5ème sur How much / How many….. 5ème – Cours – Introduction au / to…..
Tresor de Recursos | 2 Rúbrica comp cc La competència científica Rúbrica Teresa Pigrau Neus Sanmartí Adoptar actituds cap a la ciència, el seu aprenentatge i la comunitat científica Pot llegir i veure programes científics però ho fa per obligació i només capta curiositats S’interessa per alguns temes científics, i llegeix i veu els programes científics relacionats amb aquests temes Quan se’l motiva s’interessa per tot el que té a veure amb la ciència, observa el seu entorn i llegeix i veu programes sobre temes científics S’interessa de manera autònoma per tot el que té a veure amb la ciència, observa el seu entorn, es fa preguntes interessants i gaudeix del plaer d’investigar i comprendre. Demostra predisposició per observar i adquirir nous coneixements, habilitats i actituds científiques Dóna valor al paper dels homes en alguna descoberta científica, però per si mateix no reconeix el de les dones Valora el paper de l’home i de la dona en la recerca científica al llarg del temps Capacitats Criteris de resultats Criteris de realització
Teaching Web Literacy... In 1998, a 15-year-old high school student used the personal website of a professor at Northwestern University, Arthur Butz, as justification for writing a history paper called “The Historic Myth of Concentration Camps.” That student, who we will call Zack, had been encouraged to use the internet for research, but he had not been taught to decode the meaning of the characters in a Web address. When he read the Web address, he assumed that the domain name “northwestern.edu” automatically meant it was a credible source. He did not understand that the “~” character, inserted after the domain name, should be read as a personal Web page and not an official document of the university. As with any media, punctuation counts. Without Web literacy, Zack believed Butz’s explanation. It turns out that validating content is not rocket science. Retooling the Research Process Effective Organization and Collaboration
5ème - Mrs Dubuisson Welcome to you ® page! Cette page est consacrée à la classe de 5ème. Ecoutez votre CD régulièrement! Vous y trouverez des compléments de ce qui est vu en classe (exercices/jeu en ligne, explications en vidéo, ...). Il y a une organisation en séquence comme dans le cahier (voir "sous-pages" ci-dessous). SEQUENCE 0 : Back to School... SEQUENCE 1 : New York, New York SEQUENCE 2 : Guess what! SEQUENCE 3 : Welcome to Hollywood! SEQUENCE 4 : Missing SEQUENCE 5 : We did it! SEQUENCE 6 : The land down under! SEQUENCE 7 : Dream on! SEQUENCE 8 : Keep in touch!
LLIBRES Study: Religious and Superstitious People Struggle to Understand the Physical World People who believe in God or the supernatural don’t quite understand the physical world, claims a new study from researchers at the University of Helsinki. The Finnish scientists also concluded that not only did they not understand nature and the biological world clearly, religious people tended to anthropomorphize, ascribing human qualities like feelings to inanimate objects such as rocks, wind and the like. They would agree with statements like "stones sense the cold". “The more the participants believed in religious or other paranormal phenomena, the lower their intuitive physics skills, mechanical and mental rotation abilities, school grades in mathematics and physics, and knowledge about physical and biological phenomena were… and the more they regarded inanimate targets as mental phenomena," wrote the study's co-authors Marjaana Lindeman and Annika Svedholm-Häkkinen. By "mental", they meant having human-like thoughts and spirit.
Liste de sites utiles pour les enseignants d'anglais Un article de Wiki Agreg-Ink. La page est en cours de réorganisation. Les rubriques seront classées par ordre alphabétique et non par ordre d'importance. Compréhension orale (Listening) Compréhension écrite (Reading) ESL short stories Expression Orale ( Speaking) Logiciels pour la prononciation : Text To Speech Expression Ecrite (Writing) Language Learning Resource CenterETC clipart : Cliparts éducatifs et gratuits. Il existe aussi des listes de discussion académiques. Le Café Pédagogique, toute l'actualité y est et vous pouvez vous inscrire à la lettre mensuelle pour les profs de langue ou aux flux RSS!
A Spoonful of Learning: Insects! Part Two This week we worked on part two of our Insects Unit! We were so excited coming in to the week knowing we would be learning more about insects! We did activities with each insect that were both fiction and nonfiction, hands-on, and lots of fun! Come take a peek at part two of our insect week! Monday We played a fun game to work on our teen numbers! We read a cute fiction story called 'Buzz' by Eileen Spinelli. Tuesday Today we read a nonfiction book about ladybugs and placed some of our new learning on our ladybug anchor chart. Then I had my students write some facts that they learned about ladybugs. After that we made a ladybug craft to place our writing under the body! Wednesday Paint two days in a row?!?! We read 'The Grouchy Ladybug' by Eric Carle today and painted plates to make our grouchy ladybugs. We also wrote about why we think the ladybug was grouchy to go with our grouchy ladybug craft. We jumped right in to reading a nonfiction book about butterflies. Thursday Friday
The Bias Against Creativity - Behavioral Scientist Photo: Adapted from Thomas Hawk, Graffiti by Banksy As Asimov declared in his famous 1959 essay on creativity and idea generation, “The world in general disapproves of creativity.” The idea that both current and past cultures tend to disapprove of creativity might initially seem counterintuitive. After all, don’t we all aspire to be more creative? In popular culture, creativity is often held up as a virtue—we celebrate the lives of history’s great artists and iconoclasts and search for secrets to creative brilliance. But as Asimov explains, the fact that we celebrate new and original ideas after they’ve become widely accepted doesn’t mean that we truly embrace creativity. In fact, the opposite may be true. Why are paradigm-shifting ideas throughout history consistently, and predictably, ridiculed and rejected? It’s usually only after an idea has gained acceptance and recognition that we applaud the idea and its creator. Conformity, of course, tends to get in the way of creativity.
My little shop Cette séquence s’adresse à des élèves débutants, je la mets en oeuvre avec ma classe de 3ème EA (3ème professionnelle). La mise en oeuvre proposée reprend la progression présentée sur cet article (Encourager l’expression orale en classe de langue), en utilisant des baladeurs mp3 dictaphones. Elle peut bien entendu être adaptée selon les besoins et le matériel disponible. Objectifs Faire acquérir le vocabulaire élémentaire relatif aux achats et aux magasins Faire acquérir quelques outils langagiers sociaux (relation avec un vendeur/un client), expression du souhait, manipulation des prix. My little shop Grille d’auto-évaluation élève Ci-contre, la grille d’auto-évaluation utilisée (sur le modèle présenté ici). Retour en haut de la page 1ère partie - mise en place du vocabulaire A l’aide d’images projetées en classe, décrites et commentées, on met en place le vocabulaire élémentaire : noms des différents magasins et des principaux produits vendus actions élémentaires : acheter, vendre En classe