Sunday, February 17, 2008
Thursday, February 14, 2008
Learning Advice for children in exams
Learning Advice for children in exams
Most people learn best by using more than one sense (e.g. by hearing and seeing and writing). Most people learn best by active involvement. Just looking at the material to be learned is as much use as putting a book on your head in the hope that it will sink in!
TRY THESE EXAMPLES:
It is not a good idea to try learning for long stretches of time without a break. The most effective time is 20 – 40 minutes, followed by a 5 minute break. Generally, 25 minutes work then 5 minutes break works very well.
How do you think?
- in pictures?
- in words?
Try to discover whether you remember information better if you receive it by
listening
by reading
by looking at pictures or diagrams
by writing it down
by joining in, e.g. asking questions
making notes
by a combination of the above
1. You have reading to do, with a test tomorrow.
Skim the text, and then read it, noting the main points.
Then use the main points to make spider notes, developing secondary points from the main points.
Check with the text to see if you got it right.
Next morning, spend 2 minutes looking at your main points again to refresh your memory.
2. Learning formulae, etc. by heart.
Write them down, then say each one aloud, cover it up and try to write it again.
If easy material, do them in groups of up to 7 at a time.
Chant each one in a rhythm, as you would when remembering a telephone number.
Write mathematical formulae on small cards, with the names on the back.
Spread them out on the table, and use them to test yourself.
3. Learning for Exams.
Plan in advance.
Make a lost of topics within each subject Fit topics into one or more 25 minute “time chunks”. Use the techniques suggested under (1) to revise each topic.
Have another look at your key words notes or spider notes the next day, then after a week, and again just before the exam to keep the information in your memory.
DON’T LEAVE IT ALL UNTIL THE LAST MINUTE!
Most people learn best by using more than one sense (e.g. by hearing and seeing and writing). Most people learn best by active involvement. Just looking at the material to be learned is as much use as putting a book on your head in the hope that it will sink in!
TRY THESE EXAMPLES:
It is not a good idea to try learning for long stretches of time without a break. The most effective time is 20 – 40 minutes, followed by a 5 minute break. Generally, 25 minutes work then 5 minutes break works very well.
How do you think?
- in pictures?
- in words?
Try to discover whether you remember information better if you receive it by
listening
by reading
by looking at pictures or diagrams
by writing it down
by joining in, e.g. asking questions
making notes
by a combination of the above
1. You have reading to do, with a test tomorrow.
Skim the text, and then read it, noting the main points.
Then use the main points to make spider notes, developing secondary points from the main points.
Check with the text to see if you got it right.
Next morning, spend 2 minutes looking at your main points again to refresh your memory.
2. Learning formulae, etc. by heart.
Write them down, then say each one aloud, cover it up and try to write it again.
If easy material, do them in groups of up to 7 at a time.
Chant each one in a rhythm, as you would when remembering a telephone number.
Write mathematical formulae on small cards, with the names on the back.
Spread them out on the table, and use them to test yourself.
3. Learning for Exams.
Plan in advance.
Make a lost of topics within each subject Fit topics into one or more 25 minute “time chunks”. Use the techniques suggested under (1) to revise each topic.
Have another look at your key words notes or spider notes the next day, then after a week, and again just before the exam to keep the information in your memory.
DON’T LEAVE IT ALL UNTIL THE LAST MINUTE!
Help Your Child Ace His Next Spelling Test
Help Your Child Ace
His Next Spelling Test
Is your child quizzed on weekly spelling words? Help him prepare with these tips.
Give your child a pre-test.
When your child brings home his list of spelling words, sit him down with a pencil and paper for a practice quiz. Don't have him copy the words or sentences. Children learn how to spell words by visualizing them in their minds, not by copying them. Simply, say each word in a sentence out loud for your child to write down. Try to give the pre-test in exactly the same way the teacher would give the actual test. Have your son correct the pre-test. He should study only the words he has misspelled.
How your child will learn to spell the words he's spelled incorrectly on his pre-test:
1) Have him say the word while looking at it.
2) Tell him to close his eyes, try to see the word, and then spell the word out loud.
3) Have him look at the written word to see if he's spelled it out loud correctly.
4) Ask him to look at the word, then cover the word and have him write it.
5) Finally, your child should check to see if he's written the word correctly. If the word is misspelled, all four steps should be repeated before moving on to the next word.
Once your child has learned to use this technique, he will be able to study his spelling words independently. On the night before the test, give him a final test of all the words.
His Next Spelling Test
Is your child quizzed on weekly spelling words? Help him prepare with these tips.
Give your child a pre-test.
When your child brings home his list of spelling words, sit him down with a pencil and paper for a practice quiz. Don't have him copy the words or sentences. Children learn how to spell words by visualizing them in their minds, not by copying them. Simply, say each word in a sentence out loud for your child to write down. Try to give the pre-test in exactly the same way the teacher would give the actual test. Have your son correct the pre-test. He should study only the words he has misspelled.
How your child will learn to spell the words he's spelled incorrectly on his pre-test:
1) Have him say the word while looking at it.
2) Tell him to close his eyes, try to see the word, and then spell the word out loud.
3) Have him look at the written word to see if he's spelled it out loud correctly.
4) Ask him to look at the word, then cover the word and have him write it.
5) Finally, your child should check to see if he's written the word correctly. If the word is misspelled, all four steps should be repeated before moving on to the next word.
Once your child has learned to use this technique, he will be able to study his spelling words independently. On the night before the test, give him a final test of all the words.
Saturday, February 2, 2008
English CA1- Reader's theater
English CA1- Reader's theater (10m)
Some things to note:
1. To work in group of 5.
2. To write a script based on a familiar story (suggestion: Fairy Tales)
3. Marks allocation
- Diction - 4 m (CLarity of voice, Clear Pronunciation, Expressive)
- Role Shifting– 2m (Smooth role shifting)
- Presentation & Nonverbal Language - 2m (Clear story setting, Eye contact,
Confident)
- Creativity – 2m ( Creative, Entertaining, Well done Script)
Some things to note:
1. To work in group of 5.
2. To write a script based on a familiar story (suggestion: Fairy Tales)
3. Marks allocation
- Diction - 4 m (CLarity of voice, Clear Pronunciation, Expressive)
- Role Shifting– 2m (Smooth role shifting)
- Presentation & Nonverbal Language - 2m (Clear story setting, Eye contact,
Confident)
- Creativity – 2m ( Creative, Entertaining, Well done Script)
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