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cataclysmiac · 6 years ago

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studying tips + advice [the master list]

*quick disclaimer: i am by no means a perfect student myself. i still struggle with time management and procrastination, but i am working to change that. :) these are just some tricks i've picked up along the way.

i. helpful applications

apps are a great way to get your learning on the go - they’re available at the touch of your fingertips, as long as you have wifi. some great ones i use for school (and general productivity) are:

- forest

- quizlet

- dreamie planner

- camscanner

- khan academy

forest is a unique app in the sense it helps you focus. you plant a (virtual) tree that grows for the amount of time you want to concentrate. during that time you’re not allowed to use other distracting apps, or else your tree dies.

quizlet is helpful for test preparation, since you can create virtual study sets (of flashcards) to gauge out your knowledge in a particular subject/subject unit. i organize my study sets by topics within a unit and set aside a folder for each unit within a subject. i find it helps to frequently update your study sets with new information (at least once a week) to keep on refreshing your memory. this way you’ll avoid cramming for tests.

dreamie planner is honestly just a regular old planning/calendar app that i particularly liked the aesthetics of.

khan academy is useful for gaining more personal knowledge. i don’t really use it for school that much (unless i am really struggling to get down a concept). it’s basically a reservoir of information in the shape of video tutorials, lesson plans, tests, etc. it’s free, too!

ii. memorization & general studying tips

section: note revision

so i’m probably going to offend a million studyblrs, but I find rewriting/prettying your notes to be an utter waste of time. my personal stance is that your class notes are fine as long as they’re legible and understandable. to study efficiently, I highly recommend thoroughly reading everything and highlighting key ideas the first time round. then go back to those highlighted ideas, read and summarize them in your own words, and say your personalized response out loud until you can recite it from memory. you can even take this a step further and record yourself doing these concept recitations, so you can pop your earbuds in and listen to them whenever you’ve got a spare minute. it’s like listening to your own podcast! i find this method helps with formulating short answer responses on tests because while the concepts may be in your head, it can be difficult to find the right words to articulate them. when you’ve already your own response to draw from, all you have to do is write it down, saving you a lot of time.

section: memory hacks/cramming

I once read an interesting quora post by a law student that detailed how she studied for her exams.(as taught by her university). she said once you’ve compiled a condensed version of your concepts and exam topics, draw a picture to represent them. for instance, for my biology exam, I drew a plant to remind myself of inheritance patterns in the genetics unit. then, I drew some drops of blood that looked like they were watering the plant to represent the concept of blood type inheritance. the picture should have an overall coherent feel and should be easy to replicate on the actual exam day. this way, it will create a sort of symbol for everything you ever learned. your brain will associate this symbol with the study topics you learned and your memory recall will improve.

the use of colours and smell is also common. before you study, spray a scent (from a perfume or body mist) and smell it while you study. then, right before you take the test, smell the scent again. your brain associates different smells with different experiences and memories you’ve made, which can be helpful for studying. writing key ideas on red/yellow paper may also help your chances of retaining information.

section: concentration & time management

making yourself a to-do list and using a planner app are the obvious pieces of generic advice. the key is to hold yourself accountable. when I fail to get a task done the night i’d planned to do it on, I force myself to wake up at an ungodly hour to complete it. (usually 4 or 5 a.m). i’m not a morning person, so each time I procrastinate, I remind myself i’ll have to pay in blood. to make sure I wake up, I use one of those alarm clock apps that forces you to solve a math problem to close it. while getting enough sleep is important, i’m going to be blunt and say training your brain to function on minimal sleep is going to be a skill that will be very much applicable later on in the working world. getting 5-6 hours of sleep for one night isn’t going to kill you - just make sure you get a good night’s rest the next day. although, if I have a test the following day, I make sure to get at least 7 hours of sleep prior.

for concentration, I like listening to music. to keep myself from singing along, I tend to use songs I am unfamiliar with (lofi radio is a great source), instrumental background music or songs in a different language. I like to keep it fun for myself by switching music genres for each subject. for instance, I do math to jazz piano, anthropology to lofi, etc.

iii. understanding concepts

for subjects that revolve around understanding concepts (such as, math), it is a bit trickier to study for tests. aside from listening in class, attending extra help and doing your homework, I find it helpful to personalize your workload. that’s right, if you are struggling with a concept, go beyond the assigned homework; read through the textbook explanations, search for additional practice sheets online and do extra problems. especially the ones that involve more critical thinking. (such as, word problems that involve real world applications of the concepts learned. the rule of thumb is, if you can do your “thinking/extension/inquiry” textbook questions, you’re usually good). also, if the subject/unit isn't your strong suit, be sure to do some pre-class prep work to find out what you may need to work on for the next lesson and what questions to ask.

i hope you found this list to be applicable and insightful. I wish you the best of luck in your studies. :D

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allcalculator · 2 years ago

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onlineacademicclasses · 4 years ago

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onlineclassdoer20-blog · 4 years ago

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What are the Top Skills You Need to be Aware of Before Taking Calculus?

Calculus is a fundamental branch of mathematics. It studies how things change and provides a foundation for modeling systems where change can occur and predict the models.

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theassignmenthelper-blog · 6 years ago

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matlabhwexperts-blog · 7 years ago

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Symbolic Math in MATLAB Homework Help

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bbabushkajusofonii · 6 years ago

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goassignmnethelp-blog · 6 years ago

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What challenges do most of the students face when doing their algebra homework and how do they overcome it?

Algebra has been quoted is one of the most important branches of mathematics that interacts with different mathematical operations and their properties. Algebra formulas and theorems are also used thoroughly in other streams like science and scientific calculation such as astronomy and physics which makes algebra worth studying. But students do not consider solving algebra questions a duck soup! Here are a few challenges most of the students face while doing algebra assignment:

1) Poor mathematical foundations

In order to solve numerous types of algebraic expressions, the first thing you need to work on is strengthening your fundamental concepts like number theory and arithmetic. It is very important that you have a clear understanding of math and how it works to solve math problems which often demands complex mathematical concepts. Lack of primary knowledge is the major reason behind committing various silly errors in the process of arriving at the conclusion.

2) Lack of clarity

Students often start by solving simple linear equations with a single variable and develop more complex problems. A simple way to solve algebraic equations is just thinking of the question as a balance where you should keep noticing that each side remains balanced and the equal symbol acts as a pivot.

You can avail assignment help from top assignment service providers such as GoAssignmentHelp where you can easily ask for algebra assignment help and get your assignments done by experts. Well, I would recommend you to keep reading this blog to know how to overcome those challenges you face while solving algebra assignments:

· Try finding out where you are currently standing with regards to the problem

· Be accurate while reading the algebra problems

· Analyze the known and unknown quantities

· Break up the problem into a set of sub-problems

· Start wondering about the techniques that could be useful to get to the conclusion

· Make notes on the computer through online or offline annotation software

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a-zhomework · 7 years ago

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Business Mathematics Amity 1st Sem

Business Mathematics 1st Amity Solution

You can buy amity solved assignments from atozhomework.com. We are honest, genuine and managed organization by a team. Post Math Homework and Get Solution Step-by-Step Join Membership and study complete document Q1: Define a subgroup. Q2: Define complete Graph with the help of examples. Q3: Explain De Morgan’s Law with examples. Q4: Explain Tautology with examples. Q5: Consider the following sample of data. 7, -5, -8, 7, 9, 12, 0, 3, 11, 8, 6, -2, 4, 10 Answer the following questions. a. What are the mean and median for this dataset? b. What are the standard deviation and variance? c. What is the range? Amity Case Study Solution "In a survey of 200 students of a College it was found that 120 had laptop, 90 had calculator and 70 had mobile phone, 40 had laptop and calculator, 30 had calculator and mobile phone, 50 had mobile phone and laptop and 20 had none of these gadgets. On the basis of above information answer the following questions. Q1. Find the number of students of calculator and mobile phone but not laptop. Q2: Find the number of students of laptop and mobile phone but not calculator. Q3: How many students have no laptop? Amity Assignment – C QUESTION 1: The complement of the union of two sets is the intersection of their complements and the complement of the intersection of two sets is the union of their complements.These are called. a. Union laws b. De Morgan s laws c. Associative laws d. Commutative laws QUESTION 2: Less than Ogive and more than Ogive intersect at a. Mode b. Mean c. Median d. Lower Quartile QUESTION 3: A terminal node in a binary tree is called........... a. Root b. Leaf c. Child d. Branch QUESTION 4: "The intersection of the sets {1, 2, 5} and {1, 2, 6} is the set ___________." a. "{1,2}" b. "{1,2,5}" c. "{1,2,6}" d. "{1,2,5,6}" QUESTION 5: Mode of a distribution can be obtained from a. Frequency polygon b. Histogram c. Less than type Ogives d. More than type Ogives QUESTION 6: Harmonic Mean is useful to find a. Average speed b. Average increment c. Average height d. None of these QUESTION 7: The set of all real numbers under the usual multiplication operation is not a group since a. multiplication is not a binary operation b. zero has no inverse c. multiplication is not associative d. identity element does not exist QUESTION 8: "Let p:7 is not greater than 4 and q : Paris is in France be two statements. Then, ~(p ? q) is the statement" a. 7 is greater than 4 or Paris is in France b. 7 is not greater than 4 and Paris is not in France c. 7 is not greater than 4 and Paris is in France d. 7 is greater than 4 and Paris is not in France QUESTION 9: Binary trees with threads are called as ....... a. Threaded trees b. Pointer trees c. Special trees d. Special pointer trees QUESTION 10: { - 3 n : n ? Z } IS an abelian group under a. subtraction b. division c. multiplication d. addition QUESTION 11: "If p: Sohan is tall, q: Sohan is handsome, then the statement Sohan is tall or he is short and handsome can be written symbolically as" a. p ?(~p ?q) b. p ?(~p ?q) c. p ?(p ?~q) d. ~p ?(~p ?~q) QUESTION 12: Mode in a asymmetrical distribution is a. Mode = 2Median-3Mean b. Mode= Median-3Mean c. Mode = 2Median-Mean d. Mode = 3Median-2Mean QUESTION 13: "Standard deviation of series 201,201,201,201,201 is" a. 201 b. 101 c. 0 d. 1 QUESTION 14: Trees are said .......... if they are similar and have same contents at corresponding nodes. a. Carbon copy b. Replica c. Copies d. Duplicate QUESTION 15: "If (G, .) is a group, such that (ab)2 = a2 b2 ? a, b ? G, then G is a/an" a. commutative semi group b. abelian group c. non-abelian group d. none of these QUESTION 16: "A={A,S,S,A,S,S,I,N,A,T,I,O,N}, B={P,O,S,S,E,S,S,I,O,N} , Find A?B" a. "S,S,S,S,I,O,N" b. "S,S,S,I,O,N" c. "I,O,N,I,S,S" d. "S,S,S,I,I,O,N" QUESTION 17: " Range of 10,20,30,40,50.60 is " a. 40 b. 30 c. 20 d. 50 QUESTION 18: Two finite sets have m and n elements. The total number of subsets of the first set is 56 more than the total number of subsets of the second set. The values of m and n are respectively a. "6,3" b. " 8,5" c. "4,1" d. " 5,5" QUESTION 19: "Median of 4,6,7,8,11 is" a. 6 b. 7.5 c. 8 d. 7 QUESTION 20: A connected graph T without any cycles is called a. free graph b. circular graph c. non cycle graph d. none of these QUESTION 21: The best measure of dispersion is a. Range b. Mean deviation c. Standard deviation d. Inter Quartile Range QUESTION 22: Two sets are called disjoint if there _____________ is the empty set. a. Union b. Difference c. Intersection d. Complement QUESTION 23: Mode of a distribution can be obtained from a. Frequency polygon b. Histogram c. Less than type Ogives d. More than type Ogives QUESTION 24: Which of the following statements is a tautology a. (~ q ?p) ?(p ?~p) b. ((~q) ?p) ?q c. (~q ?p) ?(p ?~p) d. (p ?q) ?(~(p ?q)) QUESTION 25: Which of the following is a statement? a. Open the door b. Do your homework c. Switch on the fan d. Two plus two is four QUESTION 26: "If a, b are the elements of a group G, then (ba)-1?" a. a-1 b-1 b. b-1 a-1 c. a-1 b d. b-1 a amity solved assignments for mba and bba QUESTION 27: Geometric Mean is useful to find a. Average speed b. Average increment c. Average height d. Average marks QUESTION 28: " Mean of 50,9,8,7,6, is" a. 5 b. 16 c. 7 d. 6.5 QUESTION 29: Determine the total number of subsets of the following set: a. 32 b. 64 c. 128 d. 14 QUESTION 30: A monoid is always a a. A group b. a commutative group c. semi - group d. a non abelian group QUESTION 31: There are 8 students on the curling team and 12 students on the badminton team. What is the total number of students on the two teams if three students are on both teams: a. 17 b. 20 c. 4 d. 14 QUESTION 32: "If A and B are any two sets,Then A ? (A ? B) is equal to." a. B b. A c. BC d. AC QUESTION 33: "1,2,3,4,5,6,7,y,9,9 ,10, 12,14,16. From above 14 observations we find that median is 8. The value of y is" a. 7 b. 8 c. 8.5 d. 9 QUESTION 34: The set of intelligent students in a class is a. Null set b. Finite set c. Not a well defined collection d. Singleton set QUESTION 35: Marks of a student is an example of a. An attribute b. A discrete variable c. A continuous variable d. None of these QUESTION 36: " Consider the statement, If n is divisible by 30 then n is divisible by 2 and by 3 and by 5. Which of the following statements is equivalent to this statement?" a. (a) If n is not divisible by 30 then n is divisible by 2 or divisible by 3 or divisible by5 b. (b) If n is not divisible by 30 then n is not divisible by 2 or not divisible by 3 or not divisible by 5. c. (c) If n is divisible by 2 and divisible by 3 and divisible by 5 then n is divisible by 30 d. (d) If n is not divisible by 2 or not divisible by 3 or not divisible by 5 then n is not divisible by 30. QUESTION 37: Semi Inter Quartile Range is a. Q? +Q? b. Q? - Q? c. Q? /Q? d. {Q? - Q?}/2 QUESTION 38: coefficient of Range is a. {L+S/L-S} b. {L-S / L+S} c. {2L-S/S-2L} d. None of these QUESTION 39: "Standard deviation of 1,2,3,4,5,6,7 is" a. 2 b. 3 c. 4 d. 5 QUESTION 40: Which of the following is not a measure of dispersion? a. Range b. Mode c. Inter Quartile range d. Standard deviation We also provide mcq database help for online assignment and exam purpose. Contact us for more information. Read the full article

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definitionpaper1-blog · 7 years ago

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allcalculator · 2 years ago

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quickmath-blog · 7 years ago

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marlisaann-blog · 8 years ago

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*Foucault: Power as Rhetoric*

In this essay, I will explore the question, “What is an example of a discursive formation and its elements? How does this discursive formation evoke a certain sense of power, and how is this power productive and/or unproductive?”. In order to do this, I will be using the 5 elements of a discursive formation to analyze our Comm 320 class this term.

Like all Augustana classes, our Rhetorical Tradition class has specific ways that we interact during class time. I will be showing how our class promotes productive discussion and creates a power that is helpful but not too controlling.

The first element of discursive formation is discursive practice. Foucault defines this as the various symbols, narratives, movement or other things that are attached to those within the formation. In our class, the room is set up so that as students enter, we sit in our desks, and Dr. Kunde stands in front. The main symbol for our class would be the syllabus that lays our the course. The syllabus describes different kinds of class days- either presentations, group work, or lectures. During all of these, we see the placement of the speaker in front, and those listening or discussing in chairs. Additionally, there is the general understanding that we only change between the structure when told to do so by the speaker. These different movements or categories also help to ensure we are speaking on topic of the course, rather than about science or math.

The second element of discursive formation is rules. These are defined as principles or procedures that help establish discursive practices. Rules are not normally conscious, but instead are generally accepted without knowing. In a classroom, many of the rules come from an unconscious educational upbringing. Since kindergarten, we were taught to raise our had when we want to speak, to listen to the presenter, that we come to class at the time assigned, and we sit in a seat. In college, normally the seat you pick on the first day is the seat you non-verbally claim for the term. In Comm 320, we have these generally accepted rules, but we as a class also discussed several rules at the beginning of the course. These included being respectful of opposing opinions; do not attack a person, rather focus on the subject; that there are times that we can discuss and speak up without having to raise our hands; and a few others. The rules that are unspoken help in creating a respectful and orderly educational experience, but the rules we created worked in order to make sure that we were having productive discussions.

The third element is roles. Like I mentioned in the discursive practices, in our classroom there are two main roles that are traded between people; speaker and listener. For the majority of the term, the speaker is Dr. Kunde and the listeners are the students. However, during discussion groups or tumblr presentations a student takes over the role of speaker, and while Dr. Kunde often assists in creating discussion, she also takes the role of speaker. However, there is the overall roles of teacher and students, where the students are completing course work for the critique of the teacher, and the teacher is using her knowledge to help educate the students.

The roles of teacher and student lead into the fourth element of power. Focoult believes that power is the overall system or process of force that spreads through a discursive formation, which creates habits within a system and remains present in the discursive formation even without a particular person enforcing rules. Dr. Kunde has power as the director of the course, and also as the one deciding our grades. This means that she determines what our homework is, and how our class days are structured. Dr. Kunde is the direct power in Comm 320, but as students, the communications department head, as well as the Augustana Administrative have power over our grades and enforcing all school rules. The administration also sets the schools general academic goals, which influence how Dr. Kunde may set up the course. All of these powers ensure that even when we are not in class, we still work on homework and projects. Additionally, when we are working in groups, or on a test and Dr. Kunde leaves the room, we continue discussing or following the rules that she sets up.

The last element is knowledge. This is what is considered truth in our discursive formation, and the product of the all the elements interacting. In Comm 320, the truth that is established is that we are in class to learn about different rhetorical theorists, as well as have productive and interactive discussions. The difficulty of the material, and the homework assigned to us creates a place for critical thinking and quality education, even without the presence of a teacher.

To relate with Dr. Kunde creating a healthy atmosphere for discussion, there is an article that discusses how power in speech may help or hinder participance in discussion. Soo-Hye Han and Colene J. Lind(2017) write “For both learning and respect, individuals’ perceptions of what they gained and how they measured up within the discussion could have grave consequences for their future willingness to participate”. Meaning that if the speaker would create a classroom environment where those listening and discussing did not feel comfortable speaking or that their contributions are not important, the overall participation would decline over time. Additionally, this would not be a safe space for productive and challenging ideas. This, luckily, is not what was created in Comm 320. Dr. Kunde used her power to set a standard for respect and active participation.

Overall, I believe that this is a productive formation. Comm 320 sets up meaningful discussions and forward-thinking ideas. Though there are multiple powers within our class, they aren’t always at the forefront, which allows us as students to practice thinking and evaluating on our own.

Foss, Sonja; Gill, Ann. Michel Foucault’s Theory of Rhetoric as Epistemic. The Western Journal of Speech Communication. 1987.

Han S, Lind C. Putting powerfulness in its place: a study on discursive style in public discussion and its impact. Argumentation & Advocacy [serial online]. August 2017;53(3):216-233. Available from: Communication & Mass Media Complete, Ipswich, MA. Accessed October 26, 2017.

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interblag-blog · 8 years ago

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Technology and Twenty-First Century Learning

Has School Adequately Prepared Me for My Future?

If my future lies strictly on the beaten path – do well in high school so I can get into a good university, which means I can get a good corporate career, in which I will work until I retire – then yes, school has prepared me well for it. It is likely that any boss for whom I should work will have been through the same rigamarole themselves. Conveniently forgetting how without some serendipitous connections from their father helped land them that first promotion, they will believe that corporate ladder-climbing, starting as early as elementary school, is the key to success. However, should I choose to stray even a little from this socially-enforced destiny by, say, choosing to start my own company, I shall find myself woefully clueless on what to do. Leaving alone the fact that my particular high school courses did not include financial literacy or home economics – which a different choice in school or classes would remedy – the rhetoric of " you need to find a good job" is still deeply engrained in teachers' parlance. With the advents of startup culture, serial entrepreneurship, and career-hopping, the economic scene is changing. The aforementioned proverb could soon transform into "you need to make a good job." If the school system does not adapt to reflect this – and soon – students could find themselves prepared for careers of the past in the economy of the future.

Do I Use Technology to Learn?

Without technology, I doubt I would have the same passion for learning that I do today. My YouTube "Recommended for You" section is perennially littered with videos about mathematics, computer science, and linguistics, reflecting my watching habits. More often than not, looking up something on Wikipedia for school results in an hours-long dive into a rabbit hole of reading. Other than just satisfying my curiosity, the things I learn along the way sometimes help me come to epiphanies about content I was struggling with in class. When it comes to in-school learning, websites like WolframAlpha, Desmos, and Khan Academy are invaluable for math and science courses. It is almost unfathomable to me that just a generation ago, research assignments meant actually entering a library instead of typing a query into a search engine. There is no more satisfying feeling than writing the final sentence of that essay and then, one by one, closing every research tab. Finally, my future career path – software development – could not exist without technology. With every successive improvement in software paradigms, I will need to use technology to learn the new skills required to stay relevant in the industry.

Does Technology Help Me in Class?

Although I would definitely consider myself a technophile, technology sometimes becomes my undoing in a class. Several of my classes employ technology in novel ways. Take, for example, my calculus class, which distributes all handouts and homework online. I really enjoy this content delivery method, as it allows me to access all the work and lessons from anywhere. Additionally, my teacher tracks our learning in the class via nightly consolidation quizzes. They take no more than five minutes to complete, but I find them an excellent diagnostic tool to identify areas in which I am struggling. Unfortunately, not all digitization is made equal. Last year, I purchased a convertible laptop/tablet for school uses, and was very excited to use it to take notes. I can certainly type much faster than I can write; no more begging the teacher to stay on the current slide as I furiously write down the information! On the very first day, however, I found myself with Facebook or Reddit open more frequently than Google Docs. Unfortunately, I am quite distractible when I'm not interested in the content. (And, for courses that require note-taking, I'm lose interest more often than not.) Having a tablet enabled my distractive habits to take me onto social media or other apps, rather than the mere doodling or scribbling of random words that pen-and-paper allows. In Functions, taking notes in real time soon became unwieldy because of all the fractions, esoteric symbols, and graphing required. I have now returned to carrying a spiral-bound notebook with me, taking notes by hand and then digitizing them at home. This is actually an optimal solution; I can take my in-class notes more effectively and with greater focus, and then the act of going back over them to type them up helps enforce the content.

Does it Matter if a Teacher Uses Technology?

To me, a teacher's use of technology is not necessarily a make-or-break in terms of my enjoying the class. I have taken classes in which the subject matter was taught exclusively via dictation, textbook reading, and/or acetate overhead projection which I have enjoyed. Conversely, I have taken classes in which every lesson was taught on the SmartBoard, and homework assigned online, which I loathed. To me, the technology being used is not as important as how well the teacher is able to use the technology to present content. As we discussed in class, there is a difference between technology merely serving as a substitute to paper or chalkboard, and using it to truly augment the student's learning.

What Technology Should Teachers Use?

I am a strong advocate for implementing Augmented Reality (AR) technologies into the classroom. I was first inspired to take this position at a technology expo. There, I saw a live demonstration of a smartphone app that turns textbooks into interactive dioramas. Unlike Virtual Reality (VR), which requires large headsets and controllers, most students already have the equipment required for AR in their pocket. We are approaching an age where almost every teen has a powerful computer and camera on them at all times in their phones. I believe that, if implemented correctly, students could use their smartphones to supercharge their learning. Examples of promising classroom uses for AR include 3D models of historical events, complex chemical structures, and mathematical vectors. As someone who has always struggled to visualize these concepts in my mind, the idea of images popping out of my textbook so that I can actually see them is exciting.

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hwcampus · 8 years ago

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New Post has been published on Online Professional Homework Help

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ECH 335 Full Class

ECH 335 Full Course

ECH 335 Module 1 DQ 1

Briefly describe the three important developmental factors in relationships and learning throughout the first 3 years of life. What impact do you think they have on future cognitive, emotional, and social development? How would you plan a supportive environment?

ECH 335 Module 1 DQ 2

List the influences on children’s development and learning. Which ones do you think you would have the most influence over in your classroom practice? Why?

ECH 335 Week 1 Assignment Developmental Stages Flowchart

Details:

Create a flowchart of the developmental stages from birth to age 8 that summarizes cognition, social/emotional, physical, and creative development.

Examples of flowcharts can be found on the SkyMark website.

Use the GCU eLibrary to access three to five peer-reviewed articles in support of your content.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

ECH 335 Module 2 DQ 1

Give an example of how modern technology/research has changed your perspective on how infants/young children learn. How did your perspective change because of this and what are the implications for you as a classroom teacher?

ECH 335 Module 2 DQ 2

What are mental representations and why are they a critical factor in the ability of young children to create and use symbols?

ECH 335 Week 2 Assignment High Order Thinking Checklist

Details:

Create an observational checklist of characteristics of the development of higher order thinking and symbol usage for a specific age band (infant, toddler, preschooler, kindergartner, primary grade student).

In addition to the assigned readings for this module, utilize the GCU eLibrary for a minimum of three peer-reviewed articles in support of your content.

ECH 335 Module 3 DQ 1

What are content and learning standards? Why are they important?

ECH 335 Module 3 DQ 2

What is the most important difference between purely student-centered and purely teacher-centered philosophies? Are they both valid? Why or why not?

ECH 335 Week 3 Assignment Online Lesson Plans Analysis

Details:

Research a variety of lesson plans online. Analyze three different plans for three different content areas and age levels (Preschool, PK, K, 1st, 2nd, or 3rd grade) using the rubric provided.

Recreate the online lesson plans filling in any gaps you found. Justify any changes you made and aspects that remained the same. Include the links to the original plans for your instructor’s reference.

APA format is not required, but solid academic writing is expected.

ECH 335 Module 3 Assignment Practicum/Observation Lesson Plan Analysis

Details:

Through your practicum/field experience, select one lesson plan each from three different content areas that either of your mentor teachers will be teaching to their class. Analyze the plans and hypothesize the teacher’s teaching philosophies. Look for the components of effective lesson planning.

Observe the lessons being taught.

Write a 500-word summary in which you share your philosophical analysis and the accuracy of your hypotheses. Support your hypotheses with examples from the lessons.

APA format is not required, but solid academic writing is expected.

When submitting this assignment, attach the teacher’s lesson plans you analyzed, along with your notes.

ECH 335 Module 4 DQ 1

How early does concept formation begin in child development related to literacy? How would you support this development in an early learning setting?

ECH 335 Module 4 DQ 2

Max Points: 5.0

How are the literacy standards categorized? Why do you think they are arranged this way?

ECH 335 Week 4 Assignment Observation and Analysis

Details:

Through your practicum/field experience, observe a child in each age band and use the checklist you created in Module 2 to analyze their stage of development.

Write a 500-word analysis and summary of your findings.

Use the GCU eLibrary to research a minimum of three to five peer-reviewed articles that can be used in support of your content.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

ECH 335 Week 4 Practicum and Application 2: Language

Details:

Observe a whole group or small group reading lesson in your Birth-PK practicum classroom.

Write a 250-word summary and analysis of the effectiveness of the lesson.

Prepare this assignment according to the MLA guidelines found in the MLA Style Guide, located in the Student Success Center. An abstract is not required.

Design a whole group or small group reading lesson plan for PK students. Consider individual differences in ability, culture, and language. Lesson plan templates are available in the Student Success Center.

Include the following in your lesson plan:

Clear-cut objectives that align to the NAEYC and ACEI standards.

Relevant materials and resources.

Differentiation of instruction to address the diverse needs of students.

Informal and/or formal assessments that align to objectives.

Authentic, formative and/or summative assessments.

APA format is not required, but solid academic writing is expected.

This lesson plan will be used later in the course and for the completion of the benchmark assessment.

When submitting this assignment, attach the observation analysis essay, along with the lesson plan.

ECH 335 Module 5 DQ 1

What is the difference between content standards and process standards for math and science? Why are both included in appropriate instruction?

ECH 335 Module 5 DQ 2

Max Points: 5.0

According to the latest research, when does concept formation in math and science begin in child development?

ECH 335 Week 5 Assignment Integrated Math/Science Lesson Plan

Details:

Observe a math or science lesson in your K-3 practicum classroom.

Create a Venn diagram to compare the observed lesson to the lesson viewed online in Module 3. Identify the lesson by its link.

Design an integrated math/science lesson plan for a K, 1st, 2nd, or 3rd grade classroom. Consider individual differences in ability, culture, and language. Include the following in your lesson plan:

Clear-cut objectives that align to NAEYC, NSTA, and NCTM standards.

Relevant materials and resources.

Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups.

Problem solving and inquiry strategies.

The 12 science processes.

Concrete manipulatives to help develop science and math concepts.

Informal and/or formal assessments that align with objectives.

Authentic, formative, and/or summative assessments.

APA format is not required, but solid academic writing is expected.

ECH 335 Week 5 Science and Math Content Analysis

Details:

Listen to and/or watch the podcasts and videos from this week’s readings and write a 500-word reflection delineating what you have learned about the teaching of science and math.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

ECH 335 Module 6 DQ 1

Max Points: 5.0

In this module, you have learned about the 10 themes in social studies. What are the 5 strands in social studies? Are all 10 themes represented in the strands? Explain.

ECH 335 Module 6 DQ 2

How can you build conceptual knowledge related to the themes in social studies in young children?

ECH 335 Week 6 Assignment Social Studies Instruction Analysis

Details:

Select one of the videos you viewed and write a 250-word summary and analysis delineating what you have learned regarding the teaching of social studies.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

ECH 335 Week 6 Social Studies Lesson Plan

Details:

Observe a social studies lesson in your K-3 practicum classroom.

Create a Venn diagram to compare the observed lesson to the lesson viewed online in Module 3. Identify the lesson by its link.

Design a social studies lesson plan for a K, 1st, 2nd, or 3rd grade classroom. Consider individual differences in ability, culture, and language. Lesson plan templates are available in the Student Success Center. Include the following in your lesson plan:

Clear-cut objectives that align to NAEYC and NCSS standards.

Relevant materials and resources.

Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups.

Informal and/or formal assessments that align with objectives.

Authentic, formative, and/or summative assessments.

APA format is not required, but solid academic writing is expected.

ECH 335 Module 7 DQ 1

What are the characteristics and types of play? Why are they significant to learning?

ECH 335 Module 7 DQ 2

Max Points: 5.0

What are some inhibitors of play for today’s children? Will this make a difference to their learning capacities?

ECH 335 Week 7 Let’s Plan a Lesson! Planning for the Early Childhood Experience

Details:

Prepare this assignment according to the instructions in “ECH 335 Instructional Teaching Methodologies: Language, Math, Science, Social Studies, and the Arts Benchmark Assessment and Rubric.” All coursework will inform this assignment.

Submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.

ECH 335 Week 7 Assignment Music, Movement or Creative Lesson Plan

Details:

Observe an art or music lesson in your Birth-PK practicum classroom.

Write a 250-word summary and analysis delineating the effectiveness of the lesson.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Design a music or creative arts lesson for 3-year-olds. Consider individual differences in ability, culture, and language. Lesson plan templates are available in the Student Success Center. Include the following in your lesson plan:

Clear-cut objectives that align to NAEYC standards.

Relevant materials and resources.

Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups.

Informal and/or formal assessments that align with objectives.

Authentic, formative, and/or summative assessments.

APA format is not required, but solid academic writing is expected.

ECH 335 Module 8 DQ 1

What are reciprocal relationships with families? Why are they important?

ECH 335 Module 8 DQ 2

Max Points: 5.0

What are some factors that influence the success of a reciprocal relationship with families? What is your role as a teacher?

ECH 335 Week 8 Assignment Content Area Activities for the Home

Details:

Compile 20 activities for language, math, science, social studies, and art (4 activities for each subject area) for parents to use at home with their children. Activities must be developmentally and age appropriate practice for young children and must be selected from various sources.

Prepare an annotated activities list including a written explanation (25-50 words) of each activity and its appropriateness.

Write an introductory letter to parents explaining the value of home/school collaboration and suggest parents complete the activities with their children.

APA format is not required, but solid academic writing is expected.

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