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YOU are better than YOU think. Show yourself how:
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-/[]\- Logic chapters 1 to 5 re- appear not in sequence, as is or longer, in Volume 1A, Pattern Based Reason, Bon Appetite. Logic
Mastery Logic mastery makes the hard, easier. Logic mastery leads to better, stronger and richer comprehension. Logic mastery improves reading and writing. Logic mastery ease learning difficulties. Logic mastery gives a headstart. In sum, logic mastery will develops critical thinking, improve reading and writing, and give a firmer base for work and studies at many levels. Good luck. After logic, (a) continue reading Three Skills for Algebra, chapters 8 to 14 and do so alongside site area on solving liinear Equations ; or (b) see this calculus starter lesson and Volume 3, Why Slopes & More Math, chapters 2 to 6;
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-/[]\- What may be learnt and when depends on how skills and concepts are developed. Making the hard easier and clearer will allow earlier & richer development of skills and concepts. Try the Twiddla
Whiteboard. In principle, it allows
to people to draw and chat together online on a copy of this webpage or a clean
sheet. The chat may be via text or audio. Visit www.twiddla.com
to set up whiteboards to work with the webpage of your choice. |
Speaking of Learning… Teaching, Learning, and Writing WHAT WORKS FOR ME IN THE CLASSROOM Volume 2, Number 1 Fall 2001 MATHEMATICS: Reality Checkup: Learning requires
Effort, One problem that some students encounter in learning mathematics is the misguided belief that a skill has been mastered without actual written practice. These students assume that skill mastery is based solely on the ability to understand solutions, which are modeled during classroom presentations. Without instructor intervention, these students often learn of their lack of total mastery after a poor test score. The goal of the instructor is to circumvent the notion that learning occurs without actual written skill practice before it results in student failure Alan Selby, author of the website http://whyslopes.com, explains that students must be made to understand four things about learning math:
Collecting student work frequently to check for correct notation is one way to identify errors early on. This also encourages students to engage in written skill practice prior to graded assignments or tests. These frequent checks, referred to as "attendance verification,” do not have to be lengthy: 2 - 4 problems is a convenient length because completion does not require too much class time and prompt grading is possible. Grading is not based on "percent correct"; instead it is an opportunity for students to receive feedback on their individual levels of understanding, so that errors of precise notation and calculation can be noted and corrected prior to a test or graded assignment. Complete attendance for the class session is awarded to all students who provide written effort. Remark, October 13, 2007: The phrase referred to as "attendance verification,”- indicates I wrote and echoed a muse about the use of start of class work to provide attendance. Let me explain. Attendance checks takes time in the classroom. So in place of formally taking attendance at the start of a class, give an opening set of question in the first few or fifteen minutes and insisting all students present hand in at least one answer with their name on it serves the dual purpose of (i) collecting written work for feedback (and grades too) and (b) providing a record of attendance. In that way, collecting work frequently may serve as an attendance check. An alternate way to take attendance quickly is to have a seating chart established by the teacher or by student habits. Then empty desks correspond to an absent student. Chart use requires students to go to their places at the start of class. |
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www.whyslopes.com
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