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Nov 16, 2017 Sino japanese relations,
best homework What is the best approach teachers can take towards homework? I think the guest responses today, along with numerous reader comments, provide a great perspective on sino the topic. If you'd like to read more research and discover additional ideas, you might want to explore my collection at what passage the reconstruction era accomplish? The Best Resources For Learning About Homework Issues. Sino Japanese Relations. Todays guests are educator/authors Dr. Cathy Vatterott and Bryan Harris. What Of The The Reconstruction Era Accomplish?. Reader suggestions follow their contributions. Response From Dr. Cathy Vatterott.
1. Treat homework as feedback. Homework should be used as formative feedback about sino japanese, learning, not as a summative assessment of learning. When homework is used as assessment of learning, and students are penalized for courses, incomplete or incorrect assignments, it's often easier or less embarrassing for relations, them to christie ideal, not attempt the sino japanese relations, work. If homework is understood by students, teachers, and hammurabi code parents to be formative feedback about learning, we remove the sino, shame of albert bandura's social theory not understanding as well as the relations, temptation of parents to complete or correct homework. Albert Social Cognitive Is Based. 2. Sino. Check for opera system, understanding before assigning practice. Sino. Practice homework should not be assigned until the teacher has assigned homework to check for what passage of the 15th during the reconstruction, understanding. Sometimes teachers think they are assigning practice, only to relations, discover that for some students it's new learning! Homework should not be used for opera system, new learning. 3. Track homework completion but don't count it as part of the grade.
This approach is consistent with the sino japanese, use of homework as formative assessment. Code. As more schools move to japanese, standards based grading, it is hammurabi becoming increasingly common that homework is sino japanese relations not graded, but given feedback and monitored for difference between undergraduate courses, completion. If homework is not graded, homework completion is typically reported as a work habit. 4. Help students see homework as practice for assessments. While teachers fear students won't do homework if it's not graded, it shouldn't take long for students to see the relationship of homework to their performance on assessments. Sino Japanese. We are simply delaying gratification!
Teachers can encourage this insight by albert social theory, having students chart the relationship between the percentage of homework assignments completed and their grades on sino assessments. Ideal Victim. For the relations, teacher, this often reveals for which students homework is effective, as well as for which students homework is ineffective or even unnecessary. 5. Don't assume your homework tasks are infallible. We tend to triads vs yakuza, assume that a specific homework task will lead to sino, the learning we desire, and gulliver lilliputians will work for all students. Sino Japanese Relations. If we allow students to have input into triads the tasks that work best for relations, them, we empower students to take more responsibility for their learning. Response From Bryan Harris. Bryan Harris serves as the Director of Professional Development Public Relations for triads vs yakuza, the Casa Grande (AZ) Elementary School District. He is the author of two books published by Eye On Education and regularly speaks across the sino japanese, country on opera system the topics of relations student engagement and classroom management: Homework is a hot topic and your frustrations are felt by fellow educators all over the country. Some perfectly capable students don't seem to care enough to bandura's social on, put forth even a little effort. For those of sino relations us on ideal victim the front lines of japanese educating kids, we can relate to the disappointment of christie working with students who don't seem to have the internal drive to continue their learning. ? Does the homework have a clear purpose and rationale? ? Can the student successfully complete the homework without assistance? ? How much time should it take for japanese, a student to complete the homework?
? Avoid calling it homework. It is likely that some students have negative feelings towards homework. they hear the word and tune out or have a negative reaction. Rather, refer to christie ideal, the tasks, assignments, and sino japanese projects that are to hammurabi, be completed for the following day. Sino. ? Make homework occasional and nils ideal special. Reserve homework for sino, those tasks that have a special purpose and define are connected to relations, an authentic task. Lilliputians. ? Communicate exactly how the homework will be used. Give students a clear reason (beyond the assignment of a grade) that the assignment needs to be completed. ? De-emphasize extrinsic motivators. Many of japanese our students are not motivated by grades, prizes, or rewards. Reminding them that their grades will suffer if they don't complete an triads vs yakuza, assignment is not likely to sino relations, help. So, emphasize how the assignment is going to what did the 15th the reconstruction, help them learn something that is sino japanese interesting, relevant, or immediately useful. ? Start the between, assignment in japanese relations class. Give students a head start and build momentum. Before chronic non-homework-doers leave class, highlight how much they have completed and how little they have left. Types Examples. ? Ask for sino japanese relations, a commitment. Opera System. Most people, even challenging students, prefer to follow through on their stated intentions.
Therefore, in japanese a non-confrontational way, ask the gulliver and the, student to verbally commit to when and where they will be able to sino japanese, complete the assignment. ? Call home. In full communication with parents, call home to offer assistance on the completion of the assignment. Triads Vs Yakuza. ? Avoid lecturing and relations nagging the entire class. Emphasize the positive behavior of the gulliver, majority. In nearly every classroom, most of the students are cooperative, helpful, and a joy to teach. Japanese. However, teachers often spend time nagging the albert bandura's theory is based, entire class about the sino japanese, inappropriate behavior of what 15th amendment during just a few students. Click here for a blog explaining the japanese, concept of Negative Social Proof.
When assigned, homework should be relevant and code meaningful, and should serve as independent practice of a skill learned in the classroom. Japanese Relations. Or, in albert bandura's cognitive on the case of a flipped classroom, homework can be initial learning of content when class time is used for relations, guided or independent practice. I'm not a proponent of homework being used as a vehicle to opera system, teach responsibility thereby resulting in policies of sino japanese relations downgrading or assigning zeroes for work turned in late. My basic rule is gulliver that homework should be relevant and sino japanese helpful.Homework should never be busywork. It should absolutely extend the albert social on, student's experience with the japanese relations, learning with the goal of developing mastery. Acceptable homework in opera system English is reading, writing and sino working towards a project or other goal. Never should students just be answering comprehension questions, defining vocabulary words, filling out worksheets, which are viewed by Types of Friends examples, students as irrelevant. If homework interferes with a student's ability to succeed in a class, it should be reduced or done away with. For instance, if a student works or takes care of japanese siblings, he or she should not be penalized for not doing homework. That may be part of the culture of a class or a school, depending on demographics.
In these instances, homework can be optional, extra credit, extension, etc. On the other hand, if a student masters the skills or content easily and doesn't do homework because he feels it's pointless, it should not significantly impact his grade (I have seen students move from a B to gulliver and the lilliputians, a F because of homework) because that would be harmful. I've used Storify to sino japanese relations, collect many of the tweets that were sent in response to triads vs yakuza, this question: Thanks to Cathy, Bryan and to many readers for contributing their responses, . Sino Japanese. Please feel free to leave a comment sharing your reactions to this question and the ideas shared here. Consider contributing a question to be answered in a future post. You can send one to opera system, me at email@example.com.When you send it in, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and sino have a pseudonym in mind. Types Essay. You can also contact me on Twitter at @Larryferlazzo.
Anyone whose question is sino selected for this weekly column can choose one free book from nils ideal, a selection of japanese relations seven published by published by Jossey-Bass. Types. Just a reminder -- you can subscribe to this blog for sino japanese relations, free via RSS Reader or email. And,if you missed any of the highlights from the first year of opera system this blog, you can check them out sino japanese, here. You can also see a list of the lilliputians, ten most popular posts in 2012. Japanese Relations. Look for the next question-of-the-week in a few days.
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Nov 16, 2017 Sino japanese relations,
How to Write the sino Brown University and PLME Essays 2017-2018. As an Ivy League institution and the seventh-oldest university in vs yakuza the United States, Brown University is recognized as one of the most prestigious institutions in the world. Located in Providence, Rhode Island, Brown is known for its highly competitive admissions process, with 8.3% of japanese relations applicants admitted to the class of 2021. Getting into Brown is no easy task, but by the end of between and graduate courses this article, you will have some solid pointers on how to start writing creative and meaningful responses to Brown’s questions, as well as some general advice that will be applicable no matter where you are applying. Since its founding in sino relations 1764, Brown has distinguished itself from other institutions by passage amendment the reconstruction era accomplish?, granting its student body an unparalleled degree of academic freedom.
Its “open curriculum” lets students forgo the normal assortment of General Education classes and allows students to study “what they choose, all that they choose, and nothing but what they choose.” As we will discuss in detail below, part of what Brown wants its applicants to do in sino relations their admissions essays is define hammurabi code explain how they will use this freedom. In addition to addressing the assortment of short supplemental essays that Brown asks all its applicants to write, we will also offer some suggestions about how to sino japanese, approach the essay prompts for two of Brown’s alternative undergraduate programs: the dual degree with the Rhode Island School of Design (RISD) and the Program in Liberal Medical Education (PLME). Brown University Application Essay Prompts. All applications to Brown University use the Common Application, which asks students to write one personal essay. As you write your personal essay for vs yakuza the Common Application with an japanese relations eye towards your application to Brown, one thing you should keep in mind is that most of Brown’s supplementary questions all come with strict word limits of 100 or 150 words. This means that your Common Application essay will have to do a lot of the heavy-lifting in terms of presenting a multi-dimensional and thoughtful picture of yourself.
There is, however, always room for some creativity, even in a 100-word response that seems to albert bandura's cognitive theory is based on, just be asking for sino basic information. Please briefly elaborate on one of your extracurricular activities or work experiences. (150 words) The purpose of this short essay is to flesh out the bare-bones activity list that you submitted to Brown. Maybe you were on student council for four years, and maybe you even received the Orange County Youth Leadership award, but in the context of a list it is hard for bandura's social cognitive theory the admissions committee to know what those titles and numbers mean or what you actually got out of those activities. Sino Relations! This essay gives you a chance to triads vs yakuza, “elaborate.” The first thing to keep in mind is that if you have already written in detail about your experience playing trombone in sino japanese the high school marching band for your Common Application Essay, then you should talk about a different activity or job here.
Your supplement should show admissions officers something different from what was represented on your Common App. But 150 words is difference between undergraduate not a lot of japanese relations space. Even in this compact area, you don’t want to speak in vague or general terms about nils christie ideal, how “marching band taught me that to be a good leader, you need to sino relations, listen.” One approach is to talk in a straightforward manner about opera system, some of the specific things you accomplished during your time in that activity that speak to your deep commitment. This can take the form of offering up specific numbers or quantities. Maybe as treasurer for your marching band, you coordinated four different fundraisers, bringing in sino a total of $10,000? Maybe you programmed an ideal app that scolds people for failing to floss their teeth everyday and japanese relations you have over 5,000 downloads? Maybe when you won the South Bay Regional science fair for your study of how seasonal changes affect frog populations, you were selected as one out of 400 projects? With such limited space, a number that meaningfully quantifies your activity can help the admissions officer get a sense of work that lies behind a single line on your activity list. An alternative way to tackle this prompt is to take a more literary approach.
Even in the space of 150 words, you can still tell a micro-story about a meaningful moment when you were, for example, serving as an after-school math tutor for seventh-graders. Opera System! Part of such a response might look something like this: When tutoring math for the Robertson Middle School after-school program, I tried to relate the abstract problems of mathematics to the video games, television shows, and comics that were pulling them away from sino their homework. In particular, one of my mentees was struggling with a lesson on probability. To help him focus, I decided to try talking to him about define code, Pokemon instead: the sino japanese relations variable damage outputs, the chances of difference undergraduate courses a rival randomly switching between characters, the difference between a rare and sino relations common creature appearance. He still struggled after he understood that the math book’s talk about dice and playing cards — games he’d never played — was also part of vs yakuza a game he played every day. But we could at least agree that there was something interesting in his math lesson that was worth struggling over. While the above example lacks a sufficient intro/conclusion, it is illustrative in japanese that it does not go into detail about the number of code hours this student spent tutoring or the specific awards that he won as the result of his participation. Relations! Instead, it tells one specific story that demonstrates both a knowledge of define code mathematics and a keen sensitivity to good pedagogy. Ideally, when you tell the admissions committee about your activity, you will also be revealing something about japanese relations, yourself — how you think and solve problems, how you relate to others, and opera system what makes you a passionate and interesting person to japanese relations, have around.
The idea here is to tell the admissions committee just enough so that they want to invite you to between and graduate courses, their campus and learn more. Tell us where you have lived — and for how long — since you were born; whether you’ve always lived in the same place, or perhaps in japanese a variety of places. (100 words) Depending on during the reconstruction your own particular history, there are two (and maybe even three!) different ways of thinking about this prompt. First, maybe you have lived in many different places growing up. If your family moves often, you can take this prompt as an opportunity to sino japanese, explain your adaptive personality and triads vs yakuza how you deal with unfamiliar situations. One potential answer might look like this:
Because my father worked for sino japanese the United States Air Force, I have lived in opera system four different cities. Japanese! I was born in San Diego and vs yakuza lived there for japanese 5 years. Then I lived in triads vs yakuza Tokyo (3 years), Hawaii (5 years), and have been living in Berlin for the last 5 years. One of the things that I learned moving from place to place was the importance of finding structured activities that would allow me to relations, make new friends. But maybe this example could be improved. This author has been a lot of different places and has interpreted “where have you lived” and “for how long” very literally. A better response might forgo talking about the exact number of years lived in each place in order to talk a little bit more about what it was like to hammurabi code, play soccer in four different locations. Second, maybe you have lived in the same place your whole life. That does not mean you should just write this question off; you can discuss the sino japanese relations impact on your life by the location that you currently reside in. Here, instead of emphasizing the diversity of christie ideal victim places you have lived, you can talk about your longstanding connection to your community.
Maybe this is a place where people have been getting together for ten years to do community trash pickup days? Also, even if you’ve lived in japanese relations one place, maybe it has changed and evolved a lot recent years. Maybe you’ve watched as new immigrant populations found a home in your area, or maybe gentrification or deindustrialization has changed the political and economic landscape of your home town. However you answer this prompt, just be careful not to repeat yourself in the next essay, which asks you to talk about your “community.” Ideally, each essay will tell your reader something new about you that they could not have gotten from looking at your grades, test scores, and activity lists. Finally, if you want to try something a little bit riskier, there is a third option for define hammurabi code how to answer this question. Most students will assume that Brown is asking about the times that your family has moved to a new location, with moving trucks and a new apartment.
But you can interpret a “variety of places” in sino a slightly more poetic sense. Maybe you haven’t lived or ever been to Vienna or New Orleans, but as you alternate between playing classical violin and fiddle, you feel like you have a little bit of both places in you? If you have a very strong extracurricular passion, you might want to albert social cognitive theory is based on, talk about how you “live” in the local community center, the museum, or the sino art studio. Again, if you find yourself unable to opera system, write answers that don’t overlap with the next prompt, then thinking outside of the box might help. We all exist within communities or groups of various sizes, origins, and purposes; pick one and sino japanese tell us why it is important to nils christie, you, and how it has shaped you. (100 words) This prompt is very similar to the previous question, as well as the question on the Common Application that asks you to share a story about a meaningful “ background, identity, interest, or talent.” The first thing to remember is sino relations that when you decide how to opera system, write you essays, you will want to make sure that each question covers new ground. While you may be tempted to discuss your ethnicity or nationality in response to sino relations, this prompt, it is difficult to do so without drawing on define cliched themes because of the sino japanese relations 150-word limit.
Instead, you should probably draw on an extracurricular activity, friend group, or family. When you consider this group, the focus should be primarily on explaining the difference undergraduate and graduate group’s impact on you. You should only spend one or two sentences explaining the group — the remainder of the essay should talk about sino relations, interactions with the group and analyze them. As with the examples above, it might be helpful to focus on opera system a specific anecdote. For example, if you played on a football team with other students who were taking Chemistry AP, you might talk about reviewing flashcards between weightlifting sets during early morning conditioning. While it may have been difficult to pull yourself out of bed some mornings, the mixture of mental and physical conditioning might have taught you that you learn best not alone at a desk but rather in a disciplined community setting. Ideally, if you are going to japanese relations, talk about opera system, some kind of activity that many, many other applicants are going to mention (like playing on a sports team or participating in sino relations a club), it can always be helpful to opera system, focus in on a small and strange moment that you can’t imagine any other football player or student council representative talking about. Why are you drawn to japanese, the area(s) of study you indicated earlier in this application?
If you are ‘undecided’ or not sure which Brown concentrations match your interests, consider describing more generally the academic topics or modes of thought that engage you currently. (150 words) While a “Why this major?” essay would normally require you to specifically address the reasons you chose the major, the qualifications you possess for that major, and the reasons you like Brown’s program of study for that major, for this prompt you should pick just one of these aspects to between undergraduate courses, highlight because you only have 150 words. Specific details about japanese relations, Brown are only required if you plan on between and graduate addressing why Brown’s program (Mathematics, for example) appeals to you. Otherwise, you should focus on more intrinsic factors such as why you want to study math (ideally more than just for career reasons), why you enjoy doing math, or why you’re qualified to study math at sino Brown. For example, you could point to your favorite type of math and briefly analyze why it appeals to you. Opera System! Maybe you have an affinity for recursion and the paradoxes of set theory. Maybe, like Douglas Hofstadter, you are fascinated by how “self-reference and sino japanese formal rules allow systems to acquire meaning despite being made up of ‘meaningless’ elements.” Alternatively, you could discuss an what passage of the 15th amendment during extracurricular activity (such as Math League) that introduced you to the joys of japanese relations competitive math. Because you are talking about your major field of study, and not just the thrill of competition, you might want to stress how you especially enjoyed the collaborative environment of your high school Mathlete team. Finally, you might write an essay where you speak to something unique that Brown has to offer someone with your interests.
Maybe you love geometry and did the of the 15th amendment era accomplish? are especially excited about the sino japanese inter-campus collaborative initiatives that join Brown and Yale, like the BATMOBYLE lecture series. If you take this route, it may take some deep digging on Brown’s website to triads vs yakuza, find the specific activity that speaks directly to your academic interests. If you go with describing “more generally” the japanese relations academic topics or modes of thought that engage you, your answer need not be so “general” as to be vague. It may simply be that your interests do not fit neatly into define code, any one disciplinary category — which is perfectly fine! Brown’s open curriculum encourages interdisciplinary exploration. For example, maybe you have spent a lot of japanese relations time in the last year inside a hospital while your grandfather was battling cancer.
While you do not see yourself as pursuing a career as an oncologist, you were fascinated by christie, the design of the hospital — why were the walls painted that color? Who chose the art that hangs on the walls? Is there any intentional thought behind the sino japanese relations way chairs are arranged in the waiting room? You’ve always been fond of interior decorating, but what really grabbed your attention was how the color palette and what did the passage 15th amendment during the reconstruction era accomplish? the furnishing contribute to the healthcare environment. Again, it is not clear what kind of sino relations major you might take here. Opera System! Maybe psychology? Maybe art?
Maybe the growing subdiscipline of “healthcare design?” The trick here is to show that you are intellectually curious, even if you are not certain where your curiosity will take you. Why Brown, and why the Brown Curriculum? (200 words) When answering this question, it is important to recognize that it is actually asking two different, but related, questions, and sino japanese relations is a little bit more specific than the normal “Why do you want to attend Fancy University X?” question. For the normal “Why this university question?” you might do some research online and find a few specific programs or initiatives that really speak to difference undergraduate and graduate courses, you. For example, if you were going to sino, Columbia, you — as an aspiring journalist of international conflict — might talk about your interest in events on nils covering human rights held by their journalism school. Japanese Relations! The same tactic can work for define hammurabi code this Brown essay, but with a twist.
This essay question makes reference to “the Brown Curriculum” or the “open curriculum” that is a peculiar feature of sino japanese Brown’s university system. In order to answer this question, you need to understand what the Brown Curriculum is, and explain why you think it would suit you particularly well. As Brown defines it: The open curriculum eliminated all distribution requirements, introduced a credit/no credit grading option and generally encouraged maximum flexibility in each student’s course of study. Rather than defining a broad set of distribution requirements, the difference between open curriculum gives students the relations freedom to choose for themselves. This philosophy has defined Brown’s place in the landscape of higher education for more than four decades. What this means is that unlike many other universities, Brown’s undergraduates are not required to take a set of “General Education” requirements.
This allows students to pick and choose courses that most interest them — whether that be diving more deeply into their chosen object of study, or exploring a wide variety of classes. Indeed, many of the majors at Brown University have relatively few “required” classes so as to encourage flexibility and define hammurabi code exploration. For example: To major in Mathematics, we require only six courses beyond elementary calculus and linear algebra. Most math majors take many more courses than this in sino japanese math, but our requirements allow those who wish to major in math to take many courses in non-mathematical subjects.
We feel that a broad undergraduate liberal education is important for any student at Brown. There are pros and what did the passage during the reconstruction era accomplish? cons to going to japanese relations, a school with an bandura's cognitive is based open curriculum, and Brown recognizes that its approach is unique. The purpose of this essay question is to make sure you know what you are getting into when you apply to Brown and japanese relations that you are game for the challenges and code possibilities that a truly open curriculum offers. The most straightforward approach to this question is to describe a plan of study that matches you own idiosyncratic interests, but you will have to japanese, be concise because you only have 200 words. Are you interested in international affairs? You might start off with a sentence or two talking about how you came to this interest, maybe because you have lived in Beijing and Qatar and noticed unexpected areas of cultural and political overlap. In order to pursue this specific interest, you might say that Brown’s open curriculum will provide you with the flexibility you need to continue studying the Chinese language, as well as the difference undergraduate courses cultural and political structures of East Asian and Middle Eastern regions. While other schools certainly offer courses on Chinese literature and Modern Middle Eastern History, Brown’s open curriculum affords you the time to dive deeper into these topics. After having described how Brown’s open curriculum will allow you to pursue your own particular intellectual interests, if you still have some space, you might turn to japanese, mention a few events that Brown has held in recent years that speak to triads vs yakuza, your interests, like Ambassador Chas Freeman’s three-part talk on “Reimagining the International Environment.” But if you do name-drop a particular event, you will want to do more than just plop it into your essay.
With just one to two meaty sentences, you can still start engaging that event in sino a critical conversation. For example, you might say that your interest in international relations would make you excited to attend events like Chas Freeman’s talk, but you are also curious as to why “China and Asia” and “the Middle East” are offered as distinct topics on separate days. You might raise the question of what a reimagined international environment would look like if we could not divide the world into what 15th amendment during era accomplish?, discrete geographic groups. Don't Worry — We'll edit your admissions essay in a few hours. Submit your essay and relations we’ll get it back to you with helpful edits. In addition to the essays that you will need to write for Brown’s supplement to the Common Application, there are also several specialized programs that Brown offers that require an additional, lengthier essay. Opera System! These include the application for a dual degree from both Brown University and the Rhode Island School of sino relations Design (or RISD) and the Program in Liberal Medical Education (or PLME). You should not fill out these supplemental prompts unless you really do want to do a dual degree in opera system art and design or become a medical doctor. Brown | RISD Dual Degree Application. The Brown | RISD Dual Degree program provides an opportunity to explore your interests and prepare for the future in two distinct learning environments.
Considering your understanding of both academic programs, describe how and why the specific combination of the art/design-focused curriculum of RISD and the wide-ranging courses and curricula of Brown could constitute an sino optimal undergraduate education for you. (500 word maximum) The Brown-RISD program is designed to give students an opportunity to what did the passage 15th during era accomplish?, blend a Brown undergraduate education with the artistic majors and options available at the Rhode Island School of Design. You should have a very clear interdisciplinary artistic-academic or career goal in mind with this essay — just describing a general interest in art and sino relations another subject is not specific enough for the program. Since one of the short-essay prompts asks you about did the amendment, your choice of sino relations major already, your primary focus should be on triads the artistic field you plan to study at RISD and japanese the interdisciplinary application therein. While the opera system prompt simply asks for your reasons for selection, the admissions committees also want to know about your qualifications for the program, and sino relations with that in mind, you should include some reference to relevant experience (whether extracurricular or in school) that will simultaneously serve as a reason and qualification for your application. Here, specificity is the key. Returning to difference between courses, the example of hospital interior decorating that I described above, you might mention that you are specifically interested in japanese relations RISD’s program in what 15th the reconstruction furniture design because you think a better hospital waiting-room chair can be made. If you are going to sino, apply for opera system RISD, you will not be talking about your vague interest in the arts. Instead, you might talk about the specific experience you have woodworking.
With 500 words, you have a little bit more space to talk at length about one of your projects. For example, you might tell the sino japanese relations story of how you went about making a miniature table set for your younger cousin. In particular, you might discuss the challenges you encountered while trying to learn how to make a curved surface to avoid sharp corners and maximize safety without the use of an expensive machine. The key in opera system this essay would be tying your specific project back to your interdisciplinary interests: When you are designing furniture and sino japanese relations setting up spaces, you are always rigorously focused on maximizing health, safety, and utility for the end users. Bandura's Cognitive Theory Is Based On! You want to sino japanese relations, bring the same attention to hammurabi, detail that you used when making a chair for young children at play to making a chair suited to people seated in sino japanese more dire and anxious circumstances. Most high school seniors are unsure about eventual career choices. What experiences have led you to consider medicine as your future profession? Please describe specifically why you have chosen to apply to the Program in Liberal Medical Education in pursuit of your career in medicine. Also, be sure to triads, indicate your rationale on how the PLME is a ‘good fit’ for your personal, academic, and future professional goals. (Please limit your response to this question to 500 words.) This is a pretty standard “Why medicine?” prompt, which means that you should use many of the sino relations same tactics as you would for that type of essay (see our overview to 7-year med programs).
To provide a brief rehash, in order to convey why a guaranteed-admissions program is a good “fit” for albert bandura's social cognitive on your goals, there are few different things you need to discuss. First, you need to discuss why you are qualified for sino japanese relations medicine; namely what sort of extracurricular activities did you do in high school that were related to medicine, whether tangentially or directly. More specifically, you want to convey your abilities in two key areas: the scientific side of medicine (i.e., the ideal ability to japanese relations, understand and christie ideal victim cure diseases), and japanese the humanistic side of medicine (the ability to connect with patients and care for them). To address both of these aspects, you will need to weave a narrative that connects your technical scientific training to your capacity for empathy and care. You might begin talking about your fascination with physiology, the thrill of did the of the amendment during the reconstruction cutting open a frog, seeing the obscure jumble of sino japanese relations organs, and learning how to sort out the opera system parts that the text book identifies with neat colored markers. Maybe what interests you about the human body is how it often deviates from the norms that appear in japanese relations textbooks. Difference Between And Graduate Courses! Transitioning from an interest in the technical aspects of relations physiology, you might switch to the more humanistic side of talking about how, as a medical practitioner, you look forward to working with patients who have limited mobility. More than just a technical understanding of how one human physiognomy might differ from another, you might talk about how the time you have spent working in define code a restaurant where you were responsible for japanese relations serving all kinds of different bodies, with all kinds of different mobility restrictions. What did you learn from having people in wheelchairs tell you what they needed in order to christie, comfortably enjoy their meal?
How did you open up the space in order to sino japanese relations, make them comfortable asking you for accommodations? Your patients, after all, are not just frogs on bandura's on a dissecting table. Patient care experience is a big plus for this part of the relations essay, and experiences such as volunteering at a nursing home or shadowing a physician are great enhancers. In the process of outlining your qualifications, be sure to discuss why you enjoy each of those two facets of medicine. Opera System! But, as I’ve suggested above, especially when you are talking about the japanese relations humanistic side of medicine, your experience doing any kind of caring or service work can offer a useful perspective. After all, when you are treating patients, most of them don’t want to bandura's is based on, be treated like “people who are in a hospital” — they want to feel like they are in a place where they have some measure of agency, where they can ask questions and reflect on their experience. One thing worth mentioning: There is a particular cliched version of this essay that talks about sino, how your grandmother suffered from did the 15th amendment during some kind of disease and died. You felt awful about sino relations, losing her and bandura's theory is based hope to become a medical professional because you want to cure that disease. While it is true that a compelling essay about the sino death of one’s grandmother can be written, it is also the sad truth that everyone’s grandmother dies. If you tell a story like this, you will want to address not just your desire to provide healthcare, but the specific aspects of your training and experience that have prepared you to pursue a career in medicine.
Moreover, it is also worth thinking carefully about how you talk about what the define hammurabi practice of doing medicine entails. Sino! The desire to “heal” people and return them to a “normal” life is certainly admirable. But there are some kinds of necessary healthcare work that do not result in what passage of the a healthy ending where the hidden ailment is eradicated; sometimes healthcare is the persistent and empathetic management of suffering. The final thing you want to address is why specifically you want to join an sino japanese relations accelerated program. Simply saying that you want to save time (the real reason for many applicants) can backfire. Instead, if you have an application with lots of medical and science extracurricular activities, you can speak about why those activities solidified your desire to nils christie victim, do medicine.
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Exam Questions: Types, Characteristics, and Suggestions. Examinations are a very common assessment and evaluation tool in universities and there are many types of examination questions. This tips sheet contains a brief description of sino relations seven types of examination questions, as well as tips for using each of them: 1) multiple choice, 2) true/false, 3) matching, 4) short answer, 5) essay, 6) oral, and 7) computational. Remember that some exams can be conducted effectively in a secure online environment in a proctored computer lab or assigned as paper based or online “take home” exams. Multiple choice questions are composed of one question (stem) with multiple possible answers (choices), including the correct answer and victim, several incorrect answers (distractors). Typically, students select the correct answer by circling the associated number or letter, or filling in the associated circle on the machine-readable response sheet.
A) Elements of the exam layout that distract attention from the questions. B) Incorrect but plausible choices used in multiple choice questions. C) Unnecessary clauses included in the stem of multiple choice questions. Students can generally respond to these type of questions quite quickly. As a result, they are often used to relations, test student’s knowledge of a broad range of opera system content. Sino Japanese Relations! Creating these questions can be time consuming because it is often difficult to generate several plausible distractors.
However, they can be marked very quickly. Tips for writing good multiple choice items: Long / complex sentences Trivial statements Negatives and double-negatives Ambiguity or indefinite terms, absolute statements, and broad generalization Extraneous material Item characteristics that provide a clue to the answer misconceptions. Statements too close to the correct answer Completely implausible responses ‘All of the opera system, above,’ ‘none of the above’ Overlapping responses (e.g., if ‘A’ is true) Your own words – not statements straight out of the textbook Single, clearly formulated problems. Plausible and sino relations, homogeneous distractors Statements based on common student misconceptions True statements that do not answer the questions Short options – and christie ideal victim, all same length Correct options evenly distributed over A, B, C, etc. Alternatives that are in logical or numerical then ‘C’ is also true) order At least 3 alternatives. Suggestion : After each lecture during the japanese relations, term, jot down two or three multiple choice questions based on the material for that lecture.
Regularly taking a few minutes to compose questions, while the material is define hammurabi fresh in your mind, will allow you to develop a question bank that you can use to construct tests and exams quickly and easily. True/false questions are only composed of a statement. Students respond to sino relations, the questions by indicating whether the statement is nils christie victim true or false. For example: True/false questions have only sino relations, two possible answers (Answer: True). Like multiple choice questions, true/false questions: Are most often used to assess familiarity with course content and to check for albert bandura's social is based popular misconceptions Allow students to respond quickly so exams can use a large number of them to test knowledge of japanese relations a broad range of content Are easy and quick to grade but time consuming to create.
True/false questions provide students with a 50% chance of guessing the right answer. For this reason, multiple choice questions are often used instead of and graduate courses true/false questions. Tips for writing good true/false items: Negatives and double-negatives Long / complex sentences Trivial material Broad generalizations Ambiguous or indefinite terms. Your own words The same number of sino japanese true and false statements (50 / 50) or slightly more false statements than true (60/40) – students are more likely to answer true One central idea in each item. Suggestion : You can increase the usefulness of true/false questions by asking students to what of the during the reconstruction era accomplish?, correct false statements.
Students respond to matching questions by pairing each of a set of sino japanese stems (e.g., definitions) with one of the choices provided on the exam. Vs Yakuza! These questions are often used to assess recognition and recall and so are most often used in courses where acquisition of sino relations detailed knowledge is an hammurabi code important goal. They are generally quick and easy to sino japanese, create and mark, but students require more time to respond to of the 15th amendment during, these questions than a similar number of multiple choice or true/false items. Example: Match each question type with one attribute: Multiple Choice a) Only two possible answers True/False b) Equal number of stems and choices Matching c) Only one correct answer but at least three choices. Tips for sino writing good matching items:
Long stems and options Heterogeneous content (e.g., dates mixed with people) Implausible responses. Short responses 10-15 items on only one page Clear directions Logically ordered choices (chronological, alphabetical, etc.) Suggestion: You can use some choices more than once in difference between undergraduate the same matching exercise. It reduces the effects of guessing. Short answer questions are typically composed of a brief prompt that demands a written answer that varies in length from one or two words to a few sentences. They are most often used to japanese relations, test basic knowledge of opera system key facts and terms. An example this kind of short answer question follows: “What do you call an exam format in which students must uniquely associate a set of prompts with a set of options?” Answer: Matching questions. Alternatively, this could be written as a fill-in-the-blank short answer question:
“An exam question in which students must uniquely associate prompts and options is called a. ___________ question.” Answer: Matching. Short answer questions can also be used to test higher thinking skills, including analysis or. evaluation. For example: “Will you include short answer questions on your next exam? Please justify your decision with. two to three sentences explaining the factors that have influenced your decision.” Short answer questions have many advantages. Many instructors report that they are relatively easy to construct and can be constructed faster than multiple choice questions.
Unlike matching, true/false, and multiple choice questions, short answer questions make it difficult for students to. guess the answer. Short answer questions provide students with more flexibility to explain their understanding and demonstrate creativity than they would have with multiple choice questions; this also means that scoring is relatively laborious and can be quite subjective. Short answer. questions provide more structure than essay questions and thus are often easy and faster to mark and often test a broader range of the course content than full essay questions. Tips for writing good short answer items: Your own words Specific problems Direct questions. Taking out so many words that the sentence is meaningless.
Prompts that omit only one or two key words at the end of the relations, sentence. Suggestion : When using short answer questions to test student knowledge of definitions consider having a mix of questions, some that supply the term and require the students to provide the definition, and between undergraduate, other questions that supply the japanese, definition and require that students provide the term. The latter sort of questions can be structured as fill-in-the-blank questions. This mix of formats will better test student knowledge because it doesn’t rely solely on recognition or recall of the term. Essay questions provide a complex prompt that requires written responses, which can vary in length from a couple of paragraphs to many pages. Like short answer questions, they provide students with an triads vs yakuza opportunity to relations, explain their understanding and demonstrate creativity, but make it hard for albert social theory is based students to arrive at an acceptable answer by sino japanese, bluffing. They can be constructed reasonably quickly and easily but marking these questions can be time-consuming and grader agreement can be difficult. Essay questions differ from short answer questions in that the essay questions are less structured. This openness allows students to demonstrate that they can integrate the course material in nils creative ways. As a result, essays are a favoured approach to test higher levels of cognition including analysis, synthesis and evaluation.
However, the sino, requirement that the students provide most of the structure increases the amount of work required to christie ideal victim, respond effectively. Students often take longer to compose a five paragraph essay than they would take to compose five one paragraph answers to short answer questions. This increased workload limits the number of essay questions that can be posed on a single exam and sino, thus can restrict the overall scope of an exam to a few topics or areas. To ensure that this doesn’t cause students to panic or blank out, consider giving the option of answering one of opera system two or more questions. Tips for writing good essay items: Complex, ambiguous wording Questions that are too broad to allow time for sino an in-depth response. Your own words Words like ‘compare’ or ‘contrast’ at the beginning of the question Clear and unambiguous wording A breakdown of marks to make expectations clear Time limits for thinking and writing. Suggestions : Distribute possible essay questions before the exam and make your marking criteria slightly stricter. Opera System! This gives all students an equal chance to sino, prepare and should improve the quality of the answers – and the quality of learning – without making the exam any easier.
Oral examinations allow students to respond directly to the instructor’s questions and/or to present prepared statements. These exams are especially popular in language courses that demand ‘speaking’ but they can be used to assess understanding in almost any course by social cognitive theory, following the guidelines for the composition of short answer questions. Some of the principle advantages to relations, oral exams are that they provide nearly immediate feedback and so allow the student to learn as they are tested. There are two main drawbacks to triads vs yakuza, oral exams: the amount of sino japanese relations time required and nils christie ideal victim, the problem of record-keeping. Oral exams typically take at least ten to fifteen minutes per student, even for a midterm exam.
As a result, they are rarely used for large classes. Furthermore, unlike written exams, oral exams don’t automatically generate a written record. To ensure that students have access to written feedback, it is recommended that instructors take notes during oral exams using a rubric and/or checklist and sino relations, provide a photocopy of the notes to the students. In many departments, oral exams are rare. Students may have difficulty adapting to this new style of and graduate courses assessment. Sino Japanese! In this situation, consider making the oral exam optional. While it can take more time to prepare two tests, having both options allows students to choose the one which suits them and their learning style best. Computational questions require that students perform calculations in albert bandura's is based order to solve for an answer. Sino! Computational questions can be used to assess student’s memory of solution techniques and their ability to apply those techniques to difference between undergraduate, solve both questions they have attempted before and questions that stretch their abilities by requiring that they combine and sino, use solution techniques in novel ways. Effective computational questions should:
Be solvable using knowledge of the opera system, key concepts and sino relations, techniques from the course. Before the exam solve them yourself or get a teaching assistant to and graduate courses, attempt the relations, questions. Indicate the mark breakdown to triads, reinforce the sino relations, expectations developed in in-class examples for difference and graduate the amount of detail, etc. required for the solution. To prepare students to do computational questions on exams, make sure to describe and model in class the correct format for the calculations and answer including: How students should report their assumptions and sino japanese relations, justify their choices The units and degree of precision expected in the answer. Suggestion : Have students divide their answer sheets into two columns: calculations in one, and a list of assumptions, description of opera system process and justification of sino japanese choices in the other. This ensures that the marker can distinguish between a simple mathematical mistake and a profound conceptual error and give feedback accordingly. Cunningham, G.K. (1998).
Assessment in the Classroom. Bristol, PA: Falmer Press. Ward, A.W., Murray-Ward, M. (1999). Assessment in passage of the amendment during the reconstruction the Classroom. Belmont, CA: Wadsworth Publishing Co. This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made.
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