General Science Students have learnt about the parts of a flower. This is to check if they remember the names of the various parts Which of the following is TRUE about flowers? The stigma is found on top of the filament B. The stigma is the male part of the flower C. The stamen produces pollen A
MATHEMATICS Understanding Value Question: 123.456 x 100 Please select the correct option from below; a) 12300.456 b) 123.45600 c) 12345.6 d) 1.23456 Hinge Point Questions: Assessment for purpose A A
What will be displayed on the screen after this code is run: if True: print('It is true') else: print ('It is false') A. It is true B. Nothing, it is a syntax error C. First It is true and then It is False D. It depends what has happened previously to this piece of code Year 1 Science HPQ: (Teacher reads out HPQ- children sat on the carpet have been given out ABCD Colour coded card sets each) The answers A,B,C,D would all be colour coded. HPQ: What sense do I use my hair for? A: Hearing B: Smelling C: None of these senses D: Tasting Have a think about the answers and when you feel confident in an answer show me letter on your card- which matches the answer you have chosen.
Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence. While discussions provide avenues for exploration and discovery, leading a discussion can be anxiety-producing: discussions are, by their nature, unpredictable, and require us as instructors to surrender a certain degree of control over the flow of information. Fortunately, careful planning can help us ensure that discussions are lively without being chaotic and exploratory without losing focus. When planning a discussion, it is helpful to consider not only cognitive, but also social/emotional, and physical factors that can either foster or inhibit the productive exchange of ideas. Cognitive factors: Determine and communicate learning objectives Plan a strategy Ask good questions Provide direction and maintain focus Bring closure Social/emotional factors: Demonstrate relevance Encourage participation Make high-quality participation Evaluate the discussion Physical factors: Creating a setting conducive for discussion Cognitive Factors Determine and communicate learning objectives For discussions to accomplish something valuable, they must have a purpose. Consider your goals for each discussion. How do the ideas and information to be discussed fit into the course as a whole? What skills, knowledge, perspectives, or sensibilities do you want students to walk away from the discussion with? Your goals for a particular discussion should be consistent with your course objectives and values as an instructor. You might, for example, want students to be able to: Articulate the arguments made by the authors of two assigned readings and assess the evidence used to support them. Evaluate the arguments alone and in comparison with one another and discuss their contemporary policy implications. Orâ€¦