and styles that exist‚ and the importance of motivation and attitude to learning. A typical study skills resource‚ on the other hand‚ might be more likely to focus on the details of particular techniques that aid learning‚ such as how to draw ‘mind maps’ and how to write notes. The set of skills implied is large. The most obvious are reading‚ writing‚ note-taking‚ time-management‚ working with others‚ engaging in critical and analytical thinking‚ revising and remembering. Another important skill is
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reading ability. In the research‚ Cooperative Learning which creates an atmosphere in which each student will make an effort to reach success (Slavin‚ 2001:16) was implemented so that the children can work together to achieve their goal. The Content Map is used as an organizer to memorize the information from the reading (Novak‚ 1991). Classroom Observation Notes‚ the Reading Task Scoring Sheet ‚ and a Questionnaire were used in the Grade Six EC class to determine the significance of the improvement
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computerized concept mapping to assist ESL learners’ writing Pei-Lin Liu Department of Foreign Languages‚ National Chiayi University‚ 85 Wenlong‚ Mingsuin‚ Chiayi 621‚ Taiwan‚ ROC a r t i c l e i n f o Article history: Received 12 November 2010 Received in revised form 18 March 2011 Accepted 27 March 2011 Keywords: Concept mapping English as second language Writing proficiency Writing performance a b s t r a c t This study aims to examine the effect of using computerized concept maps during the pre-writing
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“pictures” and “artefacts” within the concept map suggests that both textual and visual representations would be used during instruction to promote conceptual understanding of the topic. The inclusion of apparatus such as magnets‚ coils and galvanometers in the concept maps suggests that scientific tools would be used as forms of representations to transform subject matter knowledge into knowledge suitable for conceptual understanding. The equations listed in the concept map represent ways of representing
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same time. It requires the learner to think about key concepts and their interconnectedness. Mind maps help organize information in a form that the brain can easily assimilate. It gives the mind a visual image to aid in recall because memory is associative and not linear. Mind maps are very helpful when problem solving because all the issues and how they relate to each other are clearly displayed. Mind Map Sample Sample Essay Mind Map from JCU Skills Online. Active listening and reading
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b. Reflect on information and think critically. Being reflective is important because it means that you are thinking about the information. In other words‚ you may make connections between the new information and what you already know‚ identify concepts that you may not understand very well‚ or evaluate the importance of what you are reading. c. Listen actively by taking comprehensive notes in an organized fashion. They listen actively to the professor for the entire class period and they write
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where they lived on a large map of California. The students were asked a series of yes or not questions about nearby geographical features such as “Is there a mountain in your region?” While the teacher was getting their response to her questions and after they answered yes Ms. Ceja would point to that feature on the map and repeat its name. The students received a preview of the lesson by reading “Connect to You” with the class. Thereafter‚ they were showed a large map of California and pointed
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responding and composing. Outcomes/ ContentTeaching Strategies and ActivitiesResourcesAssessmentWeeks 1-2‚ Introduction to Discovery1.2‚ 2.2‚ 3.2‚ 6.1‚ 6.3‚8.2‚ 12.1The Teacher will explain that the unit they about to complete is an introduction to the concept of Discovery and the way in which it is represented in and through texts (NSW BOS‚ HSC Prescriptions 2015-20‚ English Stage 6‚ p9). In the next unit students will focus on prescribed texts relating to Discovery. Students will then be shown the following
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Kennesaw State University Dr. David Martin Graphic Organizers and Writing 2 The Effect of Graphic Organizers on Students’ Writing Abstract The purpose of this action research project was to study the effects of graphic organizers‚ specifically a concept map‚ on students’ writing. Our school believes that writing is the key to success‚ so writing instruction is a priority. I was particularly interested in investigating students’ writing through graphic organizers with personal narrative writing prompts
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language learners. The present study aims at investigating the effect of concept mapping strategy on EFL learners ’ writing performance. To this end‚ sixty Iranian students at the intermediate level of language proficiency participated in the study. Their language proficiency was determined by Michigan Test of English Language Proficiency. The results of the Analysis of Covariance revealed that the instruction of concept mapping strategy had a positive effect on EFL learners’ writing achievements
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