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ask homework help Get via App Store Read this post in growing, our app! How do I ask and answer homework questions? Can and how does one ask about homework, and what guidelines should members use when responding to wage, homework questions? migrated from meta.stackexchange.com Sep 19 '16 at 16:04. This question came from our discussion, support, and feature requests site for meta-discussion of the Stack Exchange family of QA websites. This is an attempt to reconcile two extreme positions in a way that is acceptable to the majority of the community: Some feel it's irrelevant that it's homework: always just answer with complete code.

Some feel Stack Overflow is not the place for homework: close all homework questions immediately. Growing. This post is not the official position of the Stack Overflow administrators, but rather a community-edited effort to provide clear guidelines on situation debate, how to respond to homework. Individual community members should, of course, use their own judgment. The guidelines outlined below are rooted in two principles: It is okay to ask about homework. Coca Growing. For one, it would be impossible to stop it all even if we wanted to.

Stack Overflow exists to help programmers learn and provide a standard repository for sizwe banzi programming problems, both simple and complex, and this includes helping students. Providing an answer that doesn't help a student learn is plant, not in speaking the things carried, the student's own best interest. Plant Growing. Therefore you might choose to wage, treat homework questions differently than other questions. Make a good faith attempt to coca plant, solve the problem yourself first. If we can't see enough work on your part your question will likely be booed off the stage; it will be voted down and closed. Minimum Essay. Ask about specific problems with your existing implementation. If you can't do that yet, try some more of your own work first or searching for growing more general help; your professor is likely to be a better resource at this stage than Stack Overflow. Admit that the question is homework. Trying to hide it will just get the sizwe banzi, question closed faster. Do not use a homework tag, but mention it in the question text if relevant (you can structure your question this way: How can I do ? I'm trying to do this as part of which is coca growing, a homework problem. This is my attempt so far: ).

Be aware of the jungle by upton sinclair summary, school policy. If your school has a policy regarding outside help on homework, make sure you are aware of it before you ask for / receive help on plant, Stack Overflow. If there are specific restrictions (for example, you can receive help, but not full code samples), include them in the question so that those providing assistance can keep you out of trouble. Never use code you don't understand. It definitely won't help you later (after school, in later assignments, on tests, etc.) and it could be, at best, very embarrassing if you are asked to explain code you turned in. Answering and moderating homework questions. Of Courage. Try to provide explanation that will lead the asker in the correct direction. Genuine understanding is the real goal for plant students, but trying to provide that is usually appreciated for any question. It's usually better not to sizwe banzi, provide a complete code sample if you believe it would not help the student, using your best judgment. You can use pseudo-code first, and, in the spirit of creating a programming resource, you may come back after a suitable amount of time and edit your response to include more complete code.

This way, the plant, student still has to write their own code, but a full solution can become available after the assignment has ended. Recognize that homework is by upton sinclair, likely to include artificial constraints, and honor those constraints. Coca Growing. Also be aware that these constraints may affect whether or not a question should be closed as a duplicate. Don't downvote others who answer homework questions in good faith, even if they break these guidelines (unless the answer would merit downvotes even if the question weren't homework related). It's not always obvious at first glance that a question is sizwe banzi, homework, especially when you're not expecting to coca plant, see it here. It is of the of Saigon, a good idea to coca plant growing, suggest editing the bronte, response in a comment. Don't ridicule a student because they haven't yet learned something obvious or developed the good habits you'd expect from a seasoned programmer. Do add a respectful comment or answer that points them towards best practices and better style.

Don't downvote a homework question that follows the guidelines and was asked in good faith. It's okay to coca, ask if a question is homework, but be polite . As for non-homework questions, questions in the spirit of plz send teh codez might be closed as too broad. Use your best judgment. Remember students are new programmers and often don't yet understand what is minimum, expected of them. Help them to get that understanding. I don't answer, because I have higher ranking priorities at the moment I answer the question no matter if homework or not. Plant. If the by emily bronte, question is a homework question or shows that the person asking is missing some basic concepts, I do following: I spot on growing, answer the sizwe banzi, question I put myself into the questioners shoes or my own experience and think how I would explain the answer, in coca, a manner he would learn from they, it easily If I can't give an explanation, I try to link to sources which are didactic valuable and coca plant match the perceived proficiency level of the questioner. I came to stackoverflow because people would answer my questions instead of insulting me by answering go read some books , try harder , use google or even worse I have to stop you from speaking carried, getting the answer because your are trying the plant growing, easy way out of this situation . People shouldn't judge circumstances of those who ask, as they aren't morally able to take full responsibility for the consequences of pro active refusal towards a questioner! What if the questioner had an incumbent teacher/school and the assignment and it's understanding critically determines their future? What if the questioner really put the work into everything else, has no time left and just struggles with this last part?

What if the questioners personal circumstances hinder him to wage essay, perform as a student and successfully passing school is their first step out of their misery? What if the questioner is just curious but has very tight time constraints and no help? People helped me out without prejudice in coca growing, nasty situations and in return I see myself obliged to help others without prejudice.

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Project-Based Learning Research: Annotated Bibliography. Barron, B. Coca Plant. (2003). When smart groups fail (PDF). Of The. The Journal of the Learning Sciences, 12 (3), 307359. This study analyzed conversations of twelve sixth-grade groups of three in order to coca plant growing, investigate how their collaborative interactions influenced problem-solving outcomes. The uptake of correct ideas by the group was correlated with partners' responsiveness to proposals. Less successful groups ignored or rejected correct proposals, whereas more successful groups discussed or accepted them. Conversations in less successful groups were less coherent; their proposals for solutions were disconnected from preceding discussion.

These differences in groups' interactions extended to students' subsequent success on independent problem-solving tasks. The article proposes future directions that may help teachers, students, and designers of educational environments to see and foster productive collaborative interactions. Barron, B., Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning (PDF) . Powerful Learning: What We Know About Teaching for Understanding. San Francisco, CA: Jossey-Bass. A comprehensive review of research on inquiry-based-learning outcomes and speaking best practices in project-based learning, problem-based learning, and design-based instruction. Barron and Darling-Hammond describe evidence-based approaches to support inquiry-based teaching in the classroom: (1) clear goals and guiding activities; (2) a variety of resources (e.g., museums, libraries, Internet, videos, lectures) and time for students to share, reflect, and apply resources, while debating over information discrepancies; (3) participation structures and classroom norms that increase the use of plant growing, evidence and a culture of collaboration (i.e., framing debates as productive conflicts, using public performances); (4) formative assessments that provide opportunities for revision; and (5) summative assessments that are multidimensional and representative of professional practice. Ultimately, these practices will support students in evaluating their own work against standards (i.e., through revising and modifying work, redirecting energies, and taking initiative to promote their own progress).

Black, P., William, D. Sizwe Banzi. (1998). Assessment and classroom learning (Abstract). Assessment in Education: Principles, Policy Practice, 5 (1). A review of the literature on plant, classroom formative assessment indicates that frequent feedback yields substantial gains in student learning. Boss, S., Johanson, C., Arnold, S. D., Parker, W. C., Nguyen, D., Mosborg, S., Nolen, S., Valencia, S., Vye, N., Bransford, J. (2011). The quest for deeper learning and engagement in advanced high school courses. The Foundation Review, 3 (3), 12-23. Starting in 2008, GLEF and the jungle a research team from the University of Washington have been working with Washington's Bellevue School District to develop and assess the coca plant impact of project-based learning approaches on upper-level AP courses in high school.

This paper describes the approach and methods used by researchers to implement and study the rememberance bronte impact of plant, PBL in AP U.S. Government and Politics. In most cases, students in the PBL AP courses perform as well or better than students in traditional AP courses on the AP test. Chang, C. (2001). Comparing the minimum wage essay impacts of problem-based computer-assisted instruction and the direct-interactive teaching method on student science achievement (Abstract).

Journal of Science Education and Technology, 10 (2):147-53. Tenth-grade earth science students who received PBL earned higher scores on an achievement test than students who received traditional instruction. Cognition and Technology Group at Vanderbilt (1992). The Jasper series as an plant growing, example of The Aftermath Fall, anchored instruction: Theory, program description and assessment data (PDF). Educational Psychologist, 27 (3): 291-315. A study of 700 students from plant growing, 11 school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year. Of Saigon Essay. Students who had experience in the project work performed better in basic math, word problems, planning capabilities, and attitudes toward math.

Condliffe, B., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L. (2016). Coca Growing. Project-Based Learning: A Literature Review . MDRC. This MDRC/Lucas Education Research literature review examines project-based learning research from 2000-2015. While many studies identify a positive relationship between PBL and student learning outcomes, an insufficient number use research methodologies that allow for causal inferences. The study authors, however, find that the design principles most commonly used in The Aftermath Fall of Saigon, PBL align well with the goals of preparing students for deeper learning, higher-level thinking skills, and intra/interpersonal skills. Darling-Hammond, L. (1996). What matters most: Teaching for America's future (PDF). New York, NY: National Commission on plant, Teaching and America's Future. Person Situation Debate. According to coca, Darling-Hammond, teacher expertise has a direct correlation to of the Fall, high student achievement. Coca. Students who have highly effective teachers three years in a row score as much as 50 percentile points higher on achievement tests than those who have ineffective teachers for of courage the things they, three years in a row. The report offers a strategy for recruiting, preparing, and supporting excellent teachers in America's schools.

Drake, K. N. Coca Plant. Long, D. (2009). Rebecca's in the dark: A comparative study of problem-based learning and direct instruction/experiential learning in two fourth-grade classrooms (Abstract). Sizwe Banzi. Journal of Elementary Science Education, 21 (1), p 1-16. Researchers at Elon University compared fourth graders receiving PBL in science with a corresponding group receiving the same teacher instruction in thematic form. The PBL curriculum involved figuring out a way to create electricity during a blackout, since blackouts had commonly affected the school's region. Coca Plant Growing. PBL students had fewer stereotypical images of scientists on a draw-a-scientist test and were able to generate more problem-solving strategies than students in the thematic group. Content knowledge learned was equivalent in wage, both groups. Dweck, C. (2000). Self-Theories: Their role in motivation, personality and development. Essays in coca plant growing, social psychology.

Psychology Press/Taylor Francis Group. Dweck describes her research studies on motivation and achievement, which indicate that how a person views intelligence affects their responses to setbacks and ultimately their likelihood for success. Entity Theory learners view intelligence as fixed, (i.e., people are born smart or not) and tend to avoid challenging situations that make them feel less intelligent. Incremental learners view intelligence as malleable, developed through effort, and the jungle by upton sinclair tend to coca plant growing, seek out challenging experiences that develop their skills and knowledge. Incremental learners showed significantly higher achievement levels than entity theory learners over the years they were studied by Dweck.

Teachers can change students' mind-sets by valuing good learning over high achievement and by situation, praising effort, resilience, and strategies that lead to coca growing, success. Teachers should avoid praising intelligence, cleverness, or talent, which defines intelligence in by emily bronte, terms of attributes that are beyond the coca plant growing control of the learner. Teachers can celebrate and reward good learning by recognizing the best mistake of the day, best question of the day, and good group work. When children are focused on learning, as opposed to measuring themselves, failure is more likely to provoke continued effort, as opposed to a helpless response. Ertmer, P. A., Simons, K. D. (2005). Scaffolding teachers' efforts to implement problem-based learning (PDF). International Journal of Learning, 12 (4), 319-328.

Instructors frequently experience frustration due to the time and workload involved in PBL, difficulty transitioning students into more active roles, and wage essay assessing student learning. Plant Growing. The authors describe specific ways to structure and simplify the PBL process, with tips on identifying the driving question, structuring students' research efforts, motivating students, creating a collaborative classroom atmosphere, and assessing students' learning with rubrics and class reflections. Finkelstein, N., Hanson, T., Huang, C. W., Hirschman, B., Huang, M. (2010). Effects of problem-based economics on high school economics instruction (PDF) (NCEE 2010-4110). Washington, DC: U.S.

Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. This randomized-controlled experiment examined the effects of project-based economics curriculum developed by sizwe banzi, the Buck Institute for Education on student learning and plant problem solving skills in person situation debate, a sample of 7,000 twelfth graders, taught by 76 teachers in plant growing, 66 high schools. Summary. Teachers received either a 40-hour, five-day, professional-development course in the PBL economics curriculum, or participated in their regular annual professional-development activities. Coca Plant. Results indicated that both students and teachers benefited from the PBL curriculum. PBL students outscored students who received traditional instruction on the standardized Test of Economic Literacy, and a test of applying economic concepts to solve real-world economic challenges. PBL teachers reported higher satisfaction with materials and methods. Gallagher, S. A., Stepien, W. J. (1996). Content acquisition in minimum wage essay, problem-based learning: Depth versus breadth in American studies (Abstract). Journal for the Education of the Gifted, 19 (3), 257-275. Secondary students using PBL in American studies did as well on multiple-choice tests as students who received a traditional model of instruction and showed a deeper understanding of content.

Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of coca plant, Research in Science Teaching, 45 (8), 922-939. Researchers from the minimum wage essay University of Michigan, the University of Arizona, and Detroit Public Schools studied 5,000 students in grades seven and eight in coca growing, 18 historically underserved middle schools who learned science with traditional instruction or the LeTUS inquiry-based science curriculum. Developed by the Center for Learning Technologies in Urban Schools, LeTUS consists of eight- to ten-week units such as What Is the Quality of Air in My Community?

What Is the Water Like in My River? and Why Do I Need to speaking of courage the things they carried, Wear a Helmet When I Ride My Bike? and is aligned with professional-development activities (e.g., week-long summer institutes, monthly Saturday workshops, teacher discussion groups, online resources, and classroom support by graduate students and coca peer teachers). The inquiry-based science students scored higher on the high-stakes state assessment, and these gains lasted up to one and half years. The authors concluded that when the curriculum is highly specified, developed, and aligned with professional development and administrative support, the minimum wage essay use of coca plant growing, standards-based, inquiry-science curriculum can lead to standardized achievement test gains in historically underserved urban students. Hattie, J. Sinclair Summary. (2008). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. Hattie points out that in education most things work, more or less. The questions are around those things that work best and therefore best repay the effort invested. Hattie analyzed a total of about 800 meta-analyses, encompassing 52,637 studies, 146,142 effect sizes, and millions of students (p. 15).

According to Hattie, the simplest prescription for improving teaching is to provide dollops of feedback. Providing students with feedback had the largest effect size on learning of any intervention studied. Halvorsen, A., Duke, N. K., Brugar, K. A., Block, M. K., Strachan, S. L., Berka, M. B., Brown, J. Plant Growing. M. (revised 2014). Narrowing the of the achievement gap in second-grade social studies and coca plant growing content area literacy: The promise of a project-based approach (PDF). Person Situation Debate. Theory and Research in Social Education , 40, 198-229. Two project-based units in plant growing, content literacy plus three of the minimum wage five strands of the Michigan second-grade social studies curriculum (economics; civics and coca growing government; and public discourse, decision making, and citizen involvement) were taught to bronte, second-grade children in coca growing, low-SES school settings in Michigan. The outcomes on standards-based social studies and content literacy assessments rendered statistically insignificant the essay achievement gap between second graders in very low-SES and very high-SES school districts. Hernandez-Ramos, P., De La Paz, S. (2009). Learning history in coca plant, middle school by designing multimedia in a project-based learning experience (Abstract). Journal of Research on Technology in Education, 42 (2), 151-173. Researchers from summary, Santa Clara University and the University of Maryland compared learning outcomes for eighth graders who completed a six-week unit on early 19th-century U.S. history using traditional instructional methods versus project-based learning.

In the growing PBL curriculum, groups of students created mini- documentaries, constructing an interpretation of a historical time period from the 1800s, with state standards as the basic required content guides, and public presentation. Results showed significant gains in content knowledge and historical-thinking skills for sinclair, students engaged in the PBL curriculum as compared to students who received traditional instruction. Hung, W. (2008). The 9-step problem design process for problem-based learning: Application of the 3C3R model. Educational Research Review, 4 (2) 118-141. The design of problems is crucial for the effectiveness of PBL. Growing. Ineffective PBL problems could affect whether students acquire sufficient content knowledge, activate appropriate prior knowledge, and properly direct their own learning. Fall. To help practitioners, this paper introduces a nine-step problem-design process. Johnson, D.W., Johnson, R. T., 2009. An educational psychology success story: Social interdependence theory and cooperative learning (Abstract).

Educational Researcher, 38 (5), 365- 379. This article provides a qualitative review of coca plant, findings from more than 1,200 research studies conducted in the past 11 decades on minimum wage essay, cooperative, competitive, and individualistic efforts. The authors describe the coca plant growing findings and implications of this vast body of research for of courage they carried, educators. Coca. For small groups working together over a class period to several weeks, the authors recommend (1) structuring group work, (2) explaining the task and sizwe banzi positive interdependence, (3) monitoring students' learning and plant intervening to provide assistance and minimum essay increase interpersonal group skills, and (4) evaluating students' learning and helping students process how well their group is doing. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., Ryan, M. (2003). Plant. Problem-based learning meets case-based reasoning in sizwe banzi, the middle-school science classroom: Putting Learning by Design into practice (PDF). Journal of the Learning Sciences,12 (4), 495- 547. Researchers at Georgia Institute of coca plant growing, Technology studied 240 middle school students who learned science in groups of four via Learning by minimum wage, Design (LBD) or traditional methods with matched teachers. LBD students learned science content as well as or better than comparison students, and these gains were often largest among the most socioeconomically disadvantaged students.

LBD students also performed significantly better than non-LBD students at collaboration skills, metacognitive skills (i.e., checking work), and science skills (i.e., designing fair tests, justifying with evidence, and explaining). Visit this Web page for further information on LBD. Krajcik, J. S., Blumenfeld, P. Plant. C., Marx, R.W., Soloway, E. (1994). A collaborative model for summary, helping middle grade science teachers learn project-based instruction (Abstract). The Elementary School Journal 94 (5): 483-497. The authors describe the essential elements for project-based learning, and coca plant growing how middle school teachers learned to teach with project-based learning through collaboration, classroom enactment, and reflection. Lee, O., Buxton, C., Lewis, S., LeRoy, K. (2006). Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention (Abstract). Journal of Research in Science Teaching 43 (7): 607-636. Inquiry-science intervention; measured impact of an urban instructional intervention in grades 3-5 using matched pre- and post-tests found substantial learning gains and a cumulative effect as students participate over several years. Lou, Y., Abrami, P.C., Spence, J. C., Poulsen, C., Chambers, B., dApollonia, S. Of Saigon Essay. (1996).

Within-class grouping: A meta-analysis (Abstract). Review of Educational Research, 66 (4), 423-458. Lou et al. summarized studies comparing grouping versus no grouping, and coca plant homogeneous versus heterogeneous grouping, at the primary, secondary, and post-secondary levels. Overall, results showed a slight advantage of grouping as compared to non-grouping in promoting student learning, with large variability in the effect sizes. The gains from within-class grouping were greater in math and science than in minimum essay, reading, language arts, and other subject areas.

Low-, medium-, and high-ability students all seemed to growing, benefit from being taught in of the of Saigon, small groups. Low-ability students performed better in growing, heterogeneous as opposed to homogeneous groups (mean effect size=0.60), medium-ability students performed better in homogeneous groups (mean effect size=0.51), and speaking of courage the things they high-ability students performed equally well in either type of group (mean effect size=0.09). Lynch, S., Kuipers, J., Pyke, C., Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on plant growing, diverse students: Results from a planning grant (PDF). Journal of Research in Science Teaching, 42 (8): 912-946. Sizwe Banzi. Standards-based, inquiry-based science curriculum in ten urban middle schools had a positive effect on achievement. Maxwell, N., Mergendoller, J. R., Bellisimo, Y. (2005). Problem-based learning and high school macroeconomics: A comparative study of instructional methods. The Journal of Economic Education, 36 (4), 315-331. Coca Plant. Researchers at California State University, East Bay; the of courage the things carried Buck Institute for Education; and the College of coca plant growing, Marin analyzed data from 252 economics students at the jungle by upton sinclair, 11 high schools, while controlling for individual characteristics, such as verbal ability. PBL modestly increased learning of macroeconomics at plant, the high school level as compared with traditional classes.

Findings suggest that problem-based instruction can improve student learning if instructors are well trained in The Aftermath of the, both the PBL technique and economics. Mergendoller, J. R., Maxwell, N. L., Bellisimo, Y. Growing. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Summary. Interdisciplinary Journal of Problem-based Learning, 1 (2). Five veteran teachers at four high schools taught macroeconomics using PBL with one or more classes and traditional lecture format in another class. Results from 246 students in 11 classes who completed a pre- and post-test showed that PBL was more effective than traditional instruction in coca, teaching macroeconomics concepts. Mergendoller, J. R., Thomas, J. W. (2005). Managing project-based learning: Principles from the field (PDF). Based on the Buck Institute for Education's extensive fieldwork in sinclair, schools seeking to coca, implement PBL methods, the authors report seven themes and 18 sub-themes systematically derived from 12 teacher interviews.

Useful tips from minimum, veteran PBL teachers are organized around themes such as Getting Started, Creating a Culture of Self-Management, Managing Student Groups, Technology, and Assessment/Evaluation. Teachers emphasized time management (setting the number of days and then building in a 20 percent overrun), flexibility (being prepared to coca, give alternative instruction to reinforce subject matter versus knowing when to maintain a deadline), and priming (starting project dialogue and rememberance by emily setting expectations early). National Clearinghouse for Comprehensive School Reform. (2004). Putting the pieces together: Lessons from comprehensive school reform research (PDF). Washington, DC. The strongest models that are not direct instruction included Success For All; Highly Promising Evidence of Effectiveness.

Models in coca, this category are those that had positive and statistically significant results from comparison or third-party comparison studies but did not have research bases that were as broad and generalizable as those of the models that met the highest standard. Newmann, F. M., Wehlage, G. G. (1995). Successful school restructuring: A report to the public and educators. A five-year study by the University of Wisconsin's Center on Organization and Restructuring of sizwe banzi, Schools found that structural school reform only works when (1) students are engaged in activities that build on prior knowledge and allow them to apply that knowledge to plant, new situations, (2) students use disciplined inquiry, and (3) school activities have value beyond school. Even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry.

Researchers analyzed data from Fall of Saigon Essay, more than 1,500 elementary schools, middle schools, and high schools and conducted field studies in 44 schools in 16 states between 1990 and 1995. Oakley, B., Felder, R. M., Brent, R., Eljajj, I. (2004). Turning student groups into effective teams (PDF). Coca. Journal of Student Centered Learning, 2 (1), 9-31. A concise guide with worksheets to help teachers effectively structure group work. Section VI presents a summary of the by emily bronte major themes. Parker, W. C., Lo, J., Yeo, A. Coca Plant. J., Valencia, S. W., Nguyen, D., Abbott, R. D., Nolen, S. B., Bransford, J. The Things Carried. D., Vye, N. J. (2013). Beyond breadth-speed-test: Toward deeper knowing and coca plant engagement in an advanced placement course.

American Educational Research Journal, 50 (6), 1424-1459. This study is the second-year follow-up to Parker et al.s 2011 analysis of the Knowledge in Action project. While student performance on AP test scores remained high in The Aftermath of the Fall Essay, the project-based learning group compared to the traditional AP group, performance on the Complex Scenario Test was less consistent. Parker, W., Mosberg, S., Bransford, J., Vye, N., Wilderson, J., Abbott, R. (2011). Rethinking advanced high school coursework: Tackling the depth/breadth tension in the AP U.S. Government and Politics course. Journal of Curriculum Studies, 43 (4), 533-559. Researchers from the University of plant, Washington, the Bellevue Schools Foundation, and The George Lucas Educational Foundation conducted a multiyear study to test a rigorous project-based learning approach to teaching Advanced Placement (AP) U.S. Government and Politics. Three hundred fourteen students from The Aftermath Fall, Washington's Bellevue School District were randomly assigned to a traditional course or project-based learning course on AP U.S.

Government and Politics (AP+). The PBL course included five project cycles: (1) role- playing a United Nations task force advising a new nation on the various forms and features of democracy, (2) proposing a public policy and actions to coca growing, improve society, (3) role-playing legislators in the U.S. Congress, (4) role-playing party campaign strategists in an election, and (5) role-playing a Supreme Court case. The PBL students performed as well as or better than traditionally taught students on the AP test and better on minimum wage, a complex scenario test, which measures strategies for realistically monitoring and influencing public policy. More information on the project is available on Edutopia. Slavin, R. Plant. (1991).

Synthesis of research of cooperative learning (PDF). They Carried. Educational Leadership 48 (5), 71-82. For enhancing student achievement, the plant most successful cooperative learning approaches have incorporated two key elements: group goals and person individual accountability. Consistently, cooperative-learning effects have been found on outcomes such as self-esteem, intergroup relations, acceptance of academically handicapped students, attitudes toward school, and ability to work cooperatively. Slavin, R. (1996). Research on cooperative learning: What we know, and plant what we need to know (Abstract). Contemporary Educational Psychology 21, 43-69. In this article, Slavin presents two essential components that are necessary for effective group work. Strobel, J., van Barneveld, A. (2009). When is PBL more effective?

A meta-synthesis of meta-analyses comparing PBL to conventional classrooms (Abstract). Person Debate. The Interdisciplinary Journal of Problem-Based Learning, 3 (1). Researchers from Purdue University and Concordia University synthesized eight meta- analyses of PBL studies spanning 40 years in coca growing, order to sizwe banzi, evaluate the effectiveness of problem- based learning and the conditions under which PBL is coca growing most effective. The meta-analyses included medical students and sizwe banzi adult learners in postsecondary settings. PBL was more effective than traditional instruction for coca, long-term retention, skill development, and rememberance satisfaction of students and teachers. Traditional approaches, on the other hand, were more effective for improving performance on standardized exams, considered by the researchers as a measure of short-term retention. Thomas, J. W. Plant. (2000). A review of The Aftermath Fall Essay, research on project-based learning (PDF).

This review defines PBL as involving projects that are complex tasks, which typically results in a realistic product, event, or presentation, which is central to the curriculum, and which is organized around a driving question that leads to central principles or concepts of a discipline. Coca Growing. PBL is student driven and constructive, involving inquiry, investigation, knowledge building, and resolution. PBL students are responsible for making choices and designing and managing their work, and they experience gains in person situation, factual learning that are equivalent or superior to those experienced by students engaged in coca plant growing, traditional learning. Walker, A. Leary, H. (2009). A problem-based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels (Abstract). Interdisciplinary Journal of Problem-based Learning, 3 (1): 12-43. In a meta-analysis of sizwe banzi, 82 studies, 201 outcomes favored problem-based learning over traditional instructional methods. The authors review a typology of 11 problem types proposed by Jonassen (2000), which range from plant, highly structured problems (focused on an accurate and speaking efficient path to growing, an optimal solution), to ill-structured problems (which do not necessarily have solutions and which prioritize evaluation of evidence and reasoning). The typology includes: logical problems, algorithmic problems, story problems (which are algorithmic problems with a story wrapper), rule- using problems, decision-making problems (e.g., cost-benefit analysis), troubleshooting (systematically diagnosing a fault, eliminating a problem space), diagnosis-solution problems (characteristic of medical school, which involve small groups understanding the problem, researching different possible causes, generating hypotheses, performing diagnostic tests, and monitoring a treatment to restore a goal state), strategic-performance, case analysis (characteristic of law or business school, which involve adapting tactics to support an overall strategy and they reflecting on authentic situations), design problems, and dilemmas (such as global warming, which are complex and involve competing values, and which may have no solutions). Strategic-performance and design problems were deemed most effective in producing positive PBL outcomes. Wieseman, K. Coca. C., Cadwell, D. (2005).

Local history and problem-based learning (Abstract). Social Studies and the Young Learner, 18 (1), 11-14. Fourth graders collaboratively researched primary and secondary resources in a unit about human communities and the history of the local area. The use of PBL was associated with student excitement, inductive reasoning, and collaboration as students researched reasons and themes for wage essay, human migration. The discussion and critical thinking involved in coca growing, the PBL unit developed student knowledge about local human communities and local history. Zimmerman, B. (2002). Becoming a self-regulated learner: An overview (PDF). Theory into Practice 41 (2), 64-70.

Self-directed learners are more likely to succeed academically and view their futures optimistically. Additional PBL Research Resources. The Buck Institute for Education is a great resource for all kinds of information about project-based learning. If you're interested in earlier studies on the efficacy of PBL, Edutopia published an article in of the Fall, 2001 with summaries of growing, a variety of reports, Studies Validate Project-Based Learning. A Starters Guide to PBL Fieldwork. Helping Students Become Engaged Citizens. Get a Taste of PBL Before Your Students Do. In Search of the of Saigon Driving Question.

Comments (2) Sign in or register to comment Follow Subscribe to comments via RSS. Where I can find useful articles on plant, writing an person, annotated bibliography? I want to share it with my students. Coca Growing. Thanks.

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Descriptive Paragraph of the Beach Scene in the Yakatan. Student id: AC1303980. Computer information systems. EN120.3.1 English Composition. . Growing! The Beach On a hot summer day, you would go out to the beach to enjoy the view, the weather and the things they carried the water. It was a sunny Friday afternoon when I decided to take my observations with me out into the world. Plant Growing! I find that my imagination wanders off on its own and takes trips to sinclair the ocean without me, so I figured my body had some catching up to do. Plant! With a snap of my fingers and a short ride through the mountains. I found myself at my childhood playground, Santa Cruz Beach.

The location is near the ocean side, steep rocky hills to the left and by emily sand for days to the right. I ran down to the sand as fast as I can and without hesitation I laid my towel down upon the tiny grains and chips of rocks that the oceans might had turned into coca plant growing sand over the years. Fall! I took a moment to put my life on hold and gaze at what nature had to offer to me. Plant! I reflected upon all of the other places I could have been instead of standing with my toes curling in the warm sandy beach and smiled in appreciation of my situation. Minimum Essay! It was perfect weather out for plant, a day at the beach. The clear sky didnt have a single cloud to block the rays of the radiant sun. I could sense the feeling of ultra relaxation from the outstretched deep blue canopy above and the jungle by upton the penetrating warmth that emanated from the sky and wrapped around my skin like a warm blanket on plant growing a cold winters night. Every once in a while a cool breeze would pass by and ease away the suns intense heat bath for brief moment.

I could feel grains of. Words: 477 - Pages: 2. . Sizwe Banzi! Leonardo Castillo Enc 1101 M/W 5:00 pm 10/1/2012 Word count: 709 Descriptive Essay Rough draft Its approximately four o clock in morning and Im in the locker room changing my clothes. My colorless hands are chilly, my feet are weary and my body feels like is going to plant give up and collapse after working eight hours in speaking the things carried a refrigerated warehouse. Even though my body just wants to give way, I manage to drag my feet all the way to my vehicle, and start rushing home which is the only thing I want to coca growing do after a long night of work. The best part of driving home at speaking of courage this hour of the day is that I have an open road almost all to coca growing myself.

The streets are nearly empty, the drive nice and smooth and the best part is that there are no police so you can run through these streets like theres no tomorrow. Also there are no rays of sunshine burning my eyes like in the day, the weather is of the nice and cool that I dont even need to turn on my a/c which has been throwing nothing but burning air. As I get closer to home I could only think about going straight to comfy bed; however, it is not going to happen because this is the only free time during the day that I have time to study. As I am getting to the door my eyes feel unfocused and my eyelids are feeling heavy. Now that I made it to plant growing the white tarnished door, I am shuffling through my key chain to find the situation, correct key. The darkness of the plant, night makes it difficult to the jungle by upton sinclair summary find the right one; thus, I lift my arm up toward the sky to see. Words: 727 - Pages: 3. . Descriptive Writing The fiery ball blinds you as it floods the beach with its rays, making the shady beach of Barry Island seem like paradise, heat comparable to the Sahara desert. A child desperately tries to coca plant growing prevent his ice cream from a sand encrusted death as it plummets to sizwe banzi the floor, debating whether or not he wants a vanilla and sand flavour ice cream, his face puzzled as he decides on retrieval, he would soon be distracted by the horde of people rapidly rushing to the depths of the plant growing, sea. The sea sits calm and patient, almost inviting to sizwe banzi the untrained eye. From afar the sea seems crystal-like projecting as it does a near perfect mirror image as if the coca plant, sky and sea are at one. The closer you get to the sea you soon start to speaking of courage the things carried see its cracks as if it was a porcelain doll, beautiful and almost elegant from a distance.

It's too late to turn back now the seas illusion has set in, the soggy sand has captured your footprint. Suddenly the coca plant growing, sea shows its true colours a horrible musk of black filth, home to all types of disgusting bacteria waiting to pounce on the weak immune system. The stench of chip fat rules the air like a corrupt king slaying the sense of smell. Enticing the beach goers into a calorific snack, washed down by the jungle summary, the warmth of a flat lifeless beer, where the rules of plant growing 'best served chilled' have been extremely violated. Seagulls circle the area ready to raid the sand for the food the sea has not yet claimed, Vermin of the air are hunting their. Words: 385 - Pages: 2. . Nothing is as exciting as being told to write a beach essay for academic writing. Rememberance! It becomes a walk in the park especially for those who spend most of coca plant their leisure time, vacation, holiday, or afternoon siesta at the ocean. In order to start writing a beach essay one must have a clear conscious. High imagination for those who have never been to the beach will help to write the beach essay. The moments you start writing a beach essay always remember to put all the of courage, aspects and features found at the beach.

Unlike in coca custom term paper or custom essay writing where one is guided with instructions one is at liberty to state own experience while at debate the beach. The journey to start writing a captivating beach essay that will leave the reader wants to visit the beach begins immediately ones mind is in the ocean. Example of How a Beach Essay Should Begin. As the wind is blowing from east to west, men and women in swimming gear enjoy the coca plant growing, sweet breeze, coconut trees obey the sweet moving air. The sound of the rising and falling tide can be heard from a far.

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Maya also talks of the picture of plant beauty being a young white girl, with blue eyes, and blonde hair. At the rememberance by emily bronte, beginning of this memoir readers see how Maya is plant ashamed of who she is and wishes she is something different. As the story carries on Mayas character slowly becomes a woman who is proud of rememberance by emily bronte her ethnicity and background. Maya begins to develop pride in her ethnicity and even acts defensively upon things that may bother her. When Maya was called Mary by. Words: 300 - Pages: 2. . Jesse Jacquez Com101-052 Narrative writting 09-07-13 The Beach Everyone needs a break in life. Chores, school, and coca work are all daily duties that people want to escape from.

The beach releases me from all my responsibilities, so I try to visit the speaking the things they carried, beach every summer at coca growing least once. I feel that all work and no play can be socially unhealthy. There should always be time for letup. Everyone needs to get out of work mode once in a while. My cousins enjoy the beach as much as I do, and my cousins always invite me to tag along with them. When I visit the beach, I can personally say that I always create new memories. This past summer, I only got the chance to go to the beach one time, but I still had an amazing time at the beach. The Jungle By Upton Sinclair Summary! The day I went to the beach was perfect. The sun was high in the sky, and the clouds provided just enough shade. The weather for the whole day was beautiful.

The sand on coca the beach was warm to the skin. It felt as if I was walking on a bunch of pillows. As soon as I sat on the beach I completely buried my feet in the sand. The waves where flowing in because of the boat traffic in the distance. The sound of the waves were almost putting me to sleep as I laid on the shore. Of Courage They! Many people play recordings of wave sounds to coca plant growing put themselves asleep at night, but the real sound of the jungle by upton waves in person is extremely move effective. The water, the sand, and the sky was just exceptional. I could not dream up a better day. The setting of the beach was just right.

Words: 1440 - Pages: 6. Descriptive Paragraph of the Beach Scene in growing the Yakatan. . By Upton Sinclair! RADOSLAV RAFAILOV Student id: AC1303980 Computer information systems EN120.3.1 English Composition Assignment 2_02 My recent trip to the beaches at The Yucatan Peninsula, in southeastern Mexico reminds me of one of the most beautiful and plant growing spectacular places Ive ever been. The beach smells fresh, almost like a new tropical breeze air freshener. Next to me is the Caribbean ocean, bright as a cloudless noon sky, washes onto the white sand. Looking at the waves white foam; then, I let my senses enjoy the sound as they break on the beach, almost like a shaken-up champagne bottle being opened. Speaking Of Courage! The sand is hot and looks like gold blended in with little white crumbs; it sparkles like the diamonds showcased in a high-end jewelry store and feels like walking on ashes from freshly extinguished fire. Despite the heat, walking on the warm, crystal sand pacifies my soul.

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As you stroll along the beach you can feel the sand in your feet and the waves hitting your legs. Under the surface you can feel your feet step on the jungle by upton sinclair little seashells as you walk. When building a sandcastle the sand sifts right through your hands. Walking on the boardwalk there are too many smells to plant growing remember them all. The smell of the the jungle, ocean salt is the coca plant growing, most prominent. The smell of French fries, and Fresh popped popcorn fill the of the Essay, streets. What you see when your visiting the beach is simply amazing. Watching all the little children run around in the waves and building sandcastles. Adults are rubbing sunscreen all over themselves and coca their children. The waves crashing down out in the ocean are breathtaking. If youre lucky you may even be able to see dolphins swimming in and out of the water.

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There is an plant growing, old man overlie the bad with doing a drop. Round him, an old lady who wears an old style dress is sobbing, a young lady who wears a black suit is debate looking at the old mans face with the kind of anxious expression, and a young man that uses leisure wear is coca plant looking at The Aftermath of the of Saigon the floor. Coca Growing! The NARRATOR, enters from S.L., she stops in front of a little platform which located in S.L., and she stands on it. Next, she faces to person the audience, and coca plant adjusts her stance. Now, she starts to tell the story. Directional Light points to The Aftermath of the of Saigon Essay her, and other parts of the stage become dark. NARRATOR: Yan and John visited her fathers apartment, after a while, her father suddenly passed out. All of them are in hospital now, and Mr. Fang is still in a coma.

After a cell phone rings, JOHN DOC walks to coca growing the STAGE RIGHT, and speaking the things they he pick up the phone. Coca Plant! YAN helps Mrs.Fang sit down on the sofa, and she sits down on the chair in front of the hospital bed. She holds her fathers left hand, and put on minimum wage her face. After that, she turns her head toward the audiences. She views the audiences as herself, and she starts to soliloquy. YAN: Why! Why my father have to. Words: 1898 - Pages: 8. . Descriptive Composition Assignment Step 1: Step 2: Sight: * Cloudy skies * Blue water * Tall trees with coconuts * Sand * heatwaves Hear: * seagulls swarming into the air * the coca growing, waves of the sea * the by upton sinclair summary, noise that a Cicada bug makes in hot tempuratures Feel: * The cool of a shadow * The warm water * The hot weather * The smoothness of the sand Smell: * Ocean breeze Taste: * Coconuts * Crabs * Any insect that you can find * Berries on the bushes Step 3: 1. Cool 2. Spectacular 3. War fun 4. Great 5. Significant 6. Gentle 7. Hot 8. Sunny 9. Majestic 10.

Rich 11. Coca Plant! Smooth 12. Calm 13. Peaceful 14. Speaking They! Reaxed 15. Coca Plant Growing! Warm 16. Thrilling 17. Racing wind 18. Tropical 19. By Emily! Seasonal 20. Beautiful 21. Tasteful 22. Pleasant 23. Desolate 24. Sandy 25. Sunburn 26. Humid 27. Happy 28. Scenery 29. Breathtaking 30. Glamourous 31. Sheer 32. Lush 33. Isolated 34. Breezy 35. Splendid 36. Unique 37. Virtuous 38. Coca Plant! Looming 39. Gentile 40.

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Each sentence is labelled with a letter. Choose the most logical order of sentences from among the given choices to construct a coherent paragraph. 1. A. B. C. Person Debate! D. Coca Plant Growing! E. The Aftermath Of The Essay! The two neighbours never fought each other. Fights involving three male fiddler crabs have been recorded, but the status of the participants was unknown. They pushed or grappled only with the intruder. We recorded 17 cases in which a resident that was fighting an intruder was joined by an immediate neighbour, an ally. We therefore tracked 268 intruder males until we saw them fighting a resident male. Plant! 2. DEBAC 3. BDCAE 4. BCEDA 1. BEDAC 2. A. B. C. D. Debate! E. He felt justified in bypassing Congress altogether on a variety of moves.

At times he was fighting the entire Congress. Bush felt he had a mission to plant restore power to the presidency. Situation Debate! Bush was not fighting just the democrats. Representative democracy is a messy business, and a CEO of the White House does not like a legislature of second guessers and time wasters. 2. DBAEC 3. CEADB 4. ECDBA 1. CAEDB 3. A. B. C. D. E. In the west, Allied Forces had fought their way through southern Italy as far as Rome. In June 1944 Germanys military position in World War Two appeared hopeless.

In Britain, the task of amassing the men and materials. Words: 6196 - Pages: 25. . I N T R O D U C T I O N Many Bahamians enjoy our nations coastline and waterways everyday. However, many beach users are positively contributing to the wearand tear of our beautiful beaches. This is due to the fact that they leave their debris on the shoreline or throw it in the sea. Debris is define by http://dictionary.reverso.net/ as fragnments or remnants of something destroyed or broken. The word beach is defined by the Cambridge Dictionary as an area of sand or small stones near the sea or another area of water such as a lake.

Therefore, based on the definition on both debris and beach, many users are unaware of coca plant how their daily activities, from driving a car, to not properly disposing of person their garbage, or even throwing a cigarette butt on the ground, can impact the plants and growing animals off our shores. These debris can harm or kill beach organisms. Sizwe Banzi! Pollution also makes using the beach less enjoyable for humans and can result in illnesses in plant growing swimmers, surfers and other ocean enthusiasts. Person! If this problem is not rectified we will have to deal with a devastating economic consequence on our communities and our beaches that are tourist attracttions. Therefore, as citizens we must do our best to prevent our beaches from becoming polluted by trash which threatens our marine life as well.

Debris is indeed not a small. Words: 380 - Pages: 2. . Characteristics of an Effective Paragraph Direction: a strong topic sentence that states the main idea and sets the course of the paragraph. It answers the question, What is your point? Unity: makes one main point and coca growing sticks to that point throughout the paragraph Coherence: ideas in the paragraph are logically connected and easy to follow ------------------------------------------------- Development: main idea is well supported with details, facts, examples, reasons, etc. Unity Unity refers to the extent to which all of the ideas contained within a given paragraph hang together in a way that is easy for of Saigon Essay, the reader to understand. When the writer changes to plant growing a new idea -- one which is not consistent with the topic sentence of the paragraph -- the speaking the things they, writer should begin a new paragraph. Unity is coca plant growing important because it aids the reader in following along with the writer's ideas. Wage! The reader can expect that a given paragraph will deal only with one main topic; when a new paragraph begins, this signals that the writer is moving on to a new topic. Consider the following example.

Note that there are two main ideas presented in this paragraph. The topic sentence indicates that the growing, paragraph will deal with the subject of the jungle by upton sinclair employees' attitudes, but the coca, paragraph shifts unexpectedly to the topic of management's attitudes. To achieve unity in this paragraph, the person situation debate, writer should begin a new paragraph when the switch is made from employees to managers. Example. Words: 1099 - Pages: 5. . Narrative Paragraph Each person is different, so it varies on each individual.

Usually, one has to plant practice whatever it is they are trying to learn. For example, if playing a game you should read instructions if there are any. The Aftermath Of Saigon Essay! Retaining this information is one step in the process of growing learning the game. Once you actually 'play' the game you get an understanding of by upton sinclair summary it. After this is growing accomplished, you may continue 'practicing' until you are satisfied with your progress. So, let me tell a story of my learning English experienced. My friends say that i'm good in English, because I always get good marks in English tests and I have just scored the highest points in the interview.

They think Im a talented girl and sizwe banzi Im clever at English from the beginning. But in growing fact, Im not a talented girl. Im just a common girl. Id like to The Aftermath say something about my experienced on didn't do well in English in the beginning. Growing! I started my English course at the age of situation 10.

Maybe you can't imagine, I couldn't say a whole sentence at that time. I couldn't catch up with my classmates because of my bad base. Coca Plant! Having a bad base may be many students' problem. I was sad about it, I spent almost all of sizwe banzi my free time practicing English by listening to the tape and repeating after it. Whenever it was, wherever I was, I kept the tape on. I listened carefully and I tried to recite the articled of it. Once of learning English, soon, I found I had made a good progress in my English.

At least, I could understand what.