what are the possible or mathods of grouping students for various educaton purpuses? Discuss each of them.?
535192
Well we studied the use of PODS in my secondary reading class for credentialing. And basically it is when students are grouped in either teacher designated or student led groups with their tables facing one another, yet still have the accessibility to facing the front. \n\nThe benefits of this method are with group work, each pod can work on in class activities together in a cooperative way, and each member of the group can be assigned a role, such as group leader  who can monitor and keep track of the group discussions and activities, and the roles can be switched per week. It allows students to be accountable to each other for learning the material, since the teacher can assign points to each pod for good behavior and finishing the activities on time, and getting their homework done on time too. It fosters reliance on the other students to be accountable for their work so they can receive these incentives from the teacher. \n\nThe teacher then opens up opportunities for social and cognitive development for the students because student interaction is encouraged. The teacher benefits from this method because not only is she/he able to deliver the instruction to the students in teacher centered lecture activities, but also the students can clarify the concepts and instructions of the teacher amongst their own groups. Dependence on the other students creates a sort of community within the classroom and allows students to be respectful of the learning that goes on with the other members in their class.
970196
find out what motivates the student. Some are competative with their peers and that alone is motivation. Others need to know that what they are working on translates into real world scenarios. Good Luck!
854130
It all depends, humanties course are sometimes best taught with group discussions.  Each learner is different.  Some people do very well with online math, others need an instructor showing them , the same goes for any course.
1042828
Depending on how many other classes u will be taking, and how challenging they are, I would try to take them together.  If you have other challenging classes I would hold off to take the other later.  I took 18 credits at a time in order to graduate and took 2 math classes at one time and it worked out great, but planned it so I took my easier classes that semester too.\nGOODLUCK!
512917
13!8!/20!\n\nyour group sizes r, 2 4 6 8\n\nwithout any restriction of who goes together, u have this many choices: 20C2*18C4*14C6----A\n\nwith restriction of 7 ppl must goes together, u have this many choices: 13*12C6*6C4-----B\n\nThe prob of getting 7 ppl in a group is A/B. u do the algebra and u will get 13!8!/20!\n\n\nreasoning:\nfor 7 ppl to be in a group, the group must take at least 7 person. there is only one group that can do so. Taking the 7 ppl as one entity that must be allocated together, u have only left with 14 objects/persons to arrange. After the group for 8 take the group of 7 ppl, it can still take one and it has 13 choices from the remaining people.\n\nafter choosing the group of 8, u r left with 12 ppl to pick for the group of 6, 4 and 2 and the number of choices are, 12C6*6C4*2C2\n\nso, the total number of possibility would be 1*13*12C6*6C4*2C2.\n\n\n\n\n\n\n"....with restriction of 7 ppl must goes together, u have this many choices: 13*12C6*6C4-----B....."\n\nthis is because, in the special case of that 7 particulat person must be in a group, u group them together to form one. so, how, u only have 14 objects to allocate to groups. get it? since group of 7 can only go into the group that can fit 8 person... so, it's possibility is 1.\n\nAfter that, since the group of 8 has been filled up by the 7 person, u have one place in it left, and 13 ppl to choose from to fill it. hence, 13.\n\nthen, for the remaining of the task, u simply choose out of 12 people for your 6, 4, and 2 men groups.\n\n\n\nso, u have 1x13x12C6x6C4x2C2 to forming THIS(with 7 particular person in one group) type of group.\n\nthe prob(forming THIS group)=(number of way to form THIS type of group)/(number of way to form ANY type of group)\n\nget it?\n\n\n\n\nI'm glad u really wanna know. most ppl got the answer and they r satisfied. too bad i m not good at explaining. contact me if u need more help.\n\n\n\n\n\n\noh, sorry. u misunderstood me. yes, u r perfectly right. there r 13 ppl left after u allocate the 7 ppl to the "8" group. What i was saying was... b4 u do that, u have 14 "person".... one of them being a group of 7 people. sorry for confusing u. And from what u said, yes, u got the idea right.
481815
I won  the Regional Championship for this one and a trip to Canada, it was called Copy Cat. What you do is take cards with different color combinations on them and show them to students ranging from kinder-garden to the 12th asking them which color combination is their favorite. The first case is where you do it individually and then as a collective class. You should find that the younger children will stand by their first choices even during a group decision. As the children get older they are more prone to follow the choices of their peers until the later years where individuality take hold once again and they start to diversify. I used pie charts and percentages to display alot of the information and also split up the classes into males and females for a follow up experiment. Its been many many years since I did it but I'm sure the results will fascinate the judges. Good Luck!
1087574
I'm a student, but my favorite way to learn math involved making it a more tangible subject.  I want to see what I'm learning.  Can you think of any hands on activities that relate to the subject?  For instance, when learning vectors, have students make a square jello mold and put skewers in as the x, y, and z axis.  Then add more skewers to represent vectors.  You can also hold up a sheet of extra wide graph paper behind the cube or put Nerd candy balls in it before it completely sets to represent points. \n\nI'm not sure what concepts you are teaching so I can't give relevant examples but some other off the wall ones that I've heard are: \n\n- creating jingles for statistics\n\n- getting students to use their arms to show equations of lines (x=y, parabola, etc...personally I hated this one, but I did learn it if only to make the teacher stop making me do it!)\n\n- game shows with groups battling each other -- set up groups of at least 4 and display the problem on an overhead projector. Give each team a piece of paper and tell them to write the answer on the board when they think they have it.  Give bonus points to the team who gets the most questions correct in the shortest period of time.  Also, try to choose the groups yourself and match higher performing students with lower performing ones, but don't let the same student put up all the answers.  A spinoff is a Jeopardy game for concepts (What is the name of the horizontal axis?)\n\nThere are several articles on this subject:\nHelping Teachers to Encourage Talented Girls in Mathematics.\nM. Katherine Gavin; Sally M. Reis; Teaching and Counseling Gifted Girls.; 2005;  p. 147-167 \n\nTurner, Julianne C; Meyer, Debra K; Cox, Kathleen E; Logan, Candice; DiCintio, Matthew; Thomas, Cynthia T. Creating contexts for involvement in mathematics. [References]. [Journal; Peer Reviewed Journal] Journal of Educational Psychology. Vol 90(4) Dec 1998, 730-745. \n\nIf you are interested in acquiring a copy of the Turner article, email me through the link in my Answers' profile, and I will send it to you.
553459
First of all, visit this website  www.rubybridges.com\nfrom the info you find there, you should be able to come up with some interesting thoughts on the subject.. one interesting activity that I have seen done is to separate the group [class] into two groups.. one group made up of all students with blue eyes [or brown.. or green.. doesn't matter which]..the other group made of all the other students.  THEN, you proceed to announce that the students with blue eyes [or whatever colour you choose], are inferior in every way.  They are NOT allowed to sit in the front of the class.  Everyone ELSE gets to do activities, etc., first.. and that group with the blue eyes has to clean up after everyone else.  You make certain they understand that BECAUSE they have blue eyes, they are not as pretty.. not as smart.. not as talented.. and NOT as likely to succeed.. in anything at all..\nAfterward, ask ALL students how this made them feel?  How did it feel to be discriminated against for something completely out of their control.. something which has absolutely NOTHING to do with their intelligence or abilities in any way?.. then ask them if they want to switch to where all the BROWN eyed people are the lower class?  You might have them write a page about how the activity made them feel.. and how they see prejudice now that they have experienced it.  Good luck.
843316
If u want something that would be different than what you already have in ur syllabus then try giving a workshop in 'Vedic' maths. \nWhat is Vedic maths? well its a technique developed and mastered by  ancient Indian scholars some 2000 years back. The hallmark of vedic math is the simplicity and speed with which you can arrive at answers that would otherwise (using techniques taught in modern schools) take lot of calculation and time. \nAnother nice topic would be a brief introduction to either probability or complex nos
40312
My teacher had a great way of doing this. Tell your students to collect various household items and a few bags. Make sure each kid picks out two specific objects. When everyone returns, teach union and intersect using the kids' "sets".
730445
The teacher is probably expecting you to conduct an experiment and present your findings. To do this, compose a few lists of questions and math problems of equal difficulty (20 questions or so each). One set for each type of music. Have the subjects (your friends, etc.) one at a time answer a set of questions as they listen to different music (rock, rap, classical for example). Chart the scores by musci type. Hope this helps.
1106067
Your topic seems very specific and overly complicated.  Can you break it down a little or simplify it?  What is the subject area?  Do you mean "Does use of resources help students learn?"
146736
I wish there was a book.  I've found the best way is to simply talk to other teachers.  Borrow their ideas and shape them into what will work for you and your class.  It seems like at most staff developments the best you can hope to come away with is a few good ideas.
589231
yes here you can consider in terms of set like :\nHumanity={course1,course2,......}\nSociology=(course1,...........}\nScience=(course1,...........}\nMaths=(course1,...........}\nMusic=(course1,...........}\n\nhere n(Humanity)=3\nn(Sociology)=4\nn(Science)=5\nn(Maths)=6\nn(Music)=3\n\ntherefore no of ordered pairs will be equal to=3 x 4 x 5 x 6 x 3= 1080
5286
I would go here. http://www.schoolguides.com/ It is an unsponsored link and will allow you to sort in a lot of other ways too.
431078
What i would do is have the studentas brainstorm pros and cons on their own. then set them into small groups to make another list together. this will compile their data give them a chance to debate between themselves. then have each group present to the class while you compile a list yourself of what each group presents. then tell your opinion if you wish. either way, everyone has learned many opinions on the subject and are free to have their own opinion.
287472
Believe it or not, classmates.com has a place where you can go. If there is not already a group for your class, you can start one yourself. You would be suprised who will repsond.