How Big is Your Foot?

2001 ◽  
Vol 6 (8) ◽  
pp. 476-481
Author(s):  
Suzanne Levin Weinberg
Keyword(s):  
Middle School ◽  
Real World ◽  
Upper Elementary ◽  
Eighth Grade ◽  
First Year ◽  
Abstract Concepts ◽  
School Grades ◽  
First Year Teacher ◽  
Eighth Grade Students ◽  
Elementary And Middle School

Concepts relating to fractions and measurement are difficult for students in the upper elementary and middle school grades to grasp (Bright and Heoffner 1993; Coburn and Shulte 1986; Levin 1998; Thompson 1994; Thompson and Van de Walle 1985; Witherspoon 1993). As a first-year teacher, I learned the value of relating difficult concepts, especially abstract concepts, to students' real-world experiences. The “How Big Is Your Foot?” project grew out of a question that I asked my eighth-grade students during my first year of teaching. We had just finished studying conversions in the metric system and had begun working with conversions in the customary system. As a warmup question, I asked my students to describe the distance from my desk to the door of the classroom. I wrote their responses on the chalkboard as they called out estimates: 1 meter, 60 meters, 25 feet, 300 inches, 300 centimeters.

PEGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF DAN GAYA BELAJAR KOGNITIF TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

Akademika ◽  
2017 ◽  
Vol 6 (02) ◽  
pp. 61-70
Author(s):  
Nursanita Nasution ◽  
Acep Nurulah
Keyword(s):  
Middle School ◽  
Cooperative Learning ◽  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Boarding School ◽  
Experimental Comparison ◽  
Eighth Grade ◽  
Learning Models ◽  
Eighth Grade Students

This study aims to determine the effect of cooperative learning models and studentlearning styles on the results of learning Social Sciences. Conventional learning models thatrely on reading books, multiplying practice exercises, teacher explanations in the classroom,students are expected to be more diligent in practicing questions suspected of influencingsocial studies learning outcomes. Conventional models are considered to be less than optimal,because basically students will easily feel bored because they have to open sheets per sheetby understanding the contents of the book and listening to the teacher's explanation in frontof the class verbally.This study uses an experimental comparison method containing activities planned and carriedout by researchers, 2x2 factorial design in this study to find out whether there are differencesin social studies learning outcomes between students who obtain learning with cooperativelearning models and students who obtain conventional learning. The population in this studywere all eighth grade students of Al-Kamil Middle School Islamic Boarding School in CianjurRegency, West Java. Affordable population there are eighth grade students of Al-KamilMiddle School Islamic Boarding School District. Cianjur numbered 120 students. The resultsof this study indicate that there is an interaction effect between learning models and learningstyles on the results of social studies learning at Al-Kamil Middle School Islamic BoardingSchool. Learning outcomes of students who have independent learning styles and followcooperative learning models are higher than students' learning outcomes that followconventional learning models. Likewise the learning outcomes of students who havedependent learning styles and follow cooperative learning models are higher than students'learning outcomes that follow conventional learning models

Relative Validity of the Orleans-Hanna Algebra Prognosis Test in the Prediction of Girls' and Boys' Grades in First-Year Algebra

1985 ◽  
Vol 45 (2) ◽  
pp. 361-367 ◽  
Author(s):  
Gerald S. Hanna ◽  
Joan L. Sonnenschein
Keyword(s):  
Predictive Validity ◽  
Test Scores ◽  
Eighth Grade ◽  
First Year ◽  
Relative Validity ◽  
Eighth Grade Students

The relative predictive validity of girls' and boys' success in algebra is examined. Eighth-grade students took the Orleans-Hanna Algebra Prognosis Test. These prognosis test scores were correlated with grades that 519 girls and 421 boys subsequently earned in first-year algebra. Algebra grades of girls proved to be more predictable than those of boys ( p <.05). Comparison of the present findings with those of an earlier study suggest that no changes during a 14-year period in the differential predictive validity of the sexes is evident. Implications for counselors and teachers are drawn and discussed.

Using Active Learning Strategies to Motivate Students

2002 ◽  
Vol 8 (1) ◽  
pp. 48-51
Author(s):  
Kimberly R. Boyer
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Strategies ◽  
Mathematics Teacher ◽  
Early Years ◽  
Eighth Grade ◽  
First Year ◽  
Mathematical Connections ◽  
Eighth Grade Students ◽  
Active Learning Strategies

Icouldn't believe my ears when i heard a colleague make this statement during my first year of teaching: “Eighth grade is the year that the students' brains are turned off.” Was it true? Were eighth-grade students really that hopeless? In my early years of teaching, I was on a mission to be the best mathematics teacher I could be by incorporating problem solving, reasoning, communication, and mathematical connections into each lesson. I wanted to take time to involve my students personally so that they could see how mathematics directly affects their lives. However, I quickly learned that there is “no one way to be a topnotch teacher” (Harmin 1998, p. 2).

Innovation in Curriculum: My Involvement in Change

2001 ◽  
Vol 7 (3) ◽  
pp. 178-182
Author(s):  
Bridgette Almond Stevens
Keyword(s):  
Middle School ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
First Year ◽  
Nctm Standards ◽  
New Beginning ◽  
First Year Teacher ◽  
Mathematics Program ◽  
Mathematics In Context ◽  
As If

MY FOURTH YEAR OF TEACHING WAS like a new beginning. Why? Because I felt as if I were a first-year teacher all over again at a middle school in Iowa. That year was my first experience using Mathematics in Context (MiC 1998), an NCTM Standards– based middle school mathematics program that encompassed not only a different textbook but different ways of teaching and helping children learn mathematics.

scholarly journals TEACHING ENGLISH WITH PICTURE BOOKS: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS IN ENGLISH EDUCATION IN JAPAN

2016 ◽  
Vol 9 (1) ◽  
pp. 37
Author(s):  
Arisa Kochiyama
Keyword(s):  
Middle School ◽  
Language Learning ◽  
Picture Books ◽  
English Language ◽  
English Education ◽  
Picture Book ◽  
Human Condition ◽  
Upper Elementary ◽  
English Education In Japan ◽  
Elementary And Middle School

<p>The council for revitalization of education has submitted a proposal to Prime Minister Shinzo Abe for educational reforms to make English language courses compulsory in the fifth and sixth grades. The majority of elementary school teachers are now worried and lacking in confidence to teach English, as they feel they are ill-equipped for their new role as language instructors. According to Keith Schoch’s article Picture Books across the Curriculum, picture books deserve a place in the upper elementary and middle school grades for a number of reasons: If chosen with consideration for the interests of the students and used in ways that are appropriate for learners, picture books can provide valuable opportunities of language-rich experiences and interactions. Thus, the present study firstly describes and analyses some of the challenges facing English education in Japan by relating to its wider social setting. Secondly, the study analyzes how teachers perceive they can promote language learning in their EFL classrooms through the medium of picture books. Thirdly, the study discusses the merits of using picture books in the upper elementary and middle school English education from the viewpoint of English language learning, and then investigates topics and themes of a picture book which illuminate some universal aspects of human condition. </p>

Evaluating aimswebPlus math as a universal screening measure in upper elementary and middle school.

2021 ◽  
Vol 36 (2) ◽  
pp. 97-106
Author(s):  
David A. Klingbeil ◽  
David J. Osman ◽  
Jamison E. Carrigan ◽  
Benjamin J. Paly ◽  
Kimberly Berry-Corie
Keyword(s):  
Middle School ◽  
Universal Screening ◽  
Upper Elementary ◽  
Screening Measure ◽  
Elementary And Middle School

Validation of Sofit for Measuring Physical Activity of First- to Eighth-Grade Students

1997 ◽  
Vol 9 (2) ◽  
pp. 136-149 ◽  
Author(s):  
Paul J. Rowe ◽  
Joel M. Schuldheisz ◽  
Hans van der Mars
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Energy Expenditure ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Middle School Children ◽  
Instruction Time ◽  
Standardized Protocol ◽  
Eighth Grade Students ◽  
Elementary And Middle School

The purpose of this study was to assess the validity of the System for Observing Fitness Instruction Time (SOFIT) for measuring physical activity of elementary and middle school children. Students (N = 173,92 boys and 81 girls) from Grades 1–8 completed a standardized protocol that included lying, sitting, standing, walking, running, curl-ups, and push-ups. Heart rates were used as a criterion for concurrent validity. The results confirm the validity of the physical activity codes of SOFIT for elementary and middle school children. Activity Categories 2–5 indicate different levels of energy expenditure, whereas Categories 1 (lying) and 2 (sitting) refer to the same energy expenditure level. The common distinction between SOFIT Levels 4 and 5 as MVPA (moderate to vigorous physical activity) and SOFIT Levels 1 to 3 as non-MVPA is valid. Curl-ups and push-ups should be coded as MVPA.

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