How do you desribe a students cognitive ability?
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If this is for National Board Certification your best definition is probably that found in the technical manual called DSM-IV (Diagnostic and Statistical Manual - Fourth Edition).  You'll find this book in any university library where they have a masters program in teaching.  Also most school psychologists and guidance counsellors would have a copy or be able to tell you where to find one.
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hold up/display images of symbols that your kids would be able to easily guess i.e. the mcdonalds arches, the nike swoosh, peace sign, the man/woman you always see on the restroom door, etc.  this will get kids warmed up to the notion that ideas can be symbolized by something other than the words for those ideas, also that they are surrounded by symbolism everyday, everywhere (this always help to counter the "where am i ever gonna use this" complaint).\n\nnext, display for the class an object that would be easy to use in symbolizing many things.  i'll sugggest a rock.  have them describe the characteristics of a rock - strong, hard, dirty, ordinary... on one side of a chart.  then, as a class have them brainstorm other things/people that share some of these characteristics on the other side.\n\nthird, have a bunch of slips of paper in a hat/bucket/whatever, with each slip having something on it like tree, bird, phone, stairs, bench, etc...  have each student pull out a slip of paper from the hat.  have students brainstorm the characteristics of their object, and then characteristics of themselves (may be helpful to have a framework for this - like a worksheet that says "looks like", "smells like", "sounds like" etc. for both object and student).  have students come up with ways their object could symbolize them.\n\nhave students share their symbolisms with the class
126893
Break it up into different parts.  Like intellectual and Physical and social.  Under intellectual, you may break that down to memorization tasks, quick thinking tasks, and maybe reasoning tasks.  Memorization: easy, have them memorize something like the presidents.  Quick thinking:  Games where they need to recall the correct answer quickly.  Reasoning:  Solving word problems.\n\nUnder physical, you could have Heath class, PE, Sports, etc…\n\nUnder Social, you would have group sessions, team sports, etc…\n\nBasically, brainstorm and come up with as many ideas as you can.  Then try and break each one of those ideas into as many smaller components.  Once you get there, then start writing about each of those components. Write one or two paragraphs linking it all together and you will have your finished paper in no time flat.
590612
Demonstrations ... \nNothing stays in your mind more than examples, so at the beginning of each lesson show an example, have a student come up and pretend to buy something and you can 'cheat' them and see if they catch on. Then you teach them the math concept and explain how it helps.  However this is a very negative view and will influence their perception of the world.  Sometimes fun can help with teaching as well. For example when my professor taught us about trig and pi, he brought it an actual pie to teach the concepts :)
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First of all, make it fun for her. Best way is to make a board game or fun flashcard or something like that. Then, promise her to do something fun with her if she stays on task and pays attention. Make ocational test to see her progress, but dont make them long. Last, the "lesson" should be no more then 20 min.
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Memory is linked to emotional/personal value (think about your clearest memories...usually there's intense sensory or emotional stuff going along with it). Depending on what you want the student to remember, bringing in music, dance, games such as hand clapping patterns, etc. all can help tremendously. Repetition is a big key, too, for fact recall, so drill, drill, drill!
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Day to Day \nA. \nTake good notes. Very few students leave high school with this skill. College of DuPage's Learning Lab can help you here. Some suggestions and observations. \n1. \nAlways take the notes for a particular class in the same notebook. Spiral bound notebooks were invented because they solved the problem of keeping related information consolidated in one place. Take advantage of this. \n2. \nDate each entry into your notebook. \n3. \nIt is usually best to keep the notes for different classes separate from each other. Spiral notebooks with built in dividers are excellent for this purpose. \n4. \nYour notes should contain as complete a record of what the instructor said as possible. Of course, you should not try to write every word spoken, but don't leave out ideas. When you study, your notes should call back to your mind the entire sequence of ideas presented. Take care to spell all new words carefully. It you don't know how to spell a word, ask your instructor to write it on the board. Most will automatically do so for new or difficult terms. \n5. \nAnything the instructor writes on the board should appear in your notes. If the instructor took the time to write it out, he or she considers it important. You should do the same. \n6. \nIf possible, try to take your notes in some kind of outline form. The organization of ideas is as important as the content of those ideas, especially when it comes to learning the material for an exam. \n7. \nYou might find it useful to have a second color of pen or pencil available for highlighting important ideas or indicating vocabulary. \nB. \nBe involved in your classes. Don't simply pretend you are a sponge, ready to soak up whatever the instructor says. You are there to learn, not to be taught. \n1. \nIf the instructor is moving too rapidly for you, or if you don't understand what is being said, say something! \n2. \nAsk questions if you are confused. Confusion is definitely your worst enemy. \n3. \nIf your class includes group activities, participate as fully as you can. Such exercises are done for your benefit, not to provide a break for the instructor. \nC. \nReview your notes every day. This suggestion is one which we have all heard a thousand times. Unfortunately, most of us never really believe it until we actually try it. Spend 30 minutes or so each evening going over the notes from each class. There are at least two tremendous benefits to be gained from this discipline. \n1. \nResearch has shown that reviewing new material within 24 hours of hearing it increases your retention of that material by about 60%. This means that you will be 60% ahead of the game the next time you walk into class. If you want to significantly reduce the time necessary to prepare for exams, this is the way to do it. \n2. \nReviewing material before the next class period enables you to identify points of confusion or omission in your notes, which prepares you to ask the questions you need to ask before the next lecture. Again, confusion is your worst enemy. \nD. \nIt is excellent policy to give high priority to new vocabulary. Language is the most fundamental tool of any subject, and it can seriously handicap you to fall behind in this. \nE. \nKeep up on your reading. Unlike most high school teachers, many college instructors don't give specific reading assignments. You are expected to go to your text for the reading related to the materials covered in class. Be independent enough to do this without being told. \n\n\nII. \nUsing Your Textbook \nA. \nDon't expect your instructor to give you detailed, page by page textbook assignments. While some may do so, many do not. College teachers are much more likely to expect you to use your own initiative in making use of the text. \nB. \nIn most cases, it will be most useful for you to at least skim the relevant chapters before each lecture. You should receive a course outline/syllabus at the beginning of the quarter, which will
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1-Believe that you can get very good marks\n2-Believe that you can learn the lesson very well.\n3-Decide to get very good marks.(very important)\n4-Start\n5-Don't try to study the whole lesson in a day.Each day one hour is suitable.\n6-Study it continually.\n7-Ask your Question from your teacher.\n8-Mark important points and review them daily.\ngood luck
49747
There are many techniques.  One of the most important is to study daily.  Spend some time studying every subject every day.\n\nSee some of the many, many Internet sites.
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trust me this works...most people have a much better visual memory then a mental one...what you need to do is get a blank sheet write all the words down so in a way that you can see it in your head, ie. different sizes, font, alphabetical or in groups or whatever, then look at the page, memorise how its laid out close your eys picture it then write it out on a new sheet, do this till you can do it right without referring, time consuming but you'll get full marks...as soon as you get into the test (if its written) justy write down your memory sheet on a piece of paper and you'll have all the answers
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You can't...teachers are people and sometimes people are idiots...the fact that good teachers are few and far between is common knowledge..teachers that make you think are the only real teachers in my opinion...that's where a person who is truly intelligent can shine...not just one who is disciplined in fact memorization...
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Do demonstrations! For volume, for example, you can show a cone has a third the volume of a cylinder with the same radius by pouring water from a cone to the cylinder. Most students guess that the volumes are about the same and it's a demonstration that sticks in their minds. \n\nAnything outside of the classroom is great (if you can do that). Interactive stuff is always good. Get them to estimate the area of the basketball court or other playing surface. Or figure out how many people you could fill your classroom with if they were all lined up lying down.
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It's not that big a problem, really. Lots of people go through that, and as any student will tell you, by the time they are through with any test or exam, their brains are racked to the utmost.\n\nBut a few simple pointers I can offer you: \n\n-try studying with a group of friends. You realize that when you learn together with other people, the conversational method and discussions will spur you to think clearer and retain more information, especially since you're all sharing what you know. Aspects that weren't readily clear to you might come from another friend.\n\n-write down whatever you have learnt. After your lecture or class finishes, set aside an hour or less than that, just write down in point form (or free form) whatever comes to your mind. You will find that you will slowly start organizing what you know, keeping in your mind fresh what you've just learnt, and can remember them days later since you took the time to learn them.\n\n-talk about it. This might bore your little sister or parent, but if it is a topic that is interesting enough, get somebody to listen to you talk. Tell them what you've learnt, what was fascinating (or not), or simply tell them the topic. When understanding of a subject leaves you, and is expressed to somebody else, you realize you know more, building your confidence, spurring you to find out more, and also remember them.\n\n-finally, its ok to forget. Go through them again, slowly. And relax. Go for a walk. Read in the park. Or listen to some music and have your favourite snack, chocolate or hot drink. :) It helps me.\n\nHope this helps.
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Wayyyyyyy back when, my biology teacher led us through procedures that pretty well guaranteed decent grades.\n\nHe had us keep notebooks with at least five sections. Notes, daily work, drawings, tests, and another which I forget.\n\nNotes were taken in class. Daily work was homework or free study work where we had to answer questions. Many of the questions could be answered right out of the book, but we had to rephrase them. Drawing, for biology, explain themselves. It wasn't art, but developing the ability to see what we were looking at and reinforcing it by making a labeled sketch. Tests, so that we could review right and wrong answers for future tests. Everything saved was corrected so that we had the right answers.\n\nThis notebook, along with the memory aid "SQ3R" carried us through what we couldn't discipline ourselves for or invent on our own.\n\nSQ3R was for reading our text information: Survey (skim it first), Question (what questions does the skimming raise), Read (look for answers to the questions while reading the text), Recite (find some way to talk about the new information. Relate it to something), Review (look over all the materials in notebook and text before quizzes and tests).\n\nOne other tip he gave us for science classes was "learn the vocabulary. You will have mastered half of the subject if you learn the special vocabulary and understand what it means."\n\nTo show how effective what he taught was, here I am repeating what he said 45 years later.
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Try Mind Mapping!!!\nWrite all the most important facts that need to be remembered on que cards, study them and then shuffle them and map them back together. That way u will remeber the facts and all the little bits that connect them!!!!!
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Fisrt use a phrasebook, so they will have a basic grasp when they do, you can proceed with learning books.\n\ntry pimsleur learning method,they are recorded books this is one of the best
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Not sure if this might help but anyways take a look\n\nPS: Please next time be more specific and let your kid do his own homework..Your son need to learn to do things by his own ....no offense \n\nBasic Science Process Skills \n\n\nObserving - using the senses to gather information about an object or event. Your vocabulary for this lesson:  Qualitative Observation (using the senses) and Quantitative Observation (using exact measurement).\n\nExample: Describing a pencil as yellow.\n\n\n--------------------------------------------------------------------------------\n\nInferring - making an "educated guess" about an object or event based on previously gathered data or information. \n\nExample: Saying that the person who used a pencil made a lot of mistakes because the eraser was well worn.\n\n\n\n--------------------------------------------------------------------------------\n\nMeasuring - using both standard and nonstandard measures or estimates to describe the dimensions of an object or event. \n\n   Example: Using a meter stick to measure the length of a table in centimeters.\n\n\n--------------------------------------------------------------------------------\n\nCommunicating - using words or graphic symbols to describe an action, object or event. \n\nExample: Describing the change in height of a plant over time in writing or through a graph.\n\n\n--------------------------------------------------------------------------------\n\nClassifying - grouping or ordering objects or events into categories based on properties or criteria. \n\nExample: Placing all rocks having certain grain size or hardness into one group.\n\n\n--------------------------------------------------------------------------------\n\nPredicting - stating the outcome of a future event based on a pattern of evidence. \n\nExample: Predicting the height of a plant in two weeks time based on a graph of its growth during the previous four weeks.