learning

Introduction

1. Background of the Study

In English ‘learning procedure, pupils ‘ consciousness of their acquisition manners is iffiportant for several grounds. First is because there are differences in ways of pupils learn which is called as acquisition manners. Second is that larning manners is an of import factor in English larning due to the activation of pupils ‘ senses such as eyes (seeing), ears ( hearing ) custodies ( touching ) and organic structure ( touching and traveling ) which one of them is more dominant in each person. Therefore, pupils ‘ consciousness of ain acquisition manners can besides assist them to understand their ain failings and strengths in larning procedure. In other words, they will cognize what sort of larning activities make understand lesson easier or vise versa. Third is because pupils ‘ consciousness of ain acquisition manners can assist them fit their acquisition manners with appropriate larning schemes in English acquisition in order to accomplish effectual acquisition. This matching is so really important for pupils because it can assist to make interesting and motivational acquisition procedure. Based on the above grounds, it can be said that pupils ‘ consciousness of their ain propensity manners is really of import as it can increase pupils ‘ larning accomplishment in English acquisition.

Teaching English to non English pupils can be hard due to pupils ‘ limited interaction to the English in their day-to-day life Therefore, to happen out most appropriate instruction and acquisition manners in English acquisition, instructors should hold the cognition of their pupils ‘ manners in acquisition.

Teachers who know their pupils ‘ preferred acquisition manners can fit their instruction manners with pupils larning manners. This is really of import as it consequence greatly to the effectivity of the instruction and acquisition procedure. Students ‘ preferred acquisition manners can assist instructors to fix lesson program and make up one’s mind acquisition activities and learning schemes based on consideration of assortment of their pupils ‘ acquisition manners in a peculiar schoolroom. Teachers ‘ consciousness of their pupils ‘ acquisition manners, hence, can be an effectual base in order to make effectual, actuating and interesting larning environment for pupils.

In short, the above account shows the importance of carry oning a survey on pupils ‘ preferred acquisition manners in larning English. The survey is of import in order to acquire intended informations sing sort of acquisition manners preferred by pupils in their acquisition in English lessons.

2. Problem Statement

Based on the above accounts about larning manners, job statement of this survey is stated as follow:

What are twelvemonth 2 pupils of SMPN 27 Bekasi acquisition manners penchants in English acquisition?

3. Method of the Study

Sing the research question/problem, this survey has been designed to be a descriptive qualitative 1. A study has been employed as the technique for roll uping the required informations. A set of questionnaire has been used with some SMPN pupils. An interview was besides done to some SMPN pupils. The instruments were aimed at obtaining informations about pupils ‘ larning hordeolums penchants in English acquisition.

4. Purpose of the Study

This survey chiefly aims at look intoing larning manners in English acquisition preferred by twelvemonth 2 pupils of SMPN 27 Bekasi. The acquisition manners are classified into the four sensory modes ( ocular, audile, haptic and kinaesthetic ) . This survey focuses on roll uping informations about pupils ‘ preferred acquisition manner in English lesson.

5. Benefit of the Study

Information about acquisition manners which preferred by twelvemonth 2 pupils of SMPN 27 Bekasi will be utile for instructors of SvWN 27 Bekasi to assist them to advance appropnate interesting, effectual and actuating learning environment which are antiphonal to stuGents neeas because it is based on assortment of pupils ‘ acquisition manners prefererees in their categories. In pattern, instructors of twelvemonth 2 pupils of SMPN 27 Bekasi can make learning activities in their lesson programs based on infonnation about pupils ‘ preferred acquisition manners. Furthermore, twelvemonth 2 pupils of SMPN 27 Bekasi may besides profit from the consequence of this survey as they can happen out theit strengths and failings in larning so that they can happen two ways to larn best in any sort of larning state of affairss.

Finally, it is hoped that by utilizing the information about acquisition manners penchants of pupils, both pupils and instructors can hold an effectual relationship in instruction and larning procedure as they can collaborate to accomplish effectual larning based on pupils ‘ preferred acquisition manners.

Chapter II Literature review

Learning Styles in English Learning

1.1. Learning Manners

The term ” learning manner ” was defined in many different ways. Kinsella ( 1995 ) described a learning manner as an person ‘s natural, accustomed, and preferable ways of absorbing, processing, and retaining new information and accomplishments which persist regardless of learning methods or content country ( p.171 ) . In another manner, Ellis ( 1985, cited in Vester, 2006 ) suggests a learning manner as the more or less consistent manner in which a individual perceives, conceptualizes, organizes and recalls information. In add-on, Jester and Miller ( 2000 ) stated that 1s larning manners are the manner they prefer to larn. It does non hold anything to make with how intelligent they are or what skills they have learned. It has to make with how the encephalon works most expeditiously to larn new information.

Then, larning manners, for the intent of this survey can be defined as a natural manner in which a individual preferred to larn best. It can be more consistent in grownups and less consistent in kids due to the consequence of some factors. Learning manners are ways of larning which include the procedure of absorbing and perceiving, processing ( conceptualized assistance organized ) , and retaining or remember nw information and accomplishments. Learning manners are non affected by how intelligent the individual is, nevertheless, it is about how person ‘s encephalon can work dominantly and most efficaciously and expeditiously when larning new information or accomplishments.

The original plants refering the engagement of senses which occur in larning procedure was developed by John Grindler and Richard Bandler in 1970 from the filed of Neurolinguistic Programming ( NLP ) . There are four rules of Neurolinguistic Programmming which are stated as follows ( O’Connor and McDermott 1996 ; Revell and Norman 1997 ) :

1. Results: the ends or terminals. NLP claims that cognizing exactly what you want helps you achieve it. This rule can be expressed as ” cognize what you want. ”

2. Rapport: a factor that is indispensable for effectual communication- maximizing similarities and minimising differences between people at a non witting degree. This rule can be expressed as “set up resonance with yourself and so with others. ”

3. Sensoiy sharp-sightedness: noticing what another individual is pass oning, consciously and non-verbally. This can be expressed as ” Use your senses. Look at, listen to and experience what is really go oning, ”

4. Flexibility: making things otherwise if what you are making is non

working: holding a scope of accomplishments to make something different. This can be expressed as ” Keep altering what you do until you get what you want.

Types of acquisition manners used in this survey were drawn from rule 3. The look ” Use your senses such as ” expression at ” was meant as ocular ( seeing ) , ” listen to ” was meant as auditory ( hearing ) and “ experience ” what is really go oning meant as tactile and kinaesthetic ( touch and move ) . ”

hi linguistic communication acquisition, the consciousness of the activation of senses has been developed by Dunn, Dunn and Prices ( 1975 ) . This theoretical account is categorized into four centripetal modes:

1. visual ( seeing ) ,
2. auditory ( hearing ) ,
3. haptic ( touching or hands-on activities )
4. kinesthetic ( whole organic structure motions ) which classified under physiological stimulations in larning.

Ocular scholars learn best though their eyes while audile scholars learn best when they hear them. Tactile scholars learn though their custodies and kinaesthetic scholars learn best through their organic structure motions ( custodies and organic structure ) .

1.2. The Importance of Students ‘ Awareness of Their Preferred Learning Styles

When larning English, pupils besides need to be cognizant of their preferable acquisition manners. Knowledge of larning manners preferred by their ain can assist them to larn English easier. Students who realize their preferable acquisition manners will cognize their ain strengths and failings in larning. Then, they ‘ will be able to larn efficaciously. Students who are cognizant of their acquisition manners will fell more comfy and motivated in larning through their preferable manners and may seek to other manners in order to get the better of their failings. They can seek other manners of larning in order to develop their acquisition manners.

However, in order to be cognizant of their ain acquisition manner penchants, foremost their instructor should aware of his/her pupils larning manners penchants. Teacher demands to present the being of single acquisition manners penchants to his/her pupils. It is hoped, by making so, instructors can raise pupils ‘ consciousness of their ain acquisition manners penchants. Kang ( 2005 ) suggests that instructor should assist pupils detect their ain acquisition penchants and supply constructive thoughts about the advantages and disadvantages of assorted manners. Besides, instructors should esteem the acquisition manners penchants and encourages their development, while at the same clip making chances from experiment with different ways of acquisition. ( p.7 ) Fro the above accounts, it can be concluded that, pupils can be cognizant of their ain preferable acquisition manners through instructors ‘ consciousness of his/her pupils preferred acquisition manners

1.3. Learning Styles-Based English Learning

To provide with pupils ‘ acquisition manners. teacher can fit acquisition

activities with acquisition manners penchants features. For illustration, in reading accomplishment, visuat pupils who learn best from what they see can utilize high visible radiation to assist them to read chief thought in each paragraph or they may utilize images as larning AIDSs in larning all linguistic communication accomplishments. Auditory scholars can larn linguistic communication accomplishments if there is much account and ( or ) unwritten direction from instructor. Tactile scholars can utilize method such as Entire Physical Response or they may utilize games on the board or pulling. Kinesthetic scholars need to travel out of schoolroom to larn speech production and composing accomplishment in English larning based on pupils ‘ mode strengths are aimed at easing effectual and interesting acquisition environment for pupils. In add-on, illustrations of English larning based on larning

manners are as follows :

1.  In reading and authorship, ocular scholars may larn new vocabulary by rewriting them in notebook and divided them into subject countries, so they can see and read them. In reading, usage colourss to foreground the chief thoughts in text edition. To beef up listening accomplishment, when larning duologues and new vocabulary, seek to utilize both text book cassette tape at the same clip and so merely listen to the tape.
2. In listening and speech production, audile scholars may larn duologues and drills by declaiming them out loud or taping them and play them back. In tinkle and reading, instructors can play soft music to attach to them.
3. in listening and reading, tactile and kinaesthetic pupils can utilize whilelistening and reading activities. For illustration, instructors can inquire pupils to make full in a tabular array while listening to a talk, or to label a diagram while reading In speech production, pupils can hold presentation so that at the same clip they can talk and used their custodies. In composing, they can rewrite the paragraph.

The suggestions of larning styles-based English acquisition above are designed to fit with each centripetal perceptual experience. The purposes of them are to make effectual linguistic communication acquisition.

2. Features of Junior High School Students.

In general, junior high school pupils are adolescents which aged between 12-15 old ages pld. When they were at simple degree, they have ability to prosecute in many activities which required organic structure activation ( games, drama, dance, ete ) . Beyond simple degrees, nevertheless, they have more abilities which developed due to their age. In acquisition, these pupils have characteristic such as they begin to hold the ability to listen to instructors and go more comprehend to instructors ‘ direction and account. Price ( 1980, cited in Kinsella,1995 ) suggest that seemingly, the ability to retrieve three-fourthss of what pupils ‘ hear in a 50- minute period does non develop among many immature scholars before the 6th class, and among under winners non until high school and sometimes non at all ( p.173 ) . Therefore, in general. pupils at secondary degrees have the ability to remember what they hear. This is the ability that they do non hold at simple degrees.

Based on Bruner ‘s theories of acquisition, stated from age 8 old ages old, kids have some abilities. On Bruner ‘s phases, pupils above 8 twelvemonth old have the ability to understand and to utilize symbols to stand for people, topographic points, and things. At junior high school, these abilities are still eist. They can be seen in signifier of ocular ability.

In decision, junior high school pupils have abilities which they have had since they were at the simple degrees. In add-on, they besides have some other abilities i.e. the ability to remember and grok what they hear. All abilities above are integrated at the degree of junior high school.

3. Learning Styles and Junior High School Students

In general, Junior high pupils have develop all four centripetal modes at the clip they start rate 7. The four modes develop in sequence. When they were at first degree of simple school, they largely learn best through tactile and kinaesthetic acquisition manners. At the 2nd class, they start to develop ocular acquisition manners. Finally at the 6th class of simple school, most pupils have developed the ability to grok lessons through their hearing ( auditory ) . Price ( 1980, cited in Kinsella,1995 ) stated that mode sfrenh evolve and by and large go more incorporate th age. Children are basically more haptic and kinaesthetic in the primary classs but with clip their penchants evolve from psychomotor ( larning through touching and experimenting ) to ocular at about 2nd class and eventually auditory at the terminal of simple school. Apparently, the ability to retrieve three-fourthss of what pupils ‘ hear in a 50-minute period does non develop among many immature scholars before the 6 class, and among under winners non until high school and sometimes non at all ( p.173 ) . In decision, kinaesthetic, haptic, ocular and audile acquisition manners have developed wholly at junior high school. Although, for some underperformers, audile learning manner does non develop at junior high school degrees. For them, the ability to larn through their hearing seems to be extended or may non be developed even until they finish high school.

Chapter III Methodology

This survey focuses on pupils ‘ preferred acquisition manners in English acquisition. it aims at happening replies to the undermentioned research inquiries:

What are twelvemonth 2 pupils of SMPN 27 Bekasi preferred larning manners in English acquisition?

To happen reply to the inquiries, this descriptive qualitative survey employed a study as the technique of informations aggregation.

1. Population and Sample

Population of this survey covers all twelvemonth 2 pupils of SMPN 27

Bekasi. 92 twelvemonth 2 pupils from two categories ( VlI1-l and VTIU-2 ) in SMP ( c27 Bekasi were involved as samples of this survey.

2. Time and Topographic point of The Study

The research was conducted on 24 November 2006 until 15 December 2006 at SMPN 27 Bekasi.

3. Data Collection

1. Instruments

For informations aggregation intents, a set of questionnaire has been developed with mention to Learning Style Analysis, Junior Version taken from website hypertext transfer protocol. In add-on, interviews were besides done to six pupils from category VIII1 and Vffl-2.

The questionnaire has two parts.

Part I, consists of three inquiries aims at arousing information on respondents ‘ background i.e ; .

1. name
2. age
3. degree of instruction and name of category.

Part II consists of 20 inquiries about larning manners in four linguistic communication accomplishment. Questions figure I to 5 represented ocular acquisition manner, figure 6 to 10 are for audile learning manner while figure 11 to 15 are for haptic learning manner and the last five inquiries are for kinaesthetic acquisition manner.

The questionnaire has been designed in Indonesian to avoid respondents ‘ misconstruing inquiries related to concept which is possible due to the limited exposures to English in their mundane acquisition. It is expected that this scheme will increase the dependability of the obtained responses.

The 90 two transcripts of questionnaires which were distributed to respondents through their instructor were all returned to the research worker. Based on the consequence, some interesting and utile informations can be observed.

Interview to stiidents were besides done in order to happen out pupils ‘ acquisition manners penchants in four linguistic communication accomplishments in English acquisition. They were asked 20 inquiries which were same as the inquiries on the quesiioniaire. Based on the interview, some interesting findings were besides can be observed.

4. Datas Analysis

Simple frequence analysis has been employed to treat informations. Obtained information was tabulated and per centum value of each class was calculated. The consequences were so analyzed and interpreted with regard to the research inquiries.

The following are Numberss of specific stairss of the analysis:

1. Distributing questionnaires to pupils.
2. Interviewing the pupils.
3. Tabling Numberss of responses from questionnaire and interview. Then, ciphering them in per centum value.
4. Showing the per centum values in signifier of tabular arraies.
5. Synchronized the consequence of each per centum value.
6. Describing pupils ‘ acquisition manners penchants qualitatively.

I. Introduction 1. Albert Einstein said, “Learning is not a product of schooling but the lifelong attempt to acquire it. ” 2. Penn Foster is one route that helps motivated independent learners acquire the knowledge and certification they need. 3. Students’ lives may change due to the decision to further their education. 4. I plan to use the following method balance work, family, and Penn Foster. II. Step 1: Figure Out What Really Matters in Life 1. Spending introspective time thinking about my life is the first step to achieving a balanced life. 2. I use an exercise for figuring out what matters most,” Laura Berman Fortgang (a personal coach) tells WebMD. She has her clients take a couple days off from work to contemplate the following series of questions: 1. If my life could focus on one thing and one thing only, what would that be? 2. If I could add a second thing, what would that be? ” and so on. (WebMD) 3. After the list is compiled, then the plan is to departmentalize my life. 4. When I’m at home with the family, I will focus and concern myself with them. 5. However, when I’m working on Penn Foster, I will only be thinking about learning and completing assignments. . This will help me to spend quality time in the areas that are most important. III. Step 2: Figure Out “Musts” vs “Shoulds” 1. The next step will be to figure out the difference between “Musts” vs “Shoulds. ” 2. “We always manage to find time for those things that we decide we must do and its the things we think we should do that get left by the way side. ” (Caroline) 3. To do this, I need to take my list from Step 1 and decide which activities on the list must I do. 4. Then, I need to take activities that I would like to do and put them in the should category. 5.

While I do this, I need to be careful not to put too many commitments into the must column. 6. The reason is to not overwhelm myself and over commit my time. 7. Some of my musts will be family, work, and Penn Foster. 8. Right now, everything else in my life I consider a “should” until school is finished. IV. Step 3: Take Daily “Time-Outs” 1. The last step to ensure that I can balance my life is to take daily “time-outs. ” 2. “Take a nap, a walk, or a mini-meditation break with a few minutes of silence. Maintain daily rituals, such as teatime, meditation, prayer, exercise. ”(Womensnet) 3.

By doing this, I can adapt myself to my new hectic schedule. 4. I will be able to maintain my energy throughout the day. 5. Keeping daily “time-outs” will ensure that I keep my sanity and they will give me something to look forward to throughout the day. V. Conclusion 1. Maintaining a balance between work, life, and Penn Foster can be accomplished using these three steps. 2. The first step is to figure out what really matters in life. 3. Then, I will create a must and should list. 4. After that, I will ensure I take “time-outs” to give myself a routine to look forward to during my day. . By doing these three steps, I can balance it all. Works Cited “Easy Steps to Work-Life Balance | Grants For Women in Business | Loans and Credit for Women Business Owners | Grants For Small Business. ” Grants For Women in Business | Loans and Credit for Women Business Owners | Grants For Small Business. 24 Mar. 2009 . discover, you may. “5 Tips for Better Work-Life Balance. ” WebMD – Better information. Better health.. 24 Mar. 2009 . way, the, and I wouldn&. “How to Find the Right Work-Life Balance: 6 Steps | Caroline Middlebrook. ” Caroline Middlebrook. 24 Mar. 2009 .

The course is appropriate for business and Nan-business majors. The course objectives are: To provide a basic understanding of core management tasks such as planning, controlling, leading and organizing, and to develop a similar understanding of organizational behavior at the individual, group and organizational levels. To develop a working vocabulary regarding these subjects and to become familiar with theories and concepts regarding them. To understand the application of course concepts to real world management and organizational behavior problems. LEARNING TOMES: The learning outcomes Of this course are as follows:

You’ll understand management and organizational behavior terminology and of the foundational concepts of thereof. You’ll learn to diagnose and solve management problems, including but not limited to change management, leadership, and motivation. You’ll gain knowledge of ethical issues often associated with organizational situations. You’ll gain knowledge of global & cultural differences in management and organizational behavior processes. TEXT & REQUIRED MATERIALS: 1 . Required Textbook: Jones & George, Contemporary Management Be with “Connect” access, University of Illinois BADLAND Edition, McGraw Hill.

ISBN 9781259167645. Available at local bookstores. 2. Required Access to McGraw-Hill “Connect” software. This is bundled with new textbooks but can be purchased separately (if you have other access to a textbook). The internet site gives you the opportunity to purchase it directly from McGraw-Hill (this was about $60 in 2014) the first time you click on a Connect assignment. Details will be announced in the first class and on the course Compass site. 3. Required clicker. Available at ITS and the LLC of I bookstore. Either the original clicker or the clicker 2 will work for this class.

NOTE: CLICKER REGISTRATION IS REQUIRED by Feb. 4, 2015. In order to credit you with points for clicker participation, we have to know your clicker’s Register by clicking the appropriate icon on the main page of the course Compass site. You must register your clicker on our Compass site even if you also registered it elsewhere. 4. Required Harvard Business School Change Management Simulation. Purchasing and registration instructions will be posted on Compass in mid-semester. Cost -? approve. $12. 5. Lecture notes can be downloaded from Compass site.

They will be available before lecture in mime for printing if you wish. COURSE SCHEDULE: The planned schedule will be posted on Compass. Changes may be made to reflect the needs of the class. Any changes will be announced in class and/or on the course web site (Compass). It is the students’ responsibility to stay aware of any changes made. Key dates: Exam 1: Tees Feb. 17, in class Exam 2: Thru Mar 19, in class ; Exam 31 Tees May 5, in class LEARNING APPROACH & HOMEWORK For this BAD 31 0 class, the activities (other than exams) are organized by weeks.

In a typical week we will cover two chapters in class, and students will omelet different types of (typically online) homework related to the chapters. This can be done before or shortly after class. Each week readings will be assigned from the text. Read each chapter and use the Learners exercises to learn the material well. Then, do the interactive exercises for the chapter to gain additional familiarity with the chapter concepts. Homework activities will typically be due at 9:30 AM on Tuesday of the week after we cover the material. There is an extended deadline for assignments in the first week.

Assignment due dates are on the Compass web site. 2 GRADING Your final grade in this class will be determined by your performance on: Max. Points Grading Component 1 . Learners Activities 18 chapters @ 9 points each, 2 lowest chapters grades dropped.. 2. Interactive Activities 18 chapters @ -16 points each, 2 lowest chapters grades dropped 3. Change Management Simulation AAA. Exam 1 (50 questions, mostly m/c & t/f but some fill-in) b. Exam 2 C. Exam 3 (M) Total Extra Credit Opportunities A. Optional Research Participation, up to 8 more studies @ 10 points each B. Clickers, participation in up to 20 classes @ 2 points per class. % afoot 144 7% 256 13% 100 500 25% 00% 2000 80 Final grades will be assigned based on the following point scale. A 1940+ 1860-1939=A 1800-1859 -A. 1740-1799 B+ 1660-1739=8 1600-1659 c 1540-1599 = C+ 1460-1539 -c 1400-1459 = c- D 1340-1399= D+ 1260-1339 -D 1200-1259 = D 1200 = F Grades will be accessible by password on IL Compass g. There are two exceptions: Grades for extra credit research studies will be maintained on the SONS system and will only be transferred to Compass after the last of the three exams.

Grades for the Connect activities (interactive activities and Learners) transfer to Compass graybeard about 1 week after you turn in the assignment. For your security, grades will not be provided by phone or email. Because of the size of the class, grade breakpoints are fixed to maintain equity. Students with extenuating circumstances which require them to receive a certain grade or maintain a particular GAP (e. G. , graduation, loss of a scholarship, University probation or suspension, loss of a job offer, revocation of student Visa, etc. ) need to realize that they are responsible for working hard to achieve the needed class grade.

Please ask for help if you see that you are falling short of the grade that you expect or need. We want students to succeed but you must know that we cannot make exceptions for individual students. Grades can be changed only if we have made an input or calculation error. It is important that you check your class grades and immediately notify us of any discrepancies. 3 Grading Components Learners Learners homework assignments are part of Connect, McGraw Hill’s online learning platform. Learners is basically an “intelligent electronic flash card system. The system asks multiple choice, fill-in, and other quick questions.

The “intelligence” is that if there is a topic you have difficulty with, the system ends to increase the number of questions so as to help you bring your knowledge up to par. The pedagogical purpose of these exercises is primarily to review the chapter concepts from lecture and your reading. We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. Learners is treated as “mastery’ exercises. The more cards you do, the higher your score gets until it says you have completed the exercise, whereupon you get full credit.

The exercises are set so that McGraw-Hill estimates the average student can gain full credit with 30 minutes of work (and call us biased, but we are confident every IS of I student is above the average student in McGraw Hill’s book). But, you can work on the activities for as long as needed to achieve the score you want. It should be possible for all students who are willing to spend the time, to achieve scores near 100% on these exercises. Additionally, we drop your lowest two chapters’ scores at the end of the semester. Learners gives no credit for late submissions. To start working with Learners, check the Compass site.

If you have trouble gaining access, please contact McGraw-Hill first (phone # and web address on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the Mcgraw Hill service ticket # in the email in case we need to coordinate with them. The Learners exercises are normally due at 9:AMA on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have done on them.

Con next” Interactive Activities “Connect” homework assignments comprise one to three modest interactive exercises for each of the 18 chapters in the text Some of these are “drag and drop” exercises which amount to a matching game where you connect a specific situation with a chapter concept. Others are video exercises in which you answer several multiple choice questions that emphasize chapter concepts as you view the video, and then answer some concept check questions at the end. The pedagogical purpose of these exercises is to help you become familiar with applying the chapter concepts from lecture and our reading.

We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. These exercises are treated as “mastery/’ exercises. That is, they are set up so all students can master the material. This is done by allowing you three tries at each exercise and taking only the highest score. You are also allowed to reference the textbook and notes as you work through the exercises. Students who are willing to spend the time should achieve scores near 100% on these exercises.

Additionally, we drop your sweets two chapters’ scores at the end of the semester. Each day you are late in submitting results in a 20% penalty. 4 To start working with the interactive activities, check the Compass site for an introduction. Tutorials are available. If you have trouble gaining access or working with the interactive exercises, please contact McGraw-Hill first (link on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the McGraw-Hill service ticket # in the email in case we need to coordinate with them.

The interactive exercises re normally due at 9:30 AM on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have scored. IMPORTANT: In order to be as fair as possible to everyone in the class, deadlines for interactive activities and Learners have to be enforced. Please DO NOT wait until the last minute. If you wait until the deadline, issues such as illness or problems with the University server might make it impossible for you to complete the assignments.

Change Management Simulation (SMS) Near the end of the semester, all students will participate in a simulation of an organizational change initiative published through Harvard Business School publishing. The simulation challenges you to acquire support among your company’s management for an innovative idea. The simulation plays like a game, and students have found it very engaging. We hope that you find that simulation not only interesting, but a powerful learning experience where you see the results of effective and ineffective application of course concepts.

IMPORTANT: You will need to register and purchase the change management simulation through the Harvard web site before we start the simulation. Instructions will be posted on Compass, probably in early to mid April. Announcements about this will be made in class. Exams There are three exams in the course. Each exam covers the material from one of the three parts of the course and consists of approximately 50 questions. Most are multiple choice and true/false questions, but some are short fill-in (e. G. , definitions, identification of concepts). Material on the exam is drawn room the textbook, class lecture and other assigned materials.

The exams are closed-book and are given in class at the regularly scheduled class time. Specific Exam Policies: ; Indicate your exam answers on both your exam copy and on your answer (bubble) sheet. Both are collected when you leave. Your bubble sheet answers are what we must use, but if for some reason it is lost or illegible we may refer to the exam copy. If you do not turn in an answer sheet or a marked exam copy, you normally cannot receive any credit for the exam. Plan on remaining in the classroom for at least minutes during exam days.

Bring a #2 pencil to class and use it to fill out the exam. Bring a photo ID to all exams as the size of the class requires that we check IDs. 5 Dictionaries and electronic devices (calculators, dictionaries and translators) are not permitted during exams, on the recommendation of the college deans. We will answer questions about word meanings that are not related to class concepts. Additional exam policies and procedures may be discussed in class. Conflict Exams ; Exams are taken only at the regularly scheduled time except when events beyond your control prevent you from doing so.

The most common exceptions are for excused absences (e. G. , illness or injury, family emergency, university sanctioned events) and out of-town job interviews. Please ask if you have an unusual situation. With approved exceptions you are able to take the conflict exam which has the same format as the regular exam. You MUST notify us IN ADVANCE if you need to take the makeup/ conflict exam. Email to the course email (see Compass). Failure to do so (unless you are physically unable to email) will result in an automatic zero for the exam. Documentation is required to take the makeup/conflict exam.

For illness, injury, or family emergency, please obtain an official excused absence letter from the Dean of Students Office. The Dean of Students office is at 300 Student Services Building, 61 0 East John, 333-0050. For other situations check with the professor regarding required documentation. Extra Credit There are two primary sources of extra credit: Participation points through using the clickers and participation in research studies that brings exposure to the research process. “Clicker” Participation Points We use “clickers” to make lectures more participative and engaging.

Video game has many positive effects in student’s learning process and it also has benefits in real life. First, when you play a video game, it makes you think and increase your logic. There are many games that have strategic and puzzles genre, which is want us to think to solve the problem in the game, it needs accurate of our mind in order to not lose. It will benefit in real life of students or children if they are faced by a problem, they will use their logic and mind more, and be forced to solve their problem themselves, instead of crying to parents and other people for helps.

Second, there are many games which increase your eyes speed and accurate to take a decision in fixed time. Game’s genre like races and other speed game which race with time are used for this. Children who are habitual with those games will also habitual to solve a problem with fixed time and they are habitual under the pressure without being stressed. Game also can increase concentrating of mind and sometimes increase our languages vocabularies. There are many games that have word puzzle genre which is benefit to increase our vocabularies, especially if the game has English language.

And game that has hidden object genre can be used for increase concentrating of mind. It can be benefits for children or students to concentrate on their lesson like math, and can get new vocabularies in English or any other language lessons. Learning process which is implemented with video games or any other games is usually beloved by children or students. So, I think video games or any other games is not always has bad effects for students. They also have many benefits for children and students in real life.

Continuous and comprehensive evaluation Continuous and comprehensive evaluation is an education system newly introduced by Central Board of Secondary Education in India, for classes 9th and 10th. Continuous and comprehensive evaluation has been formulated by Education Minister, Kapil Sibal to decrease the accumulated stress of board exams on the students and to introduce a more uniform and comprehensive pattern in education for the children all over the nation. As a part of this new system, student’s marks will be replaced by grades which will be evaluated through a series of other factors along with academics.

The aim is to reduce the workload on students and to improve the overall skill and ability of the student by means of evaluation of other activities. Grades are awarded to students based on work experience skills, dexterity, innovation, steadiness, teamwork, public speaking, behaviour, etc. to evaluate and present an overall measure of the student’s ability. This is supposed to help those students who are not good in academics but do well in other fields such as arts, humanities, sports, music, athletics, etc.

Assessment is done through projects and internal assessments which will last the whole year. However, most students have not liked this particular change and have liked the old system better. The toppers, especially don’t like this system as one who gets 92% and one who gets 98% get the same grade. Even parents have complained about this new change and have likened the old system over the new one. it has become a major cause of stress for the youth and is a burden for the students.

Curriculum development has been looked at In two ways. These are apocryphalness’ and ‘product’. As the terms Imply ‘process’ Is concerned with the methods means ‘how whereas the ‘product’ looks at the outcomes, the end product&dhat’. There are two approaches that have been developed: normative nondestructive. The first approaches are called normative – Objectives (Tyler 1949) and the rational(Tab 1962 and Wheeler 1967) because they provide a sequence of steps. Teaches technical interests of control.

The procedural approach (Statehouse 1975, Walker 1972, Skillets 1976, Olivia 1976) which is discussed later in the lecture falsetto the second category of descriptive approaches because it an interactive model.

Differentiation between Process and Model:

Process: Some synonyms include. Procedure, development, method, progression, practice, course of action. A process is very simply the steps from the beginning of something Its end. We have said that Curriculum Development is a process because It has begun and It Is continuously changing or being developed.

Some synonyms: representation or reproduction.

Len education when we talk about models we are talking about a diagrammatic representation of something. (See Figure 5. 2 A simple Model of CurriculumDevelopment – course book). Len the curriculum development process, the term model is used to represent the different elements or stages and how they relate to one another. Models are usually abstract pr conceptual. This means that they exist In policemen’s. They are very useful in the task of theory building. (Sahara: 2003: 5. 6) A continuum of Curriculum Development Models.

E-learning is another form of distance learning where education and training courses are delivered using computer technology. Typically, this means that courses are delivered either via the Internet, or on computer networks (linked computers). With the increased availability of PC’s and Internet access, E-Learning is a web application uses JSP. The database is Oracle log.

This online application enables the ND users to register online, select the subject, read the tutorial and appear for the exam online. A person Is given three attempts to pass a paper. In subjects containing more than one exam, the candidate should take tests in a particular sequence and also he can attempt the next test only if he has completed the previous papers. The correct answers for the questions are displayed after the exam. The date of the registration, date of exam, number of attempts, test results etc. Re stored in the database. 1. 2 Purpose: – Education through the Internet, network and a computer Is E-learning. This helps In network enabled transfer of skills and knowledge. Learning refers to use of electronic applications and processes to learn. This is a web based application which can be hosted in the website of any training institute. The students will be able to register online, read the course material and write online exam. Certificates also will be issued online. The objectives of this project are . To provide distance learning To make It convenient for people who have other commitments Cost reduction Reduced paper work Computer evaluated tests 1. 3 Understanding Of Existing System : Shows educators and trainers how to adapt teaching methods and materials to make use of the Internet. Including a framework showing how to apply Internet technology progressively as skills and confidence grow, the project demonstrates the route from adapting materials to developing a virtual course.

Nowadays, when people are not having time to visit an institute. Therefore, the software is designed to provide the education through Internet. The project “E – LEARNING” helps the common world in any field they are to get the knowledge what they want even sitting at their places. This helps them to spare time In their busy schedule and save their time during transportation. 1. 4 Tools/Environment used.