Evaluation Of A Interview On The Students ' Answers

"The meaning of a word - to me - is not as exact as the meaning of a color. Colors and shapes make a more definite statement than words. I write this because such odd things have been done about me with words. I have often been told what to paint. I am often amazed at the spoken and written word telling me what I have painted. I make this effort because no one else can know how my paintings happen. Where I was born and where and how I have lived is unimportant. It is what I have done with where I have been that should be of interest."

When creating a self-assessment for Student N, I wanted to generate a self-assessment that would be clear, simple, and provide beneficial information for myself and the student. The goal of my self-assessment was to involve the student in identifying their own thoughts and feelings towards reading, discover areas of strength and improvement, and encourage self-reflection of their learning. The student was asked to circle thumbs-up (always), thumbs-middle (sometimes), and thumbs-down (not yet). I prefer using the term “not yet” because it shifts the attitude as a work in progress versus a failure. After allowing the student to complete the self-assessment privately, I was able to sit down with them, take notes, and have a mini-conference to dive deeper into their responses.

“Imagine for a moment that we are nothing but the product of billions of years of molecules coming together and ratcheting up through natural selection, that we are composed only of highways of fluids and chemicals sliding along roadways within billions dancing cells, that trillions of synaptic conversations hum in parallel, that this vast egg like fabric of micron-thin circuitry runs algorithms undreamt in modern science, and that these neural programs give rise to our decision making, loves, desires, fears and aspirations.”

In early years at school young students sometimes find basic concepts hard to grasp, difficult to master and a challenge to recall. Young children are also very keen on playing games. Can we use this enthusiasm to help them master the basic concepts which they will need for their future education?

In order to meet the study objectives, in addition to the case study, a semi-structured interview was conducted using non-random sampling. As respondents of the interview had to have particular characteristics such as ability to value property and knowledge about the property market, estate agents were contacted. A total of 7 interviews were conducted with estate agents in the West Hampstead/Kilburn area. The interviews lasted approximately 10 minutes. The participants were as follows:

In "can you make yourself smarter?", the author Dan Hurley informs the readers of the benefits of playing a memory game. Hurley grabs the readers by seeking for this answer. Can one simply make them self smarter by playing a game? Hurley studied researchers and theorist and came upon a study in which third graders where playing a game that theoretically improves memorization. The children earn point by remembering which window the cat appeared in. If the children are right the game slowly progresses with higher levels. The higher the level they're on the longer the sequence the cat takes. By having the children playing the game it theoretically makes them smarter. But It's not always the case. The game is only effective if the child is engaged

Using the analogy of being in a role modeling game is brilliant on multiple different levels. A reason for this being true, is because a lot of men play video games, therefore they can connect with this way of thinking. In particularly, he connects the Real Life game to World of Warcraft, as the way this game is played has shared features with the game of the Real World. While reading it I found that as a reader, once one was hooked and competitively ramped up, he uses one’s own connections to transition to the actual point. I think this serves a great purpose, because by getting the audience to connect in the beginning they were able to respond in an appropriate way when the example was transferred to the real word

He then introduces the counter perspective that “Some guys play with their heads.” He says that this is good because you need to be smart to be the best. However, he says that the most important thing is that you “play with your heart, with every fiber of your body.” This

The questions were the same for the two schools. On the first question I asked the age in order to classify the students. On the second one they had to indicate if they do after-school activities and, if this question was negative, in the third one they could tell me the motive. The fourth question consisted in choosing 5 of the 14 options that I gave. All this choices where a different activity they could make in the house and, it is important

He saw language as a game, which like

In the opening of the poem, the speaker immediately begins to ponder about “the art of losing.” By writing “the art of losing isn’t hard to master,” she

He fails to realize that the metaphors passed down to the current generation is currently the world’s most efficient way to be social, a characteristic synonymous with humanity. To say that one should forget the metaphors is a selfish proposition because it would severely degrade the social environment humans live in. In all totality, it is best to keep to the rules and chains that metaphors keep humanity in as they are the best approximation of truth in the current world state. Truth itself is not an attainable concept, so the finest solution is to use the approximations known as words or ‘metaphors.’

Having a learning disability should not stop students from learning or doing well in school. The placement of special education can be beneficial to those who need extra help in school. Games can be helpful for those in special education programs. By implementing games and new strategies of learning, one could learn easier and more efficiently. For example, a particular case was with those who have ADHD, in which the study was comparing the effects that training one’s working memory in children using regular techniques versus a game-like approach. The study concluded that children aged 9 to 12 who had ADHD appeared to show greater levels of motivation, better training performance, and superior working memory in the post test compared to the pretest, before the game started. (Prins, 2011). In fact, with the help of games such as chess, memory games, and brain games, student learning can actually aid in minimizing symptoms of learning disabilities. In fact, chess could be a valuable learning aid for children with learning disabilities due to the fact that chess instruction facilities the transfer of cognitive skills from chess to mathematics (Bart 1). Not only those with learning disabilities, but in general, those put in special education can benefit from games by learning how games can have an impact on learning tactics and how one could cooperate efficiently. The goal of this project is to examine if people with some experience

Video games can be used as instructional tools as well. They have positive elements and add value; they create a micro world of their own. The players act based on natural tendencies towards learning. Therefore, learning occurs while playing (Rosas et al., 2003).

But before that one must ask whether these games increase brain function to a beneficial point by examining the effects on one’s brain, one must also examine the changes in their performance periodically and lastly the practicality of the “brain games” (how easy and simple are they?)