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  • All fields: solving
(111 results)



Display: 20

    • 1908, page 32

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    • 32 SOUTHERN BRANCH sists largely of the working of problems involving the laws of Physics. Class room experiments are performed by the teacher whenever necessary to make a principle more comprehensible. The fifty experiments outlined in the...
    • 1909, page 34

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    • 34 SOUTHERN BRANCH. PHYSICAL SCIENCE. MR. DALLEY. Elementary Physics. This subject is given in the third year. Object: The object of the course is to give the students a general survey of the field of Physics, including a study of...
    • 1910, page 40

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    • 40 Course in Physics." The laboratory manual used is Millikan and Gale's. References: Hopkins' "Experimental Science," Desehanel "Natural Philosophy," Barne's "Practical Accoustics," Edser "Heat for Advanced Students," Daniell "Text Book of...
    • 1911, page 40

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    • 40 students individually, or in groups when necessary. Each student takes notes on the experiments at the time of performing them and records his results in a record book outside of the laboratory. General Chemistry. This consists of an...
    • 1912, page 45

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    • 45 forming them and records his results in a record book outside of the laboratory. General Chemistry. This consists of an elementary course in general chemistry and qualitative analysis. The elements of chemical theories and of important...
    • Page 10

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    • EL INFORMATION PROCESSING IN MATH 3 Some good examples of this are receiving and processing information from a tour guide, receiving directions to a location, and receiving oral instructions in meetings or classrooms (A. Azucena, personal...
    • Page 10

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    • Flipping in Communication 10 an academic subject” (p 3). Prince (2004) describes active learning to be “introducing activities into the traditional lecture and promoting student engagement” (p 225). In the traditional lecture format students...
    • Page 105

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    • 98 The final learning style surveyed, intrapersonal, showed fewer males with a preference of working alone. The educator, during her years of teaching, has observed that boys chose to work alone rather than with other students. After the...
    • Page 108

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    • 101 complained when anything they were required to accomplish took more time than they thought it should. Students’ understanding of math was very interesting. Pupils leaned towards disagreeing with the statement, “Math brings out my creativeness”....
    • Page 11

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    • Flipping in Communication 11 to think, pair, and share. Ask a question and have students write down or think about their answer. Then have them pair up or form small groups to share their answers. Finally invite a few to share with the class some...
    • Page 112

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    • 105 Chapter 6 Reflection I discovered through interviews that the majority of the students involved in the creative project preferred working in groups. Allowing students to choose the group members exhibited excitement. Explaining the assignments...
    • Page 117

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    • 110 Nolen, J. L. (2003). Multiple Intelligences in the Classroom. Education (Chula Vista, Calif.), 124(1), Retrieved from http://www.hwwilson.com/ Overholt, J., Aaberg, N., & Lindsey, J. (1990). Math stories for problem solving success. West Nyack,...
    • Page 12

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    • EL INFORMATION PROCESSING IN MATH 5 Chapter 2 Literature Review When considering ways to help ELs reach higher levels of understanding and information processing during detailed oral instruction and problem solving in mathematics, a look at prior...
    • Page 12

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    • Event managers believe the Internet is a great source for marketing all events, while participants say this method is only effective for tourists. Managers also rely on television and radio advertising, but attendees said word of mouth and past...
    • Page 127

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    • 120 Name'--- _ Class Period _ TAU.YSHEET FOR LEARNING S1YLEASSESSMENT Li.r b..-lll... ~·"ur IlL,n,bcT re'l'O'1lOC rur~·a..·la 9,...llt'iorl nil til" appl'''''Pri3l'l:'' line, (1:01' ......;1I\1J'L.- if~"lIT rc"!:,,,.1lOC t" #I ".~ .1, puc...
    • Page 13

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    • Emotions in Conflict 8 Obliging is described by Leung & Kim (2007) as "sacrificing one's own concerns to satisfy that of the other party" (p. 175). This particular style differs from avoiding/smoothing in that the person involved admits that a...
    • Page 13

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    • 10 Student Achievement Through the use of InteractiveWhiteboards Through proper professional development trainings and willingness of educators to alter their teaching style, there has been a continuous pattern of how interactive whiteboards have...

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