(wow) Words Of Wonders Level 37 Answers

(wow) Words Of Wonders Level 37 Answers – A few years ago, I first realized that there could be a problem when one of my children learned about weather systems: high and low pressure systems, cold zones and warm zones. We tried to help him prepare for the test and do some homework and he just didn’t get it.

Me and my husband, we were very confused because we all had the upper half of this article explaining the concept. So we had a hard time explaining it to him and finally I said to him: “You know, in your class, your teacher never drew on the board?”

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I said, “Have you ever had a teacher take a group of kids and say, ‘OK, you three, you’re going to be the cold people, and then the three of you are going to be you? Against the heat? ‘. Come to the front of the room, OK, I want these people here. , I want to turn you over quickly because you’re so stressed, I don’t know, with these guys, I want to turn you over really, really slowly, do it

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I tried to find out if these concepts have some kind of physical manifestation. It seems that even a three-minute review of how these systems work will help kids pick it up right away.

“What do you mean ‘we’re reading a book’?” I asked. “Did everyone sit still and read it and then did the teacher talk to you?”

“No. We opened it to page 36, then he read us a bit, then we explained something, we read a bit, then he said something else, and that was it.

That was a few years ago, when all my kids were still in elementary school, but since then, I’ve noticed this pattern a lot as they grow up: Every day, pretty much, information is provided. They are basically taught – usually PowerPoint – and the kids copy what the teacher says from the slides. Then they have some sort of worksheet where they basically repeat what was on those slides. After repeating this cycle four or five times, they have some kind of test. And that’s it.

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This is not good. If our students want to learn the facts, concepts, and ideas we’re trying to teach them, they need to experience those things in ways that rise above abstract words on paper. They have to be processed. They run.

I know I’m probably preaching to the choir here – people reading this post do a lot more in the classroom.

Example – If this rings true for you, great. But I always listen to teachers: at school, on social media, in private messages, and I know things don’t always go your way. I’ve heard teachers talk about “covering” concepts in class and go over them, even with toys, and half the class fails the exam. This is very disappointing; I understand. But the truth is, just because you covered it, doesn’t mean they learned it.

And I know this bothers some people, but if you have a lot of students who fail your test, and those students are in the classroom and they show up, they’re not the problem. The problem is you. It’s something you do, or maybe something you don’t.

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First, I would say that authentic, project-based learning is the best way for students to experience meaningful learning. But many schools and classrooms still don’t exist: they teach in the traditional way. This model can still lead to powerful learning if implemented correctly. And this is where I see the problem. I think we have passed one of the most important steps in our lesson plan.

I think we are skipping the third step. We go with independent practice (mostly lower levels – basic therapy), but the students are not really given any kind of work.

In some cases, we may skip both steps 3 and 4. Not long ago I was helping my child study for a social studies test. We were only working with notes copied from PowerPoint. I didn’t understand half of them because they were just sentences, making it almost impossible to review the material. It was very difficult when I asked my child to point out personal things and tell me what they meant. Even though the teacher told me to write bullet points, my child left the class that day not knowing what they meant.

Being a teacher myself, I know there must be more to the story. I remember how students could distort or simplify what we did in class. I bet the teacher spent time explaining these concepts before the students copied the bullet points. But it was not enough. My child was in class, paying attention, taking notes, but still not learning much.

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In addition to poor teaching, this gap in our teaching is troubling for two other reasons.

One is that it is not up to standards. In any case, check out the social studies standards for high school. Do any of them say that children should be able to recognize the names of important people in historical times or learn facts about certain cultures or places?

They don’t want students to understand the relationship between social movements and change and other influences. They want students to be able to explain and analyze things. I just discovered the Wisconsin Standards for 7th grade social studies. Here is an example of what these students should do when studying history (from page 10):

These prices are good. If students in Wisconsin middle schools are doing these things, that’s amazing. But if Wisconsin is like many other places, my guess is that students will sit through PowerPoint lectures, copy notes from PowerPoint, and transfer that information to workshops and exams.

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I know I’m harping on social studies here, but that’s because social studies is an information-based subject area. The same can be said for science, health and other content intensive classes. There are some teachers who can do basic lecture-paper-exam classes even in English language arts, where reading and writing practice goes a long way.

Another problem with this kind of teaching is that it makes children hate school. I already covered this in this article about the overuse of worksheets, but it bears repeating: When we make students do more than copy notes or fill out worksheets, we make school a worse place.

In a 2014 article, instructional coach Alexis Wiggins reported her findings by putting two high school students through a typical school day. He was amazed at how these students sat and learned without organization. My friends who work as consultants and teacher trainers who visit hundreds of classrooms each year say they see fewer seats than anything else.

Other parents I talk to — who live all over the country — often report the same pattern. This is not a separate issue.

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We are now in such a data-driven and data-driven environment that educators have no choice but to do things that only provide data. Teachers say they want to do more hands-on activities, but they end up in this cycle of information, report, assess, grade, move on, repeat.

– Detailed lesson plans, to specify what font size they will use. When you have to do so much documentation, it cuts down on teachers’ time, so they go into this default sequence of getting the content, covering it, checking it, and going to the next thing.

A friend who consults with schools told me that he believes teachers don’t have enough tools in their teaching toolbox. Teacher preparation programs may not provide teachers with sufficient strategies, as they may not know enough strategies to fully engage students in the content. Most teachers don’t necessarily know how to go beyond direct instruction, workshops, and tests, so they default. In some states with very high teacher turnover and an increase in the number of emergency certifications, teacher preparation programs may not be necessary: ​​there may not be much preparation.

The first two factors must be addressed in governance;

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