Category: Education Article

While not a comprehensive list, below are some main components of an oral presentation that students can work to improve as they gain experience presenting their work in front of a group of people. By requiring students to be mindful of some specific features of an oral presentation, they can work to gain confidence in conveying messages using the spoken word.

Accuracy: Does the student speak with few to no mistakes? Accuracy in recitation means that the student can repeat the text verbatim.

Pronunciation: Can the student correctly sound out the spoken words? Pronunciation means that the student pronounces all words correctly when speaking, focusing on how to emphasize parts of the word and how certain letters and phonemes sound when spoken aloud.

Enunciation: Can the students speak clearly? Enunciation means that the students can properly blend words, speak at an appropriate pace so that each word spoken can be

What Kids Can Do For Themselves

Children should move past simple statements that make them feel better at the moment, like “I can do hard things,” and should also tie that to specific examples of what they have done in the past and what they can do in the future. Teaching your students to focus on the “why” and rationale behind their affirmation will help develop children into individuals who can self-reflect healthily and teach them how to build up their self-esteem. Providing specificity allows children to see their individual values for themselves. For example, if a child says about herself, “I am smart,” and repeats that affirmation over time, does she really do anything to support and develop her character? What happens when she is challenged by a child smarter than her or one that performs better on certain tasks? Instead, consider if that child drilled down to something

To Implement the Four Corners Strategy in your classroom:

1. Prepare a question with four possible correct answer choices that align with the lesson content or the goal of the check for understanding activity. Attempt to design your questions so that they can elicit an open-ended response, and where more than one answer choice could be correct, depending on the justification and rationale provided by the student.
2. Display the question on the projector screen or read the question aloud.
3. Inform students of four locations in the classroom, one that represents each answer choice. Students should move to the location in the room that represents their choice.
4. Encourage 100% participation and remind students to make their own choice and not be dependent on what other students choose.
5. Choose at least one student from each answer choice to defend their answer verbally, or allow groups to discuss the reason for their choice.
6. When

This Top 20 LMS list has been created using a holistic approach and is based on input from actual LMS users. The order of appearance depends on Customer Satisfaction (CSAT Score), Customer Effort (CEF Score) & Customer Expectation (CEX Score). You can also find LMS Customer Experience Resources that will help you choose the right software.

This Top 20 LMS list has been planned following a holistic approach based on input from actual users who were willing to share their experience with the LMS. Only reviews that were posted in the last 24 months were considered during the evaluation process. The reviews have been verified one by one by eLearning Industry. The order of appearance is a function of the following metrics:

Customer Satisfaction (CSAT Score): measures the degree of customer happiness with a particular product, service, or interaction.

Customer Effort (CEF Score): quantifies the amount of effort required to

Cooperative Writing

During Cooperative Writing, one specific strategy involves the teacher assigning writing tasks to two students, and they take turns completing a writing task. The teacher may often provide some specific instructions like

“Discuss in pairs _____ and then take turns responding to the prompt___.”

Students then take turns to record their writing, building on each other’s sentences or paragraphs. They can also use this time to check each other’s work.

Pairing students during cooperative writing can serve many purposes:

• Struggling students paired with higher performing students can provide an avenue for the struggling student to learn proper grammar and vocabulary usage. In contrast, the higher performing student can practice reviewing writing rules with his or her peer.
• Two higher performing students can challenge each other to include additional details, more complex vocabulary, or a more refined sentence structure.
• Two lower performing students, with the help of the teacher,