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Raj Kadam

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raj kadam
name:
raj kadam
 :
Информация отсутствует.
Город:
Bangalore
Деятельность:
1. Pass out the latest timeforkids.com news story, To the Moon! Tell students that they will be reading about a worldwide competition. Explain that when entering a competition, it is important to get the facts and details straight. Have students make a list of questions they would want answered before entering a competition. 2. As students read, have them imagine that they are contestants in the Google Lunar X Prize competition. Remind them to look for the answers to the questions they wrote and to underline important facts and details. 3. Have students share which information they believe to be most important for a Google Lunar X Prize contestant to know. Ask: What is the purpose of this competition? Do you think it is a good idea to offer cash rewards in order to encourage space exploration? 4. As a follow-up activity, challenge students to create an advertisement to persuade others to enter the Google Lunar X Prize competition. Encourage them to incorporate important facts and details from the article.
Интересы:
The most important questions raised in the literature on interest and reading concerned the influence of interest on readers' text processing and learning, the factors that contribute to readers' interest, and the specific processes through which interest influences learning. These issues are considered next. The influence of interest on readers' text processing and learning. Up to the early 1980s, the prevalent view in educational research was that proficient readers process and recall text according to its hierarchical structure. Thus it was believed that readers could recall best the more important ideas at the higher levels of text structures. Since the early 1980s, however, research has shown that readers' well-formed individual interests and their situational interests (evoked by topics and text segments) contributed to their reading comprehension and learning. Several studies have demonstrated that personally interesting text segments and passages written on high-interest topics facilitate children's as well as college students' comprehension, inferencing, and retention. Researchers have also demonstrated that interest affects the type of learning that occurs. Specifically, beyond increasing the amount of recall, interest seems to have a substantial effect on the quality of learning. Interest leads to more elaborate and deeper processing of texts. In 2000 Mark McDaniel, Paula Waddill, Kraig Finstad, and Tammy Bourg found that readers engaged with uninteresting narratives focused on individual text elements, such as extracting proposition-specific content, whereas readers of interesting texts tended to engage in organizational processing of information. Furthermore, their research suggests that text differing in interest may affect the degree to which processing strategies benefit memory performance. Factors contributing to readers' interest. Another important educational issue is to increase the amount of interesting reading that students engage in. The bulk of the research in this area examined text characteristics that contribute to making reading materials more interesting. In his seminal 1979 paper, Roger Schank indicated that certain concepts (e.g., death, violence, and sex) can be considered "absolute interests" that almost universally elicit individuals' interest. In 1980 Walter Kintsch, referring to these interests as "emotional interests, " distinguished them from cognitive interests, which result from events that are involved in complex cognitive structures or contain surprise. Subsequent research has suggested that a variety of text characteristics contribute in a positive way to the interestingness and memorability of written materials. Features that were found to be sources of situational interest include novelty, surprising information, intensity, visual imagery, ease of comprehension, text cohesion, and prior knowledge. Text-based interest can also be promoted by altering certain aspects of the learning environment such as modifying task presentations, curriculum materials, and individuals' self-regulation. For example, in 1994 Gregg Schraw and R. S. Dennison were able to change the interestingness and recall of text materials by assigning for reading various perspectives on the same topic. In addition, research has indicated that presenting educational materials in more meaningful, challenging, and/or personally relevant contexts can stimulate interest. Modifying the presence of others in the learning environment can also elicit interest. For example, German researchers Lore Hoffman and P. Haussler demonstrated that mono-educational classes in physics can contribute to girls' increased interest in the subject area. Finally, Carol Sansone and colleagues in a series of studies showed that individuals can self-regulate in order to make tasks more interesting and subsequently to develop individual interest in activities initially considered uninteresting. Although these studies did not deal specifically with interest in reading, they i
Любимая музыка:
"The Dairy Queen" "Exercise" "Your Favorite Music" "African Friend" "Bread" "I Love the Unknown" "1989" "Loneliness Finds Her Own Way" "Sweet Mother Russia" "Messiah Complex Blues" "Donna"
Любимые игры:
The most important questions raised in the literature on interest and reading concerned the influence of interest on readers' text processing and learning, the factors that contribute to readers' interest, and the specific processes through which interest influences learning. These issues are considered next. The influence of interest on readers' text processing and learning. Up to the early 1980s, the prevalent view in educational research was that proficient readers process and recall text according to its hierarchical structure. Thus it was believed that readers could recall best the more important ideas at the higher levels of text structures. Since the early 1980s, however, research has shown that readers' well-formed individual interests and their situational interests (evoked by topics and text segments) contributed to their reading comprehension and learning. Several studies have demonstrated that personally interesting text segments and passages written on high-interest topics facilitate children's as well as college students' comprehension, inferencing, and retention. Researchers have also demonstrated that interest affects the type of learning that occurs. Specifically, beyond increasing the amount of recall, interest seems to have a substantial effect on the quality of learning. Interest leads to more elaborate and deeper processing of texts. In 2000 Mark McDaniel, Paula Waddill, Kraig Finstad, and Tammy Bourg found that readers engaged with uninteresting narratives focused on individual text elements, such as extracting proposition-specific content, whereas readers of interesting texts tended to engage in organizational processing of information. Furthermore, their research suggests that text differing in interest may affect the degree to which processing strategies benefit memory performance. Factors contributing to readers' interest. Another important educational issue is to increase the amount of interesting reading that students engage in. The bulk of the research in this area examined text characteristics that contribute to making reading materials more interesting. In his seminal 1979 paper, Roger Schank indicated that certain concepts (e.g., death, violence, and sex) can be considered "absolute interests" that almost universally elicit individuals' interest. In 1980 Walter Kintsch, referring to these interests as "emotional interests, " distinguished them from cognitive interests, which result from events that are involved in complex cognitive structures or contain surprise. Subsequent research has suggested that a variety of text characteristics contribute in a positive way to the interestingness and memorability of written materials. Features that were found to be sources of situational interest include novelty, surprising information, intensity, visual imagery, ease of comprehension, text cohesion, and prior knowledge. Text-based interest can also be promoted by altering certain aspects of the learning environment such as modifying task presentations, curriculum materials, and individuals' self-regulation. For example, in 1994 Gregg Schraw and R. S. Dennison were able to change the interestingness and recall of text materials by assigning for reading various perspectives on the same topic. In addition, research has indicated that presenting educational materials in more meaningful, challenging, and/or personally relevant contexts can stimulate interest. Modifying the presence of others in the learning environment can also elicit interest. For example, German researchers Lore Hoffman and P. Haussler demonstrated that mono-educational classes in physics can contribute to girls' increased interest in the subject area. Finally, Carol Sansone and colleagues in a series of studies showed that individuals can self-regulate in order to make tasks more interesting and subsequently to develop individual interest in activities initially considered uninteresting. Although these studies did not deal specifically with interest in reading, they i
Любимые книги:
1. Pass out the latest timeforkids.com news story, To the Moon! Tell students that they will be reading about a worldwide competition. Explain that when entering a competition, it is important to get the facts and details straight. Have students make a list of questions they would want answered before entering a competition. 2. As students read, have them imagine that they are contestants in the Google Lunar X Prize competition. Remind them to look for the answers to the questions they wrote and to underline important facts and details. 3. Have students share which information they believe to be most important for a Google Lunar X Prize contestant to know. Ask: What is the purpose of this competition? Do you think it is a good idea to offer cash rewards in order to encourage space exploration? 4. As a follow-up activity, challenge students to create an advertisement to persuade others to enter the Google Lunar X Prize competition. Encourage them to incorporate important facts and details from the article.
Любимые телешоу:
The most important questions raised in the literature on interest and reading concerned the influence of interest on readers' text processing and learning, the factors that contribute to readers' interest, and the specific processes through which interest influences learning. These issues are considered next. The influence of interest on readers' text processing and learning. Up to the early 1980s, the prevalent view in educational research was that proficient readers process and recall text according to its hierarchical structure. Thus it was believed that readers could recall best the more important ideas at the higher levels of text structures. Since the early 1980s, however, research has shown that readers' well-formed individual interests and their situational interests (evoked by topics and text segments) contributed to their reading comprehension and learning. Several studies have demonstrated that personally interesting text segments and passages written on high-interest topics facilitate children's as well as college students' comprehension, inferencing, and retention. Researchers have also demonstrated that interest affects the type of learning that occurs. Specifically, beyond increasing the amount of recall, interest seems to have a substantial effect on the quality of learning. Interest leads to more elaborate and deeper processing of texts. In 2000 Mark McDaniel, Paula Waddill, Kraig Finstad, and Tammy Bourg found that readers engaged with uninteresting narratives focused on individual text elements, such as extracting proposition-specific content, whereas readers of interesting texts tended to engage in organizational processing of information. Furthermore, their research suggests that text differing in interest may affect the degree to which processing strategies benefit memory performance. Factors contributing to readers' interest. Another important educational issue is to increase the amount of interesting reading that students engage in. The bulk of the research in this area examined text characteristics that contribute to making reading materials more interesting. In his seminal 1979 paper, Roger Schank indicated that certain concepts (e.g., death, violence, and sex) can be considered "absolute interests" that almost universally elicit individuals' interest. In 1980 Walter Kintsch, referring to these interests as "emotional interests, " distinguished them from cognitive interests, which result from events that are involved in complex cognitive structures or contain surprise. Subsequent research has suggested that a variety of text characteristics contribute in a positive way to the interestingness and memorability of written materials. Features that were found to be sources of situational interest include novelty, surprising information, intensity, visual imagery, ease of comprehension, text cohesion, and prior knowledge. Text-based interest can also be promoted by altering certain aspects of the learning environment such as modifying task presentations, curriculum materials, and individuals' self-regulation. For example, in 1994 Gregg Schraw and R. S. Dennison were able to change the interestingness and recall of text materials by assigning for reading various perspectives on the same topic. In addition, research has indicated that presenting educational materials in more meaningful, challenging, and/or personally relevant contexts can stimulate interest. Modifying the presence of others in the learning environment can also elicit interest. For example, German researchers Lore Hoffman and P. Haussler demonstrated that mono-educational classes in physics can contribute to girls' increased interest in the subject area. Finally, Carol Sansone and colleagues in a series of studies showed that individuals can self-regulate in order to make tasks more interesting and subsequently to develop individual interest in activities initially considered uninteresting. Although these studies did not deal specifically with interest in reading, they i
Любимые фильмы:
reviews, get personalized movie recommendations, purchase movie tickets online, and create and view other user's lists of their favorite movies. ... 3 KB (442 words) - 13:10, 5 November 2009 Bottle Rocket Director Martin Scorsese later named Bottle Rocket one of his top-ten favorite movies of the 1990s. Bottle Rocket is also the name of a ... 9 KB (1, 327 words) - 00:05, 14 November 2009 Satchel (band) Most of "EDC"'s song titles were taken from the characters names in the cult classic movie "Reservoir Dogs", one of the bands favorite movies. ... 2 KB (307 words) - 22:57, 30 August 2009 Diogo Silva He cited as influences Jet Li and Jackie Chan, the latter being star of his favorite movies, Rumble in the Bronx and Rush Hour . ... 4 KB (536 words) - 20:06, 26 April 2009 Blackbuster movies BET presents film favorites with “BlackBuster Movie.” in film, “BlackBuster Movie” showcases popular black movies for viewers' enjoyment. ... 814 B (84 words) - 15:09, 15 July 2009 Sam O'Steen Cut to the Chase: Forty-Five Years of Editing America's Favorite Movies, was published in 2001, shortly after O'Steen's death, by his ... 11 KB (1, 308 words) - 07:03, 15 September 2009 Rondell Sheridan (section Movies) He loves to watch anything Sci-Fi and his favorite movies are Blade Runner and Once Upon a Time in the West . Filmography Movies ... 4 KB (526 words) - 01:57, 13 November 2009 Michael G. Fitzgerald Fitzgerald, who grew up watching old movies with Michael as a small boy. ... Michael's favorite movies included musicals with Donald O'Connor, ... 2 KB (316 words) - 03:00, 24 October 2009 Yamazaki Maso Maso has an interest in avant-garde films, having stated in interviews that his two favorite movies are the Alexandro Jodorowsky films ' ... 3 KB (494 words) - 05:18, 2 September 2009 Peter I. Haskell Syracuse University - Syracuse, NY · Hometown: East Brunswick, NJ · Favorite Destination: Almost any beach· Favorite Movies: Casablanca; Stripes ... 2 KB (246 words) - 22:08, 15 September 2009 Rudi (Swami Rudrananda) His favorite opera was Aida, his favorite jazz artist was Benny Goodman, and his favorite movies were Deep In My Heart, To Catch a ... 25 KB (3, 855 words) - 06:38, 21 September 2009 Suzanne Lummis If you've ever wondered what Allen Ginsberg's favorite movies were, be sure to check out "Poets' Favorite Movies Revealed at Last" in this ... 9 KB (1, 449 words) - 21:52, 9 November 2009 Ken Jennings Seattle, Washington, Jennings identifies himself as an avid comic book and movie buff with a website listing his top 4, 000 favorite movies. ... 36 KB (5, 105 words) - 02:11, 15 November 2009 Gene Siskel Ebert, he pioneered the classic review show Siskel & Ebert at the Movies . ... His favorite movies of all-time were Saturday Night Fever (he ... 9 KB (1, 329 words) - 16:01, 11 November 2009 Film canon Film canon is the limited group of movies that serve as the measuring stick for the ... written an essay entitled “Favorite directors” (1973) ... 21 KB (3, 298 words) - 13:03, 19 July 2009 Cinemax (section Movies) that provide movies, special features, erotica, and other services to consumers. ... first-run films, favorite movies and erotica; ... 17 KB (2, 484 words) - 02:17, 3 November 2009 Lost film (redirect from Lost Movies) individuals who bought early novelty home projection machines and wanted scenes from their favorite movies to play for guests or family members. ... 18 KB (2, 761 words) - 23:22, 12 November 2009 Richard Corliss Time magazine who focuses on movies, with the occasional article on music or sports. ... Picks - a yearly breakdown of Corliss's favorite movies. ... 11 KB (1, 576 words) - 13:53, 13 November 2009 Neon (magazine) a particular aspect from of their ten favorite films, for example, James Ellroy in the July 1998 issue picked his ten favorite crime movies. ... 3 KB (385 words) - 00:28, 9 March 2009 2006 Kids' Choice Awards (section Favorite Movie) They include favorites from movies, television, musi
Любимые цитаты:
1. Pass out the latest timeforkids.com news story, To the Moon! Tell students that they will be reading about a worldwide competition. Explain that when entering a competition, it is important to get the facts and details straight. Have students make a list of questions they would want answered before entering a competition., , 2. As students read, have them imagine that they are contestants in the Google Lunar X Prize competition. Remind them to look for the answers to the questions they wrote and to underline important facts and details., , 3. Have students share which information they believe to be most important for a Google Lunar X Prize contestant to know. Ask: What is the purpose of this competition? Do you think it is a good idea to offer cash rewards in order to encourage space exploration?, , 4. As a follow-up activity, challenge students to create an advertisement to persuade others to enter the Google Lunar X Prize competition. Encourage them to incorporate important facts and details from the article.,
О себе:
The most important questions raised in the literature on interest and reading concerned the influence of interest on readers' text processing and learning, the factors that contribute to readers' interest, and the specific processes through which interest influences learning. These issues are considered next., , The influence of interest on readers' text processing and learning. Up to the early 1980s, the prevalent view in educational research was that proficient readers process and recall text according to its hierarchical structure. Thus it was believed that readers could recall best the more important ideas at the higher levels of text structures. Since the early 1980s, however, research has shown that readers' well-formed individual interests and their situational interests (evoked by topics and text segments) contributed to their reading comprehension and learning. Several studies have demonstrated that personally interesting text segments and passages written on high-interest topics facilitate children's as well as college students' comprehension, inferencing, and retention., , Researchers have also demonstrated that interest affects the type of learning that occurs. Specifically, beyond increasing the amount of recall, interest seems to have a substantial effect on the quality of learning. Interest leads to more elaborate and deeper processing of texts. In 2000 Mark McDaniel, Paula Waddill, Kraig Finstad, and Tammy Bourg found that readers engaged with uninteresting narratives focused on individual text elements, such as extracting proposition-specific content, whereas readers of interesting texts tended to engage in organizational processing of information. Furthermore, their research suggests that text differing in interest may affect the degree to which processing strategies benefit memory performance., , Factors contributing to readers' interest. Another important educational issue is to increase the amount of interesting reading that students engage in. The bulk of the research in this area examined text characteristics that contribute to making reading materials more interesting. In his seminal 1979 paper, Roger Schank indicated that certain concepts (e.g., death, violence, and sex) can be considered "absolute interests" that almost universally elicit individuals' interest. In 1980 Walter Kintsch, referring to these interests as "emotional interests," distinguished them from cognitive interests, which result from events that are involved in complex cognitive structures or contain surprise. Subsequent research has suggested that a variety of text characteristics contribute in a positive way to the interestingness and memorability of written materials. Features that were found to be sources of situational interest include novelty, surprising information, intensity, visual imagery, ease of comprehension, text cohesion, and prior knowledge., , Text-based interest can also be promoted by altering certain aspects of the learning environment such as modifying task presentations, curriculum materials, and individuals' self-regulation. For example, in 1994 Gregg Schraw and R. S. Dennison were able to change the interestingness and recall of text materials by assigning for reading various perspectives on the same topic. In addition, research has indicated that presenting educational materials in more meaningful, challenging, and/or personally relevant contexts can stimulate interest. Modifying the presence of others in the learning environment can also elicit interest. For example, German researchers Lore Hoffman and P. Haussler demonstrated that mono-educational classes in physics can contribute to girls' increased interest in the subject area. Finally, Carol Sansone and colleagues in a series of studies showed that individuals can self-regulate in order to make tasks more interesting and subsequently to develop individual interest in activities initially considered uninteresting. Althou
Полит. взгляды:
ультраконсервативные
Религ. взгляды:
hindu
Родной город:
pune
Семейное положение:
не женат
Raj Kadam
name:
Raj Kadam
 :
Информация отсутствует.
Город:
Mumbai

Xing

RAJ KADAM
Проживаю:
MUMBAI, India
Работа:
CEO
Карта сайта
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