551. ADJECTIVE

ADJECTIVE

An adjective is a word that describes, identifies, modifies, or quantifies something (a noun or a pronoun). In the phrase, "the black cat" the word black is an adjective because it describes the cat. In English, an adjective usually comes before the noun it pertains to (for example, a red apple or a cute cat.).
Adjectives can be classified into many categories. In English, adjectives are generally used in the order: quantity-->opinion-->size-->age-->shape-->color-->origin-->material-->purpose. Some of these categories are (roughly in the order in which adjectives are used in English):

• quantity - few, no, one, two, three, four, little, several, many, all, some, every, each, ...
• opinion - good, better, best, bad, worse, worst, wonderful, splendid, mediocre, awful, fantastic, pretty, ugly, clean, dirty, wasteful, difficult, comfortable, uncomfortable, valuable, worthy, worthless, useful, useless, important, evil, angelic, rare, scarce, poor, rich, lovely, disgusting, amazing, surprising, loathsome, unusual, usual, pointless, pertinent, ...
• personality/emotion - happy, sad, excited, scared, frightened, outgoing, funny, sad, zany, grumpy, cheerful, jolly, carefree, quick-witted, blissful, lonely, elated, ...
• sound - loud, soft, silent, vociferous, screaming, shouting, thunderous, blaring, quiet, noisy, talkative, rowdy, deafening, faint, muffled, mute, speechless, whispered, hushed, ...
• taste - sweet, sour, acidic, bitter, salty, tasty, delicious, savory, delectable, yummy, bland, tasteless, palatable, yummy, luscious, appetizing, tasteless, spicy, watery, ...
• touch - hard, soft, silky, velvety, bumpy, smooth, grainy, coarse, pitted, irregular, scaly, polished, glossy, lumpy, wiry, scratchy, rough, glassy, ...
• size, weight - heavy, light, big, small, little, tiny, tall, short, fat, thin, slender, willowy, lean, svelte, scrawny, skeletal, underweight, lanky, wide, enormous, huge, vast, great, gigantic, monstrous, mountainous, jumbo, wee, dense, weighty, slim, trim, hulking, hefty, giant, plump, tubby, obese, portly, ...
• smell - perfumed, acrid, putrid, burnt, smelly, reeking, noxious, pungent, aromatic, fragrant, scented, musty, sweet-smelling,...
• speed - quick, fast, slow, speeding, rushing, bustling, rapid, snappy, whirlwind, swift, hasty, prompt, brief, ...
• temperature - hot, cold, freezing, icy, frigid, sweltering, wintry, frosty, frozen, nippy, chilly, sizzling, scalding, burning, feverish, fiery, steaming, ...
• age - young, old, baby, babyish, teenage, ancient, antique, old-fashioned, youthful, elderly, mature, adolescent, infantile, bygone, recent, modern, ...
• distance - short, long, far, distant, nearby, close, faraway, outlying, remote, far-flung, neighboring, handy, ...
• shape - round, circular, square, triangular, oval, sleek, blobby, flat, rotund, globular, spherical, wavy, straight, cylindrical, oblong, elliptical, zigzag, squiggly, crooked, winding, serpentine, warped, distorted, ...
• miscellaneous qualities- full, empty, wet, dry, open, closed , ornate, ...
• brightness - light, dark, bright, shadowy, drab, radiant, shining, pale, dull, glowing, shimmering, luminous, gleaming, ...
• color - pink, red, orange, yellowish, dark-green, blue, purple, black, white, gray, brown, tanned, pastel, metallic, silver, colorless, transparent, translucent, ...
• time - early, late, morning, night, evening, everlasting, initial, first, last, overdue, belated, long-term, delayed, punctual, ...
• origin/location - lunar, northern, oceanic, polar, equatorial, Floridian, American, Spanish, Canadian, Mexican, French, Irish, English, Australian, ...
• material - glass, wooden, cloth, concrete, fabric, cotton, plastic, leather, ceramic, china, metal, steel, silicon, ...
• purpose - folding, swinging, work, racing, cooking, sleeping, dance, rolling, walking, ...

550. Active learning

Active learning

Transfer of knowledge is forever beneficial to generations to come.

Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners.
        “active learning" developed out of the work of an earlier group of theorists -- those promoting discovery learning.
        Practice after initial learning, is of vital importance in one's education/career, and is important for cognitive development, but is practice required during learning?
        It has been suggested that students who actively engage with the material are more likely to recall information.

Active learning exercises

The experts suggested

1.        learners work in pairs,

2.      discuss materials while role-playing,

3.       debate,

4.      engage in case study,

5.      take part in cooperative learning, or

6.      produce short written exercises, etc.

The argument is when should active learning exercises be used during instruction.
While it makes some sense to use these techniques as a "follow up" exercise or as application of known principles, it may not make sense to use them to introduce material.
Proponents argue that these exercises may be used to create a context of material, but this context may be confusing to those with no prior knowledge.
The degree of instructor guidance students need while being "active" may vary according to the task and its place in a teaching unit.
Examples of "active learning" activities include:

·A class discussion may be held in person or in an online environment. This environment allows for instructor guidance.

·A think-pair-share activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions. However students need a background in the subject matter to converse in a meaningful way. Therefore a "think pair share" exercise is useful in situations where learners can identify and relate what they know to others

·A short written exercise that is often used is the "one minute paper." This is a good way to review materials.

While practice is useful to reinforce learning, problem solving is not always suggested.
Solving problems can even have negative influence on learning, instead he suggests that learners should study worked-examples, because this is a more efficient method of schema acquisition.
So instructors are cautioned to give learners some basic or initial instruction first, perhaps to be followed up with an activity based upon the above methods.

Active learning method: Learning by teaching (LdL)

An efficient instructional strategy that mixes guidance with active learning is "Learning by teaching"
This strategy allows students to teach the new content to each other.
Of course they must be accurately guided by instructors.
This methodology was introduced during the early 1980s, especially in Germany, and is now well established in all levels of the German educational system.
 "Learning by teaching" is integration of behaviorism and Cognitivism and offers a coherent framework for theory and practice.

Active learning and Policy

Policy may be satisfied by demonstrating the instructional effectiveness of instruction.
Rubrics (education) are a good way to evaluate "active learning" based instruction.
These instructional tools can be used to describe the various different qualities of any activity. In addition, if given to the student, they can provide additional guidance

Research supporting active learning

Bonwell and Eison (1991) state that active learning strategies are comparable to lectures for achieving content mastery, but superior to lectures for developing thinking and writing skills.

Controversy and Criticism

For learning to be meaningful, experience is important, but should learning occur while behaviorally active? Some educational literature from the past few decades suggests otherwise.
Certainly practicing procedural skills is a necessity for learning to be automated. But while these activities may be motivating for learners, these unguided situations can in fact leave learners less competent than when they began the activity.
In some groups, instructional elements were left out (objectives, information, examples, practice with feedback, review).
The "practice with feedback" is the active learning component of the study.
 The researchers found that in all cases, students who had practice with feedback had better performance and more positive attitudes than those students who did not have opportunities for practice.

Studying examples as an alternative to active learning strategies

Self-guided instruction is possible, but it is often arduous, clumsy, and less than efficient
Experts suggest learners should first study worked-examples because this is a more efficient method of initial instruction.
Evidence for learning by studying worked-examples has been found to be useful in many domains [e.g. music, chess, athletics concept mapping geometry physics, mathematics, or programming

Learning in Sudbury model democratic schools

Sudbury model democratic schools criticize today's schools, the concept of learning disabilities, special education, and response to intervention, taking the position that every child has a different learning style and pace and that each child is unique, not only capable of learning but also capable of succeeding.
They adduce there are many reasons why children may have difficulty learning, especially when the learning is imposed and the subject is something the child, or the young, or even the adult is not interested in, as is frequently done in today's school system.
Sudbury model democratic schools assert that there are many ways to study and learn. They argue that learning is a process people do, not a process that is done to people; They affirm this is true of everyone and it is basic. The experience of Sudbury model democratic schools, they adduce, shows there are many ways to learn without the intervention of a teacher being imperative.

        They maintain that in the case of reading for instance in the Sudbury model democratic schools some children learn from being read to, memorizing the stories and then ultimately reading them.

1.        Others learn from cereal boxes,

2.      others from games instructions,

3.       others from street signs.

4.      Some teach themselves letter sounds,

5.      others syllables,

6.      others whole words.

        Sudbury model democratic schools adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write, and they affirm they have had no dyslexia.
        They also assert that none of their graduates are real or functional illiterates and claim no one who meets their older students could ever guess the age at which they first learned to read or write.
        They also claim that in a similar form students learn all the subjects, techniques and skills in these schools. The staff are minor actors, the "teacher" is an adviser and helps just when asked.
        Describing current instructional methods as homogenization and lockstep standardization, alternative approaches are proposed, an alternative approach in which they affirm children, by enjoying personal freedom thus encouraged to exercise personal responsibility for their actions, learn at their own pace and style rather than following a compulsory and chronologically-based curriculum.

A healthy upbringing gives free reign [sic] to children from the very beginnings of their lives to recognize and express their basic needs. The earlier this begins, and the longer it is allowed to develop without intervention, the more likely it is that such children will go through life with a firmly established set of inner-directed guidelines that enable them to distinguish clearly between needs that are real for them, and needs that are artificially introduced by others. Indeed, the worst excesses of our consumer economy can be traced directly to the inability of people to make this distinction, which is a result of being raised according to the principles of Industrial Era Thinking.

        Proponents of unschooling have also claimed that children raised in this method do not suffer from learning disabilities, thus not requiring the prevention of academic failure through intervention.

549. ADVERB

ADVERB

 

An adverb adds to a verb. In other words, an adverb describes, modifies or provides more information about a verb in a sentence. So, if you said "I am going to quickly run to the store," the adverb in that sentence (quickly) would be modifying the verb run.

Adverbs can be confused with adjectives, which also modify things. However, adjectives modify nouns and pronouns. If you said "I have a nice dog," dog is the noun which is being modified by the adjective nice. On the other hand, if you said that "My dog behaves nicely," behaves would be the adverb modifying the verb.

In addition to verbs, adverbs also modify adjectives and other adverbs. So, when you say "I have the most beautiful dog," the dog is the noun, beautiful is the adjective describing the noun, and most is the adverb describing beautiful.

Identifying Adverbs

In case you haven’t figured it out by now, there is a trend when it comes to identifying adverbs. Many, but not all adverbs, end in the letters “ly.” Luckily, this little trick makes it relatively easy to identify adverbs in sentences. However, this is not always the case, as some frequency adverbs, such as always, often, sometimes, seldom, and never, do not follow this rule. Still, it can be a good tip to help you along the way.

Accidentally                Always                         Angrily                     Anxiously

Awkwardly                 Badly                            Blindly                     Boastfully

Boldly                         Bravely                         Brightly                    Cheerfully

Coyly                          Crazily                          Defiantly                  Deftly

Deliberately                 Devotedly                     Doubtfully               Dramatically-

Dutifully                     Eagerly                         Elegantly                  Enormously

Evenly                         Eventually                    Exactly                     Faithfully

Finally                         Foolishly                       Fortunately               Frantically

Frequently                   Gleefully                       Gracefully                Happily

Hastily                         Honestly                       Hopelessly                Hourly

      Hungrily                      Innocently                    Inquisitively             Irritably

Jealously                      Justly                            Kindly                      Lazily

Loosely                       Madly                           Merrily                     Mortally

Mysteriously               Nervously                     Never                       Obediently

Obnoxiously                Occasionally                 Often                        Only

Perfectly                      Politely                         Poorly                       Powerfully

Promptly                     Quickly                         Rapidly                    Rarely

Really                          Regularly                      Rudely                     Safely

Seldom                        Selfishly                        Seriously                  Shakily

Sharply                        Silently                         Slowly                      Solemnly

Sometimes                   Speedily                        Steadily                    Sternly

Technically                  Tediously                      Tenderly                   Terrifically

Tightly                         Totally                          Tremendously          Unexpectedly        

Usually                        Victoriously                  Vivaciously              Warmly

Wearily                        Weekly                         Wildly                      Yearly