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Study Tips for Success

images (20)Exams Are Part of Life, so you must be effort about it :

Many exams involve writing or using a computer. Others may take the form of an oral test or a practical exercise to demonstrate skills learned.

Because the outcome of exams and tests are so important, it’s natural for a person to feel stressed in the run-up to the big day. The key to performing your best at this crucial time is to do everything you can to minimize this tension. The tips given in this article will help you perform the best you can in your exams.

Steps to Effective Revision Study

Steps Important to note
Distraction-free environment No TV or phone calls!
Prioritize your work Tackle most difficult task first
First read-through of material For general comprehension only
Second read-through Make notes of key points
Use your senses to help memory Listen to audio and DVD as well as reading text
Test yourself to rehearse for the exam This can be done with a study-buddy
Take short breaks during study periods Exercise or short naps can help refresh you
Continue to self-test periodically Helps to reinforce learning

 

Plan Your Revision and Look at Previous Exam and Test Papers

Making a revision

How to pass examimantion and it’s easy simple way

unduhan (15)There’s more to life than books you know but not-much-more. If you are studying in school-or-college right now.

You probably identify quite strongly with that sentiment. You might feel your whole life revolves around exams, and no-sooner is one lot of study out of the way but you’re immediately pitched into another! If you take up a profession such as medicine or accountancy, the bad news is that exams continue well into your twenties. Fortunately, there are a few-things you can do to make the pain easier.

Photo: No-one much enjoys sitting exams. Make sure you’re prepared and you’ll stand a far better chance of success. Photo by Charles Oki courtesy of US Navy.

1. Ask the teacher

As far as you’re concerned, teachers probably have a single function: to help you pass your exams and either get a job or move on to the next stage of your education. Teachers themselves see things a little differently—don’t forget that they have to get hundreds of students through exams each year—but generally their aims are in tune with yours. Remember that your teacher is not your

Success In ACCA Exam

images (19)Here the tips to pass the exam of ACCa. it easy if you learn and effort about it.

1. Planning: Before you start to prepare for your next ACCA exams, take some time out to decide how you plan to prepare yourself for the examinations. Do not wait until the results of your previous examinations have arrived since by then you would have already wasted two precious months of the exam session.

When planning, consider for example the exams that you intend to undertake, the amount of time you have to prepare for the exams, your expected work routine, family commitments and so on. Try to draft a timetable based on the number of expected days you have for each paper you intend to appear in the ACCA examination.

When forming your own timetable try to be flexible and realistic. The most important thing however is to actually draft one since a written plan is more likely to secure your commitment and motivation early in the exam session than one that only exists in you mind.

2. Familiarity with Syllabus and Structure: Studying the syllabus of ACCA

ADVICE FROM AN EDUCATOR AND ARTIST

Visiting an art museum with your children is one of those-meaningful. Aducational activities can always aspire.

But what happens-once-you walk through the gallery doors? Maybe you haven’t had an art class since high school (or earlier). Maybe you’re not quite sure how to talk with your kids about an exhibition in the same way you would about a picture book or a favorite TV show.

Once you’re at the museum, how can you actually get your kids thinking and talking about art?

We asked Eve Ewing, an educator, artist, and writer, if we could share the conversation starters she originally published on the Boston Children’s Museum’s Power of Play blog. As the museum’s inaugural artist-in-residence, Ewing created an installation called “A Map Home,” which encompassed themes of place, childhood adventure, and how we make meaning of our everyday surroundings through text and image. In addition to her work in the arts, Ewing is a doctoral candidate at the Harvard Graduate School of Education, where her research focuses on race, social inequality, urban policy, and public schools.

SIX WAYS TO TALK ABOUT ART

In her post, Ewing outlines six ideas for parents who want to use art as a point of connection with their children:

  1. Let children lead the

NEW CASE STUDIES ON REFUGEE EDUCATION

Who gets to attend school, and for how many-years? In many parts-of-the world, these are questions without a straight-forward answer and they grow far more complicated in the context of refugee education.

A new case study of decision-making in Kakuma, a refugee camp in Kenya, examines the problem. Set within the framework of a monthly meeting between the UN High Commissioner for Refugees (UNHCR) and its NGO partners, the case demonstrates the difficulty of providing schooling to an ever-growing, under-resourced, and possibly impermanent population, and it poses questions about the role of education in refugee camps. It’s one of a series of new refugee-centered teaching cases co-authored by Harvard Graduate School of Education researcher Sarah Dryden-Peterson.

QUALITY VERSUS ACCESS

The Kakuma case, co-authored by Michelle Bellino, Ed.D.’14, of the University of Michigan, describes how a previous policy emphasis on access to education in the developing world resulted in large numbers of students completing school without basic literacy or math skills. As a result, the UNHCR’s most recent educational strategy emphasizes access alongside quality, protection, and sustainability of educational programs. UNCHR now frames education not only as a service to provide, but also as a “tool of protection and an essential element of any durable solution for refugees.”

But with the

Solve Your Hard Brain

Stress happens, especially in education. A packed schedule,  papers to grade, an accidentally-missed-appointment, spilled coffee. your Feel like head pounds, your shoulders tense, your eyelids droop. You feel stuck. Then, How can you get a better handle on this?

One valuable, often overlooked, and durable way to manage stress is to build positive habits, slowly and over time. Our brains are hard-wired to focus on the negative, but by practicing mindfulness, we can reprogram them — teach our brains to accentuate positive experiences and maintain serenity.

HABIT AND THE BRAIN

 

The human brain evolved with a “negativity bias,” says mindfulness expert Metta McGarvey, a lecturer at the Harvard Graduate School of Education. Negative events and thoughts have a proportionally greater impact on our memory and psychological state than positive ones do. From a survival standpoint, it makes sense — strong recollections of bad experiences means we’re more likely to learn from mistakes and avoid a life-threatening situation.

This negativity bias also means that smaller, day-to-day stressors tend to take precedence in our thoughts, leaving less room for positive framing or constructive action planning. But it doesn’t have to stay that way.

Our brains can change, physically, as a result of learning, says McGarvey. In a process

Teacher partnerships is the best solution for your study

After you’ve learned to do something, how do you learn to do it better? For teachers, who still work mostly in isolation, or getting-stuck in a bad habit of practice is high.

But “learning by doing” can work in a more focused way when the “doing” is guided by a successful peer and structured around a particular task. A new working paper just out from the National Bureau of Economic Research has demonstrated that for teachers (and perhaps workers in many other sectors), there is a tangible value in learning from colleagues.

Researchers from Brown University and the Harvard Graduate School of Education found that pairing highly skilled teachers with lower-performing colleagues at the same school, then asking them to work together for a year on specific skills, produced meaningful and lasting improvements in teacher skills and student performance.

FORMING PEER PARTNERSHIPS

The study, carried out with the Tennessee Department of Education, encompassed 14 elementary and middle schools and 136 teachers in Tennessee. Using data captured by that state’s intensive teacher evaluation protocol, researchers identified teachers who were weak in one (or more) of a constellation of assessed characteristics, and then matched them with teachers who were strong in corresponding areas. School principals reviewed

How to success just at home

All parents love their children. At this times, grow frustrated with them, especially when those children are young-and still-developing their self control skills.

But for low-income families, the strain of limited resources and a lack of security can push emotions so much higher when a child refuses to eat his dinner or makes it difficult to leave the house on time.

A new social-emotional learning (SEL) intervention from the Harvard Graduate School of Education’s Stephanie Jones and her research team offers a promising source of support for low-income families. With the tools Jones and her team have developed, parents can learn to manage frustration and use simple moments with their children to bolster their relationships and build important executive function skills — for themselves and their children. Even under the weight of poverty, those interactions can begin to replace intergenerational stress with happiness and stability.

WHAT IS INTERGENERATIONAL STRESS?

For many adults, lasting poverty and adversity can tax executive function (EF) skills, such as self-control, planning and prioritizing, and focus, leading to heightened stress, impulsivity, and negativity. For adults with children, this challenge can be especially precarious. Over time, as Jones and researchers Rebecca Bailey and Ann Partee explain in an upcoming article in

Closing the Gap

Thanks to the particular choice of a particular 17 year old . A lot of the world is talking about gap years.

But as Malia Obama’s decision to defer her Harvard admission shows, the conversations can carry some very privileged associations — seemingly distant from the post-secondary options available to many less-advantaged or nontraditional students and families.

So are gap years just another enrichment lever that only highly advantaged students can pull? Or is there a way to make gap year opportunities broadly accessible, without making college less attainable for the kids already at risk of not getting there?

An Equitable Gap Year
• Tied to college, conceived as a bridge year
• Highly structured
• Debt-free, financially sustainable
• A guided transition from high school, supported by school counselors
• A guided transition to college, with acclimation support from campus counselors
• Connected to service and career pathways

Richard Weissbourd, a developmental psychologist at the Harvard Graduate School of Education (HGSE), believes in the benefits of taking a year between high school and college — to explore work and service opportunities, to grow, to gain perspective — for many students. “There’s a conundrum here, in the sense that a gap

WHEN STUDENTS WORK TOGETHER

This post is republished from Into Practice. Into Practice shares evidence. Based teaching advice and pedagogical practices of faculty from across Harvard.

“By sharing perspectives and differing approaches, classmates can in some cases teach their students more effectively than the professor,” says Lani Guinier, describing the teaching practices she employs at Harvard Law School — practices that could be instituted in almost any educational setting. Guinier incorporates collaboration into her late-semester assignments to provide opportunities for self-improvement and self-reflection.

The benefits: Whether encouraging lecture course students to take their final exam in small groups or asking seminar students to prepare and lead portions of late semester discussions, Guinier believes collaborative endeavors show students that understanding how to get the answer is as important as getting the answer.

The challenges: Guinier says that because merit is malleable, it is difficult to construct assignments that truly measure learning. The efficiency and quantifiable criteria of traditional tests are appealing, but do not wholly capture ability.

Takeaways and best practices:

  • Collaboration combats competition. Guinier finds that students gain confidence working together, “and they don’t worry that others know the answers that they don’t. It creates a climate in the classroom I find very effective and engaging.”
  • Diverse perspectives yield stronger work. When

GIVING TEACHERS A VOICE IN DESIGNING

When the time to renovate an old school or build a new one, many teachers have a simple wish list.

They just want buildings that work. They’re thinking about windows that are operable, good air handling systems, enough classrooms to fit everyone in — the building blocks of a basic, functional school.

But learning has changed, says Stephen, and it’s time for educators to seize the chance “to think beyond the traditional school blocks that they’re accustomed to.” So how can educators help design 21st-century learning spaces?

Usable Knowledge asked Stephen to share some advice. We also asked Daniel Wilson, the educational chair at Harvard’s Learning Environments for Tomorrow Institute, and Grace O’Shea, an eighth-grade teacher in New York City and a member of room2learnat the Harvard Innovation Lab, to share their thoughts.

AN ARCHITECT’S VISION

Changes in technology and in teaching methods are making it possible to think of school buildings in far more dynamic terms, says Stephen. Schools no longer have to be “collections of classrooms, administrative spaces, and a gym, auditorium, and cafeteria. They can be high-performance work environments that promote the 21st-century soft skills of critical thinking, creativity, collaboration, and communication.

“Schools are becoming interconnected ecosystems — less compartmentalized and departmentalized. Classrooms and the

The idea to easy learning mathematics for the kid

The idea of learning math often conjures the image of a student hunched over his-desk. Solving problems using a set formula copied down from the teacher.

Math, we tend to think, is a strict set of algorithms, practices, and rules — all emanating from inside the classroom. New resources from the Harvard Family Research Project(HFRP), though, paint a different picture entirely — elevating the role of the family as a source of math knowledge.

In its latest initiative, HFRP is focusing on the idea that children’s knowledge of math is “broad and deep,” developing anywhere, anytime, and even starting at birth. Families are instrumental to their children’s success in mathematics, as they can help children recognize and use mathematical thinking in everyday activities.

But today’s math assignments can be confounding for parents who learned math in a pre-Common Core era, or in a different country — or who still harbor math anxiety from their own days at school, or never fully learned to connect the dots between everyday actions and math lessons. To ensure students are ready to thrive, educators have to partner with parents, acknowledging how diverse families already use math — and how they understand and grapple with math in their own

WHY KIDS LOSE MATH KNOWLEDGE

It’s tough to imagine filling a-lazy-beach day with fractions, or stretching out in the back seat on a road trip and practicing long-division.

But across the socioeconomic spectrum, kids arrive back at school every fall much worse off in mathematics than they finished in the spring. On average, students lose approximately 2.6 months of learning in math over the summer — and teachers have to give up weeks of class time, or more, to make up for that loss.

WHY MATH LOSS?

The research is clear: Summer learning loss is a significant problem, playing a surprisingly large role in creating the achievement gap. Low-income kids can lose vast amounts of learning over the summer when they don’t have access to the same enriching activities as their higher-income peers, such as vacations, visits to museums and libraries, or even just time spent with family discussing academic concepts or everyday events. Schools and communities have tuned in to that challenge, finding more ways to partner with low-income families to ensure their children keep reading throughout the summer.

But it’s actually easier for kids — from all socioeconomic backgrounds — to forget what they learned in math over the summer than it is for them to lose

A NEW STUDY REVEALS

Good news for education researchers. Your work is influencing district and school leaders and helping to guide their decisions.

Countering criticism that education research is often irrelevant to practice, a newly released national survey has found that the majority of education leaders value research and use it regularly.

It’s a moment for education scholars and research institutions to relish — and then ask, “So what’s next?” Can these findings trigger a wider push for evidence-based solutions? With increased collaboration between researchers and practitioners, can education research — like research in medicine or case studies in business — shape the way school leaders approach emerging needs or the toughest problems of their daily practice?

THE RESEARCH

The survey was produced by the National Center for Research in Policy and Practice(NCRPP), a collaboration among the University of Colorado Boulder, the Harvard Center for Education Policy Research, and the School of Education and Social Policy at Northwestern University. It gathered information from 733 education leaders in 485 school districts across 45 states. The respondents were superintendents, principals, curriculum supervisors, and directors of federal programs, in mid- to large-size urban U.S. districts.

The survey was careful to define research as “an activity in which people employ systematic, empirical methods to

Let’s be Good Student

The world needs young adults who are ethically-aware and connected to their communities.

Ready to dig into the problems threatening the common good. But today’s college admissions process, which can consume teenagers and dictate what they do and value, instead encourages a competitive focus on personal successes and accolades. Colleges admissions do endorse community service, but too often, service commitments become sidelined, trumped up, or perfunctory.

A growing consortium of key stakeholders wants to change that dynamic, joining an effort to reform the college admissions process so it prioritizes concern for others and authentic community engagement. Those goals are part of a new approach to admissions outlined in Turning the Tide, a report from the Harvard Graduate School of Education’s Making Caring Common (MCC) initiative that has now been endorsed by more than 140 colleges and universities, high schools and districts, and allied organizations and scholars.

To actually change the annual rituals of college admissions is a daunting challenge, since many of us have grown accustomed to the idea that the path to the perfect school means focusing intently on personal metrics. But the report offers a roadmap of practical steps that school counselors and college admissions officers can take to reframe the process. The

SEL Work is important

What is the key to a high quality social emotional-learning-program ? It has to be a whole school-effort.

According to developmental psychologist Stephanie Jones and her research team at the Harvard Graduate School of Education. They’ve spent the past five years exploring connections between social-emotional skills and positive life outcomes, in the process measuring the efficacy of many programs that teach those skills.

Their findings — developed as part of a research project called SECURe (Social, Emotional, and Cognitive Understanding and Regulation in education) — show that a successful SEL program involves “all the adults in the building being trained in and familiar with a set of language and practices that they can use in the hallways, in the gym, at recess, in the lunchroom, on the bus — all the times when kids have less structure, and are actually engaging in social interactions, when emotions are more likely to come up,” says research manager Rebecca Bailey.

SOCIAL-EMOTIONAL SKILLS: WHAT DO WE MEAN?

Educators differ slightly in how they define these skills, which help kids pay attention in class, develop friendships on the playground, and make smart decisions after the school day ends, among other self-regulation tasks. Jones’s team identifies three main “buckets” of skills,

All about the collage

While conducting interviews with undergraduates at Harvard, Brown-and-Oxford. Warikoo discovered that many white students support affirmative action in as much as it benefits themselves.

This framing tends to fuel what Warikoo calls “the diversity bargain,” in which white students support affirmative action as long as black and Latino students on campus do not form their own organizations and friend groups, and whites do not feel overlooked through “reverse discrimination” when they apply for fellowships, jobs, and graduate school.

In a conversation, Usable Knowledge asked Warikoo, a faculty member at the Harvard Graduate School of Education, to talk about why students in the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial difference.

In general, how do college admissions frame their emphasis on creating a diverse student body?

They all use very similar language. When you look at the public information, it’s all about diversity and how diversity creates this very rich learning environment. It can be diversity of talents, diversity of leadership styles, diversity of ways of learning, diversity of background. But it’s interesting that they very rarely actually use the word “race.” It’s instead about how this is going to create

Do you need that camp is needed ?

Summer camp For so many kids is neede. It signifies care-free days of swimming, playing sports,and traveling in freedom from the demands of the school year. actually that Camp means no homework, no-studying, and no teachers.

But significant learning is still taking place at summer camp — even if the campers don’t necessarily realize it.

SUMMER LEARNING (WITHOUT THE BOOKS)

All those classic camp dynamics — being away from home and parents, making new friends, being part of a team, and trying new things — are building blocks to crucial social-emotional skills.

Social-emotional learning (SEL) can encompass a variety of practices, but most experts agree that a child with high SEL skills is successful in five core areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. These skills are increasingly understood to be central to success in school and inprofessional life beyond, but schools don’t always have the time or capacities to teach them explicitly. Obligations to complete curriculum and boost student achievement often make it difficult for teachers to prioritize community building, goal-setting, or problem solving in their classrooms.

Unconnected to the commitments of the school day, summer camps (particularly overnight camps) can dive head-first into social-emotional learning — and many do.

D you ready for the exam ?

You just remember that there is no magic formula guaranteeing exam success. Experts agree that only hard work, planning-and-starting early, preferably during the spring term, will maximise most people’s chances.

There are a few wily short cuts that can make a big difference – but the exact approach can only be determined by the person who is going to have to sit the GCSE, A-level or other exam.

The first and most basic point is to make a solid revision plan, says Dr Val Brooks, a specialist in educational assessment from Warwick University’s Institute of Education. “Research on undergraduates shows that those who have a working style based on breaking down tasks into small, manageable parts end up with better degrees,” she says.

Revision should never simply be seen as soaking up knowledge. Pupils should try to get involved in what they are studying – preferably by trying to marshal the topics they are revising.

Parents should not stop their children from revising with a friend, if they are explaining concepts to one another, she says. This can be one of the best ways to understand a complicated subject. Writing out plans for exam answers and doing timed exam questions

How Much of Costs of Specialized Teaching

Division of labor has worked wonders for the production of clothing and computers. It doesn’t have the same transformational effect on productivity in teaching.

Teacher specialization, a model in which teachers specialize in certain subjects and teach them to a rotating group of students, has a negative effect on student scores, attendance, and behavior in an elementary school setting, according to a new working paper by Fryer, a faculty member at the Harvard Graduate School of Education.

Why? Specialization does have benefits: It gives teachers more time to prepare lessons and lets them teach subjects with which they are more comfortable. But specialization also has costs: It gives teachers fewer opportunities to tailor pedagogy to individual students and to follow through on behavior coaching.

For elementary school teachers, in-depth knowledge of specific subjects might not be as valuable as in-depth knowledge of individual students.

THE RESEARCH

Fryer’s study, published by the National Bureau of Economic Research, describes a two-year, randomized field experiment in grades three, four, and five at 50 traditional public schools in Houston. The study split the schools into two groups of 25; in one group schools maintained their original system of one teacher per class; in the other, principals reorganized the school