most students are interested

Tiếng Anh Sinh viên Most of the students in our country are interested in pursuing higher education to get bachelor's degrees. Most of the students in our country are interested in pursuing higher education to get bachelor's degrees. A. following B. giving up C. trying D. interrupting Đáp án B A panel of seven students attending schools that are part of the "deeper learning" movement gave their perspective on what it means for them to learn and how educators can work to create a school culture that fosters creativity, collaboration, trust, the ability to fail, and perhaps most importantly, one in which students want to participate. Every university seeks to admit an incoming class who genuinely wants to attend that particular school -- not just for the name the college may carry, but for the educational opportunities and resources the school offers. Students really need to take the time to research what makes the school they are applying to special -- for them. Siêu Thì Vay Tiền Online. As we work daily to develop the skills of young readers, writers, speakers, listeners, and thinkers, we constantly consider this What will engage them? How will I relate the school content to their lives?As teachers striving to be culturally relevant, we do our best to include relatable materials into our curricula—articles, media, song lyrics, speeches, websites, and film and documentary clips. For many teachers, this is exciting stuff, but for others—particularly new teachers who already feel overwhelmed by planning, grading, and management—it’s worrisome. Finding relevant, engaging material to use with students definitely takes time and Ideas From StudentsWhat’s the easiest way to know what students are interested in? What are the issues most on their minds? Ask them. Ask them often, and in multiple ways. Find out what they are into—the latest music, fad, or Netflix series they’re all watching. It’s our job to know the culture of our students. And culture goes beyond ethnicity and includes also age group, trends, concerns, and interests.As teachers we become researchers of the lives of the specific group of students whom we teach. So be sure to routinelyRead the latest children’s books or young adult novels and websites that cater to the age and interests of the grade level you caught up on local trends that are specific to the community where you teach. Trends can sometimes be limited to a specific region. Be aware of national kid/teen trends, like the current craze of fidget that last one, wouldn’t the seventh graders you teach be interested in reading an article about the origin of those spinners as well as the history of other fads—yo-yos, pet rocks, Slime, or the Slinky, for example—that have captured the attention of young Americans in the past?Survey Says!Mine for topics of interest by presenting students with questions, and then look for any patterns in their responses around music, for example. Next, ask yourself While teaching students the required skills and academic standards in the curriculum, in what ways can I center this as a topic in our unit of study? Here are a few general questions for a survey to get you started. Included are some responses that might be typical from secondary studentsWhat is something or someone you personally would like to know more about? [insert name of popular singer], computer coding, break dancing, construction, spoken wordMake a list of all the things that you don’t currently learn in school but wish you could. how to get your first job, saving money, cooking, designing video gamesWhat is a career/job you are super interested in? FBI agent, going to college, hairstylist, journalistWhat are things that personally bug you about the world? younger brothers, adults not trusting kids, pollution, that fast food is bad for you What is a problem of concern for people your age? gossip, unfair rules, not having money, gangsDesigning SurveysIf you and your students have access to the internet in class, a great way to develop student surveys is by utilizing free online survey tools such as Socrative, PollEverywhere, Kahoot, and Survey designing surveys using questions, and also pose a few statements using a five-point Likert scale. The latter can help you gauge student interest before a unit. You can say to students, “I tallied the numbers and there were twelve 5s and fourteen 4s, so that tells me the topic of _______ is of interest to most of you. We are going to explore that next.” With anonymity, students tend to be more candid and honest, so make including a name on the survey optional.Along with digital or paper surveys, you can collect student-interest data by listening in on small-group discussions. For example, have groups of four or five students brainstorm “problems of concern” for kids their Choice Is KeyIf we’re going to use the culture of students as a teaching tool, we need to let go more than we currently do when it comes to student choice. If you’re teaching expository writing, for example, be open to having all 32 students in your class write on a topic of their own interest rather than having the one or two or even three topics you’ve typically assigned in the recently asked my university students, who are studying to become English language arts teachers, this question “What was your jam when you were in high school?” Some of their responses manga, Buffy the Vampire Slayer, Amy Tan, sports writing, and hip-hop music. I then inquired, “What if your English teachers had asked you this question and had designed learning activities and given you reading and writing choices that included your interests? How might that have impacted your effort, and your development as a reader and writer?” A lively discussion beauty of this craft is that as teachers, we can keep academic standards high and at the same time have our students engage in topics of interest, expertise, and concern. It just takes a little research to find out exactly what those are. Picking a university major is one of the biggest decisions many students will face, with implications potentially going far beyond the years they spend in college. For most, the key factors are what excites them and what they think will be most useful, but the balance between those two and how that differs between subjects has remained elusive. Until now, that is, as a new analysis reveals the surprising truths about how students choose their major. Students applying through the university admissions body Ucas are required to submit a personal statement. This statement, of up to 4,000 characters, gives them the chance to talk about why there are interested in a particular subject, as well as highlight some of their non-academic pursuits. Ucas has analyzed the personal statements of all 300,000 students who applied for university places this year. The analysis - which took in some 200 million words - focused on the appearance and frequency of career’ and passion’ words, and aimed to discover whether there were any similarities between applicants based on their choice of major. And the results are intriguing. Despite the prominence of economics and economists over the last few years, the analysis shows that students wanting to major in economics are among those least likely to mention either a passion’ or a career’-related word in their personal statement. Passion and careers Surprisingly, medicine also rated low on the passion scale, although would-be doctors were the most-likely of all to talk about careers in their applications. Could it be that vocation is not the main motivation for the next generation of medics? By contrast, no subject gets students more excited than English, with almost eight in 10 mentioning a passion-related word in their statements. But it appears this enthusiasm does not stretch to thinking about life after university English applicants were among the least likely to mention careers. Similarly reluctant to discuss their job prospects are would-be physics students, despite the widely-publicized shortage of physics graduates. Fine art also scores highly for passion, and in general arts and humanities tend to score higher than sciences, with mathematics sitting between the two. In addition to medicine, subjects that score heavier on the career than the passion side include accounting, marketing, law and - another surprise - teacher training. It appears teachers may be motivated less by a burning desire to teach than by the prospect of a secure career. The subjects that seem to strike a happy medium, where applicants mention both passion and career, may also raise a few eyebrows. Drama and music stand out for their high scores in both categories. While the passion is perhaps to be expected, an almost equal focus on career, given the difficulty in breaking into either field, shows an impressive level of determination. Overall, young people are more likely to cite passion for their subject than a career-related motivation, another surprise, given the rising cost of going to university. “Students are most likely to benefit from higher education if they have both passion and purpose in choosing their courses,” says Mary Curnock Cook, Ucas chief executive. “I like the surprises in this analysis which tell me that applicants are highly motivated and not just following the money.” Unless, of course, they are just saying what they think the admissions tutors want to hear.

most students are interested