Question And Hypothesis Worksheet: Fill & Download for Free

Ask a dozen people to answer this question, and you'll get a dozen different answers. You asked a slightly different and better question than most, though. Most people ask "How can we improve education" - which isn't actually quite the same thing.You want the changes that will most benefit students. Okay. Let's talk about that. I give you:Fletcher's 5 Step Model to Improve Education (For students)(Which is different than Fletcher's 5 Step Model to Improve Education for Teachers, or to Improve Education Overall)End the War of Differentiation vs. Standardization Once and For All - There's a largely under-the-radar war going on in education, and it's very rarely talked about, even amongst teachers: the higher you go in educational echelons, the more of a push for standardization you'll see. The further down towards the classroom teachers you go, the more of a push for differentiation you'll see. (Note that differentiation is defined as "tailoring the curriculum specifically to the needs of an individual student" while standardization is defined as " doing things in the same manner for everyone, assuring the same treatment for everyone" for purposes of this exercise. No politics, please.This is a very well-known image amongst educators and non-educators alike, but despite its simple logic, education tends to ignore the idea. Nationally, we have a huge drive for standardization, and every state administers a series of tests that everyone takes, usually on the same day at the same time. In many states, they're even phasing out alterations to the test for students with unusual capabilities. Yes, in two years I can look forward to my son - who is autistic with sharply limited communication skills - taking the same state standardized tests in English and Reading as a typical student, as a student who has gifts in writing that have been encouraged and tutored since age three. My son will undoubtedly plumb the bottom of the test, with no meaningful measurement possible. The middle student will get a fair and accurate reading. The gifted writer will score within the error deviation level at the top of the test, and as a result, have no more meaningful a measure than my son did - he scores so highly the test basically fails to measure his skills. (Imagine putting a pedometer on a Ferrari - I see it all the time with the kids I teach.)And yet, when this simple example demonstrates the problem, state and national education imperatives choose to ignore it, because it is politically inconvenient in the extreme for them to do otherwise.At the classroom level, when teachers sit down to talk "what's good in education" with other teachers, we discuss exactly the opposite: that you do what's best for the kid; that you meet them where they are and that you bring them as far as they can go. Differentiation is about recognizing Johnny will pick up the information faster if you explain it like this, and Suzy will assimilate the point you're making more effectively if you handle it like that.The counterargument, of course, is that "Well, as long as Johnny and Suzy both learn the same thing, we can still test them the same way." Sure. Except that while an engineer and a theorist both understand the Newton's First Law, if you ask them to demonstrate their understanding, they're going to go about it very different ways. So will a chef, a construction worker, and a politician....well. Wait. Probably not the politician.Until top-down educational directives stop trying to push factory-based educational techniques while bottom-up education tries to focus on specific, deliberate educational decisions, students will continue to suffer.Embrace Technology - It Is Not An Educational Bubonic PlagueTechnology is pervasive, spreads rapidly between students, destroys the current paradigm, and completely changes how the classroom functions....now hang on; was I describing education or a horrible, wasting disease?A big problem in education at the moment is that educators are divided sharply into two camps: those who desperately want technology to go away so they can remain teachers, and those who desperately want more technology in schools so they can continue being educators. Free admission: I'm an educator, and I make no apologies.Some adults in classrooms view themselves as teachers. It is their job to pour out the information, to interest the students in gathering in that information, and to encourage students to remember that information. Teachers, invariably, are becoming more and more frustrated with what they do. This is because while education is vital, teaching is obsolete. Google has replaced any and all need for information dispersal. We need teachers who can teach students to use the internet. That's about it. What we do need, though, are educators.An educator doesn't give out information; they show students how to examine it. An educator isn't in the business of telling you what is, rather, they're in the business of encouraging you to question if "what is, should be." An educator doesn't tell you how to find information, they provide you with the skills to check the validity of what you've found. Every subject area faces this dilemma, and every subject area is handling it differently. (My subject - English - in particular is embroiled in a veritable civil war on the topic.)For teachers, technology confounds, distracts, disrupts and destroys.For educators technology enlightens, enables, provides and pushes.One is the way of the past, and the other the future - but like so many other "Old Guard" methods in the world, the old way is not going to go quietly into the night.And until teaching stops raging at the dying of the light, youths with their natural inclination towards the new will suffer the consequences.Education Is More than Lecture/Deliver and Listen/Receive(Or why Game-Based Learning Really is a Thing)Many of the things I've said above are also true about another aspect of technology (and in fact is a large part of why so many teachers struggle to convert to becoming educators) - that of games and online gaming.Here we have a medium that makes even the most inattentive students sit with rapt, focused attention. It makes students read FAQS and walkthroughs waaaaay above their reading level. It forces them to analyze and min-max numbers to an extreme to find the best possible way to handle things. They have to plan, analyze, deduce, react, form hypothesis, evaluate those hypothesis, form new ones....Doesn't this all sound amazing? What a great educational medium!Except for some reason it's not, because it involves cartoon characters and things going "splort" as the explode. If you described what students do with games as an educational technique and changed the word "Game" to {$RandomEducationalJargon} you could make millions selling a book on it:Until the teachers saw what you were talking about.Adults in the current age are absolutely conditioned, for the most part, to view games as valueless, largely because children act so differently when engaged with them. The average LoL Pro is doing more mental math and prediction/analysis/synthesis in a single match than most students do in a month. Planning builds and analyzing down to multiple decimals the accuracy of a choice is very much part of what they do....but for some reason, education views games as a bane. They're uncontrollable, they're unacademic, they're unsafe, etc.And yet.I can teach any gamer how to read and analyze author's intent with a gaming article, any day. I can use Kotaku and Gamergate to talk about different points of view, debate skills, logical fallacies, and societal perceptions (and evolutions of perceptions) in a way that any gamer will stay rock-solid focused on from beginning to end. It will be relevant and real to them, two of the biggest keys to increasing student knowledge retention.To benefit students, education needs to recognize and accept the tremendous power that games have to education's primary audience.We can adapt it to our dark purposes, twist it to our nefarious ends, break it to our foul, miasmic educational will, if we but try.Quickly now. Is this image related to what you just read, or what you're about to read?Keep Politics Out of the ClassroomAsk anyone to name a prominent current scientist and you'll hear Neil's name, maybe Stephen's....okay, you might have to ask a few people, but chances are those names will come up.Ask about a prominent athlete, politician, religious figure, auto manufacturer, psychologist, drug rep (even if he is a horrible person), you name it: people will generally be able to give you the name of someone prominent.Ask about a prominent teacher, and if I gave you 100 dollars for every one they named, and you gave me two-fiddy for every interviewee that gave you a blank look, I'd be a very wealthy man before we crossed half the country.Politicians of all levels and stripes know this: education is the free, safe punching bag of politics. If all else fails and you have nothing else to agitate your population about, education is the safe fallback option. Need more votes? Damn those teachers! Still need more votes? Look at these test results!Remember kids: when you make the rules determining what's passing and failing AND you can use that data to stir up motivation in your constituency, we call that a conflict of interest.You never see educators in politics - something about it just doesn't work - and when politicians get involved in education, it never goes well because they're mucking with a thing they fundamentally don't understand. So educational appointments usually go to cronies, or to vote-gathering strategies. Think I'm kidding? Check this out:Texas governor picks home-schooler to lead state Board of EducationYep. You got it. The current pick, her kids never, ever went to a public school in Texas. She's going to be calling the shots for the entire state. Even other members of the school board - Republican ones, lest you cry partisan politics - are going, "...dude? Um. Really? Hang on now."No joke. Read the article. S'good stuff. Zero interaction with the system. Running it.Gang, most teachers, if faced with a question about politics in class, will give out the specific facts and then refuse to discuss their own personal perceptions. I'll discuss the McCain-Obama election in terms of their use of Pathos, Ethos, and Logos, but I won't tell you who I think should have won. I lived in Palm Beach County, Florida, when Bush was elected over Gore, and I'll explain the confusion and the accusations. I'll even break down the Electoral College and how it works - but my students still won't know which way my chad was hung. (Yes, I meant to do that.)Are there exceptions amongst teachers that DO push children around ideologically? Sure. There are also priests who...wait. Bad example. There are cops who...no. That won't do either. Boy Scout troop lea...dang. This is hard.Here's the thing: there are bad apples in every profession, but until education stops being a whipping boy, we'll continue to have to pivot the foundations of how education works every 4 or 8 years to please whoever used us as a punching bag until the next election.If you want to benefit students, stay off the backs of the people you entrust with them, or at least involve them in the discussion when you want to make changes to how they do things.Finally, Bury the Coffin of Memorization-and-MimeographMimeographs, for you non-old-codgers amongst us, was what made the earliest versions of worksheets. There are still some teachers and some systems - more notably leading towards high school, which tends to be the most resistant to change - that place a high value on memorization and doing things "in the classic way." I've already belabored this above, but in most places, this practice is tolerated and ignored in the elder teachers who still do it. There's a variety of reasons: tenure, respected-teacher-in-the-faculty, parents-remember-learning-from-this-guy-so-we-don't-dare-push-about-it, the lack of any unified educational doctrine (despite so many different pushes), etc, etc. To be fair, administrators have enough to do that they can't really chase down every case, but tolerance of "the old ways" is much too prevalent in education.Want to benefit students? Let me lay it out for you in three words:Education must evolve.

There’s a faculty meeting tomorrow, a parent-teacher conference the next day, you have to prep your materials for that project next week, and – almost forgot – you still haven’t graded the assignments from two weeks ago, plus a new stack of papers walks in with today’s students. And somewhere in all of this you might actually want to see your family or catch a movie while it’s still in the theater.Change Your PerspectiveIt’s easy to get into the mindset of “It has to be graded or it doesn’t count. It has to be thoroughly assessed or I’m cheating my students.” But is that really true? Sometimes students are “cheated” because the teacher is so burned out from grading that she just passes out a worksheet and collapses at her desk instead of really teaching. Remember: grades are a tool the means, not the end. There are ways to provide assessment without grades, and there are times student work doesn’t need to be assessed.Don’t Try to Grade EverythingStudents need practice in order to master a skill. On some assignments, just check for completion. Don’t weigh the assignment heavily and give points based on whether or not the student finished it. This can actually help some students who work hard but struggle to understand the content – they can get 100% for a change!Shift Your Focus – grade elements of an assignment, not the whole thingThis works well for complex assignments that occur repeatedly – writing assignments in English/Language Arts or lab reports in Science. You can’t grade these on “completion,” but choose one or two things to focus on in each assignment. Maybe it’s the first lab report of the year, so you assess on format (did they follow the format?) and hypothesis (did they come up with a good one? How do they explain it?), and the rest is “practice for next time.” In English, maybe one essay you focus on transitions between paragraphs; another essay you grade on the proper use of prepositions, and a third you focus on adjectives and adverbs.This is better for students anyway. Have you ever spent ages marking every mistake on a paper, only to have the student throw it away, complaining, “I’ll never get this right!” By strategically focusing on specific areas, the student has a better opportunity to improve her skills over time.Peer GradeAssign students to work together in pairs or small groups to evaluate each other’s work. This is a terrific step for in-progress assignments or a change of pace for homework evaluation. Ask students to fill out a form with their peer assessment – that way you can quickly review the peer grades and catch anything that is glaringly wrong.Use RubricsYes, it takes time to create one, but Rubistar or Technology offer many standardized rubrics you can start with. Once you’ve created the rubric, it can simplify the grading process, especially for more straightforward assessment elements like punctuation, spelling, or formatting issues.Schedule Assignments CarefullyThis requires advance planning, but it can really save your sanity. Think about your life and your schedule – what other assignments do you have coming in from other courses/subjects? – before you assign a big project or a long essay.Try to break things up: if all your English students write an essay a week, then have Period 1 essays due on Tuesdays and Period 2 essays due on Thursdays. If you know your freshmen history students will do their research papers in March, schedule your sophomore history papers to be due in April. Of course you can’t always manage this – the end of the semester will be crazy, no matter what you do – but on some assignments it’s worth a try.“Grade” Things as a ClassThis takes up class time, but may be worth it for some topics. Imagine this: you teach a new concept and assign homework so students can practice. The next day, you collect the assignment and have students start on something new. When you finally get around to assessing the homework that night, you realize the whole class missed a key component and you need to re-teach the entire lesson. If you grade the assignment as a class, you could have discovered the problem earlier, which would be better for your students and your sanity.Use an Online Grading SystemIt’s hard to give up on a system you’ve stuck with for years, but if the grading paperwork feels overwhelming, it may be time to try something new. Programs like Engrade, MyGradebook, and JupiterGrades allow you to access your grades from home and communicate with students and parents via email or instant message. Some programs allow you to weigh your grading categories in advance, so 100% on a homework assignment automatically counts less than 100% on a semester exam. It may take practice to get used to the program, but once you start, you’ll be surprised at how much time it can save.Provide Verbal FeedbackBuild in student conference time periodically to help students on big projects or to give feedback on frequently used assignments, like lab reports or essays. Get the class working on something SSR time, finishing a worksheet, or researching information for a project and then call up students one at a time.Look over the student’s work, identify one or two things he is doing well, and one or two things he needs to work on. Invite him to ask questions, then ask him to return to his seat. Once you get the process going, you can “check in” with a student in 3-5 minutes. Every student gets some one-on-one interaction with you and gets to hear you say something positive about her work. You won’t be able to do this all the time, but even once a semester can help.Build in Grading Time to Your ScheduleFor many teachers, grading just piles up because they don’t make the time to get it done. Choose a set time each week when you can make some headway on your piles of papers. Maybe you can eat lunch in your room one day a week and do it then? Stay afterschool for an hour one day, but don’t schedule conferences during that time? Make your spouse watch the kids while you go to a coffee bar on Saturday morning and finish a stack of papers? Every teacher’s schedule is different, but setting aside a specific time can keep the piles from getting too overwhelming.Give Group Assignments and Group GradesMany teachers resist group assignments because it’s too difficult to evaluate each individual student’s work. But not every assignment needs an individual grade.If groups are too chaotic for your classroom, what about a pairs assignment? Assign students to write a paragraph or essay in pairs, and set up your stronger writers with your weaker writers. It gives the weaker writers a model to emulate and you get half as many papers to grade.Got a Bunch of Grading To Do? Reward Yourself AfterwardThere’s no way to avoid it: sometimes you will just have a mountain of papers to grade. Usually, you know when those times are coming, because a big project is due or a grading period ends. Build in a break something to look forward to as you slog your way through the papers. Maybe it’s a “date” with your spouse or an after school outing with your fellow teachers. Some teachers make a tradition out of it the “Grades Are In” celebratory dinner with colleagues. Or just pencil in some downtime a long walk or a chance to read a novel that you aren’t teaching. Whatever appeals to you, make it a part of your schedule and take it just as seriously as getting in those grades. You’ll be a happier person and a better teacher because of it.If you want to know more about this, then I suggest you check out this link Assignments. I hope it will help you to know more details about assignments.

First, you should make your question more specific then that, due to the different types of music that are out there, all of which obviously have varying effects on people. Also you should be more specific on what people are focusing on, and what constitutes as being focused(nothing something you need to put in your question).You could do ‘Does listening to Certain Types of Music help people Focus more while doing Math than others,’ keeping in mind that there would be more than one independent variable, because people also have a varying understanding of Math in general.Independent Variables could be how long it takes that person to do the worksheet.Dependent Variables would be the same song on repeat and them all doing the same worksheet after they’ve all done something, like after all of them had eaten a certain snack. You’d have to have many dependent variables, because people act differently after they’ve done different things, like a person that just got done eating a meal and is currently focused would have generally less concentration then one who only ate a light snack.