Supervised studyMacmillan Company, 1916 - 433 pages |
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Page 34
... . In the limited space of this book it will be impossible to do more than cite a very few illustrations of how peculiar are the differences of abilities among individuals . Thorndike directs attention to what experienced 34 Supervised ...
... . In the limited space of this book it will be impossible to do more than cite a very few illustrations of how peculiar are the differences of abilities among individuals . Thorndike directs attention to what experienced 34 Supervised ...
Page 35
... Illustrations of Differences from Thorndike . Illustra- tions of such differences are given by Thorndike in the book referred to.2 Thorndike gives two Latin translations , of which portions are quoted below . Two translations made by ...
... Illustrations of Differences from Thorndike . Illustra- tions of such differences are given by Thorndike in the book referred to.2 Thorndike gives two Latin translations , of which portions are quoted below . Two translations made by ...
Page 38
... Illustration of Difference by Monroe . illustration of this difference in ability is furnished by Dr. Walter S. Monroe.1 Six tests were given to first - year high school pupils in two city high schools in March , 1914. In both schools ...
... Illustration of Difference by Monroe . illustration of this difference in ability is furnished by Dr. Walter S. Monroe.1 Six tests were given to first - year high school pupils in two city high schools in March , 1914. In both schools ...
Page 39
... illustration - and for this reason it is unfair to re- quire these " born shorts " to study the subjects in which they have no native ability . Two studies bearing on this phase of individual differences will be considered briefly . a ...
... illustration - and for this reason it is unfair to re- quire these " born shorts " to study the subjects in which they have no native ability . Two studies bearing on this phase of individual differences will be considered briefly . a ...
Page 51
... illustrations , interesting for the information they contain , are suggestive of what is necessary in the high school . Block or mass teaching cannot give sufficient atten- tion to varying mental types . It should be noted , however ...
... illustrations , interesting for the information they contain , are suggestive of what is necessary in the high school . Block or mass teaching cannot give sufficient atten- tion to varying mental types . It should be noted , however ...
Common terms and phrases
ability algebra amount assignment attention auditory average boys cent chapter coöperation course declension difficulties directed discussion divided period E. E. Smith Educational Psychology effective effort egg foods employed English example experience fact foregoing geometry girls given grade habits heat high school pupils home study illustrations important individual differences instruction interest investigation Isocrates IV IV IV kind language Latin lesson light literature Macedon material mathematics means memory ment mental methods of study methods of teaching Modern American School mullions necessary notebook notes once a week organization outline paragraph Perfect group possible principal problem PUPILS Image reason recitation reference reports scheme School Review sentence social study coach study period suggestions supervised study TABLE textbook thinking tion topic unassigned teacher words writing
Popular passages
Page 210 - I HAVE been here before, But when or how I cannot tell : I know the grass beyond the door, The sweet keen smell, The sighing sound, the lights around the shore. You have been mine before, — How long ago I may not know : But just when at that swallow's soar Your neck turned so, Some veil did fall, — I knew it all of yore.
Page 192 - Whenever I set down to write you, I read your letter, or letters carefully over, and as soon as I come to a part that requires to be noticed, I make a short note on the cover of a letter or piece of waste paper; — then read on the next, noting that in like manner; — and so on until I have got through the whole letter and reports. Then in writing my...
Page 122 - In many kinds of work it is best to go over the lesson quickly, then to go over it again carefully ; eg before beginning to solve a problem in mathematics, read it through and be sure you understand what is to be proved before beginning its solution ; in translating a foreign language, read the passage through and see how much you can understand before consulting the vocabulary.
Page 192 - ... the next, noting that in like manner ; — and so on until I have got through the whole letter and reports. — Then in writing my letter to you, as soon as I have finished what I have to say on one of these notes, I draw my pen through it and proceed to another, and another, until the whole is done...
Page 118 - Concentrate your mind so that outside interests will not frequently disturb your study. 6. Do not try to commit exact words until you understand their content. 7. Connect the important facts of the new lesson with facts previously learned. 8. Make comparisons and contrasts when possible. 9.
Page 122 - In the proper use of a textbook the following devices will be found helpful: index, appendix, footnotes, maps, illustrations, vocabulary, etc. Learn to use your textbook, as it will help you to use other books. Therefore understand the purpose of the devices named above and use them freely. 5. Do not lose time getting ready for study. Sit down and begin to work at once. Concentrate on your work; that is, put your mind on it and let nothing disturb you.
Page 398 - Supervised study is that plan of school procedure whereby each pupil is so adequately instructed and directed in the methods of studying and thinking that his daily preparation will progress under conditions most favorable to a hygienic, economical, and self-reliant career of intellectual endeavor.
Page 122 - Make out a definite daily program, arranging for a definite time for each study. You will thus form the habit of concentrating your thoughts on the subject at that time. 2. Provide yourself with the material the lesson requires; have on hand maps, ruler, compass, special paper needed, etc. 3. Understand the lesson assignment. Learn to take notes on the suggestions given by the teacher when the lesson is assigned. Take down accurately any references given by the teacher. Should a reference be of special...
Page 36 - A shepherd being asked how many sheep he had in his flock, said, if I had as many more, half as many more, and 7 sheep and a half, I should have just 500; how many had he?
Page 357 - For clearness read Macaulay. For logic read Burke and Bacon. For action read Homer and Scott. For conciseness read Bacon and Pope. For sublimity of conception read Milton. For vivacity read Stevenson and Kipling. For imagination read Shakespeare and Job. For elegance read Virgil, Milton and Arnold.