This book is a must for all upper-level Christian school curricula and for college students and adults interested in math …. Algebra Nation is a dynamic online (and printed workbook) resource that helps students master Algebra 1 - the gateway math course that has implications for students' success in middle/high school and beyond, and one The Reason: Students Thinks It's Dull Some students dislike math because they think it's dull. They don't get excited about numbers and formulas the way they get excited about history, science, languages, or other subjects that are easier to personally connect to. They see math as abstract and irrelevant figures that are difficult to understand. While the United States lost attraction in recent five years, students were more attracted by the United Kingdom and several Asian destinations. Read more Chinese students' preferred destinations In those 34 percent students, only half of them read it once a week. The result show that politic is still the part that most students are not interested in and may skip. Therefore, the Internet still not change the fact that students ignore politics. In addition, because of the intense schedule, students leave no time for politics. 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 Vay Nhanh Fast Money. Have you ever been in the middle of teaching a class, glanced at your students, and caught them staring into space? Just when you think you've created the perfect lesson plan or engaging activity, you may find that your students are unfocused and out to lunch. Yet it's essential that you find ways to keep your classes interesting so your students can absorb and retain the information that you present. For decades, educators have been trying new teaching strategies to keep their students on their toes and get them excited about learning. Although some strategies have failed, others have been found to be quite effective. Explore 10 teacher-tested ways to keep your class interesting so your students will stay engaged all the time. 1. Incorporate Mystery Into Your Lessons Learning may be the most fun for your students when they don't know what to expect. Try to incorporate a sense of surprise and mystery into your lessons. When you're about to unveil a new lesson, give students a new clue each day up until the last day before the start of the lesson. This is a fun way to make your lesson mysterious, and you may find that your students are actually looking forward to finding out what they'll be learning about next. 2. Don't Repeat Classroom Material It's appropriate and essential to review classroom material, but try not to repeat it verbatim because this can make it less interesting for students. The next time you need to review material, try playing a review game during which you present the information in a way that's different from the first time you taught the students. The 3-2-1 strategy is a fun way to review and not repeat material. For this activity, students draw a pyramid in their notebooks and write down three things they learned, two things they thought were interesting, and one question they still have. 3. Create Classroom Games Whether you're 5 or 25, playing a game can be fun. Games are also a great way to keep lessons interesting. If your students need to remember their spelling words, conduct a spelling bee—a contest in which participants are eliminated when they misspell a word. Or if the students need to practice math, have a math bee, which is similar to a spelling bee, but with math problems or facts instead of spelling words. Games make learning fun, and games in class are a prescription for happy kids. 4. Give Your Students Choices One strategy that teachers have found to be effective is offering their students the ability to make their own choices when it comes to learning. Choice can be a powerful motivator because it helps to foster student interest and independence. The next time you're planning an activity, try making a choice board. Print out a tic-tac-toe board and write down nine different tasks for students to complete. The goal is for each student to choose three tasks in a row. 5. Use Technology Technology is a great way to keep your lessons interesting. Children love electronics, so try incorporating it into your overall teaching strategy. Instead of standing in front of the room and lecturing, try using a Smartboard interactive display. Expand your cooperative learning activity lessons by connecting to a classroom in another city or country via videoconferencing. Use technology in a variety of ways, and you'll see the interest level in your classroom increase by leaps and bounds. 6. Don't Take Teaching so Seriously Being an effective teacher is an important job, but that doesn't mean that you have to remain serious in class at all times. Try to loosen up a bit and acknowledge that your students may have different interests and learning styles than your own. It's OK to laugh at yourself at times and to have some fun. You may find that your students are more interested when you're a little more relaxed. 7. Make Your Lessons Interactive In a traditional classroom, the teacher stands in front of the room and lectures to the students as the students listen and take notes. Unfortunately, this is not the most effective way to hold students' interest. Make learning interactive by creating hands-on lessons that involve students every step of the way. Try using the Jigsaw cooperative learning activity in which each student is responsible for his or her own part of a group activity. Or try a hands-on science experiment. When you involve students and make your lessons interactive, your class becomes more interesting. 8. Relate Material to Your Students' Lives Try to create a real-world connection to what your students are learning. This will give them a better understanding of why they need to learn what you're teaching. If they're constantly asking you why they need to learn something and you're always answering with “because,” you will soon lose credibility. Instead, try giving them a real answer such as, "You're learning about money because in the real world, you'll need to know how to buy food and pay your bills." By giving a straightforward answer, you're helping them make a connection between what they're learning in class and how they'll use this information in the future. 9. Flip Your Lessons The flipped classroom has been gaining in popularity since the term "flipped" entered the broader education world in 2012. When it was first presented, the idea that students could learn new information at home and then come to school and use class time for critical thinking activities and reinforcement of concepts was unique. However, many teachers are using this strategy and achieving positive results. Students in a flipped classroom are able to work at their own pace which is great for differentiated learning and engage with their peers in a more interactive, meaningful way when they're in the classroom. Try using the flipped teaching strategy for your next lesson and observe the depth of your students' engagement. 10. Think Outside the Box Lesson plans don't have to include worksheets or lectures during which students sit and take notes time and again. Try thinking outside the box and plan a lesson that's completely out of the ordinary. Invite a guest speaker, go on a field trip, or take learning outdoors. When you try something new and different, there's a good chance that your students will respond positively. When planning a lesson, try collaborating with another teacher or taking your students on a virtual field trip. Learning that engages students is the most effective. Your students will find it more interesting to learn when you present the material to them in a variety of creative ways. Most middle and high school students are not interested in science, math, and even space, teachers said in a new national poll, commissioned by Lockheed Martin, an aerospace and defense contracting company, asked 1,000 middle and high school teachers about their views on student interest in science and math. Only 38 percent said the majority of their students seem naturally interested in science, technology, engineering, and mathematics. The sample is nationally representative, and the survey was conducted online from April 5-11. Out of those four subjects, 69 percent of teachers said their students are most interested in technology. Forty-two percent said their students are most interested in science, 25 percent of teachers’ students are most interested in engineering, and just 14 percent of teachers said their students are most interested in math. Fewer than half of teachers—41 percent—said their students are eager to learn about space-related topics like planets, the solar system, space travel, and space exploration does that mean for future space missions? Lockheed Martin says that the first human mission to Mars will take place in the 2030s—meaning that the crew members are likely sitting in classrooms right now. To help bridge the gap between students’ enthusiasm and the country’s need for future scientists, engineers, and space explorers, the company released free resources, developed in partnership with Discovery Education, for middle school teachers to engage their students in STEM resources include space-themed lesson plans and activities, like a space-exploration career survey and a project to design a vehicle that can launch into space. Lockheed Martin also put out a free virtual-reality app that gives students an interactive tour of Mars. Last year, Lockheed Martin built a school bus that simulates the experience of traveling across Mars’ surface.Meanwhile, the teachers surveyed had some ideas about how to get their students interested. A quarter said their current school curriculum does not sufficiently prepare students for a STEM career, and a majority—65 percent—said they need standards-aligned supplemental STEM resources for students. More money would also help Only 31 percent of teachers said the school budget is sufficient to prepare students for a STEM career. Finally, many indicated current advances in space exploration could pique students’ interests 52 percent of teachers said it would help if there was a return to the moon in the near more ideas on how teachers can encourage their students’ interest in space, check out this blog in which a middle school teacher describes how she uses a science simulator, social media, and other hands-on activities in class to get her students excited about learning. Photo courtesy of Allison Shelley/The Verbatim Agency for American Education Images of Teachers and Students in Action, licensed under Creative CommonsMore on Cultivating Students’ Interest in STEMMath Makes the World More Beautiful' A Professor’s Advice on Teaching MathWater Filters and Space A Glimpse Into a Next-Generation Science ClassroomAdvice From the Science Classroom OpinionThe Martian’ Is Full of Math Word Problems, Says Author Andy Weir Madeline Will Madeline Will is a reporter for Education Week who covers the teaching profession. A version of this news article first appeared in the Teaching Now blog. Ce texte fait partie du cahier spécial Enseignement supérieur Près de 42 000 étudiants internationaux étaient inscrits dans les universités québécoises au semestre d’automne. C’est 14 % de plus qu’en 2016, selon les données du Bureau de coopération interuniversitaire BCI. Mais c’est surtout le double d’il y a dix ans. Une bonne nouvelle à une période où toutes les régions du monde cherchent à attirer les talents vers leurs marchés. Mais le Québec demeure cependant à la traîne comparativement à d’autres provinces du Canada comme l’Ontario ou la Colombie-Britannique. Les universités québécoises sont attractives, affirme Michel Patry, directeur général de HEC Montréal et président du conseil du BCI. Le réseau est performant, elles ont très bonne réputation et certaines proposent des domaines dans lesquels elles ont des avantages notoires, comme l’aéronautique, l’intelligence artificielle, la science des données, l’océanographie ou encore la nordicité. Le Canada est considéré comme un pays sûr et, en plus, Montréal, qui a toujours été très bien classée, a pris la première place du classement des villes préférées par les étudiants étrangers, selon une étude de l’Institut Quacquarelli Symonds. » Pas étonnant selon lui donc, que le nombre d’inscriptions internationales ait beaucoup augmenté ces dernières années, notamment durant les derniers mois. D’autant que cette tendance s’inscrit dans un mouvement mondial qui fait en sorte que de plus en plus de jeunes souhaitent poursuivre leurs études à l’étranger. Et plus seulement en provenance des pays occidentaux, souligne M. Patry. La Chine, la Corée du Sud ou encore l’Inde envoient aujourd’hui de forts contingents étudiants. » Ce qui explique par ailleurs qu’au final, ce nombre d’étudiants internationaux n’ait finalement fait que » doubler, alors qu’ailleurs au Canada, il a pu être multiplié par trois, voire par quatre. Il y a la barrière de la langue », souligne M. Patry. Les Chinois, les Coréens ou encore les Indiens vont majoritairement choisir une université de langue anglaise. Au Québec, McGill, Concordia ou encore Bishop ont d’ailleurs de meilleurs résultats que leurs soeurs francophones. L’Université Laval, à Québec, étant d’ailleurs la seule à avoir reçu moins d’étudiants étrangers à l’automne 2017 qu’à la même période de 2016. Intérêt intellectuel et pédagogique Quoi qu’il en soit, cette arrivée massive d’étudiants venus d’ailleurs est une manne pour les universités, puisqu’ils paient des droits de scolarité plus importants que les locaux. Même si les établissements ne conservent pas toute la différence et qu’une partie est reversée aux gouvernements, même si ces étudiants venus d’ailleurs demandent plus d’efforts de la part de l’administration universitaire, il n’en reste pas moins que ces inscriptions demeurent financièrement intéressantes. Mais il n’y a pas que l’aspect pécuniaire. Michel Patry y voit également un intérêt sur le plan intellectuel et pédagogique. À HEC par exemple, nous poussons depuis plusieurs années pour accueillir de plus en plus d’étudiants internationaux. Ces jeunes arrivent avec une culture et des façons de faire qui sont différentes de nos jeunes québécois. On s’assure ainsi que nos étudiants soient en contact avec des gens différents. Pour une école de gestion, c’est fondamental, si l’on considère que 40 % environ de la production nationale part pour l’exportation. Ils apportent une diversité et un réseau qui vont servir à tous nos étudiants. » Les Québécois plus sédentaires Une considération d’autant plus importante que, contrairement à ce qu’il se passe au niveau mondial, les étudiants québécois, eux, sont encore très peu nombreux à aller faire leurs études ailleurs. Les doctorats en cotutelle — supervisés par deux équipes de recherche dans deux laboratoires dans deux pays différents — sont certes en augmentation depuis une dizaine d’années, mais ils n’explosent pas. On en recense en effet 2000 cette année contre environ 500 il y a une dizaine d’années… sur quelque 310 000 étudiants au Québec. On est passé de marginal à légèrement moins marginal, constate Michel Patry. Il faut encourager les cotutelles, mais il y a des freins. Ces dispositifs sont très populaires en Europe parce les distances sont moins grandes qu’ici. Il est assez facile de rassembler plusieurs fois par an des chercheurs de Paris, Londres, Amsterdam ou Bruxelles. En Amérique du Nord, la logistique est plus compliquée. » Le président du BCI ajoute que les universités québécoises sont plus volontaires en ce qui concerne les échanges bilatéraux d’étudiants pour un trimestre, au premier cycle notamment. Le nombre de partenariats conclus avec des établissements ailleurs dans le monde a augmenté ces dernières années. Mais là encore, les étudiants d’ici ne sautent pas sur l’occasion, conclut-il, puisque 2,5 % d’entre eux environ partent pour une session à l’étranger durant leur cursus. À HEC, nous avons instauré un système de bourse, et cela fait partie du projet de formation que de partir à l’étranger. Il n’y a que comme cela que nous obtenons des résultats. » Ce contenu a été produit par l’équipe des publications spéciales du Devoir, relevant du marketing. La rédaction du Devoir n’y a pas pris part. À voir en vidéo 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. Just as Google shares its Year in Search’ as a throwback to the trends of the past and a glimpse into the coming year, Studyportals likes to share our insight into a fraction of this world what students are searching for. Trends evolve as fast as they pass which can make it hard to keep track. In the market of higher education, it is crucial to understand what is trending, what programmes are popular amongst students, and where prospective students are looking to study. Knowing which keywords students use the most when searching for study programmes on our portals is the insight you need to successfully stand out in their search. To help you find out which those keywords are, we made a list of the most used keyword searches on Studyportals in 2018. How Studyportals uses keywords On our portals, students can use keywords to find the study programmes that best match their interests. Our search algorithm shows the programmes whose name and descriptions contain the relevant search terms and ranks them accordingly. The student can then explore the study options that best match their interest. What does this mean for universities? To appear on top of the Studyportals search results, it is important that your programme descriptions contain the exact keywords your target audience is searching for. Those can vary depending on the linguistic preferences of the student personas you are targeting. For example, if you are promoting a Master’s in Management, pairing the word Management with either International or Global works best for British students, while Strategic or Business Management could appeal to students from a different geographical area. Our data shows that the most searched word in 2018 was “English”. This is no surprise as most students who use Studyportals are interested in finding international, English-taught study programmes. Additionally, many students were looking for online study programmes. The growing demand for distance learning opportunities only underlines the fact that students are not only shifting to mobile devices, but are also looking for a more mobile and personalised lifestyle. 2018 Most searched keyword terms on Studyportals Student search behaviour also offers insight into the study destinations that are popular with Studyportals users. “London” tops the destination list, followed by “Berlin”, “Germany” and “Canada”. The search results indicate that students on Studyportals are still predominantly interested in European study programmes. Regarding the educational level, Master’s and programmes are overtaking other degrees. In terms of disciplines, the frequent search of the keywords “Medicine”, “Psychology”,” Clinical Psychology”, “Health” “Nutrition” and “Genetics” shows that health-related studies are trending amongst students. 2018 Most popular study programme searches by cumulative count. For more updates, follow us!

most students are interested