Flashcards

The study aimed to investigate (a) the effect of digital games, songs, and flashcards on vocabulary knowledge of Iranian EFL preschool learners and (b) the young learners" performance on mid-course tests of vocabulary with different topics. The participants included 350 preschool female learners in Oshnaviyeh, a town in Western Azarbaijan Province and were divided into three tablet, song, and traditional groups. Pre and post-tests of vocabulary and four mid-course tests based, on the learnt vocabularies, were administered during the research. The materials also consisted of a digital game, 16 songs, a structured student book, a workbook, and 60 flashcards. The analysis of the data revealed that there was no significant difference in the vocabulary knowledge of preschool learners who learnt vocabularies via games, songs, and flashcards. The results also showed that there was a significant difference in the three groups" mid-course tests with different topics. The findings r...

educational software + technical english-german dictionaries  -  Technisches Englisch-Deutsch-Französisch Woerterbuecher

german-english Flashcards  (helps you learn your robotics-vocabulary effectively)
german

German-English  Sentences  (engineering/ mechanics/  information technology

german-english dictionary refrigeration engineering

The study aimed to investigate (a) the effect of digital games, songs, and flashcards on vocabulary knowledge of Iranian EFL preschool learners and (b) the young learners " performance on mid-course tests of vocabulary with different topics. The participants included 350 preschool female learners in Oshnaviyeh, a town in Western Azarbaijan Province and were divided into three tablet, song, and traditional groups. Pre and post-tests of vocabulary and four mid-course tests based, on the learnt vocabularies, were administered during the research. The materials also consisted of a digital game, 16 songs, a structured student book, a workbook, and 60 flashcards. The analysis of the data revealed that there was no significant difference in the vocabulary knowledge of preschool learners who learnt vocabularies via games, songs, and flashcards. The results also showed that there was a significant difference in the three groups " mid-course tests with different topics. The findings recommend that using different techniques in the classroom considering learners " interest and needs can improve vocabulary knowledge of young learners.

Poster presented in the Première Journée d’études Humanités numériques EPHE, 2016-10-12.

For the commands used in the creation of the poster, see my gist:
https://gist.github.com/D-K-E/41e8e7c2d3d67a6fb0a2376cc1b8aba1

The project aims to offer a solution to some of the difficulties of conventional methods for learning ancient languages, notably not being able to study outside of classroom environment in an interactive fashion, plus the excessive spatio-temporal disparity between the language classes resulting in slow retention rates, and unnecessary time consumption. The author gives some principals about the creation of the flashcards and lists the current collection available online:
The 2000 most frequent egyptian words according to TLA
The 500 most frequent neo-babylonian words in SAAo.
The 2000 most frequent neo-assyrian words in SAAo.
The 2000 most frequent demotic words according to TLA
The 100 most frequent elamite achemenid cuneiform signs
A collection for neo-assyrian, neo-babylonian signs  and some ameliorations on the current collections are envisaged.
The principal need of the project, manpower, is expressed and contact with the author is vividly encouraged.

Presentation of the Fluency® teaching method (a combination of mastery learning and programmed learning) and its use for the consolidation of all kinds of memoristic learning (concepts, data and terminology) and the automation of procedures (e.g. sentence formation and mathematical operations). It allows a group to progress together at a good pace, under the direction of the teacher, without depending on study outside the classroom. Its implantation would reduce school failure to minimal levels. (Discurso de apertura del Curso Académico de 2020 REAL ACADEMIA ALFONSO X EL SABIO)

Teachers have a vested interest in their students being motivated and successful in their subject. But how can we motivate all our students? The best general motivator is success. How then can we make all our students succeed on a day-to-day basis? By making sure they start each class remembering what they learned in previous ones. But this usually only happens if they do their homework properly, and we cannot guarantee this. The proposed solution is to replace the memorisation and practice components of homework by flashcard-based drilling in the classroom; this way we can make certain that everyone does it, and develops a permanently growing knowledge base, allowing them to be successful and walk into the classroom each day ‘with a smile on their face’: i.e. motivated. This method, which could be described as Programmed Mastery Learning, has been used for decades at Fluency® Idiomas, Spain, to teach English to over 4000 pupils yearly, with a team of 100 teachers. The present paper monitors the application of this method to the teaching of basic Arabic, where reading skills particularly benefit from flashcard drilling.

Abstrak Penelitian ini bertujuan untuk mendeskripsikan hasil belajar dalam pembelajaran PPKn dengan menggunakan model time token berbantuan media flashcard dan model direct instruction berbantuan media gambar di kelas II SD Gugus Piere Tendean dan untuk menguji keefektifan model time token berbantuan media flashcard daripada model direct instruction berbantuan media gambar terhadap hasil belajar PPKn materi keberagaman karakteristik individu di sekolah kelas II SD Gugus Piere Tendean Kaliwungu Kendal. Penelitian ini menggunakan metode kuantitatif jenis penelitian yang digunakan ialah eksperimen dan desain nonequivalent control group design. Teknik sampel yang digunakan adalah cluster random sampling, dengan sampel sebanyak 51 siswa. Pengumpulan data menggunakan tes, observasi dan dokumentasi. Hasil uji hipotesis menunjukkan bahwa nilai t hitung = 3,132, dan ttabel = 2,010, karena thitung ˃ ttabel (3,132 ˃ 2,010) yang berarti model time token berbantuan media flashcard efektif digunakan pada pembelajaran PPKn kelas II SD. Hasil uji n-gain kelas eksperimen lebih tinggi yaitu nilai n-gain kelas kontrol adalah 0,293970401 tergolong kriteria rendah dan nilai n-gain kelas eksperimen adalah 0,39691064 tergolong kriteria sedang. Simpulan penelitian ini yaitu model pembelajaran time token berbantuan media flashcard efektif digunakan pada pembelajaran PPKn siswa kelas II SD Gugus Piere Tendean Kaliwungu Kendal. ___________________________________________________________________ Abstract This study aims to describe the learning outcomes in learning civic education by using a time token model assisted by flashcard media and direct instruction model assisted by image media in 2 nd grade SD Piere Tendean Cluster and to test the effectiveness of the time token model assisted by a flashcard media a picture of the learning outcomes of the civic education material on the diversity of individual characteristics in 2 nd grade Primary Schools in the Piere Tendean Kaliwungu Kendal cluster. This research uses quantitative methods, the type of research used is experimental and nonequivalent control group design. The sampling technique used was cluster random sampling, with a sample of 51 students. Data collection uses tests, observations and documentation. Hypothesis test results show that the value of t-count = 3.132, and t-table = 2.010, because t-count ˃ t-table (3.132 ˃ 2.010), which means that the time token model assisted by flashcard media is effectively used in learning the civic education 2 nd grade SD. The n-gain test results of the experimental class were higher namely, the value of the n-gain of the control class was 0.293970401, classified as a low criterion and the n-gain value of the experimental class was 0.39691064, classified as a medium criterion. This research concludes that the time token learning model assisted by flashcard media is effectively used in learning civic education for 2 nd grade students of the Primary School in the Kaliwungu Kendal Group.

The purpose of this study was to evaluate the effects of DI flashcard system mastery of the multiplication facts of a 12-year-old boy and a 15-year-old girl in their respective special education classrooms. Both participants were diagnosed with autism (ASD). When DI flashcards were employed performance for both participants increased. Larger gains were found for our elementary school participant. The DI flashcard procedure was easy to implement and evaluate. Suggestions for additional research with DI flashcards were made.

Do you want your students in kindergarten to speak more often with others and develop their social skills?

This video shows how important it is to give kindergarten students the opportunity to be the teacher in class. The purpose is to encourage them to ask questions, answer questions, and ultimately initiate and maintain real life conversations.
https://youtu.be/3Kd8WKLbLE0


Best regards,

Hanadi S. Mirza
PhD in Education
Educational Consultant & Teacher Trainer
E: [email protected]
Web: hanadimirza.academia.edu
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fb: Hanadi Mirza- Educational Consultant & Teacher Trainer

The present study aims at investigating the effects of metacognitive awareness of EFL sophomore university students on the reading comprehension performance. Metacognitive learning strategies may help L2 learners to be more independent, and autonomous. Students without meta-cognitive approaches are essentially learners without direction and ability to review their progress, accomplishments, and future learning directions (O'Malley, et al. 1985). Three intact classes (N= 75) from among sophomore EFL Iranian undergraduates participated in this study. The classes were randomly assigned to summarization, question-generation (as metacognitive strategies), and control groups. The participants were given the reading comprehension section of the TOEFL as the pre-test. The experimental groups were taught how to prepare a summary out of a reading passage or generate questions, while the control group received no particular metacognitive training. In the end, the participants were post-tes...