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4. Which of the following statements do not describe informal
Ask: 4. Which of the following statements do not describe informal education? a. we learn how to dress for different occasions. b. Informal education describes learning about cultural values and norms. c. Informal education uses academic facts and concepts through a formal curriculum. d. Informal education teaches us how to keep our bodies clean.
Answer:
A. we learn how to dress for different occasion is mt anser
3. Which of the following statements do not describe informal
Ask: 3. Which of the following statements do not describe informal education?
a. We learn how to dress for different occasions.
b. Informal education describes learning about cultural values and norms.
c. Informal education uses academic facts and concepts through a formal curriculum.
Answer:
b
Explanation:
INSTRUCTION: Write the letter of the correct answer for each
Ask: INSTRUCTION: Write the letter of the correct answer for each item.
1. Which of the following is the social institution through which a society’s children
are taught basic academic knowledge, learning skills, and cultural norms?
a. UNESCO
b. Church
C. Education
d. Society
2.
stated that “education shall be directed to the full development of the
human personality and to the strengthening of respect for human rights and
fundamental freedoms”.
a. UNESCO
b. Abraham Maslow
C. Theory of Human Needs
d. Youth for Human Rights
3. It is learning of academic facts and concepts through a formal curriculum.
a. Formal Education
b. Informal Education
C. Alternative Learning System (ALS)
d. Traditional Education
4. Which of the following statements do not describe informal education?
a. we learn how to dress for different occasions.
b. Informal education describes learning about cultural values and norms.
C. Informal education uses academic facts and concepts through a formal
Answer:
1.c
2.d
3.a
4.a
yan po answer
correct me if im wrong
How does an academic text different from a non- academic
Ask: How does an academic text different from a non-
academic text?
Select one:
a. An academic text is evidence-based while a non-
academic text is personal.
b. An academic text has a purpose and audience
while a non-academic text doesn’t.
c. An academic text only uses formal language while
a non-academic text can use informal or casual
language.
O d. An academic text is read by the educated or literate
while a non-academic text is read by the illiterate and
didn’t finish school.
Answer:
a. An academic text is evidence-based while a non-
academic text is personal.
Explanation:
Academic writing refers to a piece of writing which focuses on specific academic subject/topic. Through academic writing the writer intends to prove a theory or viewpoint in one way or the other.
Non Academic writing refers to a piece of writing which focuses on a general topic rather than any academic topic. It is not intended for an academic audience. It is intended for a lay audience or the mass public. Non academic writing focuses on lay audience or the mass public. These types of articles are mostly personal
What's More Activity 2. Read the text on the left
Ask: What’s More Activity 2. Read the text on the left and rewrite it in a more academic style using the words on the right Informal Formal / Acadernic Style A. Lots of times in many years, different professional people who were interested in making education better have asked me what we know about how people learn so we can use it to make education better,
pasagot naman nang Formal/Academic style nang tama po
Answer:
On a number of occasions during a considerable period of years, various professional people interested in educational improvement have asked what is known about the process of learning that can be put to use in designing better education.
Explanation:
Sana maka tulong ..
how formal and informal education differ brainly
Ask: how formal and informal education differ brainly
Formal education refers to systematic, curriculum-based, teacher-directed learning that happens within an institution such as a school, college, or university. … Informal education refers to learning that results from activities related to daily life experiences, work, family, or leisure
Answer:
A formal education is what students learn in a traditional classroom. … Informal education is anything learned more independently outside of the traditional classroom. It can be things that are self-taught by researching or reading, or through things that are experienced.
how formal and informal education differ
Ask: how formal and informal education differ
Formal education refers to systematic, curriculum-based, teacher-directed learning that happens within an institution such as a school, college, or university. … Informal education refers to learning that results from activities related to daily life experiences, work, family, or leisure.
Formal education refers to systematic, curriculum-based, teacher-directed learning that happens within an institution such as a school, college, or university. … Informal education refers to learning that results from activities related to daily life experiences, work, family, or leisure.
how formal and informal education differ
Ask: how formal and informal education differ
Answer:
A formal education is what students learn in a traditional classroom. This type of education usually begins around age 4 and can stretch all the way through college. … Informal education is anything learned more independently outside of the traditional classroom.
ANSWER:
A formal education is what students learn in a traditional classroom. This type of education usually begins around age 4 and can stretch all the way through college. … Informal education is anything learned more independently outside of the traditional classroom.
1.What is the main purpose of comparison and contrast?a.To show
Ask: 1.What is the main purpose of comparison and contrast?
a.To show how two things are similar
b.To show how two things are different
c.To show that both subjects are equal
Both a and b.
2.______________ intends to educate a reader/listener/audience on a particular topic.
a.News report
b.Informative Speech
c.Short story
d.Drama
3._____________ presents facts about people or events. It does not contain the writer’s opinion.
a.News report
b.Speech
c.Short story
d.Drama
4.The first paragraph of the news is called ___________.
a. lead b. report c. body d. conclusion
5.Which among the choices has the same meaning with the word ADVOCATE?
a.Opponent b. supporter c. adversary d. foe
6.The word URGE has the same meaning with __________.
a.Against b. dislike c. press d. block
7.What type of information you will look for when you want to know meanings of concept?
a.Definitional b. explanatory c. demonstrative d. argumentation
8.What is the purpose of a speech which focuses on the theme and occasion and for the enjoyment of the audience?
a.To inform b. to entertain c. to persuade d. to explain
9.A speech that calls for action for the audience to make some change.
a Persuasive b. informative c. entertaining
10.What is a formal discussion done by a selected group of experts?
a.Moderation b. speech c. panel discussion d.play
11.It is a conversation between two parties or more.
a.Characters b. dialog c. genre d. setting
1. D. Both A and B
2. B. Informative Speech
3. A. News Report
4. A. Lead
5. B. Supporter
6. C. Press
7. A. Definitional
8. B. To entertain
9. A. Persuasive
10.C. Panel Discussion
11. B. Dialog
You nice keep going!
pa summarize po please Review Related Literature po kasi sya
Ask: pa summarize po please Review Related Literature po kasi sya pa summarize lang mga kuya ate.
The effect sizes are generally similar to other educational interventions that are effective in raising attainment, though the use of digital learning has other benefits. Also, the extent of the effect may be dampened by the level of capability of teachers to use digital learning tools and resources effectively to achieve learning outcomes. More effective use of digital teaching to raise attainment includes the ability of teachers to identify how digital tools and resources can be used to achieve learning outcomes and adapting their approach, as well as having knowledge and understanding of the technology. This applies in all schools.
Where learners use digital learning at home as well as school for formal and non-formal learning activities these have positive effects on their attainment, because they have extended their learning time. This is particularly important for secondary age learners.
The assessment framework, set out in Annex 2, identifies a number of educational benefits that digital learning and teaching has the potential to help learners aged 5 to 18 to realise, through the opportunity to learn in different ways, access more sources of information, and be tested and get feedback differently. In terms of raising attainment, these benefits include short term outcomes, such as having a greater feeling of control over learning and more confidence to practise a skill, through to medium term outcomes such as faster acquisition of knowledge and skills, and improved impacts in terms of learners achieving higher exam or test results where digital technology has been used.
In this section, the impact of digital technology on children’s attainment in a range of areas is discussed, followed by the impact on aspects of numeracy, literacy and science learning.
Raising children’s attainment
There is a substantial body of research that has examined the impact of digital tools and resources on children’s attainment in a range of areas.
Higgins et al (2012) provide a summary of research findings from studies with experimental and quasi-experimental designs, which have been combined in meta-analyses to assess the impact of digital learning in schools. Their search identified 48 studies which synthesised empirical research of the impact of digital tools and resources on the attainment of school age learners (5-18 year olds).
They found consistent but small positive associations between digital learning and educational outcomes. For example, Harrison et al (2004) identified statistically significant findings, positively associating higher levels of ICT use with school achievement at each Key Stage in England, and in English, maths, science, modern foreign languages and design technology. Somekh et al (2007) identified a link between high levels of ICT use and improved school performance. They found that the rate of improvement in tests in English at the end of primary education was faster in ICT Test Bed education authorities in England than in equivalent comparator areas. However, Higgins et al note that while these associations show, on average, schools with higher than average levels of ICT provision also have learners who perform slightly higher than average, it may be the case that high performing schools are more likely to be better equipped or more prepared to invest in technology or more motivated to bring about improvement.
Higgins et al report that in general analyses of the impact of digital technology on learning, the typical overall effect size is between 0.3 and 0.4 – just slightly below the overall average for researched interventions in education (Sipe & Curlette, 1997; Hattie, 2008) and no greater than other researched changes to teaching to raise attainment, such as peer tutoring or more focused feedback to learners. The range of effect sizes is also very wide (-0.03 to 1.05),which suggests that it is essential to take into account the differences between technologies and how they are used.
Answer:
Raising children’s attainment
There is a substantial body of research that has examined the impact of digital tools and resources on children’s attainment in a range of areas. Higgins et al provide a summary of research findings from studies with experimental and quasi-experimental designs, which have been combined in meta-analyses to assess the impact of digital learning in schools. Their search identified 48 studies which synthesised empirical research of the impact of digital tools and resources on the attainment of school age learners . They found consistent but small positive associations between digital learning and educational outcomes.
For example, Harrison et al identified statistically significant findings, positively associating higher levels of ICT use with school achievement at each Key Stage in England, and in English, maths, science, modern foreign languages and design technology.
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