Learn Key Lesson 1 Answers
Heinz Francis
See how lessons and modules are intentionally organized to leverage connections between concepts, and progress conceptual understanding from simple to complex to help students access new learning and problem-solving.
Through an intentional integration of digital resources, a focused approach to encouraging student discourse, and by connecting lessons to real-world math, students stay engaged in the learning. Get access to the curriculum.
Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished (see Fig. 1).
Below are six steps to guide you when you create your first lesson plans. Each step is accompanied by a set of questions meant to prompt reflection and aid you in designing your teaching and learning activities.
Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This step will prepare you for managing class time and accomplishing the more important learning objectives in case you are pressed for time. Consider the following questions:
Develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a variety of approaches to engage students (e.g., personal anecdote, historical event, thought-provoking dilemma, real-world example, short video clip, practical application, probing question, etc.). Consider the following questions when planning your introduction:
Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. These questions would help you design the learning activities you will use:
GSIs know how easy it is to run out of time and not cover all of the many points they had planned to cover. A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn. Instructors also agree that they often need to adjust their lesson plan during class depending on what the students need. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed. Having additional examples or alternative activities will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment. Here are some strategies for creating a realistic timeline:
Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. You can share your lesson plan by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class. You can outline on the board or on a handout the learning objectives for the class. Providing a meaningful organization of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you and students stay on track.
A learning objective states what a student will learn by the end of a lesson or module. It should include a measurable verb from the designated domain cognitive, affective, or psychomotor) and focus on the student.
A learning objective is not a list of what will be covered during a lesson. If the lesson is one to two hours, you will want to write at least three learning objectives. Three or more hours should have at least three to five objectives.
Recently, I was looking through my bookshelves and discovered an entire shelf of instruction books that came with software I had previously purchased. Yes, there was a time when software was bought in stores, not downloaded. Upon closer examination of these instruction books, I noticed that many of them were for computers and software that I no longer use or even own. More importantly, most were still in shrink-wrap, never opened. I recalled that when I bought software, I just put the disk into the computer and never looked at the book.
I realized that I did the same when I bought a new car -- with one exception. I never read the instruction book in the glove compartment. I just turned on the engine and drove off. I already knew how to drive, so I didn't need a book. The exception occurred when I tried to set the clock. I couldn't figure it out, so I finally opened the glove compartment and checked the book.
This pattern was and is true for every device I buy. I never read the book that comes with a toaster, an iPod, or a juicer unless I have a question. There are some people who do read instruction books before using a device, but with no disrespect intended, those people are a small minority. Our minds are set up to not care about answers unless we have a question. The greater the question, the more compelling it is, the more we want the answer. We learn best when questions come before answers.
Too many classrooms ignore this basic learning model. They spend most of class time providing information and then ask questions in the form of a quiz, test, or discussion. This is backward. Too many students never learn this way. It is simply too hard to understand, organize, interpret, or make sense out of information -- or even to care about it -- unless it answers a question that students care about.
Lessons, units, and topics are more motivating when they begin with a question whose answer students want to know. Not only do great questions generate interest, they also answer the question that so many students wonder about: "Why do I have to learn this?" Finally, great questions increase cognitive organization of the content by framing it into a meaningful answer to the opening question.
There is a catch, though, in using questions to begin your lesson. The question must be connected to the content, so that the following learning activities actually answer the question. The question must fit your students' age, ability, and experiences. In addition, the question needs to provoke both thought and curiosity. In fact, it must be compelling enough to generate so much motivation so that students can't help but want to know the answer.
Have you ever forgotten the name of a song and spent hours trying to remember it? It gets under your skin until you no longer want the answer -- you need it. That's what a great opening question does for students. Compulsion more than simple curiosity drives them to learn the information that follows. It's what I felt when I finally wanted to read my car manual so that I could set the clock.
Questions this powerful are hard to find. I suggest collecting as many as you can (5-10 per year, for example), and after weeding out the ones that didn't work, eventually you'll be able to fill a notebook or computer file with them. I have been collecting these kinds of questions from teachers for years. Here's a sample of some great ones that worked with students in creating enough motivation to drive an entire lesson.
Welcome to Genki Study Resources! The exercises provided here are for use with Genki: An Integrated Course in Elementary Japanese textbooks (Third Edition) and are meant to help you practice what you have learned in each lesson. Select a lesson from the quick navigation and then the exercise that you want to practice for that lesson to begin testing your knowledge. Happy studying!
I thought in conjunction with the course, we could add the answers to the questionnaire for the fastbook chapters for people who are struggling. I have posted the questions here. @jeremy if you think this is a good idea, could we make this post a wiki so we could all add the answers?
GPU stands for Graphics Processing Unit (also known as a graphics card). Standard computers have various components like CPUs, RAM, etc. CPUs, or central processing units, are the core units of all standard computers, and they execute the instructions that make up computer programs. GPUs, on the other hand, are specialized units meant for displaying graphics, especially the 3D graphics in modern computer games. The hardware optimizations used in GPUs allow it to handle thousands of tasks at the same time. Incidentally, these optimizations allow us to run and train neural networks hundreds of times faster than a regular CPU.
In a Jupyter Notebook, we can create code cells and run code in an interactive manner. When we execute a cell containing some code (in this case: 1+1), the code is run by Python and the output is displayed underneath the code cell (in this case: 2).
For us humans, it is easy to identify images in a photos, such as identifying cats vs dogs in a photo. This is because, subconsciously our brains have learned which features define a cat or a dog for example. But it is hard to define set rules for a traditional computer program to recognize a cat or a dog. Can you think of a universal rule to determine if a photo contains a cat or dog? How would you encode that as a computer program? This is very difficult because cats, dogs, or other objects, have a wide variety of shapes, textures, colors, and other features, and it is close to impossible to manually encode this in a traditional computer program.
The universal approximation theorem states that neural networks can theoretically represent any mathematical function. However, it is important to realize that practically, due to the limits of available data and computer hardware, it is impossible to practically train a model to do so. But we can get very close!
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