At the heart of these issues is that of class size. Numbers in classes have gradually risen over the last few decades, and now they feel we have reached crisis point. This essay aims to find out whether reducing class sizes would actually lead to an increase in grades and productivity. The main argument of those who argue for reduction of class sizes is that teachers can only do so much in a classroom.
In Big History, students tend to be in awe of the expanse of the course. Even early on, the question of pertinence comes up. Though fascinating to most students, the scale is daunting and abstract.
How can we make the subject more relevant? In studying stars and galaxies in Unit 3, you might look at where we are in our galaxy.
I have found this to be the key to engaging students. The class should struggle with this question in a discussion. Why might it matter? So,why does this matter? There are several points I consider with students: The modern scientific narrative, which includes where we are in the Milky Way, and the scientific method for gathering evidence toward this narrative,are the basis of our economic, scientific, and technological systems.
The continuing development of this narrative is the context of our society and our psyches, and is fundamental to the decisions we make each day. Discussing the implications of being able to say that we know where we are in the galaxy and the Universe gives you an opening into the outcomes of collective learning and the systems of thought and governance that have come from this.
Hopefully, the discussion can continue into thinking ahead to the future and other possibilities. This would be a great moment to bring out some other origin narratives such as the Mayan and Efik for comparison. What does each culture want from their origin narrative, based on what you read in their origin story?
What is each culture striving to know? What would the members of the culture get from this narrative? How could individuals find their place in the culture through this narrative?
These questions should also be applied to the modern, scientific narrative of Big History! This pinpointing of place is an existential fact of our lives, what we are thrown into without choice. This is where insignificance may, and should, become part of the discussion.
The notion of significance runs through all cultures. Our culture points out the fact of where we are in space and time, but does not offer any explanation for how to process this fact or its importance in understanding our relationship to the world. This is where literature, art, philosophy, and religion have stepped in.
An example of this can be found in the philosophies of existentialism and Zen, which address this question similarly. The fact of your insignificance does not matter in the face of the continuing exploding into the world we each do at every moment—always something from nothing in a continual personal Big Bang—the radiating and spiraling of a galaxy of effects from the dense void of our own existence.
These large questions are really what drive the Big History class. Take as many opportunities as you can to run with them. His school offers the course as a two-year deployment that replaces global studies.
In the first year, Unit 1 through Unit 6 are covered; in the second year, Unit 6 through Unit Scott loves teaching the course because of the fundamental philosophical implications of the material.This policy brief summarizes the academic literature on the impact of class size and finds that class size is an important determinant of a variety of student outcomes, ranging from test scores to .
There is a new S-Class convertible (the Cabriolet) for , which is not only a new S-Class model, but as a full-size, four-person convertible, it's new 5/5(1). The most persuasive class-size research in the United States comes from a large experiment in Tennessee that found students in small classes outperformed students in larger groups, even when.
Reductions in class size, therefore, need to be accompanied by extensive professional development efforts so that teachers can improve their effectiveness and thus capitalize on smaller class .
Why Class Size Matters Across the United States, class sizes are increasing at unprecedented rates. An estimated 58, teachers were laid off in September, at the same time as enrollment was increasing in much of the country.
If you mean, does sealing the cup change themass, then no it does not change the mass of the water, though thesealing material would add its own mass to the total.