Effective study skills include figuring out one’s learning style, learning time management skills, studying in short bursts, blocking out distractions, not cramming, [r]
(1)Đơn vị TRƯỜNG THPT CHUYÊN LƯƠNG THẾ VINH
Mã số:
SÁNG KIẾN KINH NGHIỆM
TEACHING STUDY SKILLS IN A HIGH SCHOOL ENGLISH CLASS
(DẠY KĨ NĂNG HỌC TẬP TRONG LỚP HỌC TIẾNG ANH Ở TRƯỜNG PHỔ THÔNG)
Người thực hiện: ĐINH THỊ PHƯƠNG THOA Lĩnh vực nghiên cứu:
- Phương pháp dạy học môn: TIẾNG ANH
(2)SƠ LƯỢC LÝ LỊCH KHOA HỌC I THÔNG TIN CHUNG VỀ CÁ NHÂN
1 Họ tên: ĐINH THỊ PHƯƠNG THOA Ngày tháng năm sinh: 19 - 05 - 1983 Nam, nữ: Nữ
4 Địa chỉ: 54D/12, KP 2, Trảng Dài, Biên Hòa, Đồng Nai
5 Điện thoại: (CQ)/ (NR); ĐTDĐ: 0938023960
6 Fax: E-mail: info@123doc.org
7 Chức vụ:
8 Đơn vị công tác: Trường THPT Chuyên Lương Thế Vinh
II TRÌNH ĐỘ ĐÀO TẠO
- Học vị (hoặc trình độ chun mơn, nghiệp vụ) cao nhất: Thạc sỹ - Năm nhận bằng: 2011
- Chuyên ngành đào tạo: Lý luận phương pháp giảng dạy tiếng Anh
III.KINH NGHIỆM KHOA HỌC
- Lĩnh vực chun mơn có kinh nghiệm: Số năm có kinh nghiệm:
- Các sáng kiến kinh nghiệm có năm gần đây:
Influences of Communication Styles on Vietnamese Students’ English Speaking Skill
(3)CONTENTS
I RATIONALE
II IMPLEMENTATION
A LITERATURE REVIEW
B METHODOLOGY Subjects
Research instruments Procedures
1 Conducting a small survey Holding a short study skills quiz Finding out students’ learning styles
4 Teaching study skills in English lessons 4.1 General study skills
4.1.1 Time management 4.1.2 Memory improvement 4.1.3 Note-taking
4.2 Substantial study skills for learning English 4.2.1 Dictionary skill
4.2.2 Guessing meaning of words
4.2.3 Distinguishing content words and function words 4.2.4 Rhythm and intonation
4.2.5 Skimming and scanning 4.2.6 Building sentences
III RESULTS
IV IMPLICATIONS AND SUGGESTIONS FOR TEACHING
(4)I RATIONALE
It is undeniable that Vietnamese high school students are overwhelmed with their school work Faced with poor student performance on tests and assignments, teachers often recognise that the root of the problem lies not only in the material or in how it is taught, but also in how students choose to study it Some students lack experience with effective methods of study; they measure the effectiveness of their studying by the length of time they spend in front of a book - not in their comprehension of it Harsh reality sets in when grades are dispensed!
Study skills are some of the most important lessons that a teacher can give a student and can have a positive effect on their performance in school Having good study skills is an invaluable asset in all areas of life, not just school Though many students may be proficient in basic math, reading and writing, they may not have very strong functional skills in how to use and apply what they have learned But very often, teachers not pay much attention to teaching them the necessary study skills required in their particular subjects at school
Therefore, students should be equipped with substantial study skills to reach their full potential In the scope of this paper, study skills are limited to the basic ones in learning English
II IMPLEMENTATION
A LITERATURE REVIEW
Study skills are defined as abilities, techniques, and strategies which are used when reading, writing or listening for study purposes (Richard et al., 1992) They are also described as approaches applied to learning (Wikipedia, 2011) They are generally critical to success in school, are considered essential for acquiring good grades, and are useful for learning throughout one's life
Because of their importance in teaching and learning, they have received considerable attention from researchers as well as laypersons Visiting some bookstores or with just some clicks on the Internet, we can find lots of information on the topic Below are some noticeable types of study skills:
Methods based on memorization such as rehearsal and rote learning
(5)Methods based on condensing information, summarising and the use of keywords
Methods based on visual imagery
Methods based on acronyms and mnemonics
Methods based on exam strategies
Methods based on time management, organization and lifestyle changes
Effective study skills include figuring out one’s learning style, learning time management skills, studying in short bursts, blocking out distractions, not cramming, revising, doing the hard stuff first, doing homework, taking good notes, and so on
As for study skills in English, a large numbers of books can be found in various bookstores and libraries It is easy to find such books if one looks at book covers with the title “How to…” or “Preparation Course for…” Each book is appropriate a certain purpose or a certain student, but in general, one must practise the language regularly, manage his/her time wisely, and train his/her memory
B METHODOLOGY Subjects
The subjects of the study are students of class 10 English 2, Luong The Vinh Specialised High School in the school year 2011-2012 Generally speaking, all the 30 students are rather good at English However, when it comes to how to study effectively, not all of them have good answers
Research instruments: survey, quiz, questionnaire, experimental teaching, observation
Procedures 1 Conducting a small survey
In the first English period of the school year (introduction or orientation period), a small survey was conducted: Students were asked to work in groups of to discuss their difficulties in learning English and how to overcome them Totally, there were groups The results showed that most students had difficulties in managing time (83.3%), listening and speaking (83.3%), remembering vocabulary and structures (66.7%), and writing (66.7%)
Realising the students’ lack of study skills, the author decided to bring some study skills to her English lessons
2 Holding a short study skills quiz
(6)Check to see if you selected the correct answer. What can you to avoid stress?
Skip class Sleep
Set goals and plan ahead Don't take notes in class When is the best time to study?
During the day At night
After eating
Immediately after learning new material
What can you if you don't like to sit and read for a long time? Just don't read the books
Try taking breaks or studying in groups Have friend read you the books out loud Drink a lot of caffeine
How can I pay attention in class when it seems so boring sometimes? Connect the material to other information
Bring your Ipod
Sit in the back and get some shuteye Doodle in your notebook
How can I stop procrastinating? Make a schedule and follow it
Watch all your TV shows until you're tired of watching TV Just wait until the last minute because eventually you'll stop Watch movies that have smart people in them
(Adopted from http://www.trustyguides.com/study-skills-quiz.html# ) Here are the results:
Number of correct answers Number of students Percentage
4
5 10
7
16.67 23.33 33.33 23.33
(7)0 3.33
The results show that just a minority had all correct answers The majority (73.3%) knew how to study (they had at least correct answers) But the problem lies in how to put them into practice
3 Finding out students’ learning styles
Identifying one’s learning style is the first step towards effective learning Knowing one’s own learning style can help him/her improve the excellence of his/her study skills
The following simple test was used to identify the students’ specific learning styles
Answer the following questions If your answer is “yes” to most of the questions in a section, your learning style can be the one in that section
LEARNING STYLE QUESTIONS YES NO
VERBAL
Do you like playing on the sound of
words like tongue twisters or on the meaning of words?
Do you always try to find out meaning
for new words?
Do you remember names, places and
dates well?
Do you wish to discuss about the topics
that you have learnt recently with our friends?
Do you write well?
Do you get irritated when someone
makes grammatical errors?
LOGISTICAL
Do you enjoy logic puzzles and
strategic games?
Do you like to memorize formulas? Do you always look for rational
explanations?
Do you feel comfortable in analyzing,
measuring and quantifying?
VISUAL Do you like to read charts and diagramsrather than reading text? Do you like to daydream a lot?
(8) Do you have a great sense for colors? Do you imagine how objects would
appear in various angles?
Do you enjoy doing puzzles and other
visual activities?
PHYSICAL
Do you enjoy outdoor activities?
Are you an expert in one or more sports
activities?
Do you like hand-on working?
Do you find it difficult to sit for long
periods?
Do you like to touch things, when
learning about them?
Do you like to practice everything,
rather than simple reading topics?
INTERPERSONAL
Do you like to learn in group? Do you enjoy group activities and
games?
Do you prefer discussing about topics
with your friends?
Do you try to improve the skills of your
friends voluntarily?
Do you listen well and understand
other's views?
Do you like to spend quality time with
your instructor?
Do you have leadership skills?
INTRAPERSONAL/ SOLITARY
Do you prefer working or studying
alone?
Are you private and independent? Are you aware of your own thinking? Do you have strong opinions about
various things?
Do you prefer working in a quiet
atmosphere?
Do you like to plan and set objectives?
(9)Visual learning style: taking detailed notes from textbooks, creating pictures in
your mind
Auditory style: saving information in audio tapes and listening to them; reading
the lessons aloud or discussing the information with classmates to gain better understanding
Verbal learning style: using audio tapes of lessons for repetition; making use of
some word based techniques like scripting or assertions; reading the key points in the lessons aloud; connecting the words and forming a memorable sequence; changing voice modulations to keep the content interesting while reading aloud
Physical learning style: moving your hands or playing with the physical parts;
using hands-on work and movement in your learning process; using physical objects, flash cards; writing and drawing pictures
Logical style of learning: attempting to understand the reasons behind the
contents
Solitary learning style: clarifying your doubts with an instructor, creating a
personal interest on your lessons
Social style: sharing your views and scripts with others in your group and listening
to their comments
4 Teaching study skills in English lessons 4.1 General study skills
4.1.1 Time management
Many students complain that they not have sufficient time to complete learning all their lessons It is therefore worth knowing how to create a study schedule and make use of the limited time effectually The following task was used in class to help students learn how to set priorities and control their time effectively
This task was added in the speaking period of Unit – English 10, where students talk about their timetable It is advisable to remind them to be realistic in creating the time schedule
Task List: Work in pairs.
Use the following list to help you set your priorities for the up-coming week First, make a list of tasks that require time from your life
(10)A = necessary or urgent
B = important but not necessary or urgent C = not necessary or urgent
Fourth, schedule these tasks on the weekly planner
Priority Estimated Time Needed
_Sleeping _
_Eating _
_Hygiene/Self Care _
_Laundry/Cleaning _
_Grocery Shopping/Cooking _
_Exercise _
_Extracurricular Clubs/Activities _ _Spiritual/Religious Activities _ _Seeing Friends & Socializing _
_E-mail _
_Talking on the Phone _
_Watching TV _
_Attending Classes _
_Study Time Class #1 _
Reading Working Problems Research Writing
Other: Other:
_Studying Class _
Reading Working Problems Research Writing
Other: Other:
_Studying Class _
Reading Working Problems Research Writing
Other: Other:
_Studying Class _
Reading Working Problems Research Writing
Other: Other:
_Other: _
4.1.2 Memory improvement
Building a powerful memory is an essential part in learning everything, not just English In order to help the students to memorize better, the author put them into groups to discuss ways to remember things This was done as an extra activity for the post-listening section of unit where students talk about their problems at schools
(11)asked to read the handout more carefully at home and try to apply some mnemonics to other lessons
Handout:
How to develop your memory? – By: Organizing the material to be learnt Intending to remember
3 Testing yourself repeatedly
4 Using several memory techniques
5 Spacing memory work over several sections Overlearning
7 Studying before sleep Memory techniques:
Mnemonics: clues of any kind that help us remember something, usually by helping us associate the information we want to remember with a visual image, a sentence, or a word
Mnemonic
device Technique Example
Visual image
Associate a visual image with a word or name to help you
remember them better Positive, pleasant images that are vivid, colorful, and three-dimensional will be easier to remember
To remember the name Rosa Parks and what she’s known for, picture a woman sitting on a park bench surrounded by roses, waiting as her bus pulls up
Acrostic (or sentence)
Make up a sentence in which the first letter of each word is part of or represents the initial of what you want to remember
The sentence “Every good boy does fine” to memorize the lines of the treble clef, representing the notes E, G, B, D, and F
Acronym
An acronym is a word that is made up by taking the first letters of all the key words or ideas you need to remember and creating a new word out of them
The word “HOMES” to remember the names of the Great Lakes: Huron, Ontario, Michigan, Erie, and Superior
Rhymes and alliteration
Rhymes, alliteration (a repeating sound or syllable), and even jokes are a memorable way to remember more mundane facts and figures
(12)Mnemonic
device Technique Example
Chunking
Chunking breaks a long list of numbers or other types of information into smaller, more manageable chunks
Remembering a 10-digit phone number by breaking it down into three sets of numbers: 555-867-5309 (as opposed to555867555-867-5309)
Method of loci
Imagine placing the items you want to remember along a route you know well or in specific locations in a familiar room or building
For a shopping list, imagine bananas in the entryway to your home, a puddle of milk in the middle of the sofa, eggs going up the stairs, and bread on your bed
4.1.3 Note-taking
Taking good notes on the material that is taught while in school will help students later when doing assignments in class, homework, and at test time This can be taught in listening periods when students have to listen for specific details to answer comprehension questions Before letting students listen to the recordings, the teacher can remind them quickly how to take notes:
Do not write everything down Only write down the important
information: names of important persons, dates, geographic locations, formulas, steps to solve problems, etc
Write in short hand Write short words or phrases, not complete
sentences
Write in an organized manner Use a new line for each point and make an
outline by using numbers and letters
The teacher can also remind them how to take notes in general:
Use a notebook Use a notebook of some kind when taking notes in class
Use a different book for each class
Review your work After class review the notes that you took At this
time you can add dates, people, and information you may have missed in class This will also give you a chance to add any additional words or phrases to help you later
Use your notes Take out your notes when completing assignments,
homework, and when studying for tests Some teachers will also allow you to use notes when taking tests
(13)Using dictionaries is an essential study skill that anyone who wants to be good at a language must have However, not all of the students know how to make the best use of their dictionaries
This skill can be taught in several class periods – when students encounter new words or phrases, or when they are not sure of the spelling, pronunciation or usage of a word They can also find collations, idioms and phrasal verbs Sometimes, dictionaries are good tutors of writing
Dictionary skills are the most easily seen practicable when it comes to looking up idioms Students must know what and where to look it up For example, to look up the idiom “in black and white”, students must identify the key words in the idiom – black and white, not in or and, and they must turn to the page with the word black as fast as possible.
Besides, students should know what to learn from a dictionary For instance, they should realise the phrases in bold in certain example sentences Those are collocations – what word often goes with what Moreover, some dictionaries also provide learners with “writing tutor”, which can be used in writing lessons as a valuable source of reference
Below is an example of teaching students how to use their dictionaries:
4.2.2 Guessing meaning of words
Guessing meaning from context: If the word is used in a sentence, look at the other words and see if they give you clues to the word's meaning This may help to guess, at least, part of the word's meaning
(14)help them guess the meaning of unfamiliar words from the context, and help them focus on specific techniques for each task For example, they can guess meaning from:
Definition: The writer will use key words, or signal words to identify a definition
Key words: is/are, means/mean, is/are called, what this means is, is/are known as,
consist of, is/are defined as, refer to, is/are described as, may be seen as
Restatement: The writer may use other words, phrases, or sentences to provide the meaning of difficult words
Key words: or, that is to say, in other words, i.e or that is
Punctuation marks: The writer will write unfamiliar words and then use punctuation, words, phrases, or sentences to explain the meaning of the new words
Key words: , commas, , , appositive, ( ) parentheses, - - dashes, ; semicolon, :
colon
Examples:
Key words: such as, like, for example, for instance, is / are
Contrast:
Key words: but, instead of, even though, in contrast to, yet, in spite of, although,
as opposed to, unlike, despite, however, on the other hand, whereas, fond of, still provided that
Similarity
Key words: like, similarly, in the same way, as the same as, just as
Surrounding words Pictures
Experience and background knowledge Imagination
Guessing meaning from structure: understanding of morphology helps to break down a word into smaller pieces (prefix, root, and suffix) so that you can guess what it means
(15)We may know that the base (root) word 'determine' means to decide; the prefix 'pre' means before, and the suffix 'ed' is used to mean the past tense of a verb Therefore, "predetermined" would mean to have already decided the outcome of something before it happened
4.2.3 Distinguishing content words and function words
Content words are words that convey information in a text or a speech act
Content words include nouns, main verbs, adverbs, adjectives, question words,
demonstratives, negatives and numbers
Function words are words that express grammatical relationships
(16)(17)fundamental in speaking, listening as well as in reading Knowing this will help students in their listening (listen to the content words first), speaking (where to put the stress in a sentence) better And in reading, it helps with skimming (direct their eyesight to the content words first)
This skill should be taught in the first listening periods as most students have difficulty in listening They tend to try their best to catch every word the speaker says, resulting in the fact that they not understand the main ideas Besides, it is worth teaching them the strong and weak forms in speaking and in listening
4.2.4 Rhythm and intonation
Rhythm: English is a stressed-time language, which means there is a tendency for
stressed syllables to occur at regular intervals
The term intonation refers to the way the voice goes up and down in pitch when we are speaking
Rhythm and intonation are essential in speaking naturally Teaching this requires much time, but the teacher can choose to teach a specific common intonation pattern in English in each lesson This can be done in speaking lessons when the teacher prepares students to speak
Below are some common intonation patterns in English (O’Connor & Fletcher, 1989)
(18) Wh-questions
The voice often falls in questions beginning with ‘When, Where, Why, What,’ etc
Yes/No questions
The voice usually rises in questions to which the answer is ‘Yes’ or ‘No’
(19)e.g
The speaker mentions two possible answers The voice rises on the first alterative, and falls on the second The two possible answers may be single words, as above, or longer phrases:
e.g
Question tags falling
The speaker is certain of what he/she says He/She expects the other person to agree with him/her The voice falls on the question tag
e.g
rising
The speaker is not certain He/She is asking for confirmation The voice rises on the question tag
e.g
Echo questions
The speaker repeats something said by another person:
1 while he/she thinks what to reply
(20)2 to query what the other person said, ask for further explanation
e.g A: Every cook should have a computer B:
A: Yes, to keep a record of menus and recipes
3 because he/she did not hear or understand or believe what was said
e.g A: The new manager is coming tomorrow His name is Sprot B:
Correcting
1 The voice falls on the correct word, to emphasise it e.g A: Her birthday is on the tenth of December
2 The voice falls and rises on the incorrect information, then falls on the correct information, to emphasise it
Listing
The voice rises on each item of the list, until the final one, where it falls
Polite rise
Because a rise sounds less definite than a fall, it can be used to sound polite, especially when beginning a conversation It is common when answering the phone
Yes/No short answers
(21) Rise in subordinate clause or non-final phrase, fall in main clause
Statement implying ‘but ’
The voice falls and rises The fall marks the important information; the rise implies that though the speaker may have made a positive statement, he/she is going to qualify it He/She may actually say ‘but” or may simply imply it
4.2.5 Skimming and scanning
Many students tend to read every word that appears in the reading passage This slows down their reading speed, and even prevents them from understanding the main ideas if they meet new vocabulary Therefore, it is advisable to teach them speed-reading skills in class This can be done in reading lessons Making use of the tasks in the textbooks is a good idea to start with The teacher can then explain more about the two speed-reading techniques
Skimming and scanning are two specific speed-reading techniques, which enable you to cover a vast amount of material very quickly These techniques are similar in process but different in purpose
Skimming - running the eyes over quickly, noting important information to
get the gist It's not essential to understand each word when skimming
Scanning - moving your eyes down the page and just noticing key words or
phrases to look for a particular piece of information
4.2.6 Building sentences
Fundamentals of writing require that students know how to form grammatical sentences The basic structures in English therefore should be taught to students to avoid incorrect sentence forming This can be done in writing lessons before students the while-writing tasks
Below are basic sentence structures in English
(22)The parts of a sentence are the subject, verb, object, complement and adverbial A statement begins with the subject and the verb There are five main structures which we can use to make a simple statement
1 SUBJECT - VERB My arms are aching. Something happened.
2 SUBJECT - VERB - OBJECT I need a rest.
Five people are moving the piano.
The subject and object can be a pronoun (e.g I) or a noun phrase (e.g the
piano).
3 SUBJECT - VERB - COMPLEMENT This piano is heavy.
It was a big problem.
The complement can be an adjective (e.g heavy) or a noun phrase (e.g a
big problem).
The complement often comes after be It can also come after appear,
become, get, feel, look, seem, stay or sound 4 SUBJECT – VERB - ADVERBIAL It is on my foot.
Their house is nearby.
An adverbial can be a prepositional phrase (e.g on my foot) or an adverb (e.g nearby).
5 SUBJECT - VERB – OBJECT - OBJECT It’s giving me backache.
David bought Melanie a present.
We use two objects after verbs like give and send.
Teachers should then add that we can add adverbials to all the five main structures
My arms are aching terribly I really need a rest
Of course this piano is heavy Fortunately their house is nearby
To everyone's surprise, David actually bought Melanie a present yesterday.
And from the main sentence structures, students can add conjunctions such and, or, but, because, when, unless, that… to make more complex sentences
III RESULTS
(23) Most of the students were more confident and take part more actively in English lessons
There was good allotment of wok among group members (basing on their learning styles) in group work activities, and each student’s ability was shown more obviously
The majority could manage their time more effectively though there are still some students who are overwhelmed with their school work
Students became more organised with their learning materials When asked how to memorise so many idioms using colours in an idiom period, many could find their own ways to it Some categorised the idioms according to colours; some use imagery; others use mnemonics
The majority were better at dictionary skills It took them less time to look for a word, and some used their dictionaries less frequently because they could guess the meaning of more words
Students’ pronunciation, including their intonation, was much better Students found it less difficult to learn listening
Their reading speed increased, and they made fewer mistakes in writing However, the change in the students’ ways of study varied Some students could adapt well to the learning environment, and benefit a lot from study skills But there are some who could not manage their time wisely and are still on the way of finding their suitable studying techniques
IV IMPLICATIONS AND SUGGESTIONS FOR TEACHING
Having good study skills is an invaluable asset in all areas of life, not just school They help students to save time, get better grades and have less stress because when given any topic, students will know how to approach learning the material Therefore, it is advisable to bring study skills into English lessons and make them an integrated part of the lessons
Teachers should pay more attention to teaching study skills explicitly by adapting, modifying or adding new tasks with the focus on a specific skill in each lesson This requires that teachers become more resourceful and flexible in designing suitable tasks It is surely time-consuming but rewarding as it provides students with ‘survival skills’ for their school work and their lives in the future Equipped with good study skills, students will have more time left to pursue extracurricular activities Not only will they have extra time, but they will be stress free since they won't be worrying about all the things they have to
(24)V REFERENCES
1 Curiosity Media Inc “Study Skills Quiz”. Available at http://www.trustyguides.com/study-skills-quiz.html#, retrieved on September 1, 2011
2 Eastwood, J (2003) Oxford Grammar Practice Oxford: Oxford University
Press
3 “How to Improve Your Memory”. Available at
http://www.helpguide.org/life/improving_memory.htm, September 1, 2011
4 Kelly, G (2000) How to Teach Pronunciation Malaysia: Longman.
5 Langan, J (2002) Reading and Study Skills Seven Edition New York:
McGraw Hill
6 O’Connor, J.D & Fletcher, C (1989) Sounds English Singapore: Longman. 7 Richard, J.C et all (1992) Longman Dictionary of Language Teaching &
Applied Linguistics Singapore: Longman.
8 Saddleback Educational Publishing (2002) Reading Comprehension Skills and Strategies Level CA: Saddleback Educational Publishing.
9 Teachnology Incorporated TeAchnology Available at http://www.teach-nology.com/teachers/lesson_plans/interdisciplinary/mylearningstyle.html, retrieved on September 1, 2011
10.Wikipedia The Free Encyclopedia, 2011 Available at http://en.wikipedia.org/wiki/Study_skills, retrieved on September 1, 2011
11.Mahidol University (2011) “Unit Guessing Meaning of Vocabulary from
Context” Available at
http://www.sc.mahidol.ac.th/sclg/Reading/Unit/unit2.htm, retrieved on September 1, 2011
12 McCarthy, M & O’Dell, F (1999) English Vocabulary in Use
(25)Đơn vị: THPT Chuyên Lương Thế Vinh
Độc lập - Tự - Hạnh phúc Biên Hòa, ngày tháng năm PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM
Năm học: 2011 - 2012
–––––––––––––––––
Tên sáng kiến kinh nghiệm: TEACHING STUDY SKILLS IN A HIGH SCHOOL ENGLISH CLASS
Họ tên tác giả: Đinh Thị Phương Thoa Chức vụ: Đơn vị: THPT Chuyên Lương Thế Vinh
Lĩnh vực: (Đánh dấu X vào ô tương ứng, ghi rõ tên môn lĩnh vực khác) - Quản lý giáo dục - Phương pháp dạy học môn: - Phương pháp giáo dục - Lĩnh vực khác: Sáng kiến kinh nghiệm triển khai áp dụng: Tại đơn vị Trong Ngành
1 Tính (Đánh dấu X vào đây) - Có giải pháp hồn tồn
- Có giải pháp cải tiến, đổi từ giải pháp có 2 Hiệu (Đánh dấu X vào đây)
- Hồn tồn triển khai áp dụng tồn ngành có hiệu cao
- Có tính cải tiến đổi từ giải pháp có triển khai áp dụng tồn ngành có hiệu cao
- Hoàn toàn triển khai áp dụng đơn vị có hiệu cao
- Có tính cải tiến đổi từ giải pháp có triển khai áp dụng đơn vị có hiệu
3 Khả áp dụng (Đánh dấu X vào dịng đây)
- Cung cấp luận khoa học cho việc hoạch định đường lối, sách: Tốt Khá Đạt
- Đưa giải pháp khuyến nghị có khả ứng dụng thực tiễn, dễ thực dễ vào sống: Tốt Khá Đạt
- Đã áp dụng thực tế đạt hiệu có khả áp dụng đạt hiệu phạm vi rộng: Tốt Khá Đạt
Phiếu đánh dấu X đầy đủ ô tương ứng, có ký tên xác nhận của người có thẩm quyền, đóng dấu đơn vị đóng kèm vào cuối sáng kiến kinh nghiệm.
XÁC NHẬN CỦA TỔ CHUYÊN MÔN
(Ký tên ghi rõ họ tên)
THỦ TRƯỞNG ĐƠN VỊ
on communication e.g flashcard on, ed on on acronyms and mnemonics on exam ed on http://www.trustyguides.com/study-skills-quiz.html# http://www.helpguide.org/life/improving_memory.htm http://www.teach-nology.com/teachers/lesson_plans/interdisciplinary/mylearningstyle.html , http://en.wikipedia.org/wiki/Study_skills, r http://www.sc.mahidol.ac.th/sclg/Reading/Unit/unit2.htm,