Henry Tian's List: Gaby

• These tales have well-defined plots containing good or evil characters and instill morality in children by engaging both their minds and their hearts without preaching at them
• In our choice of models the passage is usually short, and either the topic is simple or the vocabulary not so difficult. We aim for passages where no more than two of the above three points are true
• For example, the more you read Shakespeare or watch his plays, the easier it is to understand him. Students who have watched Shakespeare plays from an early age are able to understand most Shakespeare dialogue with relative ease. However, students to whom the language is unfamiliar will struggle to understand him.
  

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• He studies the model in depth, taking apart every sentence, word by word. He looks at spelling, vocabulary, figures of speech, and at the rhythm and arrangement of words. Moving up a level to analyze whole sentences and paragraphs, he studies logical progression of thought, literary content and the general style of the passage
• aragraphs, he studies logical progression of thought, literary content and the general style of the passage
• He studies the model in depth, taking apart every sentence, word by word. He looks at spelling, vocabulary, figures of speech, and at the rhythm and arrangement of words. Moving up a level to analyze whole sentences and paragraphs, he studies logical progression of thought, literary content and the general style of the passage.
  

  • JUst like MCT language art
• Once the student has completed analysis of a model, the next step is imitation. At the most basic level, imitation consists of copywork or dictation. As the student matures, imitation becomes more complex and involves following the content, organization, and/or style of literature. To imitate content, the student would borrow an author’s subject matter, for example, by retelling the same fable, story or historical event in his own words. To imitate the organization or arrangement of a model, the student would study its outline and approach to the subject and then write a similar composition on a related topic.

  • 1st. read
    out loud
    
    2nd. Retell the story on her own words. 3rd. write imitation. 4th. write in her own words
• For a beginning student, much imitation is practice, and much practice is imitation -- the two meld into one another. But as the student gradually matures in his writing skills, his compositions become increasingly independent
• Theory, analysis, and imitation arm the student with a battery of tools from which to choose. Practice trains him to use them
• To sum up the classical teaching method: theory, analysis and imitation, and practice, practice, practice

  • The analysis is to do just like MCT do.

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• fresh air soothes the  senses of all children.
• encourage good moods and reduce tendencies toward depression.
• have better vision and less need for eyeglasses, presumably because they  stare at screens less.
• have longer attention spans
• Kids even do better on tests if they are allowed to play first
• It's all that oxygen to the brain.
• Outdoor play is often less structured than what kids do indoors with technology
• spend time as a family in nature -- hiking, playing tag, biking, simply walking together in a beautiful place
• Give kids water and they'll find ways to play with it

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• And even the U.S. state with the highest scores, Massachusetts, produces far fewer top-performing students than the top-ranked education systems: Nineteen percent of eighth-graders in Massachusetts were rated “advanced” in math, compared to about half the students in Taiwan, Korea and Singapore
• In math
• The average score in the U.S. was 509. Korea, Singapore, Taiwan, Hong Kong and Japan all outperformed Massachusetts
• In science
• The average score in the United States was 525. Singapore was the only education system with a higher science average than Massachusetts

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• The playing field is more level now - there are many bright students and it will take more effort to keep up
• Many courses require more than one textbook
• Prepared minimally through note memorization
• Good study habits are essential: proper note-taking, reviewing, organizing material, time management
• You will write much more frequently
• Necessary to develop thorough research skills while mastering a larger and more complex library system with many different types of available media
• Parents have minimal contact with faculty
• The responsibility is on the student to get to know the faculty by taking advantage of office hours
• Will spend more time preparing for course outside of class time than time spent in class
• no one will ask you if you are keeping up with the work
• Parroted back facts
• Dealing with theories and learning to convert raw data (events, dates, names, places, and facts) into ideas, concepts
• Working at a faster pace,
• Fewer consequences for poor decisions
• Now viewed as an adult so there are many more consequences that can impact the rest of your life

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• Classes typically meet only two or three times a week and students have large gaps between  classes, leading to very little structure -- and often a bit too much freedom that some  students cannot handle well
• Students basically attend school every day for the same hours -- so there is quite a bit of  structure and sameness to your days
• Professors often lecture about much more material than you'll ever be tested upon -- for the  sake of knowledge --
• Teachers often teach to the test -- typically feeding students all the information  needed to study for exams
• Many students could do very well academically by simply studying an hour or  two a week -- or by cramming for a test the night before.
• The standard rule is students need to spend three hours of work outside of class  for every hour spent in class.
• You can expect a very heavy load of reading -- all of it done outside of class.  Some of the reading may be discussed in class, but even without discussing it,  the professor may choose to test you on it.
• Your reading assignments are fairly light, and some is  done in class -- whether through individual reading or lecturing  straight from the book.
• Students are expected to think -- and learn -- beyond the facts to develop  complex understanding of information and theories from multiple sources

  • Beyond concept to application
• Students are often spoon-fed all the information, with a focus on  facts and memorization
• Some of your general-education classes can range from 100 to 500 students (or more) --  or even be attended online
• adjust to the pace of college  life

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• One of the most infamous challenges of college-level course work is the voluminous reading assignments. It is unlikely that students experience this level of reading in high school, so start practicing now in order to get ready
• "You'll be doing yourself a huge disfavor if you do not get into the habit of reading in high school," said Sorensen. "Also, you should make a conscious effort to understand vocabulary in your high school readings. The words will only get more complex in college." 

• they study in the library which most of them did not do in high school
• they have much more reading to do than ever befo
• Where as in high school you would wake up and attend class at school for seven hours, here you may only have an hour of class two days a week.
• There may not be as much in class time, but there is a lot more critical thinking and time spent on assignments outside of class

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• colleges require more application of concepts rather than just memorization of facts
• define success as learning new material and working hard, not getting an A on an assessment

• Privately admistered comprehensive IQ tests like the most recent editions of the Wechsler Intelligence Scale (WISC IV) or the Stanford Binet (SB V) are considered more reliable and valid, and offer parents and teachers more information, than the group IQ tests often given in the schools
• group IQ tests (like the OLSAT or the Naglieri
• Examples of nationally recognized outside programs that offer distance learning or summer programming for gifted learners include the Stanford Education Program for Gifted Youth, the Johns Hopkins Center for Talented Youth, the Summer Institute for the Gifted, and the Davidson Institute for Talent Development

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• Specialized High Schools Admissions Test (SHSAT

• Honorable mention: Alan Tran, Carrollton, Texas; Teacher, Hwa Lee

   

    

   
• First place: Ken Nomura, Coppell, Texas; Teacher, Hwa Lee