Algebra studies rules of operations and constructions arising from various concepts such as polynomials, equations and other structures. First and foremost Algebra is not a subject that is irrelevant to common sense. Although much of pure Mathematics is perceived in this light there is a certain rigour about Algebra that is a joy to study. Algebra is never meant to be studied without a purpose. Algebra comes from the Arabic word which actually means ‘reunion of parts’. It can be elementary or abstract but without knowing why it is to be studied one tends to find the subject dry. Elementary Algebra is taught to students who only know basic arithmetic. It is the basis of higher order Mathematics and Mathematical thinking.
It is true that abstract matters cannot be understood easily but this is because we are not aware of the purpose of solving abstract equations and the reason for doing so. Why do we have an abstraction? We tend to deal with abstractions when we think about matters that do not have their corresponding concrete representations. We need to understand the difference between concrete matters and abstract matters. Just because abstraction is not something that has a ready-made abstraction does not mean that there is little truth in it. It is just that we cannot relate to it the same way we relate to thinking about ordinary events or matters.
Many aspects of life and the universe at large are in the dark as far as human understanding is concerned and therefore simple language or usual routes of thinking cannot give us answers. We therefore need a consistent system which can help us comprehend complex generalities. Algebra is one such system. Teaching subjects without given their raison deter will not help students in the long run. Although it is a general hypothesis that reasons have to be given mainly to adults as to why they need to study, it is imperative that we explain to children as well the reasons for studying Algebra. Andragogy and Pedagogy do share similarities in that only when the purpose of studying a concept is clearly determined will we be able to remember what we study in the long run. Reinforcement and purpose go hand in hand. Studying Algebra can give learners this experience. It is a popular subject online as with clarifications of doubts and vibrant discussions you will gain facility over Algebra which you will later cherish.
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Over time the concept of education undergoes revolution. This revolution in education is different from revolution in a general sense. Here it has more to do with changes in perspectives than merely proposed amendments. The perspectives change as learners’ needs change. There are many reasons for change in a learner’s needs. Life style evolves with newer generations and therefore dependency on the medium has to be different. Learning is also always through a medium be it classroom, conversations, computers, Internet etc. This medium is perceived by both the students and the tutors as enabling tools. This was not the case before because television and gadgets were seen as distracters.
The moment the world got more interconnected the advantages of television and gadgets were perceived in light of complete learning. Why call one form of learning complete and yet call another incomplete? Learning becomes complete only if we maximize our resources to educate ourselves. Learning through a medium is more complete than learning in a vacuum as you relate to the subject better. As learners relate to the medium prevalent in their times educators start feeling the need to become more flexible in their approach to pedagogy and andragogy. The strict classroom approach has many limitations that technology enabled education by-passes. There are a few disadvantages with a system of education that is purely online and they are usually social in nature. You do not get to interact face to face. But technology has itself brought about solutions to this limitation. Need we mention Skype?
One of the features of progressive education is that it caters to students of different backgrounds with different learning preferences. Students who find it difficult to attend long lectures benefit from the technology available to them such as the Internet. I-pads and I-pods are also tools to facilitate learning. Computer aided skills enhance the repertoire and the overall learning experience. The advantages when looked at in this manner outweigh the disadvantages as for every disadvantage there is a solution.
As education is not the monopoly of conventional people it must cater to all and sundry. The mistakes made in the past rose out of an attempt to overly systematize the student’s way of learning and therefore they have failed to cater to diverse learners. Online education is progressive for the reasons enlisted above as technology is seen more as an enabling boon than a bane.
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A strength that is discovered is worth the price of effort. But discovery is not a cake walk for a given student as it takes tremendous amount of patience. No prizes for guessing. It does take time. A student may find that he/she is putting a great deal of pressure in trying to tap the hidden areas of his/her mind trying eagerly to find out just where that spark lies. Effort is often not easy to comprehend for people who are creative because they do not notice the effort that they put in their art work. There is a misconception that hard work implies tiredness and exhaustion. But simply put if your interest and aptitude are in line then you may as a learner get so involved in the subject you are passionate about that you neither notice the energy that you are spending for it nor the time that has passed.
A learner needs to remember to minimize the effort involved. For this he/she can do well to discard the myths associated with the virtuosity of hard work. It is not as it seems. You do not have to force yourself to learn by literally squeezing your mind. All it takes is involvement in the subject in hand. How do you get that involvement? You are made to want to find out without deliberate strides on your part. The proportion of effort and inspiration has been under dispute with differing views on it. The reason for disagreement is that the older approaches insisted on hard work and glorified it even to the extent that one comes across many who brag about their tendency to put in extra effort.
Then there are talks of smart work. But even smart work is not necessarily inspiration and does not get involved. It is just a shorter path than hard work and is merely a convenient construct. It is important to acknowledge that the tutor has to inspire learners to cultivate an undying sense of curiosity in a subject. This is in the mind but is achieved through a phenomenon known as transference. Experience cannot be inherited but the inspiration behind one’s journey can indeed be transferred. This is the spirit that a tutor needs to instil in learners. By transference, latent talents of learners can be tapped to make learning an experience of flow that does away with the myth of aimless plodding.
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It is enough to look at the universe and wonder at its marvellous structure. The world of ideas is built on this wonder and Physics is one such gift human thought has to offer. If it takes eight minutes for light to reach the earth why does it take more time for us to travel to places in our neighbourhood? This brings up the phenomenon of speed. Phenomenon is an occurrence that cannot be denied on account of experience. The nature that gives rise to a phenomenon has certain laws that govern entities in it in a way that produces an outcome and this outcome is experienced by us as a phenomenon.
We too are the result of complex forces that abide by the laws of Physics. Although one tends to think of Physics as a subject that is generally studied in a vacuum one needs to think again. In a broad sense Physics invokes Chemistry, Biology and other Sciences of Perception. It has many applications that would excite young learners if taught in an interesting manner. Stories are not often associated with Physics because the emphasis is more on events and narration rather than how they happen.
Physics can be taught in the form of stories as in tutorials. If Aesop’s Fables have such a powerful impact on Children then there is great potential in teaching Physics through tales and animation. A young learner typically would like to be involved in what he/she learns so that he/she can experience how concepts work. Although it is challenging to make children experience the way concepts work it calls for pedagogic breakthrough which can be achieved by reviewing one’s methodology from time to time. A tutor has to be patient when young learners are unable to relate to topics like energy, equilibrium etc. This is where the tutor can narrate events where the concept of energy plays a pivotal role; as in games. A baseball player knows basic Physics through intuition. We do not have to study Physics to perform many activities but the principles are hardwired in us. We need to study Physics to be able to articulate it. We need to study Physics to describe, apply and manipulate laws to make a difference to the way we live and perceive our universe. Online education can bring about that mutation in learning favourable to young minds.
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Fear of forgetting, common among learners, curbs the ability to gain knowledge. Although memory is a priceless aspect of one’s faculty its nature is seldom understood. With evolution of mind and technology the understanding of memory is getting more and more penetrative as a deliberate attempt to force registry of facts is minimized. It is important to make a note of the change in demographics among students as there is an increasing number of learners who are creative and detest lengthy lectures and the pain of having to take notes in class. Earlier it was all the more important to memorize facts and numbers because computers had not become all pervasive as they have today. With access to electronic means there is more demand for innovation.
With an increase in demand for innovation the learner gets more involved in the nature of the subject as the mind is tuned to delving deeper into the principles to be learned. The word lesson got replaced by instruction and the word ‘instruction’ is beginning to get replaced by ‘design’. The key difference is the attitude towards learners. Compulsion is replaced by spontaneity with evolution. Over time the laborious nature of the building blocks of knowledge is giving way to visionary learning. ‘Visionary Learning’ also needs guidance and this is why the instructions cannot be given; but rather the construction has to be designed. This is what entitles its proponents to the label of constructivists.
In the scenario where laborious work is taken over by computers the tutors are left with the creative aspect of making learning a response rather than an enforced necessity. This methodology naturally evokes ‘visionary learning’ in the listener who wishes to participate in the construction of the building blocks of knowledge. It combines artistic skills with analytical alertness and thus engages different parts of the brain thereby bringing about homogeneity in the way the learner processes information. These are not merely linguistic constructs but phenomena that shape hitherto our generation of learners and innovators. With these developments over time there is a restricted need to memorize facts and principles. Although till date it has not been avoided altogether its role has certainly been reduced. Online education is an outcome of the needs of today’s learners. It has been argued that memory is fading among young people but this is not true as the same memory is being used for other functions that compliment learning as a whole.
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After a tiring day the thought process is not as agile as you would like it to be. What do you do if you have important home work to do? This is where you need to plan your day as the correct assessment of your intellectual and physical energy levels will help you allocate time for specific activities according to their demands. One problem that usually is a source of worry is how you would commit to extra classes when you know that you will be tired after attending school. This is where the delivery mechanism of teaching becomes crucial. From the learner’s part there are some tricks to help you bypass laborious ways of calculating which would not have been taught in school.
Every trade has its tricks and tricks in Arithmetic come with a bonus package in that you learn to apply complex operations at the basic level. In school this is not taught as the focus is more on basics. But there is no psychological rule that a learner must stick to the basics always. By surpassing them you learn more about the nature of arithmetic and you develop pattern recognition skills at a very early age. It also teaches young learners a good sense of proportion. There are assorted multiplication rules which if you master will give you speed and leave those around you in awe.
It may interest you to know that there are magic tricks that are based on the tricks of arithmetic trade. Quick arithmetic helps you stay ahead of the class and prepare your mind for more intense study which involves fundamental learning. This way you could preserve your energy for complex lessons that demand full attention. The brain can figuratively split up to represent what you are actually doing. One tends to think that this is only artificially possible as in machines and computers. But humans can do a bit of this as well even if not like machines. Numbers are related to each other in value and values share simple and basic relationships that lead to seemingly complex concepts.
Do not carry a baggage that will tire you. With <b><a href="http://www.etutorworld.net">Online tutoring</a></b> you can optimize your time by devoting extra energy to understand concepts that you find difficult. Arithmetic tires learners as painstaking calculation is laborious. Believe it or not! Let this move out of your way. After you master basic tricks you learn not only to calculate faster but also to grasp with minimum strain.
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Assignments are a lot different in design from examinations. For one the stress is more on exercising individuality in approach. Assignments give you the opportunity to refer to as many books and literature on the subject in hand. It gets more extensive as you proceed to higher levels of learning. Even in basic classes the learner would do well to make references that go beyond the walls of the curriculum. The advantage is that your knowledge horizon expands and you are exposed to advanced thought in the subject area. Take Physics, would you remain content just studying concepts like gravity or laws of motion? Wouldn’t you want to explore relativity or quantum Physics? Obviously, understanding them would be difficult as the subjects are intensely abstract. But understanding the speed of light and how critical it is for light to reach the earth from the sun is extremely exciting.
The simple questions that one may raise provoke thoughts that naturally lend themselves to advanced studies in that area. Investigation need not happen in a predictable way so as to suit the curriculum. A genuine question arises out of the desire to know. If the desire to know is curtailed then the interest in the subject is curbed thus preventing you from getting a fulfilling learning experience. The whole idea of giving assignments to students is for them to think beyond their learning material. This is how learning happens and only this is how discovery can happen.
Assignments were thought of in the past as complimentary to the curriculum. They were not seen as means beyond ends. There were three approaches listed in the context of education and they all had to do with assessments. One was insertion the second was reinforcement and the third testing. In one sense it is merely a process and not three separate approaches but they were seen separately as a means in pedagogy. The whole process can be encapsulated in one approach and that is observation of learned behaviour which was done after testing. The educators under pressure to achieve learning in students could not formalize different approaches. But in modern times there has been saturation in learning outcomes through purely behaviouristic methods. Educators have had to look at students not as victims of learning but rather as active participators. Perspectives finally found its place in progressive education even if it may take a while to penetrate formal systems of schooling. Tune your mind to look beyond the learning material and you will find Physics has a lot more to offer. Your online classes apply progressive methods to ensure a desired and enriching learning experience.
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When asked what is an atom you do not immediately have to say that it is a basic unit of matter which consists of a nucleus at the centre. Try to understand what an atom is in your own words. Take help in picturing it because atoms cannot be seen by the naked eye. How do you understand something so minute? You can observe atoms only through a tunnelling microscope. The word atom is derived from the Greek word ‘atomus’ which means a particle that cannot be cut. Atom was an ancient term which represented the building block of the universe and was subject to much speculation. It was revived in 1805 by John Dalton, a British Chemist. Isn’t it incredible how such a large and complex universe is made up of minute atoms?
Atoms can be visualized with help from your online tutor using technology. You do not have to see an atom but you can still picture it with interesting dynamic representations. There are many interesting facts about atoms. On a full stop after a sentence you can fit around two billion atoms. Atoms are themselves made up of tinier particles called electrons, protons and neutrons. This fact is generally withheld in the earlier classes to avoid confusion with chemical nature of a substance. In the 1890s scientists thought that atoms cannot be broken down. How did they find out otherwise? Ernest Rutherford in 1909 concluded after an experiment that atom is an empty space with dense nucleus at its centre. Later James Chadwick discovered that the nucleus contained two kinds of particles which are electrons and neutrons. Over time scientists have found smaller sub atomic particles.
In fact cartoons are known to explain the concept of atoms and the building blocks of the universe very effectively. How the scientists experimented to discover such truths can be simulated by some basic special effects. The protons and electrons stay together because they attract each other like magnets but at the same time they do not crash into each other because of the centrifugal force of the electron. If you take the example of billiards you can represent these particles through billiard balls. A tutor can easily create a game that explains the way these particles work. To scrutinize a concept you need to discover for yourself and as you cannot always do that due to various constraints you can still simulate it through technology. Scientists in the past would have envied the technology available to us now as there is a lot to discover and technology only enables ‘eureka’.
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A learning gap is the existing gap between the identified knowledge and skills of learners and the knowledge or skills that they will need to complete the learning curve. It is evident that many students get through exams with qualifying grades just to be able to move to the next level or class. In the process they have gaps in their learning as a result of ‘selective learning’. They learn exactly what they feel is necessary and leave out what they find difficult. This is also largely due to the way assessments are structured. This approach does not help in the long run as they will need a combination of skills to solve complex problems. Therefore learning gaps need to be identified to help students achieve complete learning. Online tutoring meets this need by identifying difficulties or incomplete areas in learning.
There are ways of identifying learning gaps. The tutor needs to make a note of questions that were not answered properly. Then he/she needs to identify patterns in the nature of questions raised by students. There is also a direct method that can be achieved by interacting with students through emails where specific difficulties are pointed out by the students. Also keep in mind the existing knowledge and skills of students and establish a logical correlation between the existing level of knowledge and the desired level of learning. Find out what the students wish to achieve by outlining their expectations. There are patterns in learning difficulties. For instance some students may have predictable difficulties in statement problems. Then the tutor can craft a strategy by which this difficulty can be overcome.
The unique nature of individual difficulties in learning is a matter of research in the field of education. The strategies are practical ways by which these predictable issues are assessed. Learning difficulties may be different in various walks of life but they usually can be identified both by observation and interaction. The method of observation is helpful in kinaesthetic activities as difficulties can be observed in real time. For this demonstrations are needed in a controlled environment. In the case of abstract problem solving as in Mathematics or pure sciences problems need to be presented and time needs to be given for students to think and come back when difficulties are encountered. In History and descriptive subjects learning gaps can be identified by discussions and debates as well. Your online tutors identify your learning gaps through the methods mentioned so that your learning can be complete and comprehensive. Achieve complete learning equilibrium with online help.
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There is a preconceived notion that although online media has changed approaches to learning making it convenient for students and tutors, not all subjects can be taught effectively online. The belief is that you do need at some point a physical intervention of a teacher. It seems plausible that Mathematics can be taught more easily without a teacher physically present than Chemistry or the other Sciences. But this belief does not take into account the factor of multisensory learning that can be used in technology as well. Nevertheless the basic concepts of Chemistry can be taught very effectively online. Apart from giving the definitions of concepts diagrams can help students to associate concepts with the way they are presented.
Flowcharts can be used to systematize the study of concepts like atoms, molecules, ions and equilibrium. The online tutor, while using flowcharts must not make items appear over crowded. For example you need not have a definition of chemical reaction in a flowchart. Instead you can have one keyword say ‘transformation’ that represents the essence of a chemical reaction. It leads to questions in the student’s mind as in which entity gets transformed and under what conditions. Flowchart is an algorithmic presentation of concepts and processes. The connections are represented in the form of arrows. Although flowcharts are associated with computers to a large extent, they can be used in any subject where linear approaches help establish a knowledge-network.
Another way of teaching Chemistry online is using colours as teaching aids. Colours can also be used as learning aids for students. For a tutor, knowledge of the psychology of colour helps. But do know that mixing colours are subjectively effective in that a certain combination of colours will stimulate one learner but not necessarily another. Some students might prefer pictures of plants and animals to relate to the subject while some may prefer objects or simply flowcharts. Understanding your student’s psychology will help you choose the appropriate teaching aids.
Remember that periodic table is a recurrent topic in Chemistry. The tutor needs to highlight the recurrent topics so that reference reinforces the concepts in students. Remind your students that Chemistry is not just manageable but extremely exciting as well. Chemistry may appear very abstract at first but with the usage of learning aids the study of Chemistry can become a preoccupation and a useful one at that.
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