Transcript: Presents Current Benefits A-Chievement Solution(s) What We’ll Cover Today Opportunities Current Benefits (Continued) Questions & Answer Proposed New Product and Service Executive Summary Current Contract
Transcript: The Impact of Self-Grading on Middle School English Students’ Writing Skills Angelica Smith - University of Maryland Abstract Superficial teacher feedback on writing assignments combined with little to no student effort to reflect on any feedback keeps students from the opportunity to refine essential metacognitive skills. Previous research indicates that self-grading is an effective strategy for students to practice metacognitive awareness. After 9 weeks of instruction incorporating either self-grading or providing traditional teacher feedback for reflection on writing assignments, gains of 85 seventh graders’ writing scores for organization will be analyzed to determine the extent to which the metacognitive experience of self-grading improves performance. Empirical evidence should help teachers ascertain whether the time-consuming practice of self-grading is valuable to student learning. Statement of Problem Peer- and Self-assessment are not as widely practiced as they could be because teachers' goals are to save as much time as possible and to ensure grade accuracy for all students. Logistical, pedagogical, and metacognitive benefits of peer- and self-assessment were contested and needed to be put to the test. Students don't reflect on teacher feedback on writing assignments and miss out on opportunities to refine metacognitive skills necessary for learning. Significance The proposed study contributes more knowledge about the benefits of self-assessment on student learning The proposed study helps teachers ascertain the value of incorporating self-assessment into their regular practice in improving performance, despite how much time is required for planning and preparation. Research Foundation The Impact of Self- and Peer-Grading on Student Learning Philip M. Sadler and Eddie Good After a Supreme Court decision in favor of peer-grading in classrooms, Sadler and Good decide to put benefits of self- and peer-grading to the test that are of teacher interest (p. 13) Participants included four middle school science classrooms Issues of interest: Student grades as substitute for teacher grades Student grading as a tool for student learning Results: High correlation between teacher and student grades Bias within student grading in self- and peer-assessment Self-assessment students made most gains in test scores Rationale for Proposed Study Test familiarity could have effected results Realistic assessment to determine student learning Research Questions / Hypotheses To what extent does the experience of self-assessment (training and process) impact students' writing organizational skills? Students who participate in self-assessment will improve their writing organizational skills significantly more than comparison students. Methods Participants 113 students in 4 sections of seventh grade English and their teacher No previous instruction on concept being taught during data collection Same age-range as students in original study / Studying different content Measure Scoring Guide for Writing - five or six traits writing rubric; traits include: Ideas & Content, Organization, Word Choice, (Voice,) Sentence Fluency, and Conventions; scores range from 1-lowest to 5-highest. The proposed study will target scores in Organziation. Different from measure in original study in that it is county-/teacher-designed, not student-designed, and assessess aspects of writing instead of science. Procedure All students receive instruction on the Well-Developed Paragraph (WDP) formula: a tool students are required to use to structure WDP's when writing literary analysis. 2 sections in control group (receive traditional teacher feedback on writing assessments); 2 sections in experimental group (trained and participate in self-assessment process) Of the four WDP's written to assess mastery of reading and writing skills, organization scores for first and fourth WDP will be collected. Data Analysis To what extent does the experience of self-assessment impact student's writing organizational skills? Descriptive statistics (means and standard deviations) are calculated in both groups for the first and fourth WDP. Gains from first to fourth WDP are calculated, and mean gains are found. t-test is conducted to determine the significance of the gains in both groups. EDHD 662 Fall 2012 Awareness of progress and performance Ability to modify strategies mid-task Evaluating Reference Sadler, P. M., & Good, E. (2006). The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11(1), 1-31. Assess final product Evaluate strategies used Planning Monitoring Theoretical Foundation: Metacognitive Regulation Selecting strategies Choosing/acquiring resources
Transcript: INTRODUCTION “There are no old roads to new directions.” (Advertisement of the Boston Consulting Group). Travel cost to interview partner (car/train) Collect data to get a view from a different angle Olympus Dictaphone VN-713PC Pre-planned semi-structured interview questions Planned timeline JULY Fill a gap in knowledge Research a fast developing sporting industry Help to identify roles and responsibilities for coaching Attempt to create a support guide for other 7s coaches METHODOLOGY, RESEARCH DESIGN and RESEARCH METHODS Research Methods Grounded theory to explore behavior of groups where there has been little exploration (Crooks 2001) Access to target group Interview equipment Questions script Timeline AIMS and OBJECTIVES Experience JANUARY Find out how modern 7s rugby coaches work Which challenges are 7s coaches are coming across? What differentiate 7s coaching from other forms of coaching? Increase the knowledge and understanding of coaching 7s rugby RESOURCES MAY/JUNE MARCH/APRIL Presentation of Ideas Hand-in Proposal Ethical Approval Literature Review completed Interviews Analysis Discussion/Completion Research Academic Career Lack in literature despite a fast growing market Use of literature from other fields Use of alternative 7s rugby data February Charmaz (2000) constructivist grounded theory arises from interaction between researcher and participants, the researcher’s perspective being part of the process. Ethical Concerns Travel Demands of a Top-Tier international 7s Rugby Coach In-depth interviews with: four experienced 7s coaches across all levels three experienced 7s players across all levels two experienced coaches with touring background (golf, tennis, beach volleyball) Why 7s rugby coaching? Which coaching background? 7s rugby coaching philosophy? Experience in other sports (e.g. rugby union)? How to deal with organizational demands? How to deal with coaching "on the road"? How to manage the season structure? How to plan workload? Which coaching resources are being used? How to develop and increase knowledge about 7s coaching? How to learn more about the sport? Usage of alternative resources? How to learn from other "similar" sports? How to use experiences from same structured sports (Golf, Tennis) PROJECT PROPOSAL PRESENTATION 8-month season (October - May) Intention List of References AUGUST irbsevens.com What makes coaching SEVENS RUGBY unique ? A qualitative study with open-ended semi-structured interviews 7s rugby coaches 7s rugby player's "Touring" coaches from similar structured fields LITERATURE REVIEW CONSTRUCTUVIST GROUNDED THEORY Interests In-depth interviews, relies on open ended questions, questions can be modified to reflect emerging theory (Glaser 1967) RATIONALE anonymous confidentiality data protection SAMPLE 7s Rugby One of the fastest growing sport in the world 41000 flight miles 9 Countries 5 Continents AUSTRALIA DUBAI SOUTH AFRICA NEW ZEALAND USA HONG KONG JAPAN SCOTLAND ENGLAND to educate other interest groups and widen the audience to improve overall performance in this field to exchange knowledge and experience to create guidelines for coaches to structure their job Coach Player Spectator Charmaz K (1990) ‘Discovering’ chronic illness: Using grounded theory Social Science and Medicine 30(11):1161-1172. Charmaz K (2006) Constructing Grounded Theory: A Practical Guide through Qualitative Analysis London Sage Publications. Crooks DL (2001) The importance of symbolic interaction in grounded theory research on women’s health Health Care for Women International 22,11-27 Glaser BG Strauss AL (1967) The discovery of grounded theory: Strategies for qualitative research New York: Aldine de Gruyter International Rugby Board. (2010). About the Series. Available: http://www.irbsevens.com/seriesinfo Most research is quantitative orientated (e.g. strength and conditioning) Very little research in 7s coaching field 7s as a high-performance sport in early stages Research from alternative fields such as rugby union/league coaching (drop-outs), similar structured sports (e.g. beach volleyball, 20/20 cricket, futsal) Usage of alternative 7s rugby data (coach/player video interviews, field notes) Any Questions? Max Lueck
Transcript: text box Sheet title Sheet title Sheet title images & text images & text Project title here Project title here PROJECT TITLE Sheet title text box add logos here text box Project title here Project title here Project title here Project title text box Project title here text box Sheet title Project title here Project title here Assignment text box Sheet title images & text add logos here xx/xx/xxxx text box Project title here text box CHAPTER II "Quote relevant to project" text box images & text text box images & text Project title here Project title here images & text text box "Quote relevant to project" images & text Project title here CHAPTER III text box text box text box IDEAS & AMBITION Sheet title Project phase images & text add logos here images & text text box xx/xx/xxxx text box images & text text box text box Project title here DESIGN PRINCIPLES Project title here images & text Sheet title Project phase text box Sheet title images & text images & text images & text Sheet title Sheet title text box Sheet title Project title here images & text text box text box Sheet title images & text text box images & text text box PROJECT TITLE Project title Project title Sheet title Sheet title Project phase images & text images & text "Quote relevant to project" Sheet title images & text images & text Project title here Sheet title Sheet title images & text text box text box text box text box text box CHAPTER 1 Sheet title text box text box Project phase DESIGN images & text images & text Sheet title Sheet title Sheet title Project title here Project title here Project title here Sheet title text box Sheet title Sheet title PROJECT TITLE Project title here add logos here Sheet title Sheet title Project title here text box Project title here Project title here Sheet title Project title here images & text Project title here text box xx/xx/xxxx Sheet title Project title here Project title here images & text images & text images & text ANALYSIS Sheet title Project title here "Quote relevant to project" RISKS & OPPORTUNITIES Project title images & text PHILOSOPHY PROJECT TITLE Quote & cover image Sheet title images & text images & text IDEAS & AMBITION images & text images & text "Quote relevant to project" Sheet title Project title here AULa Design Bert Tjhie Tao Wang Postbus 1993 | 1000 BZ Amsterdam Cruquiusweg 111A | 1019 AG Amsterdam T +31 (0)20 624 5904 E firstname.lastname@example.org www.aula-design.com © AULa Design 2013 Project title here cover image here Project title here Sheet title Project title here Sheet title Project title here text box Project title here CHAPTER IV Project title here Sheet title Project title here TABLE OF CONTENTS Project title here Project title here text box Write assignment here text box text box text box Project title here Project title here images & text Project title here Project title here Sheet title text box Sheet title Sheet title Project title here PROJECT NAME text box Quote & cover image Sheet title xx/xx/xxxx Sheet title text box Quote & cover image Sheet title Sheet title images & text text box Sheet title
Transcript: Integrity Tax Consulting Inc. Integrity. It's not just our name, it's the way we do business. Integrity is a national firm with the finest most qualified employees that offers a full line of real and personal property services. The objective is to reduce your company's property taxes and increase your bottom line. What makes Integrity different? We get your appeals resolved faster with our non-adversarial approach. We also offer our clients national coverage with local expertise benefits through our partnerships across the country. Our Firm Executive Summary Real Property Tax Service Site Inspection Market Comparison Assessment Analysis Negotiations Real Property Review Steps Client Evaluation Site Inspection Client Recommendation Adjustments Personal Property Review Steps Personal Property Tax Services Accurate Filing Tax Savings Reallocate Internal Resources Addition Cost Reductions Personal Property Tax Compliance Steps Personal Property Tax Compliance The Problem Subtopic 1 Our Solution Subtopic 1 Experiences Subtopic 1 Schedule & Benchmarks Pricing/Cost
Transcript: The Challenge Why Taming Tigers? 1 Day Experiential Equine workshop - Step away from the day-to-day and work as a team on a challenge which is stretching for everyone Build understanding of your own Tiger and the Tigers within the team, plus strategies to tame him Experience the "Hero's Journey" in one day in order to anticipate the journey of change you are about to experience Put yourself to the test physically and mentally with support from your colleagues One to one consultation and coaching over 6 weeks SMT members will: Build an intensive relationship of trust and openness with their facilitators Become very honest with themselves about their personal blocks, attitudes and Tigers (and develop strategies to minimise them) Understand their contribution to the team and to the success or failure of the Evolution project Commit, hearts and minds, to the project by identifying the business critical and personally critical outcomes of the project Team Contract workshop: Aligning the team behind a shared goal, team rules and a powerful sense of purpose and momentum (with roadmap) to deliver on the vision The result is a contract, signed, owned and policed by the the team itself which defines exactly what is required to achieve success and how to get there Tigers are tamed, rulebooks re-written, the team is out on the pitch Quarterly review: Setting the compass together makes the Tiger roar. Delivering on the contract agreed makes him roar again. During 2013 we will help the SMT maintain momentum, address obstacles, upgrade the team culture and apply the 10 Rules to tame the Tiger who WILL roar if the goal is bold enough...which it is. Group of peers, reporting from their silos Differing levels of commitment to the goal Resistance to change, fear of change "This is how we do it here" "Who can I blame?" Senior executives Distrust of each other "This isn't going to affect me" "We can do this without assistance" Team driving forward the ambition Completely aligned Out on the track "How can we do it better?" "I am responsible" Team of inspirational leaders Trusting each other to deliver "I am part of creating the future" "To achieve this we must change...and that means accepting help" (cc) photo by Metro Centric on Flickr doodles We aren't neutral - we are as responsible for delivering your ambition as you are This is what we do. We help leadership teams to set and achieve their bold goals We are business focused. This isn't a "jolly", a conventional "team offsite" or a "team building" programme. It is about business We are experts in our field (4 books published, 150 years combined experience in the change industry, additional 150 years experience in business and public sector leadership roles) But don't just take our word for it... From notes Steve Hardy, Chief Executive, AXA Personal Lines Experiential workshop - 2 days Quarterly review - 4 x half day sessions To The current reality... Notes "It's stunning how it's worked. Our organisational goal and the words Taming Tigers are everyday phrases now. We are seeing real change." Evolution (cc) photo by jimmyharris on Flickr (cc) photo by Franco Folini on Flickr Double click to crop it if necessary Bold ambition The very shape of the business needs to change The SMT is under scrutiny - Is it a strong team? Does it believe in the vision? Is it trusted to lead this change? The SMT needs to become even more sophisticated to succeed The full SMT will be in place by September - the clock is ticking outlook from the top (Note to SMT) You will need to be: Fully committed to the "Amazon" vision Speak honestly (the process will support that) Learn how to tame the Tiger Be willing to try something different Commit the time to driving forward the vision Treat us as part of the business, an extension of your team Team Contract workshop - 3 days offsite plus action steps Option 1 investment: Experiential phase: £6750 Consultation phase: £13,500 Team Contract workshop: £19,850 Quarterly review: £12,000 TOTAL: £52,100 plus VAT and expenses Includes: 16 months of support from Taming Tigers for the SMT to re-write industry rulebooks and drive forward the new business vision as a team A tried and tested process made bespoke for you A combination of individual development, team bonding, experiential learning and open, honest dialogue facilitated by world class experts A committed team at Taming Tigers who will not only help you set the team's compass but achieve the goal, whatever it takes photo frame The objectives - Consultation and Coaching - 3 x 2 hours over 6 weeks Place your own picture behind this frame! (cc) photo by Metro Centric on Flickr details map Option 2 investment: Experiential phase: £6750 Team Contract workshop: £24,750 TOTAL: £31,500 plus VAT and expenses Includes: 2-3 months of support from Taming Tigers for the SMT to re-write industry rulebooks and identify the roadmap to drive forward the new business vision as a team A tried and tested process made bespoke
Transcript: Midterm Presentation Scene 3 Who: Eileen, Stacy Nian, Demi, Sam When: night and morning Where: room What: Stacy is trying to study, but Eileen invites her friends to have a party ,and next morning, they all have drunk and sleep on the floor. How long: 2 minutes Learning aim: two sentence patterns of how to ask someone be quite 1. What's the matter with? 2. What happened? Hi, class, you are going to be a college student. Are you exited or nervous? There's a funny video that some situations may occur in college life. 7. Teaching objective: Exercise/ activity 3 8. Introductory remark for the video/warm-up(30-60 seconds) Scene 2 – Film story board Scene 2 Scene 1 Who: Eileen and Stacy Nian When: morning Where: room What: Stacy will wake Eileen up in the beginning of semester. But after few times, Eileen always late, so Stacy doesn't want to wake her up anymore. How long: 1:30 seconds Learning aim: Two sentence patterns of how to wake sb. up. *1. It's time for 2. Can't stand with Afternoon, Eileen watches TV for a long time, and she doesn't do anything. So Stacy Nian needs to do all the housework (滿出的垃圾桶、洗衣服、曬衣服、洗碗….) Eileen : Hi, Stacy, you are back! How are you today? Stacy : Fine! (neglecting) Eileen : What do you want to eat for dinner? Stacy : No idea! (neglecting) Eileen : (murmuring) What's wrong with her? Hm…. How about congee? Would you please make it for me? Stacy : Of course. When did you do your housework by yourself? (mad) Eileen : Once more please! (1) What do you want....... 你想要........ (2) Would you please...... 你可以......嗎 Scene 1 - Complete script for each character 11. Concluding remark for the video Well, class, If some of you still can't remember the sentence patterns that told in video, you can go home and see them again. I will put the videos on the Net, OK? Midterm Project Proposal Template Activity 1 (sentence) Make sentences with these 6 sentences that we taught in class. 1. _____Can't stand____________________________ 2. Would you please ___________________________ 3. It's time for ________________________________ 4. What's the matter with _____________________ 5. What happened ____________________________ 6. What do you want __________________________ Anticipated problems when shooting the video (1) We will face the problem about teammate's real roommate. We will tell her before we start to shoot. After see the video twice, fill the sentence patterns in the right blank. Scene 3 - Complete script for each character Midterm Project Proposal Template Midterm Project Proposal Template Scene 2 - Complete script for each character Midterm Project Proposal Template Midterm Project Proposal Template Exercise/ activity 1 Students separate into two groups and speak out the conversations that teacher prepared. A: Good morning Eileen! It’s time for school, get up!! B: (Murmuring) is it that difficult to get up on time? I can't stand her anymore. A: What do you want to eat for dinner? B: Would you please make it for me? A: What's the matter with your roommate? B: What happened last night!!! 6. Motive (A) Why this topic: Because this topic is related to students' future life. (B) Why is this topic important for EFL learners? Because they are going to be college students and they may be interested in this topic. If they feel interested, they will focus on the video, and learn the sentence patterns. Scene 3– Film story board Midterm Project Proposal Template Midterm Project Proposal Template Stacy :(the clock is alarming) Wow! It's 6:50 now, I must get hurry. Stacy : Good morning Eileen! It's time for school, get up!! Eileen : (Snoring) okay, I'll get up immediately. Give me 5 more mines. Stacy : No, come on. We're late for school. Get up now! Eileen : Okay, fine…maybe you go to school first, and I'll go by myself. Stacy : Okay, up to you. (mad) Stacy : (Murmuring) is that difficult to get up on time? I can't stand her anymore. (1) It's time for 是時候~ (2) can't stand 不能忍受~人 Who: Eileen, Stacy Nian When: afternoon Where: room What: Eileen watch TV whole afternoon. Stacy needs to do all house works. How long: 1:30 seconds Learning aim: two sentence patterns on how to ask someone do the housework. 1. What do you want? 2. Would you please? Thanks for your listening Midterm Project Proposal Template 10. Translational remark for the video (30-60seconds) OK, after seeing the video twice. Do you remember the sentence patterns? I will write these patterns on the board and say it out loud, please repeat after me OK? Let's review again, tell me the sentence patterns. Scene 1 – Film story board Midterm Project Proposal Template 9. Translational remark for the video (30-60seconds) OK, is that video funny? How many sentence patterns do you remember? Can you say them out loud? Yes, there are 1. It's time for 2. Can't stand with 3. What do you want? 4. Would you please? 5. What's the matter with? 6. What happened? OK, let's see the video again, try remembering them, OK? Group 7 1101208023 Martina 1101208048 Stacy Nian
Transcript: Sence5-Film story boar Midterm Instruction 1102208016 Lesley 1102208042 Codie 1102208043 Apple 1102208044 Alice 1102208045 Cindy 1102208048 Tina Midterm Project Proposal Template Midterm Project Proposal Template Midterm Project Proposal Template Complete Script for each character: (Alice was dating with her boyfriend.) 4262 4264 4270 4272 4273 Alice: Nelson, do you remember today is our second anniversary? Nelson: Yes, I know.Of course, Dear. Alice: Really? Nelson: And I prepare a surprise for you Alice: A surprise? Nelson: Um. A surprise, and now you have to close your eyes. Wait a second. Alice: Ok! (close eyes) Nelson: Hey honey, are you ready? 3.2.1. Alice: (surprise) A bonnie? Oh~ Nelson. Its so cute. Nelson: let’s take a picture. ------------------------------------------------------------------ Codie: Oh! Another boring post. Lesley: What? A bonnie for second anniversary…wow! Never mine, they will throw it away when they break up. Review Scene5 Codie : Hello, you just see the scence 5. Now we will review you have learned words. Lesley: The vocabulary is “embarrassed.” It means feeling ashamed or shy. Codie: For example, I was embarrassed to be praised aloud in front of so many people. Lesley: Now, we just learn the vocabulary we mention. Let’s move on to the next. Go! I. Scene 1: Who: Apple, Cindy, Codie and Lesley When: in the noon Where: (locations with pictures) What: (Cindy and Apple are going to have lunch. They talked about what they want to eat. Suddenly, Apple was fell down.) How long: 60s Learning aim: verb phrase and adjective K. Scene 3: Who: Alice, Nelson, Codie and Lesley When: in the afternoon Where: (locations with pictures)a park What: Dating How long: 60s Learning aim: Noun and Verb Review Scene1&2 Apple: Hello, you just see the sence1&2. Now we will review the verb phrase and adjective you have just learned. Cindy: First one is roll one’s eyes. It is mean you do this action. (Cindy rolls her eyes to share the definition) Apple: Second is creepy. It is mean someone do some strange things. Let’s use two words to make a sentence. Cindy: Cindy rolls her eyes because Apple did the creepy thing. Apple: Third is on a diet. It is mean you eat less to lost weight. Cindy: Fourth is skinny. It is mean someone is slender. Let’s use two words to make a sentence. Apple: You are so skinny, so you don’t need to go on a diet. Cindy: Let’s learn it together in the last scene. GO!!! A. Working Title: The top five disgusting behaviors on facebook B. Learners’ age: 13~15 C. Learners’ entry level: Junior High D. Language focus: Vocabulary E. Language skills: Listening (Cindy and I walk to eat lunch. We talked about where we go, then we down the stairs. I fell down.) Cindy: What do you want to eat for lunch? Apple: Umm… let me think… Cindy: are you Ok? Apple: Wait. I want to take a picture post on Facebook. Cindy: (Roll my eyes.) ---------------------------------------- Codie: Oh! You see this creepy post, Lesley: WTH! Was she falling down the stairs? But why she took pictures? Creepy! Complete Script for each character Cindy: Let me take some pictures. Oh, what a beautiful slender figure! Now, I want to upload photos to Facebook. Let me think……I write…… “Oh my god, I am fat. I have to go on a diet. Ok! I hope someone will say “You are very thin. You are so beautiful now. You don’t need to lose weight. (Ha Ha Ha) ---------------------------------------------------------------- Codie: OMG! Come! Lesley. Here’s another weird post. Why people always want to post their gross shape on Facebook? Lesley: She is so skinny. But she still calls herself fat! (Roll my eyes) Midterm Project Proposal Template Midterm Project Proposal Template L. Scene4 : Who: Tina, Codie When: in the evening Where: (locations with pictures) in the room What: Room. Tina is emotional with something so She is going to post a message on facebook. How long: 60s Learning aim: adjective Sence3-Film story boar H. Introductory remark for the video/warm-up: (30 – 60 seconds) Nowadays, many people use Facebook to post something, but sometimes they always post some boring, meaning nothing and ridiculous things. Now we take a look. See what people post on Facebook. Complete Script for each character : Midterm Project Proposal Template Complete Script for each character Room. Tina is emotional with something so She is going to post a message on facebook. Tina look out of the window.. Tina : Today such a sorrowful day! But no one knows.She log on the facebook to see her ex-boyfriend pictures. Then she post a message with just take in reponse to suddenly. ---------------------------------------------------------------- Codie: Oh! She wants to let everyone knows her ex-boyfriend? Boring and suck post! Lesley: Yeah, we don’t care about her story! N. Concluding remark for the video: (30 – 60 seconds) Codie: Congratulations! You are almost done learning. Let’s review them a bit: roll my eyes; creepy; skinny; on a diet; remember; anniversary; sorrowful.
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