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University Of Florida Poster Template Research Presentation

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University of Florida

Transcript: 59% Female Campus Life In-State Tuition Per Year: 11,460 Charlotte, NC to UF: 454 miles; 6 hours, 54 minutes Email: Applicants & Acceptances University of Florida UF attracts symphony orchestras, and Broadway shows/plays UF has been ranked among the nations 10 athletic programs in the last 20 years. Most students live off campus 983 clubs to choose from Sororities & Fraternities Public School Popular Majors **Out of State** Room/Board: Scholarships Male/Female Ratio Class Rank Enrollment 17,137 Location Number of Acceptances: Other Fees The class GPA rank has an average of 4.3 GPA and 1958 as a SAT score. Usually, more than 90% of the freshman score above the national average. Available scholarships at UF are Hal W. Lively Memorial Scholarship Fund, Interior Design Scholarship, Jennings Scholarship, and the O. Ruth McQuown Scholarship. Graduate Student Enrollment: $8,640 Undergraduate: $27,321 Graduate: $22,603 26,513 In 1853 East Florida Seminary took over the Kingsbury Academy in Ocala. They moved to Gainesville in the 1860's and named it Florida Agricultural College. In 1905, the college became a university. For the first time, in 1949, they allowed women to attend the school. With more than 50,000 students, UF is now one of the largest universities on the nation. Undergraduate: $5,044 Graduate: $7,478 Total Cost: Type of School $36,961 Tuition Undergraduate Student Enrollment: Out of State Tuition Per Year: Rachael Young Psychology, Human Nutrition, Business, Health Sciences, and Engineering $1,000 Student/Faculty Ratio History Phone Number: 352-392-1365 Address: 2500 Southwest 2nd Avenue, Gainesville, FL 20:1 41% Male Number of Applicants: Books: 32,776

Poster Presentation of Research.

Transcript: Research showed how differentiating the instruction of vocabulary words in a science course could have an effect on student achievement. Although there is a large volume of material on DI, there is little evidence of which elements of differentiation do or do not benefit particular students and to what degree and under what circumstances benefits do or do not accrue. (Tomlinson and McTighe, 2006). Wetzel (2009) found that having students explain new vocabulary words in the students’ own term was an effective strategy used in order to increase exposure. The student had to use background knowledge to form a definition. Once vocabulary words have been discussed in a variety of ways, and students had been exposed to the words numerous times, students had a larger background knowledge and depth of meaning of the vocabulary words. Students then had to use higher level thinking skills to synthesize a definition. A pretest was administered at the beginning of the three weeks, and a post test at the end in order to detect any changes or achievement in comprehension of content base on the strategy used to teach the vocabulary words. The researcher introduced the vocabulary words as the unit developed and used the Frayer Model to help the students learn the new words. Introduction Frayer Model References Differentiated Instruction, as a means of academic achievement can be an important factor on how a school plans its curriculum. This study showed that by simply incorporating a new strategy, students where not only better able to comprehend science vocabulary words, but where also able to store the information into long-term memory. Brummitt-Yale, J. (2009). Effective strategies for teaching vocabulary. Retrieved from Lehr, F., Osborn, J., & Hiebert, E. H. (2010). A focus on vocabulary. Pacific Resources for Education and Learning. Retrieved from Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Webb, S. (2007). The effect of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46-65. Wetzel, D.R. (2009). Vocabulary building techniques in science teaching strategies for making connections with science concepts. Retrieved from ____ 1) Uniformitarianism A) Solid crust found below the soil ____ 2) Superposition B) Occurs at a predictable rate ____ 3) Absolute age C) Mountain building ____ 4) Relative age D) Buried erosional surface ____ 5) Overturn fold E) Time needed for 50% to decay ____ 6) Unconformity F) The present is the key to the past ____ 7) Vein G) Older or younger ____ 8) Correlation H) Leaves evidence in the rock record ____ 9) Outcrop I) Oldest layer is on the bottom ____ 10) Bedrock J) Good geologic time marker ____ 11) Fossil K) Changes in species over geologic time ____ 12) Index fossil L) Can be found by radioactive dating ____ 13) Volcanic ash M) Exposed bedrock at the surface ____ 14) Geologic event N) Used to date recent events ____ 15) Orogeny O) Younger than the rock it is in ____ 16) Radioactive decay P) Contains carbon living ____ 17) Half-life Q) Evidence of previous life ____ 18) Carbon-14 dating R) Can put older rock layers on top of younger layers ____ 19) Organic S) Matching up rock layers ____ 20) Evolution T) Easily preserved, lives for a short time with wide distribution Results Was to evaluate the effect of differentiated instruction on science vocabulary acquisition that will benefit students in a high school physical science course in the South Bronx. The instrument used was the Frayer Model to demonstrate differentiate instruction. promotes critical thinking and helps students to identify and understand unfamiliar vocabulary. draws on the students’ prior knowledge which helps them build connections among new concepts and creates a visual reference by which they can learn to compare attributes and examples. Brummitt-Yale (2009) affirmed that learning through association, by drawing a picture or symbol, was one of the four main strategies for acquiring new vocabulary. A reader was able to connect a new word to prior knowledge. These “…. nonverbal representations could be a powerful tool for student learning” (Fries-Gaither, 2009, para. 9). Students acquired understanding of the vocabulary term by associating the concepts with ideas that are already understood by each individual student. The learning was personalized and was based on previous knowledge hence better connections were made within the students’ minds. The Effect of Differentiated Instruction on Science Vocabulary Acquisition among Participants in a High School Physical Science Course Topic: GEOLOGIC HISTORY VOCABULARY QUIZ Purpose Literature Research

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