Role Of Hemisphericity In Activating Teaching Style Education Essay

Role Of Hemisphericity In Activating Teaching Style Education Essay The most distinctive feature of modern society is science based technology. The changes that occur as a result of the impact of its are called as modernization. This modernization has affected teaching .learning in many ways. Modern teaching learning is giving importance to students activity. It is called student centered approach. In a traditional society the aim of teaching learning acquisition of knowledge. But in modern society the main aim of teaching learning is not only acquisition of knowledge but also the awakening of curiosity, the stimulation of creativity the development of proper interest, attitude and values and the building of essential skills such as independent study teaching learning in the modern society is to keep pace with the achievement of knowledge and skills. According to Dictionary of Education (2005, p.521) learning is the process of acquiring knowledge, skills and belief through experience. Learning takes place when students interact with others and with environment by observing, talking, listening discussing, writing and relating their own ideas and experiences with others.(Reddy, 2006, p.11). Piagets (1964, p.17) describes learning is subordinated to development and not vice versa. He explained development as the active construction of knowledge and learning as the passive formation of association. He was interested in knowledge construction and believes that cognitive development came before learning. According to his view child cannot learn a concept before they are cognitively ready. Here by the term cognitively ready he means development of child. Cognitive development takes place first then they become able to learn where as Vygotsky believed that learning is an active process and it did not wait for readiness. Vygotsky, (1978, p.90) said properly organized learning results in mental development and sets in motion a variety of developmental process that would be impossible apart from learning. He saw learning as a tool in development. Learning pulls development up to higher level and social interaction is a key in learning. So in this way learning can be defined as an individual as well as socialactivity. Learning takes place as a result of experience. For example a first grade student sings, twinkle twinkle little star and second grade student leaves hot spoon immediately. First case is the example of learning while second case is not the example of learning, whats the difference between the examples of learning and not learning? The difference is the experience. In other words the first grade students behavior is the result of his experience. He was not biologically programmed to sing twinkle twinkle little star and leaving hot spoon is reflexive activity. The learning is what students do, teaching is what the teacher can teach. The improvement in teaching can be demonstrated if there is improvement in learning. As observed by prof.R.S. Adams and others students may learn what the teacher intended them to; they may not. Teachers like others are fallible,then may not always teach correctly. It Follows them that in any learning situation students may learn correctly what the teacher taught incorrectly or may learn incorrectly what the teacher taught correctly or fortunately the opposites. 1.2 TEACHING AND LEARNING Teaching and Learning are interlinked. The teacher teaches and students learn. Teaching learning has four aspects they are teacher, student, learning process figure1.1 explained The process in the interaction between student and the teacher Teacher development Pupil Learning Process and learning situation. The teacher creates the learning situation for the student. The process in the interaction between student and the teacher. This interaction is explained in the figure1.1 Teaching learning is influenced by the totality of the learning environmental situation. This interaction is possible through three way communication. This results is behavior changes in the learner. This is diagrammatically explained in the figure1.2 The teacher guiding their students in eight step. *Step 12 communication from the teacher to the learner. *Step 3 to 5 from learner to teacher. *Step 6 to 8 again from teacher to learner. Through this 3 way communication teacher could teach is a linear manner. On the other hand learner can know how well his learning is progressing and how he can success in his way of learning. The teaching components and learning components are interlinked. Teaching objectives are successful only when the learning outcomes coincide within it. The components of teaching learning are given below. 1.2.1.COMPONENTS OF LEARNING PROCESS *Task to be learned. *Characteristics of the task to be learned. * Characteristics of the learner. *Conditions under which effective learning takes place. 1.2.2.COMPONENTS OF TEACHING PROCESS: *Instructional goals. *Entering behavior. *Instructional procedures. *Performance assessment. 1.3.ROLE OF BRAIN IN LEARNING: Brain study research identifies the left brain is the academic brain. It is because educators generally emphasize its process in a traditional class room. It has some limitations in learning on the other hand the right brain is the artistic brain because it is the center for creative talents. Though science and medicines now give more attention to these brain process, education has traditionally neglected the right side, learning half of a students brain potential under educated. Nowadays more school systems are using whole brain learning technique. The brain study shows that learning can be flourished only when teachers make their students to integrate use both sides of their brain is a lesson. For Example in Kg classes, Teachers who use music, Dance, Story telling, Drama or other right brain activities in their class which trigger the left brain students. Their learning capabilities can be increased but in the primary section the teacher can use traditional teaching which reduce t he right brain activities. When right brain teacher teaches left brain students it affects the achievement of the learner. So the teacher should be whole brained their only he can produce right brain and whole brain dominated students. The present study has two phases. *First phase the matching between teaching and learning. *Second phase Brain dominance of the students and teacher. 1.4 STATEMENT OF THE PROBLEM: The problem for the present study is titled as compatibility between teaching style and learning style with reference to hemisphericity. 1.5 OPERATIONAL DEFINITION OF KEY TERMS Teaching Style: Teaching Style defined by Fisher and Fisher(1979) as a pervasive way of approaching the learners that might be consistent with several methods of teaching Gregorc(1979) Teaching Style consists of an instructors personal behavior and the media used to transmit or receive data to or from the learner. LEARNING STYLE: Cornett defined learning style as a a consistent pattern of behavior but with a certain range of individual variability. Geogorc and Ward (1977) stated that learning style consists of distinctive and observable behavior that provides clues about the mediation abilities of individuals. In operational terms ,people through their characteristic sets of behavior tell us how their mind related to the world and therefore how they learn. COMPATIBILITY Matching is defined in terms of compatibility the interactive effects of person and environment (Hunt 1979) HEMISPHERICITY: Hemisphericity is the cerebral dominance of an individual is retaining the processing mode of information in his own style of learning and thinking.(Venkatraman 1989) Researcher conducted during the last two decades have shown that the human left cerebral hemisphere is to be specialized for primarily verbal, analytic, abstract, temporal and digital operations (Bogey 1969,Gazzaninga 1970, Ornstein 1972).The same investigation revealed that the right cerebral hemisphere is to be specializes for primarily non verbal holistic, concrete, creative, analogical and aesthetic function. For identifying the hemisphere dominance the ways in which and levels at which the information is being proceed by the individual are to be studied. 1.6 OBJECTIVES OF THES STUDY: *The primary objective of the study is to explore the compatibility between teaching style and learning style and its influence on academic achievement with regards to hemisphericity. * The Secondary objectives are the following. A) To find out the difference in the learning style of the students with respect to demographic variables. B) To find out the differences in the teaching style of the teacher with regards demographic variables. C) To find out the relationship between learning style and information processing style if the students. D) To find out the relationship between the teaching style and brain dominance of the teacher. E) To find out the relationship between learning style and achievement score of the students. F) To find out the relationship between learning style and teaching style and achievement score. 1.7 VARIABLES OF THE STUDY: A) Independent Variables (i) Teaching Style (ii) Learning Style (iii) Information Processing Style (iv) Solat B) Dependent Variable: Achievement Score 1.8. SIGNIFICANCE OF THE STUDY: Learning style is a consistent way of functioning which reflects cultural behavior patterns. These may be revised as a result of training or changes in learning experiences According to Reid(1987:100) learning styles are thus moderately strong habits rather than intractable biological attributes.In all academic classrooms there will be students with multiple learning styles, and students with major, minor and negative learning styles. Teachers are accommodating these learning styles and to bring changes in their own teaching style and provide a variety of activities for them only teachers can meet out needs of different learning styles of students. In a class where mismatch occur the students tend to bores and inactive, inattentive, do poorly on tests get discouraged about the course. They may conclude that they are not good at the subjects of the course and give up. To reduce teacher student style conflicts some researchers in the area of learning styles be matched. KUMARA VADIVELU (1991:98) states that the narrower the gap between teacher intervention and learner interpretation , the greater are the chances of achieving desires learning outcomes. Effective matching between teaching style and learning style can be achieved only when teachers are aware of their learners needs, capacities, potentialities and learning style preferences in meeting these needs.It has been the researchers experience as a teacher may learners fail to achieve an acceptable level of success in achievements tests. Is it possible that some students are failing to be successful at school because teaching methods do not cater for their learning style?Investigator much of reading on this topic suggest that the boredom, lack of success and frustration of students experiences t school could be due to incongruence between teaching strategy of teacher and their preferred learning styles.This inherent problem gave rise to the idea for this researcher topic. It was thus born out of a desire to provide teachers with an alternative approach to improve the learning productivity of their students. 1.9 LIMITATIONS OF THE STUDY: The present study has demarcated with the following limitations *The time frame the data collection phase of the research was conducted over a periods of 12 weeks. *Level of intelligence and relevant previous knowledge of the learner could also have had as effect on the result of the study. *Size of the sample. The limited number of the population and hence the small sample size could have influenced the degree to which the findings of the research can be generalized to other population. *This is only a precise product study in the area of learning and teaching style. *Due to laborious calculations, only certain variables are studied in this investigation. * The study is limited to the pupils of class ix only. *The study is limited to kancheepuram and Chennai district only. 1.10 CHAPTERIZATION The study is organized into six chapters for easy understanding flexible discussion in statistical results. CHAPTER I The first chapter details about the problem of the study, objectives, significance and scope of the study CHAPTER II It deals with backdrop of the study.It explores about teaching style,learning style,brain study,compatibility between teaching style and learning style,information processing , and solat CHAPTER III It deals with the review of related literature in the present investigation.It explore Indian reviews and international reviews CHAPTER IV The fourth chapter explores the methodology of the study, the statement of the problem, need, hypothesis, variables, studies, method of research, construction of tools , collection of data and statistical techniques used in analysis of data are presented. CHAPTER V This chapter incorporate with descriptive statistics,differential analysis association analysis,correlation analysis and conclusion. CHAPTER VI It is connected with summary, major findings , conclusions, recommendations and suggestions for further study. Bibliography and Appendices are enclosed at the end of the thesis. Thus the finding is detailed in six chapters r.

Philosophy Midterm Essay

> Principle of non- indefinite Regression everything has an end (Teleoloqy) > Nemo dat quod non habet nobody can give what it does not possess > nature is never frustrated intellect is destined to know > tota anima in toto corpore the whole soul is in the whole body > ex entre non fit ens nothing becomes what is already is > the effect cannot be greater than the cause > nothing is in the intellect which does not pass through the senses > the separated soul can no longer use abstract concepts to remember or to reason Midieval Philosophy. > The problem on which philosophy became stranded – (the existence and nature of God and his relationship with the world. ) > The spirituality and immortality of the soul, the notion of the obligation and of moral sanction – are given clear responses in Christian revelation. > The problems of reconciling these two sources arouse (faith and reason). Some of these men are: 1. St. Augustine > he wrote about 232 books in which are contained Philosophical definitions which testify to the depth and universality of his genius. > his philosophy are more or less adhered to that of Plato which, to him, seemed the most suitable for Christianity. > Fundamental Principles The Divine Truth is the unique and perfect cost which is immediately explicative of all beings in its different modalities of nature and of action. Augustine establishes the existence of God, the source of all truth, through philosophical truths. 2. St Anselm and Peter Abelard For St. Anselm: Famous Formula: â€Å"Credo ut intellicam: I believe that I may have a full understanding. † God means the most perfect being that can be thought of. Therefore, God must exist, otherwise he would not be the most perfect conceivable being. For Peter Abelard: Abelard was a brilliant master of dialectics and ethics. He stress fully the value of human reason in investigating the divine or revealed truth. 3. St. Albert the Great Albert began Aristotle’s Christianization. Albert performed a twofold function of revealing the greatness of Aristotle. 4. St. Thomas Aquinas Thomistic philosophy (Thomism) is fundamentally, the philosophy of good sense. It is both Universal and Catholic. Lacordaire stated that Thomas was a lighthouse and not a milestone. He acheived the title of Angelic Doctor and named as Guide of Students. In him, there is not found thelhowght of man alone but the voice of the truth common to all men, and the most beautiful reflection of the Uncreated Light of the word God, who enlightens every man coming into this world. Five ways to prove the existence of God: 1. Argument of Motion God is the Prime Mover. 2. Argument from Efficient Causes God is the uncaused cause. 3. Argument from Possibility and Necessity (Reductio Argument) God is the alpha and omega. 4. Argument of Gradation of Being God as the supreme being. 5. Argument of Design God designed everything. MODERN PHILOSOPHY. Modern thinkers want to use pure reason in their investigations. Between there is an intercovering period called RENAISSANCE (16th C. ) This period was marked by the rise of many philosophers each claiming to by the right philosophy (individualism). This was critisim among philosophers. Renaissance brought top light a new science and also renewed interest in the arts and letters. In the 17th century, the philosophical field was almost free and this fact explains tge rapid advance of ideas of FRANCIS BACON and of Rene Descartes, the initiators of Modern Philosophy. FRANCIS BACON – father of modern philosophy (empiricists). Empiricists rely on scientific method to determine the truth. He employed the inductive method. He rejects the deduction and syllogistoc reasoning as an unscientific method and affirms induction as the only useful instrument for the philosophers. RENE DESCSRTES – another father of modern philosiphy (rationalist). Rationalists use reason to determine the truth. He tries to establish a method for philosophers to discover the truth. Four Stages: 1. Adoption of Universal Doubt. Doubt about everything. 2. Cogbito erg Sum Cannot doubt self existence. 3. Clear Ideas of d’ Supreme Interior Thinking must be certain. 4. Establishment of Rules of the Universal Method Four rules of universal method necessary in construction a universal science. IMMANUEL KANT – an empiricists. He accepts that human reason cannot know reality because it is NOUMENON. Kant abandons empiricism in favor of rationalism. Philosophy and ethics is the central part of his philosophy. He also believes in the Categorical Imperitive. CONTEMPORARY PHILOSOPHY. It is believed that contemporary philosophy appeared as a direct, indirect or concomitant reaction against idealism. Important Philosiphical Systems in the Contemporary Age: 1. Voluntarism If there’s a will, there’s a way. 2. Radical Christian Fideism To acheive faith 3. Institution There are certain things that are vital to the society. 4. Phenomenology Dwell on certain processes to arrive at a reality. 5. Extentialism pose many reflections sysipus means existential philosophy 6. Materialism 7. Positivism 8. Structuralism SOREN KIERKEGARD – an existentialist. He believed in the leap of faith. The authentic existing individual is a â€Å"Christiana†. FRIEDRICH NEITZCHE – an atheists. Neitzche’s philosophy is born out the will to live. The religious ideal is unacceptable because â€Å"God is dead. † God’s death gives way to rise of the Superman who is not subject to the ordinary laws of morality because he creates his own values. He says atheism is the only alternative to the death of God. EDMUND HUSSERL – father of phenomenology. Three steps of the phenomenology method: 1. Epoche 2. Eidetic Reduction 3. Transcendental Reduction Eidos is the center of being in everything.

Compensated Demand Curve

The Compensated Demand Curve Definition: the compensated demand curve is a demand curve that ignores the income effect of a price change, only taking into account the substitution effect. To do this, utility is held constant from the change in the price of the good. In this section, we will graphically derive the compensated demand curve from indifference curves and budget constraints by incorporating the substitution and income effects, and use the compensated demand curve to find the compensating variation. Let us consider a price increase for a normal good, a good whose demand increases as income increases. In Figure 7. e. 1, assume that the price of Y (PY) is $1, and that the individual has an income of $100. The initial price of X (PX) is $1, so the individual’s initial budget constraint is therefore BC1, with a vertical intercept of 100, and a horizontal intercept of 100. The individual reaches his optimum (maximizes utility) at point A, where his initial budget constrai nt BC1 is tangent to the indifference curve IC1.Let’s say that at this point, he maximizes his utility by consuming 43 units of good X. If PX increases from $1 to $2, his budget constraint will rotate inward until it reaches BC2 where there is now a horizontal intercept of 50. The individual now reaches his new optimum where the indifference curve IC2 is tangent to BC2 at the point B, where he maximizes his utility by consuming 18 units of good X. We can use these points to plot a demand curve for good X: According to Figure 7. e. 1, when PX is $1, the individual maximizes utility at point A where he consumes 43 units of X.This information can be replotted on a curve showing the relationship between the price of X and the quantity of X consumed (figure 7. e. 2). At a price of $1, the individual will consume 43 units of X, so the point A will replot on figure 7. e. 2 as the point A’. Similarly at point B, at a price of $2, the individual will consume 18 units of X, so t he point B will replot on figure 7. e. 2 as the point B’. If we connect A’ and B’ together, we will get the ordinary demand curve for good X In order to obtain the compensated demand curve, we must first observe 2 effects that take place as PX increases:Substitution Effect: when Px increases from $1 to $2, X becomes relatively more expensive than Y, so the individual consumes less X. To show the substitution effect, we must hold the individual’s utility constant. To do this, we draw a budget constraint BC3 that is parallel to BC2 and shift it up until it is just tangent to a point on his original indifference curve (IC1). This occurs at point C, where the consumer is consuming 29 units of X. The substitution effect is the movement from point A to CIncome Effect: because Px has increased, the individual’s purchasing power has decreased, and thus has less money to spend on both X and Y. Because X is a normal good, the individual will consume more as his income increases. The individual will reach an optimum at point B where he will consume 18 units of X. The income effect is the movement from point C to B To summarize, Total effect = Substitution Effect + Income Effect = A to C +C to B We have already found the ordinary demand curve by replotting points A and B as points A’ and B’.In essence, this is the total effect of the increase in PX. Because the compensated demand curve assumes that utility is held constant, it only shows the substitution effect. Therefore, we simply have to replot points A and C. We have already determined that point A replots as A’ at a price of $1 and a quantity of 43. At point C, the individual consumes 29 units at a price of $2; so we can replot this point as point C’ on figure 7. e. 2. If we connect these 2 points together, we get the compensated demand curve. We can prove that good X is a normal good. One way to do it is to look at Figure 7. e. and notice that between po ints B and C, as income increases, the consumption of good X increases, which fits the definition of a normal good. Another way is to look at the compensated demand curve and compare it with the ordinary demand curve. The compensated demand curve in figure 7. e. 2 is steeper than the ordinary demand curve. When this condition holds, good X is a normal good. We can also use the compensated demand curve to find the compensating variation. The compensating variation is the amount of money required to restore an individual to his original utility level when prices change.In figure 7. e. 2, it is represented by the area between the two prices, and left of the compensated demand curve – it is the sum of areas S and T. Meanwhile the change in consumer surplus is simply the area between the two prices and left of the ordinary demand curve – it is the area S ———————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ †¢ Next, consider a price decrease for an inferior good, a good whose demand decreases as income increases.In Figure 7. e. 3, assume that the price of Y (PY) is $1, and that the individual has an income of $100. The initial price of X (PX) is $2, so the individual’s initial budget constraint is therefore BC1, with a vertical intercept of 100, and a horizontal intercept of 50. The individual reaches his optimum (maximizes utility) at point A, where his initial budget constraint BC1 is tangent to the indifference curve IC1. Let’s say that at this point, he maximizes his utility by consuming 17 units of good X.If PX decreases from $2 to $1, his budget constraint will rotate outward until it reaches BC2 where there i s now a horizontal intercept of 100. The individual now reaches his new optimum where the indifference curve IC2 is tangent to BC2 at the point B, where he maximizes his utility by consuming 28 units of good X. Using the same method as described in figure 7. e. 1 and figure 7. e. 2, we can replot A and B on figure 7. e. 3 as A’ and B’ on figure 7. e. 4. If we connect these points together, we will get the ordinary demand curve for good XIn order to obtain the compensated demand curve, we must first observe 2 effects that take place as PX increases: Substitution Effect: when Px decreases from $2 to $1, X becomes relatively cheaper than Y, so the individual will consume more X. To show the substitution effect, we must hold the individual’s utility constant. To do this, we draw a budget constraint BC3 that is parallel to BC2 and shift it down until it is just tangent to a point on his original indifference curve (IC1). This occurs at point C, where the consumer is consuming 33 units of X.The substitution effect is the movement from point A to C Income Effect: Px has decreased, so the individual’s purchasing power has increased, and thus has more money to spend on both X and Y. Because X is an inferior good, the individual will consume less as his income increases. The individual will reach an optimum at point B where he will consume 28 units of X. The income effect is the movement from point C to B To summarize, Total effect = Substitution Effect + Income Effect = A to C +C to B Using the same method as described in figure 7. . 1 and figure 7. e. 2, we can replot A and C on figure 7. e. 3 as A’ and C’ on figure 7. e. 4. If we connect these points together, we will get the compensated demand curve for good X We can prove that good X is an inferior good. One way to do it is to look at Figure 7. e. 3 and notice that between points B and C, as income increases, the consumption of good X decreases, which fits the definition of an inferior good. Another way is to look at the compensated demand curve and compare it with the ordinary demand curve.The compensated demand curve in figure 7. e. 4 is flatter than the ordinary demand curve. When this condition holds, good X is an inferior good. Again, we can also use the compensated demand curve to find the compensating variation. It is the area between the two prices, and left of the compensated demand curve – it is the sum of areas S and T ——————————————————————————————————————————————– †¢ Let us now consider a price decrease for an extreme case: a giffen good.A giffen good violates the law of demand and results in an upward s loping demand curve. In Figure 7. e. 5, assume that the price of Y (PY) is $1, and that the individual has an income of $100. The initial price of X (PX) is $1, so the individual’s initial budget constraint is therefore BC1, with a vertical intercept of 100, and a horizontal intercept of 50. The individual reaches his optimum (maximizes utility) at point A, where his initial budget constraint BC1 is tangent to the indifference curve IC1. Let’s say that at this point, he maximizes his utility by consuming 37 units of good X.If PX decreases from $2 to $1, his budget constraint will rotate outward until it reaches BC2 where there is now a horizontal intercept of 100. The individual now reaches his new optimum where the indifference curve IC2 is tangent to BC2 at the point B, where he maximizes his utility by consuming 30 units of good X. The total consumption of good X has actually decreased; let us decompose this. Using the same method as described in figure 7. e. 1 and figure 7. e. 2, we can replot A and B on figure 7. e. 5 as A’ and B’ on figure 7. e. 6.The shape of the ordinary demand curve for a giffen good is as follows: between the points A and B, it is upward sloping (known as the â€Å"Giffen Range†), and at any price above or below points A and B, respectively, the demand curve is downward sloping. This results in a backward-bending ordinary demand curve W In order to obtain the compensated demand curve, we must first observe 2 effects that take place as PX increases: Substitution Effect: when Px decreases from $2 to $1, X becomes relatively cheaper than Y, so the individual will consume more X. To show the substitution effect, we must hold the individual’s utility constant.To do this, we draw a budget constraint BC3 that is parallel to BC2 and shift it down until it is just tangent to a point on his original indifference curve (IC1). This occurs at point C, where the consumer is consuming 47 units of X. The sub stitution effect is the movement from point A to C Income Effect: Px has decreased, so the individual’s purchasing power has increased, and thus has more money to spend on both X and Y. Because X is a giffen good, the individual will consume less as his income increases; also note that the income effect is stronger than the substitution effect.This results in the individual reaching an optimum at point B where he will consume 30 units of X. The income effect is the movement from point C to B To summarize, Total effect = Substitution Effect + Income Effect = A to C +C to B Using the same method as described in figure 7. e. 1 and figure 7. e. 2, we can replot A and C on figure 7. e. 5 as A’ and C’ on figure 7. e. 6. If we connect these points together, we will get the compensated for good X Note that the compensated demand curve is still downward sloping.This is because the substitution effect always works in one direction, while the income effect can work in both directions Study Questions 1) Redraw figure 7. e. 1 and figure 7. e. 2 for a decrease in the price of a normal good. Shade the area representing the compensation variation. 2) Redraw figure 7. e. 3 and figure 7. e. 4 for an increase in the price of an inferior good. Shade the area representing the compensation variation. 3) Redraw figure 7. e. 5 and figure 7. e. 6 for an increase in the price of a giffen good. Shade the area representing the compensation variation.

Educational Opportunities in the Everyday

Learning opportunities surround us every day, but we may miss them because the tasks seem so mundane. As you go about your daily activities, look for opportunities to capitalize on the educational moments in your everyday life. Grocery Shopping   It’s become something of a humorous homeschool stereotype that homeschooling families can turn a trip to the grocery store into a field trip, but the fact is there are many educational opportunities your kids can experience in the grocery store. You can: Learn to read a scale by weighing producePractice estimation and rounding by keeping a mental tally of the amount you’re spendingDiscuss a variety of measurements such as bushel, pounds, gallons, and pints.Practice percentages by figuring sale pricesLearn how to do comparison shopping using unit pricesDiscuss healthy eating habits Used Car Shopping The experience of purchasing a pre-owned car, while a  bit outside the ordinary, is an excellent opportunity for  real-life training skills. Some of the skills you can work on include: Learning what to look for in a used car, such as dependable reputation, safety, gas mileage, and vehicle historyHow to comparison shop and use tools such as Consumer Reports and Kelley Blue Book to gauge value and dependabilityHow interest rates and the age of the car affect the price — for example, we were better off purchasing a newer car through our credit union at just over 2% interest. Cars older than 10 years only qualified for a signature loan and those rates were 10% and higher.How to figure taxes on automobilesConsidering the cost of insurance when purchasing a car  Ã¢â‚¬â€ newer cars and sports cars will mean higher monthly premiumsLearning what’s involved in registering and titling a car Doctor and Dental Appointments If you’ve got to take time out of your busy schedule for appointments, you might as well make them educational. You might learn about: Preventative measures for disease controlProper oral and personal hygieneWhy doctors check your blood pressure and how it affects your overall healthHow dentists screen for diseases like oral cancerWhat causes cavities, illness, or infectionWhat is involved in becoming a doctor, dentist, nurse, or dental hygienist Ask questions  Ã¢â‚¬â€ especially if you’re at the dentist; it will give your dental hygienist something to talk about, rather than asking you questions that you can’t answer because her hands are in your mouth. Cooking Home ec is one subject that you never really have to go out of your way to teach. You may just need to be a bit more intentional about bringing your kids into the kitchen with you to help you prepare meals. As you do so, talk with them about: Food prep and safetyMeasurements such as cups, teaspoons, and tablespoons, along with common conversions for increasing or decreasing the number of servings in a recipeFollowing directions on a recipeHow to properly use cooking utensilsVarious cooking techniques such as baking, broiling, sautà ©ing and simmering You might want to include some specific recipes as you teach your kids about food, such as biscuits, cookies, a few family favorite main dishes and sides, and some desserts, but all of this can be accomplished in the regular day-to-day of your life. Random Educational Moments Don’t miss the random educational opportunities all around you. Look for opportunities to use daily activities that we may take for granted to put to practical use the abstract concepts your kids are learning in school. For example, say youve been getting price quotes to have a concrete pad poured (so youll have a place to park that used car you bought). Youll be able to talk about area and perimeter in concrete terms (pun intended!). You can also use real-world math to figure up how many bags of concrete needed and what the cost would be to do yourselves, along with comparing the cost, in both time and money, to hire someone to do the job. Use sales and dinners out (tipping your server)  to teach your kids simple ways to  quickly calculate  percentages in their heads. Ask your young children to choose a color and count all the cars of that color that they see as you’re driving down the road. Encourage your older kids to tally the variety of colors they see and create a graph to see which color is more popular. Learning opportunities are all around us if we just look for moments to capitalize on the educational in the everyday.