Download Senior Study Skills Booklet Year 11

Senior Study Skills
Year 11
2016
Book 1
Name ........................................................
Learning Centre
Otumoetai College
1
SENIOR STUDY SKILLS
Personal
NAME
....................................................................................
ADDRESS
.........................................................................................................
.........................................................................................................
PHONE
.................................
SCHOOL
...........................................................
FORM/TUTOR CLASS ................
DEAN
NO:
FORM/TUTOR TEACHER ..................................
.............................................
STUDY SKILLS ROOM ................
YEAR LEVEL ................
DEAN
..............................................
STUDY SKILLS TEACHER ..................................
SUBJECT
TEACHER
ROOM
1.
2.
3.
4.
5.
6.
7.
My goal for this year:
STUDENT SIGNATURE ...............................................
2
The best kind of teacher …
Tick the statements that you agree with and then rate them in the order of how
important they are to you. The most important idea will be number ONE.
The best kind of teacher:
Order of
Importance
to Me
Statements
I agree with

Listens to my ideas about the subject.


Is prepared for the lesson.


Treats us all fairly.


Understands that even when I make a mistake that I
am still a good person.


Can apologise for any mistakes.


Has made the effort to be clean and tidy.


Respects me as a human being with something to offer.


Doesn’t try to embarrass me in front of the class.


Has expectations of homework, but does acknowledge
that occasionally my life at home comes first.


Takes care of my books and papers when I hand them
in.


Expects and encourages others in the class to give me
the chance to do work.


Keeps cool under pressure.


Looks pleased to see me when I come to class.


Has a sense of humour but isn’t trying to crack jokes all
the time.

What you expect of your teacher is probably the same
as what your teacher expects of you.
3
Personal Evaluation
The best kind of student …
Make your own list of statements.
Examples …



I arrive to class on time.
I am in correct uniform.
I have all my gear.
The best kind of student
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Successful learning is a partnership between my
teachers, my parents and me.
4
LOOKING BACK TO YEAR 10
YEAR 10
1.
ENGLISH
2.
MATHS
3.
SOCIAL STUDIES
4.
SCIENCE
EXAM
RESULT
PERSONAL COMMENT
5.
6.
Study techniques I have used:-
Study techniques used by my classmates:
5
Turning on to Learning
Learning is happening all the time.
Some skills are easy to learn.
Some skills – especially academic skills – take a lot of effort.
Therefore, we need to put a lot of effort into learning at school.
Task
Task
Time
Chart one shows how most people
think they ought to be able to learn.
BUT LEARNING IS NOT LIKE THAT.
Time
Chart two shows a normal learning curve.
Learning takes time and determination.
We have to understand how we learn best.
Understanding How My Brain Works
The Super Computer!
Have you read about the latest super computers?
Here are come impressive statistics for one model of super computer.
Storage capacity:
Processing speed:
Inter-connections:
100,000,000,000 “bits” of information
1,000,000,000,000,000 decisions per second
32 kms long and up to 1000 connections from each “bit” source.
This is your brain!
6
The more we use our brains the
greater our brain’s capacity becomes.
C
ORTEX:
L
Full of Neurons brain’s nerve cells
15 000 000 000
S
B
IMBIC AREA:
(Mid-Brain)
rain Stem:
PINE
7
The brain emits 4 different types of brain waves for different activities.
In the boxes, draw diagrams that show how these four types of brain
waves look.
1
BETA Waves (13 - 25 cycles per second)
Mind and body active and busy
Short term memory being used
2
ALPHA Waves (8 - 12 cycles per second)
Mind and body calm and relaxed
Long term memory activated
Learning is easy and rapid
3
THETA Waves (4 - 7 cycles per second)
A state of deep relaxation
High creativity and insight
Problem solving
Sub-conscious mind accessible
4
DELTA Waves (5 - 3 cycles per second)
Sleeping
Minimum brain activity
Match the beginning of each statement with the correct ending.
1. The cortex is …
into two hemispheres.
2. The cortex is divided …
we are in the Alpha state.
3. Brain waves are related to …
by using relaxation exercises and music.
4. Study times are productive …
the thinking part of the brain.
5. We solve problems best when …
the movement of signals in the brain.
6. We can influence our brain waves … we are in the Theta state.
8
Left Brain / Right Brain
APPARENT FUNCTIONS OF
THE TWO SIDES OF
THE BRAIN
Getting both sides of the brain to work together
greatly accelerates learning and performance skills
Decide whether the words in this box are governed by Left or Right brain.
Write them into the spaces on the brain picture shown above.

logic

colour
artistic

numbers and symbols
functions and list them under
correct hemisphere.
Sort these
sequential
 thepictures


speaking & writing

music

creativity

facts

analysis

imagination
Left Brain Music
Right Brain Music
Mozart
Handel
Vivaldi
Bach
9
WHOLE BRAIN LEARNING
Getting both sides of the brain to work together
greatly accelerates learning and performance skills
The Corpus Callosum is a thick bundle of
nerves which joins both hemispheres. It lets
one hemisphere know what the other is
doing.
L
looks
after
right
side of
body
R
looks
after
Left
side of
body
Strengthen the Corpus Callosum by:1.
Physically relaxing. During work times make a conscious effort to
quieten down. Learn how to get yourself into the Alpha state. This
unblocks the Corpus Callosum and allows us to make more use of the
right brain. High levels of stress or anxiety block our long term
memories.
2.
Doing Brain Gym. These exercises which cross the mid-line of the
body strengthen right  left, left  right brain communication
through the Corpus Callosum. Play tennis, do aerobics, join a hockey
team, play squash or badminton, learn the guitar or violin.
3.
Using the right brain. Developing artistic, musical, creative and
imaginative skills strengthens links between left and right
hemispheres. Join the school choir, play in the orchestra or band,
take an active part in drama classes.
10
Whole Brain Thinking
Solve the following problems. The left side of your brain will help you solve
problems 1-3. The right side of your brain will help you solve problems 4-7.
1.
Draw the line or lines that complete each shape.
2.
Which one is different from the others? Write the letter on your paper.
3.
Complete the sequence.
3, 5, 7, 9, _____, _____, _____
4.
List things this shape could be.
5.
What is this?
6.
What could this be?
7.
What do you see in this picture?
Carson-Dellose Publ.
11
The Mighty Right and the Brain that’s Left

Read each statement.

Tick each statement that is true for you.

1.
I base decisions on objective facts rather than feelings.
2.
I am psychic.
3.
I like using symbols or images in solving problems.
4.
I am artistically or musically creative.
5.
I am logical.
6.
I am good at solving crossword puzzles.
7.
I can read quickly.
8.
My daydreams are vivid.
9.
I can think of synonyms for words easily.
10.
I can remember dreams.
11.
My dreams are vivid.
12.
I am fluent in using words.
13.
I am good at using images in remembering and thinking.
14.
I use a playful approach to problem-solving.
15.
I use a serious, considered approach to problem-solving.
16.
I like to keep experiences planned and structured.
17.
I like to read and think while sitting upright.
18.
My thinking consists of words.
19.
My thinking consists of mental imagery.
20.
I like to explain something using a visual presentation.
Left
Right
SCORING: Left no’s: 1, 5, 6, 7, 9, 12, 15, 16, 17, 18
Right no’s: 2, 3, 4, 8, 10, 11, 13, 14, 19, 20

Now record all correct answers, using the scoring chart as a guide.

Add up score for Left Brain and write it in the box.

Do the same for Right Brain.
DIVERSITY IS OUR STRENGTH
12
UNDERSTANDING HOW MY BRAIN WORKS
 Choose words from the lists to complete these paragraphs
A 
learning

motivation

stem

nerve

most

basic

knowledge

cortex

music

recall

thinking

things

developed

controls

brain

neurons

three

approximately

spinal

mid-brain

covers

art

limbic
In order to make the ____________ of my mind, I need to have some ____________ of how my
____________ works and the part it plays in my ____________ .
My brain is made up of ____________ main areas.
The brain ____________ is an extension of the ____________ cord. This controls my
____________ , instinctive responses.
The ____________ area is part of the ____________ and controls my emotions and
____________ . The cortex ____________ the mid-brain and is the most highly ____________
section. It is the ____________ part of my brain. It ____________ my use of language, my
appreciation of ____________ and ____________ , and it makes connections with all the
____________ that I have learned so far. Because of this, the ____________ is involved in
memory ____________ and learning.
The cortex is packed with ____________ which are the brain’s ____________ cells. There are
____________ 15,000,000,000 of them in my brain.
B 
minimum

calm

problems

Alpha

subconscious

long

greater

active

brain

waves

Theta

rapid

relaxed

state

develop

activities

short

brain

learning

emits

meditate

creative

improve

control

Alpha

inspiration

fast

sleeping

successful
My brain has the ability to grow and ____________ . The more I use my brain, the ____________
its ability becomes. Therefore I will be able to ____________ my thinking and learning abilities by
using my ____________ more.
My brain ____________
____________ .
four different types of brain
____________
for four different
Beta waves are ____________ . When my brain is in this ____________ my mind and body are
____________ and busy. Only my ____________ term memory is being used.
____________ waves are when my brain is ____________ and relaxed. My ____________ term
memory is activated in this state and ____________ becomes easy and ____________ .
____________ waves are when my ____________ is in a very deep, ____________ state. This
is the time when my ____________ is accessible. I am in this state when I ____________ . This
is the time when ____________ are solved, ____________ is gained and the ____________
genius of my mind is at work.
Delta waves are when there is ____________ brain activity. It is a state of ____________ .
When I study, I am able to ____________ my behaviour so that my brain waves are in the
____________ state. This is the state I must be in for ____________ learning.
13
There are three basic learning modes.
Visual
A preference for
pictures and diagrams
Kinaesthetic
Auditory
A preference to move, to
‘do’ rather than watch
and listen.
A preference for
listening and speaking
Learning to Learn
Finding your learning style …
Chances are that you already know your learning style … but haven’t understood
yet how to use this knowledge. Answer the following question.
Which of the following are most like you? (Circle them)
VISUAL
 I read and watch TV
 I watch people
 I go to movies
 I play computer games
 I write or draw
 I like things tidy
 I like comics and
cartoons
AUDITORY
 I talk and listen to
people
KINAESTHETIC
 I move around
 I tell jokes
 I touch and play with
anything/everything
 I listen to music
 I play sport
 I recount long stories
 I dance
 I remember phone
numbers by heart
 I like to be outside
 I dislike other
people’s ‘noise’
 I drive rather than ride
 I ‘do’ rather than watch
 I like to play games
where I have to talk
and listen
14
V









isual learners:
Are good with detail.
Learn by seeing, watching demonstrations.
Often remember whatever they have written down.
Can recall the placement of words and pictures on a page.
Like descriptive reading, and are affected by visual display and colour.
Recognise words by sight and people by face rather than name.
Have a vivid imagination and think in pictures.
Are deliberate problem solvers and plan solutions in advance.
Use facial expressions which are a good indication of their emotions.
A












Circle the items that are most like you.
uditory learners:
Like oral language.
Enjoy listening but are always ready to talk.
Favour music, rap, poetry, rhyming words.
Enjoy dialogues, skits and debates.
Have auditory word attack skills and learn words phonetically.
Talk to themselves, repeating information verbally.
Remember by verbal repetition but are distracted by sounds.
Talk out problems, talk about pros and cons of a situation, and try out solutions verbally.
Express emotion through changes in pitch, tone and volume of voice.
Are not detail persons; tend to be global thinkers.
Memorise through verbal repetition.
Learn through verbal instructions from others or themselves.
K










inaesthetic learners:
Learn by direct involvement.
Enjoy the performing arts and athletics.
Like working with machinery and tools.
Prefer action/adventure stories and videos.
Communicate feelings through body language.
Believe hands-on experiences are important.
Experiment with ideas to see how they will work in the real world.
Touch, feel, manipulate, and play with objects.
Show emotions physically by jumping, hugging, applauding, etc.
Remember what they have done more readily than what has been seen or read.
Compare the lists on pages 13 and 14 and highlight the type of learner you are.
15
V A K DOMINANCE TEST
Do this test quickly, choosing the first answer that comes to mind, or the one that
occurs most often.
1. When relaxing I prefer to:
(a) read or watch television
(b) listen to radio or music
(c) play sport
9. Of the arts I prefer to go to:
(a) theatre, plays, opera and dance
(b) Art exhibitions
(c) music concerts
2. When trying to remember people I
tend to:
(a) remember names but forget
faces
(b) remember what I did with them
(c) remember faces but forget
names
10. When I get very angry I tend to:
(a) go quiet and fume silently
(b) shout and yell
(c) storm off, bang things
3. When I am concentrating I get most
distracted by:
(a) people or things moving around
(b) untidiness
(c) noise
4. I learned most about traffic rules
from:
(a) the road code book
(b) what the driving instructor said
(c) the driving experience
5. I solve problems most easily by:
(a) talking through possible solutions
(b) hands on experiences
(c) writing or drawing out possible
solutions
11. In class I prefer:
(a) lectures and discussions
(b) experiments and activities
(c) diagrams and pictures
12. In a video shop I am more likely to
choose from:
(a) action, adventure
(b) drama
(c) music
13. To know what sort of mood someone
is in I tend to:
(a) look at their face
(b) listen to their voice
(c) notice their gestures
14. I prefer the humour of:
(a) comedians who talk
(b) slapstick action
(c) comics and cartoons
6. If I had to wait an hour for a bus I
would most likely:
(a) fidget, walk around
(b) watch people or the scenery
(c) talk to myself or talk to others
15. At a party I tend to spend most time:
(a) circulating around or dancing
(b) watching what is happening
(c) talking and listening to others
7. To show sympathy I would most
likely:
(a) write a card to the person
(b) telephone the person
(c) visit the person
16. I prefer something explained by:
(a) diagrams, pictures, maps and
graphs
(b) watching what is happening
(c) demonstration
8. I try to spell a new or difficult word by:
(a) sounding it out
(b) writing it to see how it feels
(c) writing it to see how it looks
17. In class I like it best when we are:
(a) listening to the teacher talking
(b) moving around, doing things
(c) writing or doing worksheets
16
18. I learn skills best in sport when the
coach:
(a) demonstrates the skill
(b) explains the skill using the
whiteboard
(c) talks about the skill
20. I would prefer my partner, or closest
friend to like:
(a) the same music as me
(b) the same sports or activities as
me
(c) the same movies or TV shows
19. In the evening, at camp or on a trip, I
would prefer to:
(a) play cards
(b) tell jokes and listen to them
(c) play hacky sack (kick a ball
around)
Scoring:
V = ...............
A = ..............
K = ................
Review of Learning Styles
Pg 13:
V = ..................
A = ...................
K = .....................
Pg 14:
V = ..................
A = ...................
K = .....................
Pg 15:
V = ..................
A = ...................
K = .....................

High scores in one group indicate a strong preference for one kind of learning.

Reasonably high scores in two groups indicate two strong learning styles.

Evenly spread scores indicate no particular preference.
What does this mean for my own learning?
17
Suggested techniques for different learning styles.
Remember that
“reading over notes”
is NOT ENOUGH
At school and at homework time make an effort to ...

underline headings and key words

use different colours for different topics

transfer information to

charts
pictures
flow charts
graphs
diagrams
time lines
display personal charts on your wall

replace words with symbols

watch a relevant video

focus on pictures and diagrams in school texts

seek out colourful posters

find magazine articles on relevant topics

read newspaper cartoons

watch the news

study graphs and flow-charts
18
REMEMBER
that 2 things are vital for
your success:

regular attendance

careful
class
listening
in
At school and at homework time make an effort to ...


listen carefully in class













discuss topics/lessons with other students
check for gaps in your notes (ask your teacher, or a reliable
student)
explain topics/lessons to other students
coach another student
read notes aloud
turn notes into summary
read notes into summary
read notes onto tape
listen to your own tape
attend any tutorials that are offered
language students team up with native speakers
make up mnemonics
listen to the news
create mindmaps of each topic
19
REMEMBER
that you will need to
spend time ‘doing’ your
learning:

use colour to

make colour-coded learning cards using:key words - meanings
scientific equations - solutions
maths problems - solutions
characters - quotes
characters - qualities

make learning cards for:-

create colourful

create large charts/diagrams, then make labels to attach to
appropriate parts

make models

transform information into a rhythmic pattern

turn your study space into an active learning centre
underline headings
underline key words
write up notes
add in examples
turn notes into diagrams
steps in a plot
steps in a process
points on a timeline
time lines
mindmaps
flow charts
graphs
diagrams
20

Use your left and right hemispheres to help you come up with Creative Captions.
won won
won
won won
DEAD
DEAD
DEAD
DEAD
one
PENSWORD
MEAL
2
poster
poster
poster
poster
EAR
21
MAKING THE MOST OF YOUR MEMORY
By using a variety of learning modes
the brain’s capacity to learn increases.
Practising
all three
learning modes
makes the best use
of memory retention
and retrieval.
EXAMPLES:
Write Chart
V
Say the words
aloud.
Looking at the
patterns,
colours
K
A
Chant the
words
Move to the
rhythm of words
A
V
Write the
words
K
V
K
22
Why Do I Forget ?
If information is not revised at
regular intervals
it will be forgotten.
Leaning to Learn
This graph shows the effectiveness of regular revision.
It also shows the results of lack of revision.
Predict the probability of recall with regular revision, after 10 months.
Revision is a way of transferring information from
SHORT TERM MEMORY
to
LONG TERM MEMORY
To transfer information you must
CHANGE IT
into a form that your brain can accept.
Examples of information transfer:
change text
diagram
change text
graph
change text
chart
change text
verbal explanation
change a list
chant/rap
Mind Map
The most effective revision techniques use a
combination of learning modes.
23
Making a Learning Map
BLANK AREAS
FOR MISSING
INFO
Mnemonics
KEY WORDS
ONLY
Make
a
LEARNING
MAP
USE COLOUR
Use SYMBOLS  P !!! $
Use PICTURES
BOLD LETTERS CAPS
GOOD FOR
LONG TERM
MEMORY
DON’T CROWD
USE EMOTION ¤ 
24
Information Transfer
A
USE OF DIAGRAMS OR MINDMAPS
i)
A Cyclic Map illustrates a recurring process.
BUTTERFLIES
which break open
to release
lay many
PUPAE
EGGS
which get a hard case
around them to form
that hatch to form
CATERPILLARS
PRACTICE EXAMPLE
Turn this text into a Cyclic Map.
The Water Cycle
Water is continually on the move around the Earth. It is
evaporated by the heat of the Sun to make clouds in the
atmosphere. These drop their rain on the land and the water
forms into rivers which carry it to lakes, and the sea from which
water is again evaporated. We call this movement of water the
water cycle.
25
ii)
A Radial Map illustrates different aspects of a central topic.
FUNCTION
RED CELLS
 carry vitamins, minerals
 carry oxygen
 small
 no nucleus
 carry oxygen
BLOOD
WHITE CELLS
 large
 fight viruses and germs
PLATELETS
 small
 clot blood
PLASMA
 liquid
 90% water
 carry minerals, proteins,
salts, wastes ...
PRACTICE EXAMPLE
Sort these words into a radial map about Pollution.
POLLUTION
* emit poisonous lead compounds * CARS
* FACTORIES * kill insects * smoke and dust in the
air
* oil from tankers spilled in collisions * TANKERS
* cause smog * poison birds * exhaust emissions
* INSECTICIDES * chemicals into rivers kill fish
26
iii)
Compare and Contrast.
This diagram must show similarities and differences.
(a)
A Comparison Chart
BUTTERFLIES ONLY
BOTH
MOTHS ONLY
coloured
wings
little colour
active in day
legs
active at night
knobs on antennae
antennae
eat cloth, fur
scales on wings
eat leaves
(b)
life cycle
A Venn Diagram
Transfer the information about Butterflies and Moths onto
the Venn Diagram.
BOTH
27
PRACTICE EXAMPLE
Turn the text into a comparison chart.
Carbon Dioxide
Although carbon dioxide makes up only a very small part of the gas in the
atmosphere, it is very important to all life on Earth. Plants take carbon
dioxide out of the air and combine it with water from the soil to make
glucose. At the same time the plants give off oxygen. The glucose is
changed into substances which make up the body of the plant as well as being
used as the food which gives the plant its energy to survive.
 Carbon dioxide is a colourless gas which has no smell.
 Things will not burn in it so it is used in fire extinguishers.
 It dissolves in water to make a weak acid called carbonic acid which gives
fizzy drinks their tingly taste.
 When it is cooled carbon dioxide turns into a solid called ‘dry ice’. This
substance is used to keep food frozen during transport.
Carbon Monoxide
When carbon is burned where there is plenty of oxygen, carbon dioxide is
produced. This isn’t harmful to us unless there is so much in a small area that
we don’t get enough oxygen to breath.
When carbon is burned in a place where there is not much oxygen, another
oxide of carbon, carbon monoxide is made. this happens in petrol engines
such as cars and motor mowers. Carbon monoxide is a very poisonous gas. It
combines with a substance in our blood and stops us getting oxygen to the
brain. This can be fatal. Carbon monoxide is especially dangerous because
we cannot see or smell it.
28
Mind mapping is one memory tool.
Here are some others.
B
MNEMONICS
This is a system for improving memory by playing with words.
Example 1
GEOGRAPHY
(i)
(ii)
Every map must have:-
Fat
Tigers
Kill
Nasty
Students





Valid Contracts
Frame
Title
Key
North Point
Scale
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Helium
Lithium
Beryllium
Boron
Carbon
Nitrogen
Oxygen
Fluorine
Neon
Sodium
Magnesium
Aluminium
Silicon
Phosphorus
Sulfur
Chlorine
Argon
Potassium
Calcium







I
Am
Cool
Calm
Collected
Over
Frogs
(iii) SCIENCE
Periodic Table
1 Hydrogen
ECONOMICS
Intention
Acceptance
Capacity
Consent
Consideration
Object
Form
(iv) MUSIC
Key Signatures
Harry

(H)
He
Likes
Beer
By
Cup
Not
OverFlowing
Never
Nasty
Mugs
Allowed
Since
Past
Six
Closing
Are
Kids
Crazy



















(He)
(Li)
(Be)
(B)
(C)
(N)
(O)
(F)
(Ne)
(Na)
(Mg)
(Al)
(Si)
(P)
(S)
(Cl)
(Ar)
(K)
(Ca)
Sharps
F
Father
C
Charles
G
Goes
D
Down
A
And
E
Ends
B
Battle
Flats
29
Example 2 (Acronym)
Example 3
BIOLOGY
MATHEMATICS
Features of living things.
M
Movement
R
Respiration
S
Sensitivity
G
Growth
R
Reproduction
E
Excretion
N
Nutrition
O
S H
A
C H
O
T A
EXPLANATION
Cover up the term you wish to find.
If the other terms are side-by-side, you
multiply i.e.
O
S H
Opp = S x H
If the terms are one above the other,
you divide, i.e.
O
S = O
S H
H
30
C
LEARNING CARDS
Make your own sets of cards. Use colour.

Use cards for specialised vocabulary.
Write the word on one side and its meaning on the other.

Use cards for
science equations and solutions
science symbols and meanings

Use cards for
maths equations and solutions
jumbled theorems

Use cards for
characters and their qualities
characters and quotes
titles and authors


Use cards for events, timelines, dates, plots.
Put the cards in order.
Use cards for parts and functions, e.g.
Biology - cells
Automotive - parts of engine
Economics - contracts
Application
Use a combination of these techniques for your own learning.
Reading through someone else’s words is passive learning.
Active learning is when you transfer information into a form
that is your own.
THIS IS WHEN YOU TRULY LEARN
31
TEN MINUTE REVIEW
Subject ...................................
Topic .........................................
Record information you remember. (Mindmap, Point Form, Tape …)
Now read over your notes / classwork.
Add in points you had forgotten.
32
Creative Captions

Use your left and right hemispheres to help you come up with Creative
Captions.
1.
SIDE SIDE
2.
YOU / JUST / ME
3.
BAN ANA
4.
ONCE
A TIME
5.
NOON LAZY
6.
DEAL
8.
SURROUNDED
10.
2UM
+2UM
HIJKLMNO
7.
F
R
I
E
N
D
S
STANDING
MISS
F
R
I
E
N
D
S
9.
ECNALG
11.
HO
12.
13.
T I M E
14.
ABDE
MAT
15.
ED
+ ED
16.
TIMING TIM ING
17.
MCE
MCE
MCE
18.
W HEATH ER
20.
A L L WORLD
22.
BJAOCKX
24.
PAS
19.
ME NT
21.
IECEXCEPT
23.
HAN
H
N
A
33
Learning To Learn
Christine Ward and Jan Daley
Understanding Your Brain
Rebecca Treays
Improve Your Memory Skills
Struan Reid
Diversity is Our Strength
Barbara Prashing
Tools for Teaching and Learning in the Integrated Classroom
Carolyn Coil
Learning Centre
Otumoetai College
34