Description Model: M75227 50 Units in Stock
Soft and generous, the Leo Giant Square is a very tempting piece. Its generous enveloping shape and timeless Stephen Sprouse leopard pattern make it both stylish and inviting, a wonderful combination.
53.5 x 53.5 inches (Len...
Reasoning Stra The Conclusions Evidence Reasoning (C E R) learning strategy provides students with a framework in which to use evidence from an inquiry process together with inference and zapatos louis vuitton amazon reason to develop conclusions about an inquiry. Before using this strategy, introduce its purpose to the students and provide a structured example to teach and model expected behaviours. For guided examples see the Tools and Templates section. Provide each student (or student group) with a blank Conclusions Evidence Reasoning (C E R) Template to work with. Using the C E R Template, students: Write louis vuitton neverfull gm xl a conclusion(s) which should answer the question (or testable question) that was asked sac a main louis vuitton amazon for the exploration or inquiry. Describe the specific evidence that supports the conclusion(s) made. Evidence may be derived from qualitative or quantitative data, raw data, or summarized results in charts, tables or graphs. Evidence should louis vuitton briefcase china be: Sufficient (enough to support the conclusion) Appropriate (actually does support the conclusion) Outline the reasoning that ties the conclusion to the evidence and answers the question, does your evidence support your conclusions? Scientific reasoning involves connecting the evidence to the conclusions and connecting these to known scientific rules or principals.
(see the Tools and Templates section for an exemplar C E R) Have individual students or small groups of students share their completed C E R templates with each other and justify their conclusions, evidence and reasoning. Have students new to this strategy practice making conclusions by using inquiry evidence that clearly supports a specific conclusion. If a conclusion is not obvious at the end of an inquiry process, have students start with analyzing their evidence.
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