Choose one on which to focus your written critique, which should be 2-3 single-spaced pages and contain the following sections:
Problem Statement (10 points) — What overall problem is being analyzed in the paper? What is the underlying economic and/or natural resource problem? What is the paper’s purpose? What research question is being investigated?
Methods (10 points) — What research methods were used? What, if any, assumptions were made?
Summary of Results (10 points) — What are the key results? What do they mean?
Economic Reasoning (15 points) — What is the economic intuition (i.e., the story”) behind the problem and the results? For example, what incentives are driving the behavior of key decision makers?
Critique (25 points) — What are the paper’s major strengths and weaknesses? Is the paper relevant? What is its major contribution? Are any assumptions reasonable? Were the methods appropriate? Was enough information provided such that results could be duplicated? Was the paper clear and concise? Did it make good use of tables and figures? Did the authors address the problem they said they would? Was the paper convincing? What are avenues for future research? Would you recommend this paper to your fellow students?
Visual styles Visual students enjoy reading and they prefer material in a classroom environment to be presented in a visual format such as books, board work, and handouts. Auditory styles Auditory students enjoy lectures, conversations and oral directions. They prefer material in a classroom environment that is presented as auditory input such as radio, oral instruction, oral communication and audiotape. Hands-on styles Hands-on students like lots of movement and enjoy working with collages, flashcards, and tangible objects. They prefer to be physically involved with tasks, tending to prefer activities such as Total physical Response (TPR) and role-play. 18.104.22.168 Personality Learning Styles Extroversion/Introversion The dimension of styles particularly influences classroom management, especially grouping of students. Extroverted students perform most productively in a group environment, enjoying activities that involve other students, such as role-play, conversation and other interaction favoring social goals as opposed to impersonal rewards. Conversely, introverted students are stimulated most by their own inner world of ideas and feelings. They like working alone or else in a pair with someone they know well. They dislike lots of continuous group work in the ESL/EFL classroom. This contrast is somewhat similar to the categories of group/individual style made by Reid (1987). In conclusion, according to Reid (1995), the role of learning styles in foreign language learning has some fundamentals of learning styles. She claims that learning styles in the ESL/EFL classrooms is based on six hypotheses: Every person, students and teachers alike, has a learning style and learning strengths and weaknesses; Learning styles are often described as opposite, but actually they exist on wide continuum; Learning styles are value-neutral; that is, no one style is better than others (but it is true that there are students with some learning styles work better than those with some other learning styles); Students must be encouraged to “stretch” their learning styles so that they will be more empowered in a variety of learning situations; Students’ strategies are often linked to their learning styles; (6) Teachers should allow their students to become aware of their learning strengths and weaknesses.>