Abba Independent Learning 1035 Fairmont Pkwy. Pasadena, TX 77504 713-568-6294

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Skip Go to our Sister Site Study Smarter for more classes & for other info just click on pics below or call us at 713-568-6294.

Go to our Sister Site Study Smarter for more classes & for other info just click on pics below or call us at 713-568-6294.




Click on pictures for more information.
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Abba ILC Adult Programs for Fellowship Members






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For more information about other Abba ILC tutoring centers in your area, or if you would like tutoring in your church, community center, day care or apartment complex, please contact the Director for more information.

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Abba ILC

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where students with challenges meet teachers with a belief...

that all things are possible

through Christ that strengthens us.


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How Do I Know If I Need Abba ILC?

So how do you know that it's time to look for another educational approach for your child? Here are some of the signs:

1. Does your child say he or she hates school?

If so, something is probably wrong with the school. Children are natural learners, and when they're young, you can hardly stop them from learning. If your child says they hate school, listen to them.

2. Does your child find it difficult to look an adult in the eye, or to interact with older or younger children?

If so, your child may have become "socialized" to interact only with peers within their own age group—a very common practice in most schools—and may be losing the ability to communicate with a broader group of children and adults.

3. Does your child seem fixated on designer labels and trendy clothes for school?

This is a symptom of an approach that emphasizes external rather than internal values, causing children to rely on shallower means of comparison and acceptance, rather than deeper values.

4. Does your child come from school tired and cranky?

While a student can have a hard day in any school, consistent exhaustion and irritability are sure signs that their educational experiences are not energizing, but actually debilitating.

5. Does your child come home complaining about conflicts that they've had in school, or unfair situations that they have been exposed to?

This may mean that the school does not have a student-centered approach to conflict resolution and communication. Many schools rely on swift, adult-issued problem solving, depriving children of their ability to emotionally process and thoughtfully discuss the situation at hand.

6. Has your child lost interest in creative expression through art, music, and dance?

Within the traditional system, these creative outlets are often considered secondary to "academic" areas, and are not as widely encouraged. In some cases, courses in these areas are not even offered any more. This neglect often devalues, or extinguishes, these natural talents and abilities in children.

7. Has your child stopped reading or writing—or pursuing a special interest—just for fun? Are they investing the bare minimum in homework?

This is often a sign that spontaneous activities and student independence are not being valued in their school. Children have a natural inclination to direct their own learning; however, an emphasis on meeting standardized test requirements limits the abilities of teachers to nurture and encourage this inclination. The result can be an increasing apathy toward subjects that were once exciting, and a loss of creativity.

8. Does your child procrastinate until the last minute to do homework?

This is a sign that the homework is not really meeting his or her needs—perhaps it's “busy work” or rote memorization—and may be stifling to their natural curiosity.

9. Does your child come home talking about anything exciting that happened in school that day?

If not, maybe nothing in school is exciting for your child. Why shouldn't school—and education—be a fun, vibrant, and engaging place?

10. Did the school nurse or guidance counselor suggest that your child may have a "disease," like ADHD, and should be given Ritalin or another behavior regulating drug?


Be wary of these diagnoses and keep in mind that much of the traditional school curriculum these days is behavior control.

These programs are housed at and held at the new facility - 1035 Fairmont Pkwy - and follows the Pasadena ISD calendar.

Regular Student Program Image result for blue heart clipart

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Abba ILC exists to help educate students with challenges. We provide students K - 12 a computer based program that is flexible to student needs. Students can access their lessons at school and at home.

Abba ILC has uses part-time degreed teachers, veteran home educators, teacher's aides, and interns to run the program. These instructors tutor students on their computer courses, as well as prepare them for state required tests. Fees are based on the number of subjects taken.

Drop-Out Recovery Program
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This program is open to students between the ages of 15 - 25 who are considering or have dropped out of a public school.

The goal of this program is to provide students the opportunity to earn the credits, and skills needed for a high school diploma. Abba ILC provides a computer based program that is flexible to student needs. Students work at their own pace during scheduled morning and/or afternoon sessions.

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We love our special children. Image result for heart clipartAbba is one of the only centers in Pasadena to accept awesome high functioning special needs students

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Abba ILC is beginning our 6th year in the Autistic Support Program. Our focus is on the development of language and communication skills, social skills, self-help & academic skills. An emphasis is placed on maintaining appropriate behavior and developing independent skills through the use of structure. We have also started a Autism college entry support system.

After School Tutoring Program
These programs may be taken at any Abba ILC satellite tutoring center.

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Struggling Students Need Abba ILC

Abba ILC provides a safe learning environment to help struggling students in a variety of ways: we take complicated ideas, break them down, and disclose the information in a very systematic, structured manner. This method allows students to understand one piece of the problem at a time and master the essence, rather than inundate them with complicated concepts they may not comprehend in other classroom environments. The information is introduced at a speed that any student can understand, regardless of their learning styles or measure of comprehension. Each student is able to take part in and begin to be more connected in the learning activity as we enlarge on and explore each stage in detail. We urge our students to ask questions and make sure that they comprehend each concept before moving on to another topic of discussion.

Biology lab dissections

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Normal Students Need Abba ILC

Normal students often makes the oversight of only learning ideas well enough to make a coveted grade on an impending test; they may not have a total grasp of the information, but are fine at keeping a lot of facts for the semester it’s required. Others are often competent of making grades that are easily over the norm; nevertheless, they are clearly resistant to allot the devoted time that is required to comprehend the more complicated material that would allow them to attain outstanding grades..

Adult night school students.
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Adult Students Need Abba ILC

Abba has adult night classes for GED, SAT, ACT, and adult literacy also.

We are located at the New Wine Christan Fellowship Facility

  • Abba Moodle Site Navigation Tutorial Video Resource
  • Available Courses


    • In Aviation History, students will be learning the following topics and will also be making their own flying contraptions. Topics to be learned: Early attempts of flying machines, Flight automaton in Greece, China, Gliders in Europe From Renaissance to the 18th century, Modern flight, the "Pioneer Era" (1900–1914), Lighter than air Heavier than air Langley, The Wright Brothers, Alberto Santos-Dumont, the first performance steps under World War I (1914–1918), Combat schemes, advances in aviation's "Golden Age" (1918–1939), and the progress towards massive production, World War II (1939–1945), The Cold War(1945–1991), and 2001–present.


    • A Biography of America presents history not simply as a series of irrefutable facts to be memorized, but as a living narrative. Prominent historians -- Donald L. Miller, Pauline Maier, Louis P. Masur, Waldo E. Martin, Jr., Douglas Brinkley, and Virginia Scharff -- present America's story as something that is best understood from a variety of perspectives. Thought-provoking debates and lectures encourage critical analysis of the forces that have shaped America. First-person narratives, photos, film footage, and documents reveal the human side of American history -- how historical figures affected events, and the impact of these events on citizens' lives. Through this course, students will be provided with content, practical knowledge of U.S. history, and practice in critical thinking activities, that will better prepare them for their future educational areas.

    • This course is the second in a series of four classes. This class starts the students at the issue of slavery, and the Civil War. It continues through the Reconstruction, and the Centennial. Finally ending with the Industrial Supremacy.
    • This course is the third in a series of four. This particular section starts with New York City, and the West. It continues through Capital , and labor with TR, and Wilson. Finally it ends the course with Vital Progressivism, and the Twenties.
    • Biography of America 1.4 is the last leg of the American History Course. Before it learners should have went through Biography of America (BA) 1.1, BA 1.2, and BA 1.3 before ending with this course. After completing this course the student will have earned one year's credit toward graduation.

    • Christian Economics is an attempt to set forth the biblical presuppositions in monetary theory. The course is a foundation for secular economic courses at colleges, which, are worthless without a scriptural basis.
    • Responsible citizenship means more than just paying taxes. It means understanding the principles and practices of government. It also means defining your beliefs as to what good government is. This course is designed to give students a critical perspective on politics and government. This course involves both the study of general concepts used to interpret United States politics and an examination of the various institutions, groups, beliefs, and ideas that make up American politics.
    • This course is a continuation of Government 1.1 and is designed to give students a critical perspective on politics and government. This course involves both the study of general concepts used to interpret United States politics and an examination of the various institutions, groups, beliefs, and ideas that make up American politics.
    • Social Studies 1.1. is the first course in Social Studies.Learning history and how it relates to tomorrow is at the core of the social studies curriculum at Abba Independent Learning. The social lessons are handmade to challenge and inspire learners to develop in their range of understanding, perfect their skills of discovery and applying evidence, and in filtering and engaging the ability to think, compose, and voice their opioions plainly.
    • Social Studies 1.2 is a continuation of 1.1. The study of the past and how it relates to the future is at the essence of the social studies curriculum at Abba Independent Learning. The social studies curriculum is also handmade to challenge and inspire students to grow in their range of knowledge, skills in finding and applying information, and in refining the ability to think, write, and speak plainly.

    • This study is designed to expand the students' concept of "leaders" in relationship to their communities. Students study people of diverse groups, their cultures, religions, traditions, and contributions to the community. Students compare aspects of familiar communities with those of other cultures and other times. They are introduced to problems that "leaders" and communities confront and how conflicts are resolved.

    • An appreciation for World History. In this class students will embark on a journey around the world in 8 weeks. This adventure will launch an investigative study of peoples, places, cultures, religions, governments and more. Students will learn how location, topography and history influence a people and their culture.



    • This course has a prerequisite of the course "History of the World through Geographical Discovery 1.1. It goes into greater depth helping students to understand how as early as the dawn of the world's major civilizations, people developed a long-standing curiosity about their world and universe. Exploration was a means of pushing the boundaries of known lands, as well as creating a new interpretation of the workings of the cosmos. As man wandered farther from home, he found new civilizations, wide oceans, and exotic goods. Growing curiosity, the desire to enhance military might, and demand for goods linked exploration and trade.

    • An continuing appreciation for World History. In this class students will embark on a journey around the world in 8 weeks. This adventure will launch an investigative study of peoples, places, cultures, religions, governments and more. Students will learn how location, topography and history influence a people and their culture.


    • Practice in effective writing and clear thinking at all levels, including the sentence and paragraph, with emphasis on the essay and research report. Specific steps reviewed within the writing process include formulating purpose, identifying an audience, and selecting and using research resources and methods of development.

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      Do you want to improve your descriptive writing? This unit will help you to develop your perception of the world about you and enable you to see the familiar things in everyday life in a new light. You will also learn how authors use their own personal histories to form the basis of their work.

    • Figurative language is yet another literary device which authors use to make both fiction and non-fiction interesting and realistic. Students may already be familiar with some of the terms we will examine in this course, including metaphor, simile, personification, hyperbole, allusion, imagery, rhyme, and symbolism. In this course students will:

      1. Read and analyze song lyrics.
      2. They will find examples of figurative language in the poem.
      3.
      They will practice using these devices in their own writing.

      Purpose – This course is to allow students to explore the different types of figurative language authors use in their writing and to delve into the deeper meaning of texts through analysis.

    • This English Literature 1.1 is the beginning course and is designed to engage students in the alert reading and critical analysis of visionary literature. Through the close interpretation of selected texts, students can deepen their appreciation of the ways writers use language to provide both significance and the hunger to continue on in their readers. As they read, learners should reflect a work's structure, style, and themes, as well as such smaller-scale features as the use of metaphorical language, imagery, symbolism, and manner.


    • This communicative approach to language is designed to give students the ability to understand, speak, read and write simple German. Primary goals are to introduce beginning students to basic structures of the German language by developing vocabulary and a command of idiomatic expressions; to familiarize students with sentence structure through written exercises and short compositions; to give students a basic foundation in German history and culture; and to interest students in traveling to German-speaking countries.

    • English Grammar

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      In the first part of this work, the principles of reading are developed and explained in a scientific and practical manner, and are illustrated in their application to practical examples as to enable even the juvenile mind very readily to comprehend their nature and character, their design and use, and thus to acquire that high degree of excellence, both, in reading and speaking, which all desire, but to which few attain.
    • This course Grammar 1.3 was planned for students with an advanced academic level of grammar aptitude and will focus on specific grammar points in standard grammar which are often more difficult for younger students to master. A grammar diagnostic test will not be given in the leading class to identify areas for improvement because this should have already been done before the learner began Grammar 1.1. Teaching is at the advanced level using a variation of practice activities in all four skill areas: listening, speaking, analysis and text. The course will include a quick review of some of the rudimentary and common elements of English sentence structure; but the specific emphasis and focus of education is on advanced grammatical concepts in Grammar in both the printed and oral forms.


      • Level: Introductory

      • Have you always wanted to try to write poetry but never quite managed to start? This unit is designed to illustrate the techniques behind both the traditional forms of poetry and free verse. You will learn how you can use your own experiences to develop ideas and how to harness your imagination.
      DESCRIPTION:
      This course will be divided into four parts: What poetry is and how it differs from other literary forms; how it evolved (the tradition of poetry); what special skills are needed to understand it; and what purpose it serves in a utilitarian culture. Students in this course will read, analyze and discuss poems.

      This is an introductory course in poetry and poetic expressions. Students are expected to have the necessary background and experience in analyzing, discussing, and responding to literature, as well as the ability to conduct independent research and to write correctly documented research essays using MLA format.


    • This is a review of the major tendencies in 20th century literary theory. Lessons will give a backdrop for the interpretation and will explain them. It will also fit in the theoretical and social viewpoints on the question: what is literature how is it shaped, how can it be understood, and what is its point?

      This survey of literature includes the analysis of literary elements such as character, conflict, point of view, setting, symbolism, figurative language, tone and theme. The course is designed to help the student improve reading, comprehension and analytical writing skills.



    • Latin 1.1 is an introductory course for students wishing to learn the Latin language. Students will learn a large amount of vocabulary, how to translate accurately and history of the Roman Empire.

    • Why study Latin? Here are some images that portray the spirit of ancient Rome and its culture. Studying Latin is challenging but it can also provide you with a powerful foundation for bettering yourself from now and deep into the future.

    • Spanish 1.1

      This is an introductory course to both the Spanish language and the cultures where the Spanish language is spoken. This course is modeled on the
      communicative approach where emphasis is placed on communicating a message through meaning-bearing input and structured output rather than repetition and rote memorization. While it is still important for you to study vocabulary and produce the language, our approach will be directed toward the exploration and deeper understanding of the language.
    • Beginners Spanish 1.2 is a continuation of Beginners Spanish 1.1. In 1.1 we focused on vocabulary. Now we will begin to use words in sentences. A beginner will have little familiarity or understanding of the verbiage, other than perhaps a few words and terms. Will have no real idea about the syntax and have a very limited vocabulary. Linguistic Minis is a Spanish podcast series, established to offer easy learning on the go. It contains different levels, each with downloadable podcast programs and PDF workbooks, which take you from novice through to advanced level. The Linguistic Minis sequence is designed to help you increase your understanding of the Spanish verbiage and prepare you with language skills for use in everyday circumstances. After this course the student should proceed to Beginner Spanish 1.3.

    • Spelling Power!!!
      We use web based materials that make spelling exciting. We provide students a fun interactive way to learn with online spelling and keyboarding games and activities that teach word meaning and writing skills, keyboarding and they usually Ace their spelling tests! Your children will learn their weekly spelling words with unprecedented enthusiasm.

    • Worship Team

      This musical worship group consists of Abba students, and faculty that gather together to practice during school hours, and is a part of the Abba Outreach Ministry. The purpose of this class is to provide practice time to anyone who has a strong desire to worship God whether by playing a musical instrument, praising God with your voice, or in dancing before our Abba Father. We hope that you can eventually praise and worship God at prayer meetings, in the mission field, at your local church, and in your prayer closet, to create the spiritual atmosphere for the Holy Spirit to move and bring transformation to people.

    • You will learn how to paint and have a lot of fun in the course. Learn Acrylic Painting through eight step by step Beginning Acrylic Painting Lessons! The first eight art lessons will introduce you to all the materials you will need and start you painting right away. If you have never painted before, don't be concerned! Through a series of fun and easy projects and exercises, you'll be on your way to making beautiful paintings.

    • This course is a great beginning in which to gain a broad understanding of many of the basic concepts, defending the simplicity of a pencil from the very start, though also encouraging other media, such as adding color and the use of charcoal, which although oftentimes messy, is a particularly useful medium for beginner and experienced artists equally.


    • The course will seek to formulate the rational basis for believing in Christian theism, with responses to objections and critiques of competing worldviews.
      Apologetics is the study of how to give reasons for our Christian hope (1 Pet. 3:15). We shall ask what Scripture says about human knowledge, particularly the process by which a non-Christian comes to know Christ. We will deal with the controversy over how to do apologetics, discussing representatives of different apologetic schools. Then we will discuss issues under debate between Christians and non-Christians: the existence of God, the truth of Scripture, the problem of evil, the currents of modern and postmodern thought.

    • In this session though, we are going to explore the whole “courtship” thing. We are going to look at it from it’s secular historical beginnings, and then examine courtship from a modern perspective under the scrutiny of a biblical world view.

    • Many of us have grown to love the theme of God’s guidance. Within Christian community, the teaching on the will of God and how to discover it continues to be one of the most popular subjects.

    • In this beginning Hebrew course you will be spiritually enriched while learning this beautiful ancient language. This course was created specifically for you, the Christian or Messianic Believer who longs to understand not only the Hebrew language, but also the outlook of the Bible and its people.


    • This course focuses on the authority, nature, and interpretation (hermeneutics) of the Scriptures. It is designed to help students work through issues that concern the trust they place in the Bible and its interpretation.


    • It is necessary to try and understand that both Ancient Greeks and Ancient Christians may have held similar beliefs about the world they were living in. The fact is that Greek myths contain unrealistic and unbelievable characters, events, and other elements, but upon comparison of Greek mythology with different Biblical accounts, it is apparent that some parallels between the two do exist, and that the Ancient Greeks view of the events of the early world are very similar to the views of both ancient and contemporary Christians. The following similarities are by no means a full accounting, but a mere summary of a vastly larger ideal between two religions.


    • This class studies issues of introduction for the four Gospels and Acts, and, using the English New Testament, provides a harmonistic study of the life of Christ with a focus on his essential teachings, the theology of evangelism, and the planting of the church as recorded in Acts.

    • A survey of the entire Old Testament in its historical and cultural context in order to understand the general content of the Old Testament books (including the outstanding features and basic teachings), to understand the place of each book in God’s total, progressive revelation and how to apply practical principles for contemporary Christian living.

    • This course explains that the Holy Spirit is a real person who came to reside within Jesus Christ's true followers after Jesus rose from the dead and ascended to heaven (Acts 2). It also discusses the differing views of Him since then.

    • Fruit of the Spirit - The Nine Biblical Attributes
      This course helps the student to understand the fruit of the Spirit is a physical manifestation of a Christian's transformed life. In order to mature as believers, we should study and understand the attributes of the ninefold fruit.

      If you claim to be a Christian, do you live your life separated from the unfruitful works of darkness. Christ commanded us that we cannot serve two masters, either we serve God or we serve the world. Today, many Christians are busy proclaiming that they serve God, but if you examine the fruits of their lives, you will quickly see that they are pursuing the things of this world.


    • This course takes a chronological study of The Gospel of John by breaking up the book chapter by chapter in study. This Gospel account of the life of Jesus Christ was written to a Gentile church at the close of the first century. This account focuses on the Deity of Jesus and on belief
    • At the heart of Luke’s gospel are questions about God’s plan, His Messiah, and the emerging new community of Gentile Christians. This course highlights these and other significant theological themes found in the gospel of Luke. Learners work through the book of Luke a chapter at a time then complete a comprehensive examination at the end. This course shows how Jesus’ life, teaching, death, and resurrection actually reflect divine events “fulfilled among us” (Luke 1:1), and enables students to prepare this narrative material for their own ministry.

    • The purpose of this brief study is to offer a logical, practical, pragmatic proof of the existence of God from a purely scientific perspective. To do this, we are assuming that we exist, that there is reality, and that the matter of which we are made is real. Next we examine how people often live with the false belief that God is out to get them, angry with them, rejecting them, etc.
    • This class includes Discussion Boards and lessons that use current events, holidays and movies to promote responsibility and respect for the common good. The Bible studies in this section are intended to provide simple helps to engage students in selected Bible passages. Teens will find these Bible study activities and discussions thought provoking, and are intended to help youth “nail down” their own beliefs.


    • Image result for entrepreneurshipIn this course you will learn the basics needed to plan and launch your own business. Do you have what it takes to start a new business? Do you have an idea for a business but need the tools to get started? This course will provide you with the core skills you need to become successful. In this course you will study the characteristics of successful entrepreneurs. You will also learn about self-employment and basic economic concepts related to small businesses, such as competition and production. This course will also walk you through the steps of setting up a business, including developing a business plan, a mission and a vision, attracting investors, and marketing your company.
    • This course requires an enrolment key
      This class is an overview to the design, construction, and care of web pages and websites. Students learn how to analytically appraise website excellence, learn how to create and sustain quality web pages, learn about web design criteria and why they're essential, and learn to craft and manipulate images. The course advances from preliminary work on web design to a concluding project in which learners plan and develop websites.
    • This course is equivalent to sixth grade math. Student is able to process symbols and formulae. Show students the new fact in symbolic (numerical) form. After the student has the concrete and pictorial models to relate to, he can understand that 1/4 + 1/4 is not 2/8. Until this concept has been developed, the written fraction is meaningless to the student.
    • algebra pic
      Students learn basic Algebra 1 concepts with this curriculum. These online lessons promote a sound understanding of first-year algebra concepts! Covers basic equations, inequalities, fractions, graphing, and more. Demystifies concepts with examples, drawings, videos and games.

    • This course is a continuation of Algebra I (1.1). Students learn basic Algebra 1 concepts with this curriculum. These online lessons promote a sound understanding of first-year algebra concepts! Students will expand number sense to understand, perform operations, and solve problems with real numbers. They will extend concepts of proportion to represent and analyze linear relations. Students will develop fluency with the language and operations of algebra to analyze and represent relationships. They will understand concepts from statistics and apply statistical methods to solve problems.
    • This course of Algebra I(1.3) is beginning the last half of the Algebra 1 course. The learner should have already completed Algebra I (1.1) and Algebra 1 (1.2) prior to attempting this course as it starts with a study ofExponents and Logarithms. Afterwards the student will proceed to the Algebra 1 (1.4) course in order to obtain the complete school year of Algebra 1.

       

    • In this beginning Algebra II course, we introduce a few of the most fundamental aspects of mathematics and move toward a greater understanding in algebra. This course covers some of the terminology and concepts in algebra that we will be using in future higher level algebra classes.
    • Algebra II (1.2)
      Prerequisites: Algebra I and Algebra II (1.1)

      Course Description: This course extends the topics first seen in Algebra I and provides advanced skills in algebraic operations. Additionally, linear and quadratic functions and relations, conic sections, exponential and logarithmic functions, graphing, and sequences and series will be explored.
    • This course Algebra II (1.3) is designed to build on algebraic and linear concepts. It develops advanced algebra abilities such as systems of equations, advanced polynomials, imagined and complex figures, quadratics, and concepts and includes the learning of trigonometric functions. It also presents matrices and their properties. The content of this path is key for students’ achievement on both the ACT and college mathematics admission exams. Students who complete Algebra II should take Algebra II (1.4) next.

    • This course is equivalent to seventh grade math. Student is able to apply a previously learned concept to another topic. Ask student to apply the concept to a real life situation. The student can now approach fractions with an understanding that each fraction is a particular part of a whole. The instructor can now introduce word problems without illustrations because students have the images in their heads. A student who is asked to give a real-life example or situation might respond with 1/4 cup of flour + 1/4 cup of flour equals 1/2 cup of flour.
    • At this level the student is able to convey knowledge to another student reflecting an embedded understanding and the highest level of learning. The student’s success in this task reflects an embedded understanding and the highest level of learning.Ask students to convey their knowledge to other students, i.e., students must translate their understanding into their own words to express what they know.
    • At this level the student is able to convey knowledge to another student reflecting an embedded understanding and the highest level of learning. The student’s success in this task reflects an embedded understanding and the highest level of learning.Ask students to convey their knowledge to other students, i.e., students must translate their understanding into their own words to express what they know.
    • At this level the student is able to convey knowledge to another student reflecting an embedded understanding and the highest level of learning. The student’s success in this task reflects an embedded understanding and the highest level of learning.Ask students to convey their knowledge to other students, i.e., students must translate their understanding into their own words to express what they know.
    • At this level the student is able to convey knowledge to another student reflecting an embedded understanding and the highest level of learning. The student’s success in this task reflects an embedded understanding and the highest level of learning.Ask students to convey their knowledge to other students, i.e., students must translate their understanding into their own words to express what they know.
    • This course is equivalent to fourth grade math. Manipulatives or materials
      used to introduce, practice and re-enforce rules, concepts, and ideas. Present
      every new fact or concept through a concrete model. Encourage students to
      continue exploring through asking other questions.Using the concrete model
      (in this case the wedges) helps the student learn the fractional names. As the
      student names the pieces, the instructors asks questions such as, “How many pieces are needed to complete the circle? Yes, four, so one out of these four is one fourth of the circle. As students continue to explore, they may see that two of the quarters equal half the circle.
    • This course is equivalent to fourth grade math. Manipulatives or materials
      used to introduce, practice and re-enforce rules, concepts, and ideas. Present
      every new fact or concept through a concrete model. Encourage students to
      continue exploring through asking other questions.Using the concrete model
      (in this case the wedges) helps the student learn the fractional names. As the
      student names the pieces, the instructors asks questions such as, “How many pieces are needed to complete the circle? Yes, four, so one out of these four is one fourth of the circle. As students continue to explore, they may see that two of the quarters equal half the circle.
    • This course is equivalent to fourth grade math. Manipulatives or materials
      used to introduce, practice and re-enforce rules, concepts, and ideas. Present
      every new fact or concept through a concrete model. Encourage students to
      continue exploring through asking other questions.Using the concrete model
      (in this case the wedges) helps the student learn the fractional names. As the
      student names the pieces, the instructors asks questions such as, “How many pieces are needed to complete the circle? Yes, four, so one out of these four is one fourth of the circle. As students continue to explore, they may see that two of the quarters equal half the circle.
    • This course is equivalent to fourth grade math. Manipulatives or materials
      used to introduce, practice and re-enforce rules, concepts, and ideas. Present
      every new fact or concept through a concrete model. Encourage students to
      continue exploring through asking other questions.Using the concrete model
      (in this case the wedges) helps the student learn the fractional names. As the
      student names the pieces, the instructors asks questions such as, “How many pieces are needed to complete the circle? Yes, four, so one out of these four is one fourth of the circle. As students continue to explore, they may see that two of the quarters equal half the circle.

    • Consumer math is a field of mathematics, which shows you how to use your basic math skills to real life situations such as buying a car, budgeting your money, investing, paying taxes, etc...

    • This class when completed will be equivalent to 3rd grade math. At the intuitive level, new material is connected to already existing knowledge. (The teacher checks that the connection is correct.) Introduce each new fact or concept as an extension of something the student already knows. When a student is given three-dimensional circles, cut into fractional pieces, he/she intuitively begins to arrange them into complete circles, thus seeing the wedges as part of a whole.
    • This course is equivalent to fifth grade math. Picture, diagram, or image is used to solve a problem or prove a theorem. Sketch or illustrate a model of the new math fact.When the student has experienced how some pieces actually fit into the whole, present the relationship in a pictorial model, such as a worksheet like those provided in many math texts.

    • Throughout the course of the year, you will learn to use basic principles of algebra to analyze and represent proportional and non-proportional linear relationships. You will apply operations to situations involving rational numbers as well as use probability and statistics to make predictions. You will develop a more sophisticated way of dealing with word problems by applying these skills.

      This course is a continuation of Pre-Algebra 1.1 and if completed gives 1/2 of a semester credit.


    • Pre-Algebra 1.3

    • Statistics is the study of the fundamentals of descriptive and inferential statistics. Topics include data descriptions using graphs, bivariate data, regression lines, probability and probability distributions, measures of center and variability, confidence intervals, and significance testing.

      The TI-83/84 graphing calculator is used extensively in this course and is necessary for students to successfully complete the course. Any graphing calculator will suffice provided it has statistical menus. The statistical menus should include mean, median, standard deviation, quartiles, lists and list commands, and distributions (binomial, geometric, normal, and Poisson).

    • Welcome to the Creation Geology 1.1.
      This is a good Christian-based curriculum on geology. This course presents geology from the old earth perspective, respecting both science and the Bible. It is designed as an 8 week course, which means it can be used as a one half semester high school science requirement.

      The study of the earth and its rocks is also a study of God's creation. It is God who set the laws of nature which shape this planet's rocks into what they are today. In order to get a full understanding of God's creation, we must study not only the lifeforms upon earth, and the stars in the sky...we must also study the rocks beneath our feet, and understand how they were formed.

    • This lab is not for the squeamish! We will dissect and explore 9 creatures in this fascinating and hands-on biology lab! Dissection is an art and you must be as careful as you can during this laboratory. Do not carry any of the sharp dissection tools around the room.


    • Entomology Pic
      This brief history traces the interactions of humans and insects dating from the adoption of agriculture and its inherent ecological disruptions. Humankind's early preoccupation with survival focused on insects as relentless pests, competitors for food and fiber, threats to health and comfort. Topics include morphological and anatomical adaptations, classification, identification, ecology, social applications, epidemiology and medical applications.

    • Level: Introductory The physics course is presented as a challenging but fun, experiential learning course. Students explore physics concepts using laboratory activities, videos, software, and web sites. The purpose of this course is to provide opportunities to study the concepts, theories, and laws governing the interaction of matter, energy, and forces, and their applications to the real world through exploratory investigations and activities. The course will also reveal many truths about how God, at creation, established the natural laws studied here
    • Introduction to Biology

      Give students an insight into the amazing world of biology with this easy lesson plan and fun activities. This course introduced biology basics with experiments with microscopes and other equipment, taking a magnified look into the world of bacteria, microorganisms and cells.

      This introduction to biology offers some great biology basics, easy activities, interesting questions and other useful teaching ideas.

    • Welcome to Abba Physics Essentials, an introductory course in high school physics designed as a Prep course to prepare students for a Physics Examination. Key topics in the course include mechanics, electricity and magnetism, waves, optics, and selected modern physics concepts.

      Other topics covered include pre-requisite math and trigonometry; kinematics; forces; Newton's Laws of Motion, circular motion and gravity; impulse and momentum; work, energy, and power; electrostatics; electric circuits; magnetism; waves; optics; and modern physics. Abba Physics Essentials also features questions with worked out solutions and detailed illustrations to aid the student to know why an incorrectly answered question is wrong thereby giving them the knowledge to make a better choice on their exam day.

    • Course introduces the field of psychology and its basic concepts, theories, research methods, and contributions to the understanding of human behavior. Topics include the nervous system, perception, motivation, learning and memory, social behavior, personality, developmental, and clinical psychology. The past and current theories and contributions of major psychologists are explored.


    • This course is aimed at providing a thorough introduction to the subject of Zoology.The discipline of zoology dates to the Ancient Greeks. In fact our primary system of classifying animals is largely based on Aristotle’s work, though he made numerous classification errors. Early zoologists who followed Aristotle include many unknown collectors of animals who attempted to understand animals, or who were merely fascinated by the animal kingdom.


    • What You Need to Know for GED Writing: Organization, Sentence Structure, Usage, and Mechanics

      The writing test assesses your knowledge and understanding of grammar. You will need to show proficiency in:

      • Organization (15% of your score): You will be asked to restructure paragraphs or ideas within paragraphs, identify topic sentences, and create unity and coherence in the document.
      • Sentence Structure (30%): Correct sentence fragments, run-on sentences, comma splices, improper coordination and subordination, misplaced modifiers, and lack of parallel structure.
      • Usage (30%): Correct errors in subject-verb agreement, verb tense, and pronoun reference.
      • Mechanics (25%): Correct errors in capitalization, punctuation, spelling (restricted to errors related to possessives, contractions, and homonyms).


    • This course will introduce you to the skills needed for Language section of the GED test. You will have the opportunity to learn the difference between sentence fragments and complete sentences. You will also learn the major parts of speech, including nouns, pronouns, verbs, adjectives and adverbs, subject and predicate, basic spelling rules, and punctuation. You will learn paragraph structure and the four types of writing; narrative, descriptive, informative, and persuasive. Upon satisfactory completion of this portion of the course, you should be able to successfully pass the post-test for the course and perform acceptably in the Writing Skills portion of the GED test.


    • FIRST LEGO League is a robotics program for 9 to 14 year olds which is designed to get children excited about science and technology -- and teach them valuable employment and life skills. It is comprised of programming an autonomous robot to score points on a thematic playing surface and create an innovative solution to a problem as part of their research project.

      Fee: Expenses are divided among the team.


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    In His Presence
    1202 East P St.
    Deer Park, TX 77536

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    "Taking the lessons of the Holocaust to break the silence of fear, pain, and shame caused by prejudice and indifference."
    marchofremembrancehouston.org

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    Pasadena Chamber of Commerce
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    Beverly Duncan-White
    Medical massage and Esthetician (Skincare)
    4416 Fairmont Plwy Ste. 109
    Pasadena, Tx 77504
    beverlystherapy.com
    281-408-9216

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    Channelview Ministry Team
    Please join us for collective prayer
    9:00a.m. Last Friday of the Month
    Channelview Administration Building
    828 Sheldon Rd. Channelview, Texas 77530

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    Greg’s Cleaning Services, LLC

    P.O. Box 208

    Channelview, Texas 77530

    281-414-0791

    "Leave the Cleaning to us."