...The world we live in is ever changing, with technology at everyone’s finger tips how can we keep one step ahead in our classrooms to engage our pupils in development issues that were once only found in print texts. Our pupils live in a media age, where technology is built into their lives, the days of waiting for a weekly magazine for the latest news has all but died with a click of button they have access to a wealth of information from varying sources be it bias or unbiased that is for the reader to decide. As a teacher it is becoming increasingly difficult to distract pupils from the latest celebrity gossip to highlight real world issues of race, poverty, sexuality, exploitation, etc., the pupils of today are uninterested in reading about these issues in text books so a new approach needs to be taken to open their eyes. The use of media texts in delivering development education issues to our cinematographic teenagers is the direction we need to head in. The type of media text used is a choice that has to be made by the teacher when highlighting these issues, the question remains should one use documentaries or blockbuster movies; documentaries by their nature are very factual, complex, have real life images and settings and can be difficult to watch; blockbuster movies on the other hand are produced for entertainment value, they must appeal to the cinema going public, must conform to western norms and expectations, in which direction should one head. As a teacher I am going...
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...Title: The expression of emotion through the pupils of animated character Statement: A research paper submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts Author: Sam Watterson Qualification: Honours degree in Design for Interactive Media School: UWIC School of Art and Design College: University of Wales Institute Cardiff Submission Date:12/05/05 Declaration: I hereby declare that this research paper entitled, ‘The expression of emotion through the pupils of animated character’, is entirely of my own work and has never been submitted nor is it currently being submitted for any other degree. Date: Candidate: Date: Director of studies: Abstract The aim of this paper is to explore the concept of animating characters with realistic pupils. Meaning, pupils which change according to focus, light levels, level of concentration, like and dislike, along with touch and pain. Expressive pupils already exist in animation, through this research I attempt to extend upon the current level of pupil expression. An analysis is carried out on existing animated characters, looking at character expression, and how the type of animation effects the level of realism and eye expression. To gather this information I used questionnaires aimed at viewers, character animators and also used animation guide books for reference. The main aim being to understand...
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...Critical Analysis of Darwins Nightmare Vs Hotel Rwanda as development education tools in Irish classroom settings. The world we live in is ever changing, with technology at everyone’s finger tips how can we keep one step ahead in our classrooms to engage our pupils in development issues that were once only found in print texts. Our pupils live in a media age, where technology is built into their lives, the days of waiting for a weekly magazine for the latest news has all but died with a click of button they have access to a wealth of information from varying sources be it bias or unbiased that is for the reader to decide. As a teacher it is becoming increasingly difficult to distract pupils from the latest celebrity gossip to highlight real world issues of race, poverty, sexuality, exploitation, etc., the pupils of today are uninterested in reading about these issues in text books so a new approach needs to be taken to open their eyes. The use of media texts in delivering development education issues to our cinematographic teenagers is the direction we need to head in. The type of media text used is a choice that has to be made by the teacher when highlighting these issues, the question remains should one use documentaries or blockbuster movies; documentaries by their nature are very factual, complex, have real life images and settings and can be difficult to watch; blockbuster movies on the other hand are produced for entertainment value, they must appeal to the cinema...
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...that is concerned with discovering and describing the natural and physical components of the world we live in. Science is what we live in, it helps us to understand and shape our daily live as we interact with our environment. The question and answer process lies at the heart of knowing and doing science. So as teachers we should create an atmosphere that is open and positive for our pupils when in the science...
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...| Verbs | Theme | : | World Of knowledge | Topic | : | Care for the Sea | Content standard | Learning standard | 3.2 | By the end of the 6 year primary schooling, pupils will be able to write using appropriate language form and style for a range of purposes. | 3.2.2 | Able to write in neat legible print with correct spelling: | Objectives: By the end of the lesson, pupils will be able to: i. Spell the 9 nouns correctly ii. Arrange the 5 sentences correctly Teaching aids/ Materials: Pictures, Bingo cards, worksheets Educational Emphasis: Mastery Learning: To ensure all pupils master the learning standards Contextual learning: For pupils to learn in context to enhance pupil’s learning. Stage/ time | Content | Teaching learning activities | Instructional Language | Rationale | Notes/ Remarks | Set induction | Question and answer | 1. Pupils will be shown two pictures which are clean beach and dirty beach 2. The teacher will ask the students which one do they prefer and why. | 1. Look at the picture. 2. Do you like the place? | To attract pupil’s attentionTo let the pupils think the word the want to use to answer the questions | Appendix A(2 Pictures of beaches) | Pre-Writing(10 minutes) | | 1. Pupils will be shown a picture, and the teacher asks the pupils what they see in the picture. 2. Teacher will introduce 5 nouns: i. Aluminium can ii. Plastic container iii. Newspaper iv. Paper cups v. Bottle vi. Tyre vii....
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...technology has influenced our lives somehow and we have grasped the idea that we can’t survive without it. Technology has changed our methods for doing things, we depend our tasks to technology basically in light of the fact that it offers accommodation and better living. Today's era is quick pacing, that is the reason the interest of our general public in technology has been expanded. Technology has likewise changed our educational framework, making an open door, as well as a stepping stone towards improvements, from instructional materials, presentations, methodologies and strategies. Indeed, even the pupils themselves have been changed by technology, the way they do and learn things by themselves. From bringing down notes, assignments, researches and other school ventures, they depend on technology to take every necessary step and thinking for them. But Christian Lous Lange once said that “Technology is useful servant, but a dangerous master”. Pupils with difficulties in learning can benefit from technology to catch up with fast learners, but too much dependency can cause major distraction on their study habits. One of the products of technology that offers multi-tasking is the computer. Therefore, most pupils prefer to do their home works, projects, reports and research on computers, but on the other hand they can play online games, check their social media account while doing their tasks. Nowadays these routine are being habit by the pupils in today’s generations. It...
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...beliefs and experiences, which in turn affect the meaning that we attach to external stimuli. Within education one of the most important sources of external stimuli is other people. The words and actions of teachers and other pupils are continually being interpreted and given meanings. One theory interactionalists have about education is self-fulfilling prophecy, your self-fulfilling prophecy is the view that you have of yourself. This is not something that we decide by ourselves, but it is created by our interactions with others. This can occur in school by our teachers and other pupils. It is not a fixed concept; it can change if your self-concept is constantly being contradicted. (E.g. if you constantly think you are failing in a particular subject yet you keep getting A grades.) The different interactions can have important effects on a pupil’s self-concept, especially when examining academic ability. This has arguably shaped education as teachers are now pressured to be more aware and more diplomatic in the way in which they speak to pupils. Interactionists also believe that education creates typing and labelling. This highlights the way that teachers categorise their pupils. Hargreaves, Hester and Mellor (Deviance in Classrooms 1975) studied how pupils became typified and classified. Their study was in two schools, interviewing teachers and...
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...I. INTRODUCTION A s Jose Rizal , our national hero once said, “ The youth is the hope of our country.” And there was another saying that states, “The youth of today is the hope of tomorrow.” These quotes are very true . That is why as teachers, our ultimate goal is to develop young Filipinos into citizens that can contribute and promote the common good of our country. One of the most annoying experiences for teachers like me is when students are absent. We prepare our lessons with the objective that 100% of the class will learn from the day’s classroom activities, and it is most satisfying when all students are present on that day and the days thereafter to ensure maximum learning. Sadly, it is very difficult to achieve perfect attendance. No matter how interesting and well-prepared our lessons and teaching materials are, there are bound to be learners who miss out on the day’s activities—willingly or unwillingly. I would like to minimize this problem, if not eradicate it completely. That is why I conducted an action research to understand them better. I wanted a more accurate analysis of why some of my students are perennial absentees, so I could formulate plans, projects, and programs to minimize their absences. I hope that it could enlighten us. Even if you are not an educator, you may be able to help a student to stay in school. II. PROPONENT OF THE STUDY MELANIO V. OPO, JR. TEACHER 111 SAN JOSE ELEMENTARY SCHOOL SAN JOSE, AURORA ZAMBOANGA DEL SUR III. RATIONALE...
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...Transportation Researchers March 2014 DEDICATION PAGE THIS THESIS IS DEDICATED TO: GOD! Our Families and Relatives Our Friends And also Ourselves ACKNOWLEDGEMENT TO OUR PARENTS Who understood and supported our ideas and choices, may they never stop on supporting us. We also thank them for the encouragement that they give us. The familial advices that we should never forget along the way to adulthood TO OUR BROTHERS To those of us that have brothers and or sisters, we greatly thank them for any probable help and any assistance. For those plenty times that they have spent with us and how they kept us awake when we did the research. TO OUR SUPPORTIVE RESEARCH ADVISER; Mr. RAZA On the behalf of us researchers we would like to commemorate this thesis as a gift and proving article as a testimony on how much of a great instructor to us, we would like to extend our thanks to you by getting high grades. TO OUR FRIENDS We would not be here without our beloved friends whom accompanied us on trying times and of good times, without them, everyday life would be boring and dull. We thank them for giving our lives a happy one, our memories of you will never dwindle. TO THE MARITIME/GENERAL INSTRUCTORS THAT WE ADMIRE Furthermore, our greatest inspiration, the ones that thought us all that we know, may they never stop giving the quality education that we all need and also that...
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...requirements for the degree of Bachelor of Elementary Education. JAYPEE S. DEGUZMAN ROSE ANN POSADAS PT Supervisor PT Supervisor FLORANTE P. IBARRA, Ed. D. PT Supervisor/ Over-all PT Coordinator RHODORA I. DELA ROSA, Ph, D. Dean, College of Education Acknowledgment Words are not enough to convey my numerous thanks and expressions of gratitude and appreciation to the important people who generously extended their support and encouragement in pursuit of this narrative documentation and action research toward the completion of my practice teaching. First of all I would like to thank our Almighty God for giving me a life with faith, hope, strength, guidance, courage and blessings to pursuit my studies. To my family, for their everlasting love and invaluable support, especially to my parents, Mr. Renato G. Acosta and Mrs. Jennifer E. Acosta who lend their hands for all the kinds of possible...
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...CURRICULUM REVIEW Search using the ref: 00045-2007DOM-EN Copies of this publication can also be obtained from: DfES Publication PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 555 60 Please quote ref: 00045-2007DOM-EN ISBN: 978-1-84478-883-5 PPSLS/D35/0107/14 © Crown Copyright 2007 Produced by the Department for Education and Skills Extracts from this publication may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation...
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...DIGITAL LEARNING AND ACADEMIC PERFORMANCE OF INTERMEDIATE PUPILS OF ADRIATICO MEMORIAL SCHOOL CHAPTER 1 The Problem and Its Background Introduction Today’s world is being described as the “modern world.” Modern through the use of technology at home, in the office, in school and everywhere where technology plays a role in the people’s lives. We cannot deny that it changes almost everything around us; not just in our way of earning for a living but on how we live from day to day with technology as the biggest part of our lives. There are different kinds of transportation that help us get into our destination the fastest time, our appliances at home that minimizes our time in doing the household chores and in keeping us comfortable and safe, all the means of communications that make our messages be sent in the fastest pace, and most importantly in education where learning is being delivered in a most responsive, interactive and digital way. Here comes digital learning. According to Alliance for Excellent Education, “Digital learning is any instructional practice that effectively uses technology to strengthen a student’s learning experience. Digital learning encompasses a wide spectrum of tools and practices, including, among others, online and formative assessment; an increase in the focus and quality of teaching resources and time; online content and courses; applications of technology in the classroom and school building; adaptive software for students with special needs;...
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...taking into account a long and growing list of factors ‘from provision to pupils with SEN’ to the ‘literacy objective’ that considerably lengthen every written plan – the hurdles to overcome when planning for an 8-week scheme would surely but multiply. While the freedom at my fingertips was invigorating, there was the gnawing sense that failure to grasp the key issues involved would lead to the teacher’s greatest fear – wasted lessons; wasted lessons after which the class would struggle to maintain a respect for the teacher. Furthermore, it would be the waste of an outstanding opportunity. As commentators to the publication Teaching History have repeatedly stressed, the new History National Curriculum for Key Stage 3 offers teachers a ‘glorious flexibility’ to throw out the straight-jacket of centralised requirements beholden to political overlords (Dawson 2008, 18). Instead, led by a relit passion for their discipline, teachers are able to respond to the very specific needs of their school and construct personalised routes towards a variety of objectives. For some commentators, the National Curriculum Key Concepts and their accompanying levels represent the vestiges of an ancien regime of central control that prevent true pupil ownership developing (see Knight 2008). However, a determination to facilitate pupil progression in six concepts at the heart of our subject should be valued as a way to structure our planning, teaching and assessment. What is more, aspiring to teach such...
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...of 70 minutes class discussion, the Grade-II pupils are expected to do the following with atleast 75% proficiency level. a. Describe shapes according to the number of sides and corners. b. Write the appropriate name of the shapes. c. Cooperate during group shared activity. II. Subject Matter: a. Topic: Common Shapes b. Reference: BEC-PELC III. A-21 21st century Mathematics-II By: Roberto J. Degolacion c. Materials: Cutouts of different shapes, cartolina and real objects d. Values Infusion: Cooperation III. Procedure TEACHER’S ACTIVITY | PUPIL’S ACTIVITY | A. Preparatory Activities 1. Prayer * For us to start our class this morning may I request everybody to please rise for our prayer. (The teacher will call the name of the pupil to lead a prayer.) 2. Greetings * Good morning children! 3. Action Song 4. Checking of Attendance * . 5. Checking of Assignment 6. Drill * Using flashcards, the pupils will read the words being shown/ flash to them. (The teacher will read first before the pupils.) * After they read the words, every row should read again. ( rectangle, square, triangle and circle) 7. Review 8. Motivation * (The teacher will show a picture to the class.) * Okay children what have you observe from this picture? * Excellent! B. Developmental Activities 1. Presentation * And now children, based on that activity, what do you think is our new lesson this morning? * Student 3? * ...
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...based around the pupils getting a clear understanding of how and where Hydrogen Fuel Cells could be used as an alternative energy resource. The first aspect of this lesson was to captivate the students and motivate them so that they would be engaged throughout the lesson. It “is the teacher’s role to motivate the student by encouraging them to see the value of what they are about to learn, and to believe in their own capacity”( Marzano).This is done by means of a video clip that is played before the lesson topic is introduced. The clip shows our current status in relation to the future crisis of our non-renewable energy resources. This clip leads on to the introduction of the lesson on Hydrogen Fuel Cells (Orientation). The introduction will inform the pupils where this topic lies in relation to previous lessons and to future lessons. A short task at the beginning of the lesson (learning strategy) will be given to the students asking them to name types of non-renewable energy resources used at present. Positive feedback will be given to all their responses as it is shown to increase pupils’ grades by 2 grades (Effect size 1.13). A Hydrogen Fuel Cell will be present in the class for demonstration purposes which will form part of the lesson. This will provide pupils an opportunity to observe how these fuel cells function. This will gain the students attention (motivation). Information on the working principles of the fuel cell will be presented to the pupils orally while they...
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