2.3 Watching the programme There are two main themes to consider as you watch the programme: (a) Image and identity Note down ex 5 Effective use of problem solving skills The purpose of this assessment unit is for you to create a portfolio of your work to represent your skills in problem solving within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your skills in problem solving. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance overall. Using problem-solving skills is n 4 Structure of the assessment units This key skill assessment unit does not have specific questions with word limits and no statements indicating you include, say, an essay or a report. Instead, as you tackle the unit you need to ask yourself ‘Which pieces of work show my skills and capabilities to best advantage?’ When you have identified and selected evidence of your skills, you must then relate this evidence directly to the criteria. This method of building a portfolio is based not on providing right or wrong 9 Notes to help you complete your assessment To complete your portfolio you must include a contents page indicating how your reflective commentary in Part A and your evidence in Part B are related. An example of a suitable format for the contents page is shown in Figure 1 below. Figure 1 (PDF, 1 page, 0.1MB) Although the requirements of Part A and B are listed separately, 2.2 The story of the split brain patients 2.1 Introduction 1 Studying people Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions: 5. Conclusion I hope you now have a better idea of what it means to visualise a piece of mathematics. Visualising is a critically important process when mathematicians and others actually do mathematics. Unfortunately, the process of visualising does not appear in publications, which all tend to be displayed very formally and are mostly restricted to the final results. As teachers we need to ensure that we are very aware of all the processes of mathematics and so we must always attempt to know 4. In the classroom There are many possible strategies for making more use of visualisation within the mathematics classroom. There are several visualisation activities for you to experiment with in Activity 3. One teacher's approach to incorporating visualisation is given in the following case study and three-part video clip. 2. Starters We all have pictures in our heads but some people use them more than others. ‘Doing’ can often be the most powerful way to learn. Before discussing other people's thoughts on visualisation, it is probably worthwhile to spend some time exploring some visualisation activities with your colleagues. This should enable you to consider the next section from an experiential perspective. 1. A powerful force for perception and understanding ‘Imagery is a powerful force for perception and understanding. Being able to “see” something mentally is a common metaphor for understanding it. An image may be of some geometrical shape, or of a graph or diagram, or it may be some set of symbols or some procedure.’ (Open University, 1988, p. 10) This unit uses the word visualisation synonymously with mental imagery. 4 Reading clubs Reading opens minds. Through books, a reader enters different worlds, sees other points of view, experiences new emotions and situations. A reading club is a great chance to read different books, to find books you might never have considered yourself. To share your views with others is much more fun than looking away inside your head. Nicola Morgan There is plenty of support to help you run 3 Book awards Members of the Chartered Institute of Library and Information Professionals will be familiar with the Carnegie medal, which is awarded for an outstanding children's book each year. The BookTrusted website lists 35 different awards for children's books and, although the majority are judged by publishers and critics, some involve children in the selection process. You might like to investigate how you can get your own pupils involved in selecting books for awards. Although the 1 What makes a good book? I met a dragon face to face The year when I was ten, I took a trip to outer space, I braved a pirate's den, I wrestled with a wicked troll, And fought a great white shark, I trailed a rabbit down a hole, I hunted for a snark. I stowed aboard a submarine, I opened magic doors, I travelled in a time machine, Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions: 4 The student's view Activity 3 should have helped you to clarify your ideas about the aims and purposes of geography education. One of the advantages of doing this is that it encourages you to focus on what you think is important about teaching geography. In our experience, this is sometimes difficult given the hectic pace of life in schools! Missing so far in this discussion has been the voice of the students who are on the ‘receiving end’ of geography lessons. After all, they are the people who 2 The purposes of geography in schools The evidence shows that students who study geography through their school lives become some of the most employable people in our society. The organisation [the Geographical Association] comments: ‘Surely all parents would wish their children to engage with a subject that improves their life chances and helps them to develop an informed concern for the world and an ability and willingness to take positive action, b Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions: 5.2 Further reading For further reading on the topic of citizenship and democracy, please click on the following ‘view document’ links. Click on 'view document' below to read New Answers to Old (and New) Criticisms
Click on 'view document' below to read Is This Democracy?
Click on 'view document' below to rea
Activity 1: Watching the programme
The most ‘important and greatest puzzle’ we face as humans is ourselves (Boring, 1950, p. 56). Humans are a puzzle – one that is complex, subtle and multi-layered, and it gets even more complicated as we evolve over time and change in different contexts.
When answering the question ‘What makes us who we are?’, psychologists put forward a range of explanations about why people feel, think and behave the way they do. Just when psychologists seem to understand one bit of ‘who we are’
The most ‘important and greatest puzzle’ we face as humans is ourselves (Boring, 1950, p. 56). Humans are a puzzle – one that is complex, subtle and multi-layered, and it gets even more complicated as we evolve over time and change in different contexts.
When answering the question ‘What makes us who we are?’, psychologists put forward a range of explanations about why people feel, think and behave the way they do. Just when psychologists seem to understand one bit of ‘who we are’
The most ‘important and greatest puzzle’ we face as humans is ourselves (Boring, 1950, p. 56). Humans are a puzzle – one that is complex, subtle and multi-layered, and it gets even more complicated as we evolve over time and change in different contexts.
When answering the question ‘What makes us who we are?’, psychologists put forward a range of explanations about why people feel, think and behave the way they do. Just when psychologists seem to understand one bit of ‘who we are’
I met a dragon face to face
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