Conclusion This free course provided an introduction to studying Education, Childhood & Youth qualifications. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.
6 And action! Getting the cameras rolling is just the beginning – there are endless possibilities you can explore. As a visual medium, DV lends itself to the creative expression of ideas, feelings and information, but it is harder to define what constitutes creativity. It's easy to equate a creative medium with a lack of constraints – an ‘anything goes’ attitude. In BECTA's pilot study, however, teachers reported that placing clear constraints on pupils’ coursework generated the best
1 4. Making the music fit the film It is a huge step from identifying how music can be expressive, to composing music which captures the essence of the visual images, mood and action of a story. Composers such as David Arnold constantly stress how personal their response to the finished film is, but they still manage to guide our expectations and we feel uncomfortable if the music is ‘wrong’ somehow: too loud or quiet, expressing action too explicitly, or not saying enough. Click on the first link below to watch a vi
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. 6.1 ‘Non-citizenship’ to ‘social-citizenship’ and worker rights We respect our masters, and are willing to work for our support, and that of our parents, but we want time for more rest, a little play, and to learn to read and write. We do not think it right that we should know nothing but work and suffering, from Monday morning to Saturday night, to make others rich. Do, good gentlemen, inquire carefully into our concern.
[Submission from Manchester's Factory Children Committe 1 Global corporate citizenship? Rarely have businesses found such a complex and challenging set of economic pressures, political uncertainties and societal expectations. Regardless of their industry sector, country of origin, or corporate ownership structure, they are under growing pressure to demonstrate outstanding performance not only in terms of competitiveness and market growth, but also in their corporate governance and their corporate citizenshi Learning outcomes After studying this course, you should be able to: critically appreciate the significance of claims made for ‘global corporate citizenship’ understand the nature of work and ‘social citizenship’ recognise the difference between ‘acts citizenship’ and ‘status citizenship’ assess the ‘ethical dimension’ to arguments about citizenship identify the relevance of historical comparisons for understanding co 2. Does art have a value? Art has been described as an open concept: a cumulative and developing category of objects and processes, which by its nature is not easily definable. Therefore it might be more relevant to consider how art based activities enhance human aptitudes, abilities and skills. Some of the skills and values gained from the study of art and art history are listed below. For present purposes these can be subdivided into those that are intrinsic (undertaken for their own sake) and those tha Learning outcomes After studying this course, you should be able to: understand the underlying values and justifications of teaching art and art history within the school curriculum understand developing strategies to explore and engage with some of the subject criticisms voiced understand enhancing and supporting pupil engagement with and exploration of these issues understand extending teaching approaches that incorporate some of these values and ide Learning outcomes After studying this course, you should be able to: Understand the process of teaching and learning in classrooms, and the role of language in that process appreciate how a sociocultural approach can be used to make critical, constructive analyses of classroom interaction in a variety of second language learning contexts use this knowledge to reflect on second language learning processes in the classroom. Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence Sue Cowley is an experienced teacher and subject co-ordinator, who has taught at both primar 5 Developing ‘engaging’ lessons Think of your students as fish, swimming around in the waters of the school. An engaging lesson gives you the bait with which to catch your fish. And once they are hooked on your bait, then misbehaving will hopefully be the last thing on their minds! Engaging your students is important for a number of reasons. An exciting lesson can be used: as a reward for previous good behaviour; as a carrot for behaving well in the future; 5.5 How society constructs scientific thinking To understand science, it is important that we appreciate the contexts in which discoveries are made or suppressed. We can see from the account on the previous page that human understanding of the universe has changed significantly over time. The social and political climate in which scientists work has always had a profound influence on what can and cannot be said, done, published or even postulated as worthy of further investigation. (You could undertake a similar study of the debates on hu 5.4 A brief history of scientific revolutions We now go on to look at the history and traditions of scientific discovery. As an early years practitioner, you will find this survey useful in helping you to challenge the prevailing perception of science as ‘absolute truth’. What we call science was once regarded as ‘magic’, ‘alchemy’ or ‘conjuring’. Such knowledge was viewed as ‘black magic’ and feared as a satanic art (Woolley, 2002). In part this may have been because, in the Middle Ages, scientific ideas were e 5.3 Objectivity and subjectivity, induction and deduction The purposes of scientific enquiry are to describe, explain, predict and control (Reaves, 1992). Through scientific training, natural curiosity is developed into objective, empirical (experience-based) study involving observations and controlled experiments which constitute the methods of scientific enquiry that lead to scientific knowledge. 1.2 What the course is about This course is about the ways in which we come to know and make sense of the world, in particular how we do this using the media of language, mathematics and science. There are many possible theoretical positions which can be taken towards early years curricula. Some people, for example, think of children as ‘empty vessels’ which can be ‘filled’ with knowledge that is transmitted to them by adults. This view has been associated with a behaviourist approach to teaching and Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce materia Keep on learning   There are more than 800 courses on OpenLearn for you to 2.4 The evolving role of the teacher The impact of the expanding contribution of teaching assistants on the teacher’s role is generally recognised as being positive. It is worth acknowledging, however, that many teachers have had to make adjustments to their practice in order to work with teaching assistants as team colleagues. Many are able to make this adjustment. We do sometimes, however, hear of teachers who find it hard to work well with another adult in a classroom context. Despite the presence of assistants in primary s
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