(ICERI2013 PROCEEDINGS, ISBN ) GLADIATTORI. A MEDIA EDUCATIONAL TALK SHOW
|
|
- Chester Copeland
- 6 years ago
- Views:
Transcription
1 (ICERI2013 PROCEEDINGS, ISBN ) GLADIATTORI. A MEDIA EDUCATIONAL TALK SHOW Lorenzo Denicolai 1 1 Department of Philosophy and Education University of Turin (ITALY) Abstract This paper introduces a Media Education method based on TV talk show. Using this methid, I wish to demonstrate the conscious use of TV language and structure in educational programs and experiments. The main aim is to acquire an innovative methodology for studying, departing from Plato s dialog and the logic of dialectical discussion and the power of audiovisual language. Talk show is an interesting program: when you watch it on TV, you are participating in a Word show. As its name says, the format is composed of a double-face nature. First, it is a conversation, a Wordcentred show, in which guests and experts have a discussion about something. Second, it is a show: actually, many elements of a show are present in a TV talk. For, example, a good television host uses the acting techniques in his job; when he presents a theme or introduces guests and stars, he uses typical instruments of an actor, such as his voice, facial expressions and mimic. Thus, he attracts the audience s attention and favours the mutual participation in the show. Other performative elements are music, graphics, videos and interviews. I think a talk show is also useful in an educational context. When you watch a talk show on TV, you can learn some notions about the theme presented in the talk; in the same way, if you make a talk show, you can have a deep approach about a theme s notions and learn some elements of multimedia language. In Extracampus TV (EXC, the first Italian university television, since 2003 at the University of Turin), I developed an original talk show, called Gladiattori, for classes and students. Gladiattori is a webtv format, based on a simple and repetitive structure, resembling the main parts of a talk show. In this way, it is possible to reproduce the original format in many episodes: each of these is done by a class, with different contents, arguments, television host and guests. In this format all main roles typical of a TV talk show are covered by students, in a dynamic role-play (in which they play as television host, guests and experts, audience, assistant directors and authors of the episode). Students have three ways of activity: a base talk show; a talk show with video and interviews realized by the same class in school or in another place, before the registration of the program; a talk show in which students process a historical character. With Gladiattori, it is possible to acquire competences for studying: students modify their study s approach, becoming interdisciplinary, interactive ad dialectic on a school or cultural theme. They gain some skills such as team building, team work, respect of roles, respect of time and achieving objectives. These elements are gained by the use of this Media situation, that allows: job orientation (students are involved in the TV production directly to learn professional approach with Media), technological competences about TV, video production, video editing and communication. I used this project with primary and secondary school students, with different goals: with primary schools, it is important to give a methodology for organizing study and helping them to create relationships and inclusion (to overcome learning disabilities). With secondary schools, Gladiattori gives communicative skills and an innovative approach to a collaborative and shared work, based on the TV production. I will explain the methodology and some specific results. Keywords: Media education, innovation, talk show, video, multimedia, TV learning. 1 INTRODUCTION: IS TV A GOOD TEACHER? In a 1994 Italian long interview, Karl Popper [1] quoted John Condry s Thief of Time, Unfaithful Servant: Television and the American Children [2]. Condry criticized television, because «modern television [ ] has only one purpose. That purpose is to sell things». [3]. Popper analyzes the role of television in complex societies of 90 s. Both experts argue the useless role of television in education. It
2 is a tough and often correct opinion. But there is a big amount of truth in those thoughts, although Condry talks about the risks of the over-exposure of kids to the television and a general decadency of social behaviors («Families appear to be in disarray; the schools are functioning badly» [4]). I will shortly argue the last thirty years Italian educational television. In the Eighties and Nineties, for example, there were some programs for kids, but nothing was for education explicitly. All aimed to entertain and help kids in afternoons after schools. Many of those programs were an introduction of cartoons and TV series. But nothing was an innovative method to learn or to do something. Those programs were like a kids parking. Since 2000s, some networks have begun to develop new formats for kids: many of these resulted from U.S. televisions, specially entertainment, sitcoms, serials and series. With the introduction of DTT (Digital Terrestrial Television, 2004), The National Television Network (Rai) introduced a specific educational channel, named Rai Educational [5]. Its aim is to realize and project innovative programs for disseminating science, culture and teaching, with docufictions, series, television s forums, interviews and academic lessons. There is another Rai s channel, Rai Scuola, dedicated to primary and secondary school students. Generally, all formats are realized for kids and teenagers however they are not involved in the production of the programs. TV viewers are a typical active audience passive example: teenagers watch TV format and learn notions, but they are not interactive with medium (while they can be on the Web). I would speak about an experimental talk show format for involving students in an educative TV format s production, in which teenagers are active players and protagonists of the dialectical discussion. First, I m going to talk about a talk show structure. 2 TALK SHOW AS PERFORMATIVE AND EDUCATIONAL FORMAT Whenever you watch a talk show format on TV, you are participating in a word show. This format is composed of a double-face nature. First, it is a word-centred format, such as a conversation, in which some people have a discussion about something. Second, it is a performance, because the discussion is often resulted by the Show s elements, drafts and rules. Let s see what it means. Every TV talk show is based on some actors: a TV host and a variable number of experts, invited to speak about the argument of the episode. They should have a conversation/discussion about a theme, upholding different positions. Each one has its own starting position that could change during the show. It is a TV dialog; it becomes a show, because it is broadcasted by media and because there are many show s tools in it. All components of a TV talk cast (above all, the TV host) use acting techniques, such as the voice, facial expressions and mimic. In Italy, they often talk following the script, just as actors who play a role in a movie. Thus, the dialog is a normal acting piece and not a real instantaneous product of mind. It is a pre-built text that guests play in the television studio. They are protagonists of a representation, such as a theatrical performance. Besides, some guest-stars are invited for their public role and not for their real knowledge or profession. They are present for their appeal: in this way, they attract the audience s attention and viewers often cheer them, also with typical fans behaviour. In substance, TV viewers cheer an expert for the role and not for his speaking and thinking; they participate in an agonistic performance between word s gladiators. If the opinions are already established (by authors for example), pre-built on the guests personalities and transformed in a script, the format is only a show entertainment: talk show becomes a performative agon based on the stars characters and not on the different content positions. There are other show s aspects yet, such as the set, studios and authoring and directing: videos, images, graphics, music and all technical elements whereby build a television show. That is the talk show s functioning. Each performative element creates recognisability and familiarization in the viewer, such as when you hear an old tail narrated in the same way again and again: otherwise, you no more recognize it. In a talk show (and in each TV format ) there are recognizable structural elements and characters, like in a tail. Talk show can become a narration. Thus it is possible to create interest and attract audience. Therefore, the Condry s opinion about television production could be true: talk show is often realized to increase television public and profit, rather than to inform. But, at the same time, these are very important to the running of any show, because people look for recognizable elements unconsciously in all kind of experience. There is an unaware and biological need of certainty and familiarization in all life s experiences: recognizable elements or situations are a great McLuhan s Massage 1. 1 «All media work us over completely. They are so pervasive in their personal, political, economic, aesthetic, psychological, moral, ethical, and social consequences that they leave no part of us untouched, unaffected, unaltered. The medium is the
3 The challenge of this paper is to consider and demonstrate talk show an educational system too. That is possible if you think again about the nature of this format. It is based on the Word, the fundamental element of the communication and language. In a usual dialog, you talk with someone in a continuous Q&A process. You and your receiver could build a new knowledge, resulted by the dialectical dynamic. It is the basic methodology of Plato s knowledge theory. The whole platonic opera was dialog, because he wanted to teach an innovative method for learning: few people had to discuss on a theme, while one of them had the role similar to a moderator 2. He was part of the group, because he had to lead the collective reasoning to a specific goal. This is the same with the basic running of talk show: a TV host leads and conducts the discussion among few guests (theoretically they are able to sustain the speech). If participants explain different positions and a continuous evolving thinking such as a work in progress the dialog can be an innovative system to build and gain knowledge. Probably, if you attend a talk show among some great philosophers, maybe you could learn something about Philosophy. Here, the show s elements mainly help to stay focused and not tire; secondly, show helps to turn on the logics of recognisability and identification, so that you can feel good and concentrate on the word-agon. Both structural elements of talk show are fundamental for its realization. 3 GLADIATTORI 3 I think it is possible to consider a talk show as an educational format too. That is why I want to explain this experiment, conducted at Extracampus TV University of Turin (EXC) 4. My action-research in Learning and Education aims to experiment innovative systems for learning and co-create a new collective culture with Media (TV and Web) and its language. According to this research s strategy, in 2009 I created and developed Gladiattori, that is an educational talk show ideated for involving primary and secondary schools students (range: y.o.) in a real TV production. Each class realizes an episode of Gladiattori, according to a draft and a basic production structure (provided by EXC staff) of the format. The main goal is to help students to have a deep approach about a theme, improve their organization and study s methodology and acquire the basic elements of multimedia language. Let s see what kind of objectives, methodology and activities are basilar for this experiment, for achieving project s aims. 3.1 Objective: Learning Media 5 (and anything else) with Media The main project s aim is to develop an innovative method for learning with Media. Starting by Bingham & Conner s definition of learning («We define learning as the transformative process of taking in information that, when internalized and mixed with what we have experienced, changes what we know and builds on what we can do. It s based on input, process, and reflection. It is what changes us» [7]), I think it is possible to use audiovisual logics with school students for improving collaborative knowledge and acquiring a new method for a deep approach to study subjects. Furthermore, students digital natives use technologies (television too) unconsciously, such as real extensions of their limbs and senses. Thus, they often watch TV without a critical and conscious approach. They are fascinated by TV stars, (through the logic of identification), but don t understand real TV functioning, built on show s elements. If they don t know how to use it, TV can become a bad teacher. Therefore, knowing to use media is another main project s goal. Secondly, there are some intermediate objectives. With massage. Any understanding of social and cultural change is impossible without a knowledge of the way media work as environments. All media are extensions of some human faculty - psychic or physical» [6]. 2 He is similar to a breeder. Socrates should be the main example. 3 The title Gladiattori is composed by gladiator and actor. 4 Since 2003 at the University of Turin, Extracampus TV (EXC) creates and produces innovative and experimental formats for DTT and webtv. It has some main field of interests and applications: scientific and technological dissemination, innovation, arts and music youth culture and, primarily, education and media education. For eight years, EXC has produced innovative television formats and experiment its use, to study structures of television language as academic research. Now, its aim is to test innovative and collaborative learning on Web. Furthermore, every year, in EXC many students do their university training in TV production, writing, shooting, editing and press office. At the end of training period, some of them become tutor for other students. Professionals and researchers are EXC internal main staff. 5 In this project, Media and technology mean Television. I use generic terms to explain the same logic is applicable with all Media.
4 Gladiattori teenagers can exercise in team building and team work; they can reach some technological skills and a new awareness about technology and Media. It could mean an orientational method to help them for looking for their future profession Educational objectives The project has different goals, depending on the students target. With primary schools, Gliadiattori aims to give a method for organizing study and facilitating relationships. With secondary schools, it gives communicative skills and an innovative approach to a collaborative and shared work. Therefore, it should become a methodology to sustain and conduct discussion on any argument and content, to make sure the reasonable logic and dynamics occur. Generally, students have to edit all steps of TV production. 3.2 Methodology: a direct experience For explaining methodology s aspect, we must consider two items: Word and Media. The core of Gladiattori is dialogical dynamic. As Plato s method, students involved should develop a work in progress reasoning, based on Word. Today, many school students have difficulty to analyze and study complex arguments. Besides, many times they are not able to expose thoughts publicly. Most of daily actions are mediated by technologies. And it is very attractive for teenagers, who like a friendly, interactive and playful approach towards life. Instead, they are able to use technologies and multimedia systems (as smartphones, too): those tools can modify their communicative and existential habits, because they can replace some thinking actions. Therefore, the project is based on the conscious use of media and its language, for using. Gladiattori is a format word-based, in which students can realize a talk show both as authors and as production technicians. Here, the format is media-based too. Methodology bases on a direct experience in the project; it becomes an educational gym to improve competences through practise. Al students participate, with different roles and accountabilities. Hence, I consider Gladiattori similar to a role-play. Participants have three ways of applications. First, students can work on the basic version of the format: a debate between two opposite factions on a theme, with favourable and adverse positions. Second, they can realize a talk with a video interview or press report produced by the class. Third, they can involve in a real role-play, in which they process a historical (or cultural) character. In this case, there is another role to interpret by a class s component. Each Gladiattori s episode production is articulated on four steps, in which students are directly involved. All passages have an educational blind objective, so as to reach an informal and unconscious learning, with game and enjoyment. Below I m going to analyze the steps that each class goes through Meeting with the game It is the first meeting with students in their class contest (with their teacher, also). Normally, I involve them in a brief discussion about talk show, its basilar elements, its functionalities and goals. I want them to seek to explain collaboratively their opinion on some TV broadcast examples of a talk show. Thus, I can understand how class reacts to external inputs, how organizes answers and how many students are expansive or not. Probably, one of them will have a big role in the whole activity. Starting by TV examples quoted, I lead students to deduce the basic common structure of different formats, getting a hypothetic scheme of realization. In this way, students also identify the protagonists of format (TV host, guests and experts, public), the main technical figures (authors, directors, cameramen) and analyze their tasks. Each role is explained by students, according to their opinion and reasoning. Besides, together we think of some performative elements in the show. At the end of the meeting, I give them the structure scheme of Gladiattori (elaborated by EXC staff), as episode guidelines that students are going to follow. With the class (and the teacher), we decide the deadline to prepare the show. This first step helps class to acquire awareness of a talk show concept; students often understand a talk show s functioning and how to work collaboratively Working class This step goes on for about one month. All work is conducted by the teacher with his students during lessons, without other contacts with EXC staff. Teenagers have all ingredients to prepare an episode of the talk. All together they choose the argument (it is often deduced by a school or cultural subject) and analyze it from several points of view. Thus, they identify all different interpretations about the theme, finding topics and any possible insights. With the teacher, they develop a debate and set up a
5 draft scheme of the discussion, in which they mark different roles and positions. By this work, students merge opinions and analysis develops in two main opposite points of view about theme: generally, one positive/favourable and one negative/adverse. These will be the contents of the talk s experts. If class chooses the second or the third version of the format, they must prepare the needs. They have to realize a video interview on the theme, involving other students or teachers or people and edit the video before the registration. If they choose the third way, they have to think who will interpret the historical character (and his behaviours) during the show. In this case, two opposite parts will be accuser and advocate of the personality. Students choose among them who the host-moderator will be, who will interpret experts and guests. Some will take part in technical sector (assistant director, assistant mixer). Others will be public (and the historical character, possibly), with the chance of attending. All class components have a role in the game. Working class helps students to collaborate on a task; the role s distribution means responsibilities distribution too: students have to recognize and respect it. And this is another indirect function of the project We are in recording studio Third step: test and registration. Students come to the EXC s TV studio (at University) for recording the episode of the show. This passage is real important for the realization of the format. EXC TV studio is a multi-functional set, to realize many TV experimental products. For Gladiattori, it is like an arena, with a semicircular seat s disposition for experts and public and a small table for the moderator. The directing area is separated from the studio and audio-connected with intercoms. There are four broadcasting cameras and some professional microphones to record audio. On the walls, there are two video-plasma for watching initials and the insert-video (if it is contemplated by episode). In the morning, students test their class s job in the arena. In this time, students face cameras, timing and some technical needs for the pre-recording. The morning s test often helps participants to relax themselves and become familiar with studio and the recording process. Sometimes, I lead them to overcome emotions and fears, with theatrical exercises and some improvisation games. Meanwhile, in the directing room, students assistant directing learn basic notions on the mixer-video and cameras controls. The afternoon is the recording time. Students realize the talk show (if it is possible without stop), according to any changes set in the morning. Some classes come in EXC with a memory draft, speaking as a mechanic parrot and go out by studio with a new awareness of communication and discussion! This step is very important for the purpose of the project. At the EXC studio, students learn and act at the same time. There is an overlap of educational and funny levels, that is a real performance of the role-play. Indirectly, students acquire competences on the technical management of a TV studio and production, and understand the real functioning of a TV format. When they come in EXC, they become characters of their product, such as their TV heroes. Besides, they can understand being able to agree accountabilities and roles and the power of collaborative working Re-watching themselves Some schools organizes publish screenings during annual parties (at school or in another place) for watching the result of the project. Generally, it is important and educative to re-watch the video. Many students learn better re-watching their performance. It is important for acquiring awareness of relationship and abilities too. 3.3 Results. What and how is the learning Starting by the logic of the serial (also talk show are designed on a seriality), each episode 6 is a new declination of a common format structure, such as a syntactic process originates from a paradigm. Students can understand communicative trends about marketing and TV production, which are based on the same logic. On TV, many spots, products and video are based on the logic of repetition (that is repeating, with changes, a model). You could think to TV sitcoms: each episode follows a unique archetype, with some superficial modifications. Moreover, repetition returns in many daily situations too 7 and indirectly and unconsciously, students improved their knowledge of school subjects: for example, repetitive structure is basic in narration and in some mind s processes. This is important, 6 Since 2009, EXC realized 40 episodes of Gladiattori, with primary and secondary school students. You can watch some episodes on Extracampus Youtube Channel (youtube.com/extracampus). 7 You could think to Nietzsche s Ouroboros, which represents the concept of eternal return.
6 because students have to enhance their understanding of competences about subjects (lingering on the functioning, not on a particular content). And they knew the logic of communication and the system of this: a show is basic for increasing audience, though it could decrease the core. Some objectives are really connected to teaching: students experimented a deep approach method to study and they had to argue a theme with a multi-directional proceeding. During the activity, they cocreated a new knowledge, based on their collaborative work. Teacher could help them to find the correct way for developing a theme, but they did the job. After Gladiattori, many teachers affirm an improvement in interaction and discussion abilities of students. Students improved their awareness and knowledge about multimedia language: TV and video became educative systems too. Students reached some indirect objectives, useful for future orientation: they acquired competences about team building, team work, TV productions and communication. Some teenagers discovered the importance of writing in marketing and communication thus oriented their college s choise in that direction. Besides, it is important to interpret characters and experts such as a role play: many students have discovered some interests, such as directing and acting. All these activities can be important for the future of them. After Gladiattori, generally, teachers note a good new level of interaction and more attention by their class. There is a particular case with wonderful result. In 2013, I realized an episode of Gladiattori with a class of children (10 y.o.). In this context there was an autistic and two hyperactive children. For these last, Gladiattori was basilar to direct the energy in one precise direction: they took care of assistant direction role: this allowed them to organize their attention in a leading working, feeling important. Instead, the autistic child recognized his class mates in a different context outside the school 8 and he wanted to attend and participate in the talk show actively: in fact, he talked during the show spontaneously from the public position. This is an important result, because Gladiattori could be a good project to stimulate inclusion in class and the overcoming of some learning disabilities. 4 CONCLUSION These are partial conclusions, because Gladiattori continues this academic year with 10 classes of secondary schools (12-14 y.o.), in a big project of educational observation, to find out borderline cases and operate to improving the situation. I think it is a good practise for teaching and learning multimedia language with an innovative direction: for learning methodologies and not only for artistic and funny activities. REFERENCES [Arial, 12-point, bold, left alignment] [1] Popper, K. (2010). Cattiva maestra televisione (cured by Giancarlo Bosetti). Marsilio, Milano, pp [2] Condry, J. (1993). Thief of Time, Unfaithful Servant: Television and the American Children. Daedalus 122, pp [3] Ivi, p [4] Ivi, p [5] See: [6] McLuhan, M., Fiore, Q. (2001). The Medium is the Massage. As Inventory of Effects, Gingko Pr Inc, Berkeley CA, p. 26. [7] Bingham, T., Conner, M. (2010). The New Social Learning. A Guide to Transforming Organizations Through Social Media, Berrett-Koehler Publishers Inc, San Francisco, p After Gladiattori experience, teacher required a representative drawing to students. Each child drew the format set and actions from his point of view. The autistic child drew also his mates for the first time (since four years).
7
Fountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,
More informationTap vs. Bottled Water
Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:
More informationJob Explorer: My Dream Job-Lesson 5
Job Explorer: My Dream Job-Lesson 5 Topic: Creating Goals Objectives: Students will be able to: Explain the importance of setting goals Differentiate between the various goal categories Distinguish between
More informationCan Money Buy Happiness? EPISODE # 605
Can Money Buy Happiness? EPISODE # 605 LESSON LEVEL Grades 6-8 KEY TOPICS Community Entrepreneurship Social responsibility LEARNING OBJECTIVES 1. Recognize a need in your community. 2. Learn how to come
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationUSING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH
USING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH By: ULFATUL MA'RIFAH Dosen FKIP Unmuh Gresik RIRIS IKA WULANDARI ABSTRACT: Motivation becomes an important part in the successful
More informationBuilding a Synchronous Virtual Classroom in a Distance English Language Teacher Training (DELTT) Program in Turkey
Turkish Online Journal of Distance Education-TOJDE April 2006 ISSN 1302-6488 Volume: 7 Number: 2 Article: 1 Building a Synchronous Virtual Classroom in a Distance English Language Teacher Training (DELTT)
More informationCritical Thinking in Everyday Life: 9 Strategies
Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like
More informationBetween. Art freak. and. school freak. Lupes Facilitator : A magic teacher
Between Art freak and school freak Lupes Facilitator : A magic teacher Homo Ludens Play is the centre of culture Play creates freedom allows trial and error in various media of art opens a wider view gives
More informationINSTRUCTIONAL TECHNIQUES. Teaching by Lecture
Teaching by Lecture You must excuse the occasional unstifled yawn among students. You see, by the time they complete four years of college they will have endured almost 2000 hours of classroom instruction.
More informationBig Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie
Big Fish The Book Big Fish The Shooting Script Big Fish The Movie Carmen Sánchez Sadek Central Question Can English Learners (Level 4) or 8 th Grade English students enhance, elaborate, further develop
More informationRyan Coogler and the 'Fruitvale Station' effect - San Francisco...
Movies & TV Free Access View You've been granted free access to this San Francisco Chronicle article. Subscribe today for full access to the San Francisco Chronicle in print, online and on your ipad. Subscribe
More informationUSING DRAMA IN ENGLISH LANGUAGE TEACHING CLASSROOMS TO IMPROVE COMMUNICATION SKILLS OF LEARNERS
RESEARCH ARTICLE USING DRAMA IN ENGLISH LANGUAGE TEACHING CLASSROOMS TO IMPROVE COMMUNICATION SKILLS OF LEARNERS D.M. VEDHA PRIYA Ph. D Research Scholar, Department of English Ethiraj College for Women,
More informationSpanish III Class Description
Spanish III Class Description Spanish III is an elective class. It is also a hands on class where students take all the knowledge from their previous years of Spanish and put them into practical use. The
More informationThe Creation and Significance of Study Resources intheformofvideos
The Creation and Significance of Study Resources intheformofvideos Jonathan Lewin Professor of Mathematics, Kennesaw State University, USA lewins@mindspring.com 2007 The purpose of this article is to describe
More informationColorado Academic. Drama & Theatre Arts. Drama & Theatre Arts
Colorado Academic S T A N D A R D S Drama & Theatre Arts Drama & Theatre Arts Colorado Academic Standards Drama and Theatre Arts The stage is not merely the meeting place of all the arts, but is also the
More informationTaking Kids into Programming (Contests) with Scratch
Olympiads in Informatics, 2009, Vol. 3, 17 25 17 2009 Institute of Mathematics and Informatics, Vilnius Taking Kids into Programming (Contests) with Scratch Abdulrahman IDLBI Syrian Olympiad in Informatics,
More informationWho s on First. A Session Starter on Interpersonal Communication With an introduction to Interpersonal Conflict by Dr. Frank Wagner.
Who s on First A Session Starter on Interpersonal Communication With an introduction to Interpersonal Conflict by Dr. Frank Wagner Leader s Guide 1 Film Synopsis WHO S ON FIRST, featuring Abbot and Costello,
More informationDocumentation. Let s Talk About Dance Feedback Lab Goes Public 2017.
Documentation Let s Talk about Dance Feedback Lab Goes Public 6 th -15 th January 2017 during the festival Tanztage Berlin 2017 at Sophiensæle Let s talk About Dance, 9. Januar 2017, Festsaal, Sophiensæle
More informationMEDIA OCR LEVEL 3 CAMBRIDGE TECHNICAL. Cambridge TECHNICALS PRODUCTION ROLES IN MEDIA ORGANISATIONS CERTIFICATE/DIPLOMA IN H/504/0512 LEVEL 3 UNIT 22
Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN MEDIA PRODUCTION ROLES IN MEDIA ORGANISATIONS H/504/0512 LEVEL 3 UNIT 22 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 PRODUCTION
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationModern Fantasy CTY Course Syllabus
Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and
More informationuse different techniques and equipment with guidance
Stage 3: Course outline / OVERALL Technology SCHEME MYP 1, 2, 3 Sharing interim objectives Term 1 MYP 1 MYP 2 MYP 3 Unit topic Inventing & Inventors Everyday Inventions Design Technology: Product Design
More informationUnit purpose and aim. Level: 3 Sub-level: Unit 315 Credit value: 6 Guided learning hours: 50
Unit Title: Game design concepts Level: 3 Sub-level: Unit 315 Credit value: 6 Guided learning hours: 50 Unit purpose and aim This unit helps learners to familiarise themselves with the more advanced aspects
More informationSyllabus for ART 365 Digital Photography 3 Credit Hours Spring 2013
Syllabus for ART 365 Digital Photography 3 Credit Hours Spring 2013 I. COURSE DESCRIPTION Introduction to Digital Photography is an introductory course in basic photographic procedures using digital SLR
More informationThe Success Principles How to Get from Where You Are to Where You Want to Be
The Success Principles How to Get from Where You Are to Where You Want to Be Life is like a combination lock. If you know the combination to the lock... it doesn t matter who you are, the lock has to open.
More informationDANCE (DANC) Courses. Dance (DANC) 1
Dance (DANC) 1 DANCE (DANC) DANC Class Schedule (https://courses.illinois.edu/schedule/default/ DEFAULT/DANC) Courses DANC 100 Intro to Contemporary Dance credit: 3 Hours. Overview of major works, figures,
More informationMonticello Community School District K 12th Grade. Spanish Standards and Benchmarks
Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards
More informationCognitive Thinking Style Sample Report
Cognitive Thinking Style Sample Report Goldisc Limited Authorised Agent for IML, PeopleKeys & StudentKeys DISC Profiles Online Reports Training Courses Consultations sales@goldisc.co.uk Telephone: +44
More informationEXPO MILANO CALL Best Sustainable Development Practices for Food Security
EXPO MILANO 2015 CALL Best Sustainable Development Practices for Food Security Prospectus Online Application Form Storytelling has played a fundamental role in the transmission of knowledge since ancient
More informationP. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou, C. Skourlas, J. Varnas
Exploiting Distance Learning Methods and Multimediaenhanced instructional content to support IT Curricula in Greek Technological Educational Institutes P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou,
More informationDublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12
Philosophy The Broadcast and Video Production Satellite Program in the Dublin City School District is dedicated to developing students media production skills in an atmosphere that includes stateof-the-art
More informationBeginning to Flip/Enhance Your Classroom with Screencasting. Check out screencasting tools from (21 Things project)
Beginning to Flip/Enhance Your Classroom with Screencasting Check out screencasting tools from http://21things4teachers.net (21 Things project) This session Flipping out A beginning exploration of flipping
More informationmusic downloads. free and free music downloads like
Free music and video downloads like limewire. Hence, free, what are video and effective ways of like ideas. Often, the cause of bullying stems from people music different for not wearing ilmewire right
More informationThis course has been proposed to fulfill the Individuals, Institutions, and Cultures Level 1 pillar.
FILM 1302: Contemporary Media Culture January 2015 SMU-in-Plano Course Description This course provides a broad overview of contemporary media as industrial and cultural institutions, exploring the key
More informationDay 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved.
Day 1 Note Catcher Use this page to capture anything you d like to remember. May 2013 2013 Public Consulting Group. All rights reserved. 3 Three Scenarios: Processes for Conducting Research Scenario 1
More informationCarolina Course Evaluation Item Bank Last Revised Fall 2009
Carolina Course Evaluation Item Bank Last Revised Fall 2009 Items Appearing on the Standard Carolina Course Evaluation Instrument Core Items Instructor and Course Characteristics Results are intended for
More informationMinistry of Education General Administration for Private Education ELT Supervision
Ministry of Education General Administration for Private Education ELT Supervision Reflective teaching An important asset to professional development Introduction Reflective practice is viewed as a means
More informationANGLAIS LANGUE SECONDE
ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBRE 1995 ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBER 1995 Direction de la formation générale des adultes Service
More informationCLASSROOM MANAGEMENT INTRODUCTION
CLASSROOM MANAGEMENT Dr. Jasmina Delceva Dizdarevik, Institute of Pedagogy, Faculty of Philosophy Ss. Cyril and Methodius University-Skopje, Macedonia E-mail : jdelceva@yahoo.com Received: February, 20.2014.
More informationTHE USE OF ENGLISH MOVIE IN TEACHING AUSTIN S ACT
THE USE OF ENGLISH MOVIE IN TEACHING AUSTIN S ACT Rahmatika Kayyis English Education Departmen of STKIP Muhammadiyah Pringsewu email: middlenigtrain@gmail.com Abstract The purpose of this research is to
More informationEND TIMES Series Overview for Leaders
END TIMES Series Overview for Leaders SERIES OVERVIEW We have a sense of anticipation about Christ s return. We know he s coming back, but we don t know exactly when. The differing opinions about the End
More informationResidential Pre-College Programs for High School Students
Residential Pre-College Programs for High School Students ONE-WEEK SUMMER COLLEGE SESSION: JUNE 25-30, 2017 THREE-WEEK SUMMER COLLEGE SESSION: July 2-21, 2017 ITHACA WRITERS INSTITUTE: July 2-14, 2017
More informationTHE WEB 2.0 AS A PLATFORM FOR THE ACQUISITION OF SKILLS, IMPROVE ACADEMIC PERFORMANCE AND DESIGNER CAREER PROMOTION IN THE UNIVERSITY
THE WEB 2.0 AS A PLATFORM FOR THE ACQUISITION OF SKILLS, IMPROVE ACADEMIC PERFORMANCE AND DESIGNER CAREER PROMOTION IN THE UNIVERSITY F. Felip Miralles, S. Martín Martín, Mª L. García Martínez, J.L. Navarro
More informationFrom practice to practice: What novice teachers and teacher educators can learn from one another Abstract
From practice to practice: What novice teachers and teacher educators can learn from one another Abstract This symposium examines what and how teachers and teacher educators learn from practice. The symposium
More informationThe Common European Framework of Reference for Languages p. 58 to p. 82
The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production
More informationStatistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics
5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin
More informationASTEN Fellowship report Priscilla Gaff Program Coordinator Life Science
ASTEN Fellowship report 2012 Priscilla Gaff Program Coordinator Life Science ASTEN FELLOWSHIP REPORT 2012 In March 2012, I was fortunate to receive an ASTEN Professional Development Fellowship to visit
More informationAcademic Integrity RN to BSN Option Student Tutorial
Academic Integrity RN to BSN Option Student Tutorial Slide 1 Title Slide Hello, Chamberlain RN to BSN option students. Welcome to our Brainshark Student Tutorial on Academic Integrity I am Amy Minnick,
More informationReviewed by Florina Erbeli
reviews c e p s Journal Vol.2 N o 3 Year 2012 181 Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5.
More informationIntroduction. 1. Evidence-informed teaching Prelude
1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that
More informationLecturing Module
Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationCERTIFIED PUBLIC SPEAKER (CPS) STUDY GUIDE
CERTIFIED PUBLIC SPEAKER (CPS) STUDY GUIDE Sponsored by: Team@BusinessTraining.com Table of Contents: Please use this study guide to assist in preparation for the Certified Public Speaker (CPS) examination.
More informationEvening and Weekend College. College on YOUR time!
Evening and Weekend College College on YOUR time! Earn Certificates and Degrees entirely in the evening and/or weekend. For those with full time jobs or family obligations during the day Central Texas
More informationDigital Media Literacy
Digital Media Literacy Draft specification for Junior Cycle Short Course For Consultation October 2013 2 Draft short course: Digital Media Literacy Contents Introduction To Junior Cycle 5 Rationale 6 Aim
More informationDesigning Idents for Television
Unit 32: Designing Idents for Television Unit code: QCF Level 3: Credit value: 10 Guided learning hours: 60 Aim and purpose D/600/6613 BTEC National The aim of this unit is to develop understanding of
More informationVoices on the Web: Online Learners and Their Experiences
2003 Midwest Research to Practice Conference in Adult, Continuing, and Community Education Voices on the Web: Online Learners and Their Experiences Mary Katherine Cooper Abstract: Online teaching and learning
More informationLearning and Teaching
Learning and Teaching Set Induction and Closure: Key Teaching Skills John Dallat March 2013 The best kind of teacher is one who helps you do what you couldn t do yourself, but doesn t do it for you (Child,
More informationTU-E2090 Research Assignment in Operations Management and Services
Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara
More informationIrene Middle School. Pilot 1 MobilED Pilot 2
Irene Middle School Pilot 1 MobilED Pilot 2 Irene Middle School HIV/AIDS Learn ing Event Introduction The Irene HIV/AIDS learning even is designed to be a one-week learning project with 3 lessons for 14-16
More informationWhy Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
More informationWriting the Personal Statement
Writing the Personal Statement For Graduate School Applications ZIA ISOLA, PHD RESEARCH MENTORING INSTITUTE OFFICE OF DIVERSITY, GENOMICS INSTITUTE Overview: The Parts of a Graduate School Application!
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationMULTIMEDIA Motion Graphics for Multimedia
MULTIMEDIA 210 - Motion Graphics for Multimedia INTRODUCTION Welcome to Digital Editing! The main purpose of this course is to introduce you to the basic principles of motion graphics editing for multimedia
More informationReferencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework
Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the
More informationHead of Maths Application Pack
Head of Maths Application Pack Application Forms Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website: www.furzeplatt.com Tel: 01628 625308 Fax: 01628 782257 Head of Maths
More informationCopyright Corwin 2015
2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about
More informationNew Ways of Connecting Reading and Writing
Sanchez, P., & Salazar, M. (2012). Transnational computer use in urban Latino immigrant communities: Implications for schooling. Urban Education, 47(1), 90 116. doi:10.1177/0042085911427740 Smith, N. (1993).
More informationIntegration of ICT in Teaching and Learning
Integration of ICT in Teaching and Learning Dr. Pooja Malhotra Assistant Professor, Dept of Commerce, Dyal Singh College, Karnal, India Email: pkwatra@gmail.com. INTRODUCTION 2 st century is an era of
More informationMENTORING. Tips, Techniques, and Best Practices
MENTORING Tips, Techniques, and Best Practices This paper reflects the experiences shared by many mentor mediators and those who have been mentees. The points are displayed for before, during, and after
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationDIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE. Junior Year. Summer (Bridge Quarter) Fall Winter Spring GAME Credits.
DIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE Sample 2-Year Academic Plan DRAFT Junior Year Summer (Bridge Quarter) Fall Winter Spring MMDP/GAME 124 GAME 310 GAME 318 GAME 330 Introduction to Maya
More informationAGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016
AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory
More informationThe recognition, evaluation and accreditation of European Postgraduate Programmes.
1 The recognition, evaluation and accreditation of European Postgraduate Programmes. Sue Lawrence and Nol Reverda Introduction The validation of awards and courses within higher education has traditionally,
More informationSURVIVING ON MARS WITH GEOGEBRA
SURVIVING ON MARS WITH GEOGEBRA Lindsey States and Jenna Odom Miami University, OH Abstract: In this paper, the authors describe an interdisciplinary lesson focused on determining how long an astronaut
More informationSuccess Factors for Creativity Workshops in RE
Success Factors for Creativity s in RE Sebastian Adam, Marcus Trapp Fraunhofer IESE Fraunhofer-Platz 1, 67663 Kaiserslautern, Germany {sebastian.adam, marcus.trapp}@iese.fraunhofer.de Abstract. In today
More informationCreating Travel Advice
Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,
More informationMultimedia Application Effective Support of Education
Multimedia Application Effective Support of Education Eva Milková Faculty of Science, University od Hradec Králové, Hradec Králové, Czech Republic eva.mikova@uhk.cz Abstract Multimedia applications have
More informationStrategy Study on Primary School English Game Teaching
6th International Conference on Electronic, Mechanical, Information and Management (EMIM 2016) Strategy Study on Primary School English Game Teaching Feng He Primary Education College, Linyi University
More informationPrinciples of Public Speaking
Test Bank for German, Gronbeck, Ehninger, and Monroe Principles of Public Speaking Seventeenth Edition prepared by Cynthia Brown El Macomb Community College Allyn & Bacon Boston Columbus Indianapolis New
More informationThe Homo Ludens gives learning the swing that is needed
The Homo Ludens gives learning the swing that is needed Man only plays when he is in the fullest sense of the word a human being, and he is only fully a human being when he plays. (Friedrich Schiller).
More informationESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER
ESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER WWW.GAMINGCENTREOFEXCELLENCE.CA TABLE OF CONTENTS Essential Skills are the skills people need for work, learning and life. Human Resources and Skills Development
More informationStrategy for teaching communication skills in dentistry
Strategy for teaching communication in dentistry SADJ July 2010, Vol 65 No 6 p260 - p265 Prof. JG White: Head: Department of Dental Management Sciences, School of Dentistry, University of Pretoria, E-mail:
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher
More informationIN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.
6 1 IN THIS UNIT YOU LEARN HOW TO: ask and answer common questions about jobs talk about what you re doing at work at the moment talk about arrangements and appointments recognise and use collocations
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationAssumption University Five-Year Strategic Plan ( )
Assumption University Five-Year Strategic Plan (2014 2018) AU Strategies for Development AU Five-Year Strategic Plan (2014 2018) Vision, Mission, Uniqueness, Identity and Goals Au Vision Assumption University
More informationNational and Regional performance and accountability: State of the Nation/Region Program Costa Rica.
National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. Miguel Gutierrez Saxe. 1 The State of the Nation Report: a method to learn and think about a country.
More informationEntrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany
Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Jana Kitzmann and Dirk Schiereck, Endowed Chair for Banking and Finance, EUROPEAN BUSINESS SCHOOL, International
More informationInterview on Quality Education
Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens
More informationPre-vocational training. Unit 2. Being a fitness instructor
Pre-vocational training Unit 2 Being a fitness instructor 1 Contents Unit 2 Working as a fitness instructor: teachers notes Unit 2 Working as a fitness instructor: answers Unit 2 Working as a fitness instructor:
More informationCHEM 6487: Problem Seminar in Inorganic Chemistry Spring 2010
CHEM 6487: Problem Seminar in Inorganic Chemistry Spring 2010 Instructor: Dr. Stephen M. Holmes Course Time: 10 AM Friday Office Location: 418 Benton Hall Course Location: 451 Benton Hall Email: holmesst@umsl.edu
More informationProviding student writers with pre-text feedback
Providing student writers with pre-text feedback Ana Frankenberg-Garcia This paper argues that the best moment for responding to student writing is before any draft is completed. It analyses ways in which
More informationPlanning a Webcast. Steps You Need to Master When
10 Steps You Need to Master When Planning a Webcast If you are new to the world of webcasts, it is easy to feel overwhelmed when you sit down to plan. If you become lost in all the details, you can easily
More informationMATH Study Skills Workshop
MATH Study Skills Workshop Become an expert math student through understanding your personal learning style, by incorporating practical memory skills, and by becoming proficient in test taking. 11/30/15
More informationTHE ALLEGORY OF THE CATS By David J. LeMaster
By David J. LeMaster Copyright 2014 by David J. LeMaster, All rights reserved. ISBN: 978-1-60003-757-3 CAUTION: Professionals and amateurs are hereby warned that this Work is subject to a royalty. This
More information