Tekids phoebe kelly kaleb lily
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The students attended their first ICT learning program at St. James School where they enjoyed various programs including stop motion animation, Wordle, and Hero Factory. However, they sometimes experienced computer issues like programs returning to Google. They found the stop motion challenging to film without hands in frame. The students felt they did interesting things like creating phrases without spaces in Wordle. They commented that they could use different programs for writing characters, stories, and showing experiments over time.
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Mystery clues
Sally wanted to learn more about personalizing instruction for her students using Symbaloo. She decided to attend an after school professional development session on Symbaloo so that she could choose whether to collaborate with others or head home in time to walk her dog after learning the new information. Ben spent his summer creating essential questions aligned to social studies standards at key locations on a map. Realizing iMovie trailers were fun and engaging for students, he wanted to share with his staff how he used iMovie in his classroom for instruction and student projects and the positive student feedback he received.
LSMSA Creative Portfolio
Dale Campo has produced numerous artistic works across multiple mediums including film, video, sculpture, painting and more. Over the past few years he has created documentary films and videos capturing his experiences at a Louisiana boarding high school. He has also produced short films, music videos, and kinetic sculptures made from found objects. His artistic portfolio demonstrates skills in filmmaking, visual art, sculpture, and other areas.
Claymation 10 30
This document provides information about a digital storybooks and clay animation workshop occurring on October 30th, 2009. It outlines the agenda, describes what claymation is, explains why doing an animation project is beneficial for students, and provides detailed steps for creating a clay animation, including designing characters and backgrounds, taking photos, and editing the project into an animation. Students are assigned to groups by subject area and instructed to create a claymation storyboard and short movie demonstrating a concept from their given subject.
Production diary
The document summarizes the production of a film trailer over three weeks. It details the filming of scenes using various props and equipment. It also describes the post-production process where one member created individual versions of the poster, magazine cover, and trailer using programs like Photoshop, Fireworks, and Premiere Elements. They took photos, edited footage, designed layouts, and added titles and audio to create a cohesive brand identity across the promotional materials.
Narrative writing
This document outlines a teaching demonstration on narrative writing. The objectives are to define narrative writing, have students write a 5-sentence narrative on online behaviors and create an internet safety pledge. Students participate in activities like sharing 5 daily events, creating a collaborative 10-event story, and writing individual narratives based on pictures of online behaviors. It discusses narrative writing as telling a chronological story with a beginning, middle and end using descriptive details. The document provides an example narrative and assessment criteria for the student activities.
Digital Storytelling with iPads BCTLA 2012
This document discusses using iPads for digital storytelling in libraries. It provides examples of apps that can be used to create digital stories and content, such as Comic Life, iMovie, Explain Everything, and Educreations. The document emphasizes that iPads provide a creative outlet for students and encourage the development of digital literacy and storytelling skills. It argues that students should leave a learning legacy at school through creating their own digital content and stories. A list of recommended apps is provided along with their costs.
Prop notes
Our production used a few key props to help set the scene of a classroom. The main prop was a sofa, which provided a comfortable place for the main characters to interact intimately. Tables, chairs, and a textbook further established the classroom setting and portrayed typical student behaviors like studying. A mobile phone was also used briefly when one character received a call.
Teaching with Listening Tools & Apps
This document provides a list of tools and apps to support listening skills development. It includes websites where students can listen to audio clips and complete tasks like adding subtitles or replacing words. Apps are suggested for recording and sharing audio, including character texts where students can record voice messages back and forth. Creating podcasts is also presented as an option for an audio project. The document aims to offer diverse ideas for incorporating listening practice into classroom activities through free online resources.
Recommended
Mystery clues
Sally wanted to learn more about personalizing instruction for her students using Symbaloo. She decided to attend an after school professional development session on Symbaloo so that she could choose whether to collaborate with others or head home in time to walk her dog after learning the new information. Ben spent his summer creating essential questions aligned to social studies standards at key locations on a map. Realizing iMovie trailers were fun and engaging for students, he wanted to share with his staff how he used iMovie in his classroom for instruction and student projects and the positive student feedback he received.
LSMSA Creative Portfolio
Dale Campo has produced numerous artistic works across multiple mediums including film, video, sculpture, painting and more. Over the past few years he has created documentary films and videos capturing his experiences at a Louisiana boarding high school. He has also produced short films, music videos, and kinetic sculptures made from found objects. His artistic portfolio demonstrates skills in filmmaking, visual art, sculpture, and other areas.
Claymation 10 30
This document provides information about a digital storybooks and clay animation workshop occurring on October 30th, 2009. It outlines the agenda, describes what claymation is, explains why doing an animation project is beneficial for students, and provides detailed steps for creating a clay animation, including designing characters and backgrounds, taking photos, and editing the project into an animation. Students are assigned to groups by subject area and instructed to create a claymation storyboard and short movie demonstrating a concept from their given subject.
Production diary
The document summarizes the production of a film trailer over three weeks. It details the filming of scenes using various props and equipment. It also describes the post-production process where one member created individual versions of the poster, magazine cover, and trailer using programs like Photoshop, Fireworks, and Premiere Elements. They took photos, edited footage, designed layouts, and added titles and audio to create a cohesive brand identity across the promotional materials.
Narrative writing
This document outlines a teaching demonstration on narrative writing. The objectives are to define narrative writing, have students write a 5-sentence narrative on online behaviors and create an internet safety pledge. Students participate in activities like sharing 5 daily events, creating a collaborative 10-event story, and writing individual narratives based on pictures of online behaviors. It discusses narrative writing as telling a chronological story with a beginning, middle and end using descriptive details. The document provides an example narrative and assessment criteria for the student activities.
Digital Storytelling with iPads BCTLA 2012
This document discusses using iPads for digital storytelling in libraries. It provides examples of apps that can be used to create digital stories and content, such as Comic Life, iMovie, Explain Everything, and Educreations. The document emphasizes that iPads provide a creative outlet for students and encourage the development of digital literacy and storytelling skills. It argues that students should leave a learning legacy at school through creating their own digital content and stories. A list of recommended apps is provided along with their costs.
Prop notes
Our production used a few key props to help set the scene of a classroom. The main prop was a sofa, which provided a comfortable place for the main characters to interact intimately. Tables, chairs, and a textbook further established the classroom setting and portrayed typical student behaviors like studying. A mobile phone was also used briefly when one character received a call.
Teaching with Listening Tools & Apps
This document provides a list of tools and apps to support listening skills development. It includes websites where students can listen to audio clips and complete tasks like adding subtitles or replacing words. Apps are suggested for recording and sharing audio, including character texts where students can record voice messages back and forth. Creating podcasts is also presented as an option for an audio project. The document aims to offer diverse ideas for incorporating listening practice into classroom activities through free online resources.
Tekids week 7
The document summarizes four students' experiences at Tekids where they learned to use Pikikids and Wordle. Lily enjoyed customizing pictures on Pikikids and making comics. Phoebe learned how to change fonts and backgrounds on Wordle with help from Kelly. Kelly enjoyed making comics by adding elements like POW and WHAM on Pikikids. Kaleb's favorite part was using Wordle to add speech and thought bubbles. Being a Tekid means learning internet safety and teaching others those skills through stories and other activities.
Stop motion evaluation
Jamie Clarke created a stop motion animation using a wooden doll. They found positioning the doll and coming up with movements challenging to make the animation long enough. Working with a partner helped with sharing ideas. The wooden doll was chosen because it could perform a variety of movements, but moving its parts precisely was difficult, making the animation jerky. Two ideas were considered, and the doll was chosen over a puppet for being easier to work with. The only resource limitation was not having a tripod, which was worked around by placing the camera on books. Digital camera, laptop, and college computer were used to take pictures, upload them, and share the animation online.
Stop motion evaluation
Jamie Clarke created a stop motion animation using a wooden doll. They found positioning the doll and coming up with movements challenging to make the animation long enough. Working with a partner helped with sharing ideas. The wooden doll was chosen because it could perform a variety of movements, but moving its parts precisely was difficult, making the animation jerky. Two ideas were considered, and the doll was chosen over a puppet for being easier to work with. The only resource limitation was not having a tripod, so books were used to position the camera steadily. A digital camera, laptop, lamp, and space were otherwise sufficient. Technologies like the camera, computer, and slideshare helped create and share the final product.
Stop motion animation evaluation
Jamie Clarke created a stop motion animation using a wooden doll. They found positioning the doll and coming up with movements challenging to make the animation long enough. Working with a partner helped with sharing ideas. The wooden doll was chosen because it could perform a variety of movements, but moving its parts precisely was difficult, making the animation jerky. Two ideas were considered, and the doll was chosen over a puppet for being easier to work with. The only resource limitation was not having a tripod, which was worked around by placing the camera on books. Digital camera, laptop, and college computer were used to take pictures, upload them, and share the animation online.
Evaluation of summer stop motion project
The document discusses a student's evaluation of their summer stop motion project. They created the project using a Nikon camera to take photos of toys one by one to make a stop motion video. They uploaded the video to YouTube for inspiration and then to their own blog and SlideShare. The open-ended nature of the task allowed them to be creative by using kitchen objects like fruit to tell a story, though fruit proved difficult to work with. They ultimately created a simple narrative by moving the objects on a plain white table to focus viewers' attention.
Summer project evaluation
The document summarizes a student's summer project creating a stop motion animation. Some of the initial narrative ideas involved using pencils, stationery, hands, and feet to create words or mimic the opening of the film "Footloose". The student decided to combine using fingers to create letters with moving feet. Limited resources like a tripod and backdrop created challenges, but shoes near the stairs provided a background. The student worked with a classmate and found collaborating beneficial to bounce ideas off each other.
Storytelling reflection
This document summarizes a student's experience in a storytelling unit that included planning, drafting, and creating a digital story. The student found it difficult to rewrite their plot and combine story elements into a storyboard. They are proud of finishing their first movie and learned new technology skills in iMovie. The student enjoyed group work when it allowed things to get done faster, but disagreed at other times. Overall, the student became better at generating ideas and collaborating as part of a group during the unit.
Storytelling reflection
My Story is called IN HELL. The main character is a normal person who easily changes and the setting is a rare place. While planning, it was difficult to rewrite the story but the best idea was having rocks fall on devils. During drafting, writing in an odd place was difficult but workshops helped improve dialog. For the digital phase, creating a storyboard to combine stories was challenging but finishing the first movie provided happiness. Collaboration was sometimes enjoyable for faster work but disagreements occurred; working as a group improved idea generation. Overall, discussing the story was most enjoyed and continuing in iMovie may occur.
Storytelling reflection
The student wrote a story called "Under Water Adventure" about a pink dolphin that can talk. They chose fantasy and adventure genres and set it in the sea. Creating the plot diagram was difficult because group members did not agree. A key part of the planning was including an antagonist called the purple octopus.
During drafting and revising, planning made writing enjoyable. The student is proud of their story for taking many steps to complete. Workshops helped improve writing skills. A published author noted stories can take years. For next time, the student would add more action.
The student took pride in illustrations for the movie and found storyboarding fun. They learned new iMovie skills and felt they improved. For the
Media Studies - Evaluation Four
The document discusses how the student used both physical and digital technologies throughout the process of creating a film trailer and completing ancillary tasks for a media studies assignment. It provides specific examples of using a camcorder, iPhone, MacBook Pro, Dell laptop, recording studio equipment, iPad, social media platforms, blogging platform, presentation platform, film database, gif creator, and font website in the construction, research, planning and evaluation stages of the project.
Evaluation of summer stop motion
- The document discusses a student's evaluation of their summer stop motion project. They created a stop motion animation using children's toys called Go Go's.
- To make the stop motion, they used a Nikon camera on a tripod to take individual photos which they then compiled into a PowerPoint slideshow set to a timer. They uploaded the slideshow to a website called SlideShare and embedded it into their blog.
- Working with a partner made the project more fun and helped improve the quality of the stop motion. They had to experiment to find objects that would work well, settling on the Go Go's which stayed upright on a flat surface. Developing an engaging narrative for the animation took some trial and
Evaluation Question 7
1) The student learned that location and continuity are crucial when filming. Their preliminary task was filmed in a school hallway, which caused interruptions, so they chose a friend's home for the full product.
2) They created storyboards using sticky notes to plan shots and rearrange ideas easily. They stuck closely to the original storyline to stay focused and save time.
3) Feedback on their animatic advised changing the location and increasing camera angles. Their first recording also needed improvements like adding music, transitions, and better blood effects.
Preliminary Research Evaluation
The group had some challenges with time management and scheduling filming due to members' differing commitments. However, they were able to be very productive when working together. They managed to avoid continuity errors despite the disjointed filming schedule by shooting all scenes with the same actors on the same day. While lighting issues arose from filming on different days, the finished film had good flow and used various effective shot types and editing techniques. Areas for improvement include better coordinating schedules and considering alternative indoor filming locations to control lighting.
Presentation5
The group had some challenges with time management and scheduling filming due to members' differing commitments. However, they were able to be very productive when working together. They managed to avoid continuity errors despite the disjointed filming schedule by shooting all scenes with the same actors on the same day. While lighting issues arose from filming on different days, the finished film had good flow and used various effective shot types and editing techniques. Going forward, they would improve their scheduling process and consider filming at alternative indoor locations to control lighting.
Production meetings
The document summarizes the production meetings for a student film project over several sessions. It discusses the development of the narrative, location scouting, casting, filming initial scenes, reviewing footage, completing additional filming, and rough editing. The film's story is about a deaf girl who attends a sign language center to learn about how she lost her hearing.
Production meetings
The document summarizes the production meetings for a student film project over several sessions. It discusses the development of the narrative, location scouting, casting, filming initial scenes, reviewing footage, completing additional filming, and rough editing. The film's story is about a deaf girl who attends a sign language center to learn about how she lost her hearing.
Saturday Art School Claymation 2013
This document summarizes an 8-day Claymation workshop for children ages 9-12 held at Pratt Institute. Over the course of the workshop, students developed characters and storylines, created clay figures and props, animated short films by moving the clay figures frame by frame, and edited their films using iMovie. The workshop culminated in students recreating any clay figures that were damaged during the animation process and compiling their finished claymation videos online.
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Storytelling reflections
The student wrote a story called "Ninjas vs. Skeletons" and found both challenges and successes throughout the writing process. They chose the fantasy/adventure genre because they enjoy those types of stories. During planning, the student struggled with developing the plot but had success creating an intelligent main character. In drafting, using proper words and dialogue was difficult but the student was proud to share their story online. For the digital version, creating the storyboard was easy while drawing the illustrations well was challenging. The student learned new technology skills in iMovie and enjoyed creating the character Kazuki most. Working collaboratively was sometimes enjoyable when others listened, and other times less so when the group did not know what to do, but
Evaluation: Question Six
The document discusses the various technologies used in creating a film opening project, including researching on YouTube, using Blogger to present work, editing with iMovie, researching on Wikipedia, documenting the process with photos and video cameras, using SD cards to store footage, creating a logo in Photoshop, and learning new skills through constructing the media product. Overall, the author felt their skills with technologies improved through the research, planning, and creation involved in the project.
Amy
There were three billy goats who needed to cross over a bridge. As they crossed the bridge one by one, a troll living underneath demanded each goat state its name and business before allowing it to pass. Each goat outwitted the troll and safely crossed the bridge.
Alex
The story is about three billy goats who like to eat grass but must cross a bridge where a troll lives. The troll threatens the goats as they try to cross the bridge to get to the grass on the other side.
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Similar to Tekids phoebe kelly kaleb lily
Tekids week 7
The document summarizes four students' experiences at Tekids where they learned to use Pikikids and Wordle. Lily enjoyed customizing pictures on Pikikids and making comics. Phoebe learned how to change fonts and backgrounds on Wordle with help from Kelly. Kelly enjoyed making comics by adding elements like POW and WHAM on Pikikids. Kaleb's favorite part was using Wordle to add speech and thought bubbles. Being a Tekid means learning internet safety and teaching others those skills through stories and other activities.
Stop motion evaluation
Jamie Clarke created a stop motion animation using a wooden doll. They found positioning the doll and coming up with movements challenging to make the animation long enough. Working with a partner helped with sharing ideas. The wooden doll was chosen because it could perform a variety of movements, but moving its parts precisely was difficult, making the animation jerky. Two ideas were considered, and the doll was chosen over a puppet for being easier to work with. The only resource limitation was not having a tripod, which was worked around by placing the camera on books. Digital camera, laptop, and college computer were used to take pictures, upload them, and share the animation online.
Stop motion evaluation
Jamie Clarke created a stop motion animation using a wooden doll. They found positioning the doll and coming up with movements challenging to make the animation long enough. Working with a partner helped with sharing ideas. The wooden doll was chosen because it could perform a variety of movements, but moving its parts precisely was difficult, making the animation jerky. Two ideas were considered, and the doll was chosen over a puppet for being easier to work with. The only resource limitation was not having a tripod, so books were used to position the camera steadily. A digital camera, laptop, lamp, and space were otherwise sufficient. Technologies like the camera, computer, and slideshare helped create and share the final product.
Stop motion animation evaluation
Jamie Clarke created a stop motion animation using a wooden doll. They found positioning the doll and coming up with movements challenging to make the animation long enough. Working with a partner helped with sharing ideas. The wooden doll was chosen because it could perform a variety of movements, but moving its parts precisely was difficult, making the animation jerky. Two ideas were considered, and the doll was chosen over a puppet for being easier to work with. The only resource limitation was not having a tripod, which was worked around by placing the camera on books. Digital camera, laptop, and college computer were used to take pictures, upload them, and share the animation online.
Evaluation of summer stop motion project
The document discusses a student's evaluation of their summer stop motion project. They created the project using a Nikon camera to take photos of toys one by one to make a stop motion video. They uploaded the video to YouTube for inspiration and then to their own blog and SlideShare. The open-ended nature of the task allowed them to be creative by using kitchen objects like fruit to tell a story, though fruit proved difficult to work with. They ultimately created a simple narrative by moving the objects on a plain white table to focus viewers' attention.
Summer project evaluation
The document summarizes a student's summer project creating a stop motion animation. Some of the initial narrative ideas involved using pencils, stationery, hands, and feet to create words or mimic the opening of the film "Footloose". The student decided to combine using fingers to create letters with moving feet. Limited resources like a tripod and backdrop created challenges, but shoes near the stairs provided a background. The student worked with a classmate and found collaborating beneficial to bounce ideas off each other.
Storytelling reflection
This document summarizes a student's experience in a storytelling unit that included planning, drafting, and creating a digital story. The student found it difficult to rewrite their plot and combine story elements into a storyboard. They are proud of finishing their first movie and learned new technology skills in iMovie. The student enjoyed group work when it allowed things to get done faster, but disagreed at other times. Overall, the student became better at generating ideas and collaborating as part of a group during the unit.
Storytelling reflection
My Story is called IN HELL. The main character is a normal person who easily changes and the setting is a rare place. While planning, it was difficult to rewrite the story but the best idea was having rocks fall on devils. During drafting, writing in an odd place was difficult but workshops helped improve dialog. For the digital phase, creating a storyboard to combine stories was challenging but finishing the first movie provided happiness. Collaboration was sometimes enjoyable for faster work but disagreements occurred; working as a group improved idea generation. Overall, discussing the story was most enjoyed and continuing in iMovie may occur.
Storytelling reflection
The student wrote a story called "Under Water Adventure" about a pink dolphin that can talk. They chose fantasy and adventure genres and set it in the sea. Creating the plot diagram was difficult because group members did not agree. A key part of the planning was including an antagonist called the purple octopus.
During drafting and revising, planning made writing enjoyable. The student is proud of their story for taking many steps to complete. Workshops helped improve writing skills. A published author noted stories can take years. For next time, the student would add more action.
The student took pride in illustrations for the movie and found storyboarding fun. They learned new iMovie skills and felt they improved. For the
Media Studies - Evaluation Four
The document discusses how the student used both physical and digital technologies throughout the process of creating a film trailer and completing ancillary tasks for a media studies assignment. It provides specific examples of using a camcorder, iPhone, MacBook Pro, Dell laptop, recording studio equipment, iPad, social media platforms, blogging platform, presentation platform, film database, gif creator, and font website in the construction, research, planning and evaluation stages of the project.
Evaluation of summer stop motion
- The document discusses a student's evaluation of their summer stop motion project. They created a stop motion animation using children's toys called Go Go's.
- To make the stop motion, they used a Nikon camera on a tripod to take individual photos which they then compiled into a PowerPoint slideshow set to a timer. They uploaded the slideshow to a website called SlideShare and embedded it into their blog.
- Working with a partner made the project more fun and helped improve the quality of the stop motion. They had to experiment to find objects that would work well, settling on the Go Go's which stayed upright on a flat surface. Developing an engaging narrative for the animation took some trial and
Evaluation Question 7
1) The student learned that location and continuity are crucial when filming. Their preliminary task was filmed in a school hallway, which caused interruptions, so they chose a friend's home for the full product.
2) They created storyboards using sticky notes to plan shots and rearrange ideas easily. They stuck closely to the original storyline to stay focused and save time.
3) Feedback on their animatic advised changing the location and increasing camera angles. Their first recording also needed improvements like adding music, transitions, and better blood effects.
Preliminary Research Evaluation
The group had some challenges with time management and scheduling filming due to members' differing commitments. However, they were able to be very productive when working together. They managed to avoid continuity errors despite the disjointed filming schedule by shooting all scenes with the same actors on the same day. While lighting issues arose from filming on different days, the finished film had good flow and used various effective shot types and editing techniques. Areas for improvement include better coordinating schedules and considering alternative indoor filming locations to control lighting.
Presentation5
The group had some challenges with time management and scheduling filming due to members' differing commitments. However, they were able to be very productive when working together. They managed to avoid continuity errors despite the disjointed filming schedule by shooting all scenes with the same actors on the same day. While lighting issues arose from filming on different days, the finished film had good flow and used various effective shot types and editing techniques. Going forward, they would improve their scheduling process and consider filming at alternative indoor locations to control lighting.
Production meetings
The document summarizes the production meetings for a student film project over several sessions. It discusses the development of the narrative, location scouting, casting, filming initial scenes, reviewing footage, completing additional filming, and rough editing. The film's story is about a deaf girl who attends a sign language center to learn about how she lost her hearing.
Production meetings
The document summarizes the production meetings for a student film project over several sessions. It discusses the development of the narrative, location scouting, casting, filming initial scenes, reviewing footage, completing additional filming, and rough editing. The film's story is about a deaf girl who attends a sign language center to learn about how she lost her hearing.
Saturday Art School Claymation 2013
This document summarizes an 8-day Claymation workshop for children ages 9-12 held at Pratt Institute. Over the course of the workshop, students developed characters and storylines, created clay figures and props, animated short films by moving the clay figures frame by frame, and edited their films using iMovie. The workshop culminated in students recreating any clay figures that were damaged during the animation process and compiling their finished claymation videos online.
iPads - A Day in a Junior Classroom
Presentation for uLearn14 - embedding iPads into a classroom programme. Our favourite apps for reading, writing and maths. Presented by Marion Kirby & Alison Willis (Pillans Point School, Tauranga.
Storytelling reflections
The student wrote a story called "Ninjas vs. Skeletons" and found both challenges and successes throughout the writing process. They chose the fantasy/adventure genre because they enjoy those types of stories. During planning, the student struggled with developing the plot but had success creating an intelligent main character. In drafting, using proper words and dialogue was difficult but the student was proud to share their story online. For the digital version, creating the storyboard was easy while drawing the illustrations well was challenging. The student learned new technology skills in iMovie and enjoyed creating the character Kazuki most. Working collaboratively was sometimes enjoyable when others listened, and other times less so when the group did not know what to do, but
Evaluation: Question Six
The document discusses the various technologies used in creating a film opening project, including researching on YouTube, using Blogger to present work, editing with iMovie, researching on Wikipedia, documenting the process with photos and video cameras, using SD cards to store footage, creating a logo in Photoshop, and learning new skills through constructing the media product. Overall, the author felt their skills with technologies improved through the research, planning, and creation involved in the project.
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The story is about three billy goats who like to eat grass but must cross a bridge where a troll lives. The troll threatens the goats as they try to cross the bridge to get to the grass on the other side.
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How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
skeleton System.pdf (skeleton system wow)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.How to Download & Install Module From the Odoo App Store in Odoo 17
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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Tekids phoebe kelly kaleb lily
- 1. TEKIDS Our Morning at St James School By Kelly, Kaleb, Lily & Phoebe Aokautere School
- 2. On the 4th of August we had the first ICT learning program at St James School. We enjoyed doing all the ICT programs that were set up for us, such as……. The Stop motion station animation Wordle Hero Factory Build Your Wild Self.
- 3. But sometimes we had a bit of a computer issue and they would keep returning to Google, when you’re on a program. On the animation it was hard not to have your hands in the picture, when you were in the middle of a shot.
- 4. We did a lot of interesting things that we don’t normally do. Like if you want a phrase in a line on Wordleyou can’t do spaces. In the beginning when we were introducing ourselves we threw a dog (fake of course!). We also had to tie ourselves in knots by holding hands and then untangle ourselves – what a mission!
- 5. A comment from Kaleb… I liked the ‘Avatars’ because you could use it for your own writing. You could use it to describe a character in your writing. Each character can have its own personality.
- 6. A comment from Phoebe… It was great using ‘Build Your Wild Self’ because you can make yourself a wild creature. I would use this Web 2.0 tool for story writing by creating a character with a name.
- 7. A comment from Lily… It was fun going on Wordle because you could write cool things about your school. We could use Wordle for our CAF’s (Consider All Factors) and learning our spelling.
- 8. A Final Comment from Kelly… I quite liked ‘Stopmotionstation’ because it was cool being able to lay out your ideas and then see them on the screen in a video. I could use this at school for experiments and to show progress over time.