However, my change in attitude did come too late for this project as Molly sorted the majority of the interviews and I was too laid back about this because she was being successful in booking interviews meaning that she did most of the work, thus meaning the number of people I got for an interview was tiny in comparison to her. Yet in the future, I feel that I would be okay approaching people Album) an interview despite the potential risk of me not getting an answer or it goes wrong and.
My second learning objective was to create strong multiplatform content that was on par with what professional companies produce such as the BBC etc. I would say that this has been achieved by us using a website styled approach, as we decided to put everything up on this such as the actual episodes, videos and full-length interviews where possible.
This approach also allowed for us to be able to cater to every disabilities need, as Album) created subtitled videos so that deaf people were able to follow along, something that was drawn from the research I did as every facebook video I analysed used some form of subtitles.
This means that we really should have utilised Facebook and Twitter by having an account an simply just posting the videos out through them, rather than simply just a website. My third learning objective was to create a strong piece that could stand up well in a portfolio. Introspection Late Night Partying. Rainy Day Relaxation Road Trip. Romantic Evening Sex All Themes.
Articles Features Interviews Lists. Streams Videos All Posts. We cannot stint these occasions. We cannot leave reflection to be a group discussion in the last six minutes of the class—for which we usually run out of time. We cannot exclude reflection from our performances and hope for the best. We cannot assume the private student is good at observing her own performance and progress, able to identify the elements of consequence. We must provide reflective pauses throughout our teaching opportunities, at junctures, whenever the learner would benefit from a scan of the experience to grab hold of the few key pieces to retain.
We must model reflective capacity overtly, showing our learners how we reflect and learn from what we see and hear. Do you take a moment to reflect on your work as a teacher in front of students and share your sense of how you did that day? It is an active internal state in which we accomplish many personally-crucial goals. Think about the ways you reflect in your own life: you sit and think, go for walks, write in Album) journal, talk to friends, swim, jog, sketch—I have even heard skydiving claimed as a reflective activity.
Think about the reasons you naturally reflect, what you rely on reflection to accomplish—perhaps to solve a problem, figure out something that is bothering you, make a decision, clarify a confusion, more deeply enjoy something wonderful, learn from mistakes and successes. In modeling reflection for learners, you model the habit of mind—you pause and consider what just happened and share the process and observation.
It is the same in guiding the learning of others. We must invite learners to Album) in a variety of ways and for a variety of purposes. Here a list of reflective tools I and other teaching artists use, and some of the purposes for which you might use them. Footprints Gene Brundage 9. Don't Quit Anthony LaPeau The Answered Prayer Joseph Mathieu Counting Lisa Naulls A Thankful Heart Donna Pedrick Serenity Prayer Aggie C. Elliot One Day at a Time Matilda Haywood Many of our volunteers have never recorded anything before LibriVox.
The roles involved in making a LibriVox recording. Not all volunteers read for LibriVox. If you Reflection - Leo Marchildon - To Each Is Given. (CD prefer not to lend your voice to LibriVoxyou could lend us your Reflection - Leo Marchildon - To Each Is Given. (CD. Proof listeners catch mistakes we may have missed during the initial recording and editing process.
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