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Pysa4ka presents media project English Visuals Precarpathian University Ukraine Прикарпатський університет (с) Писачка, 2018 mazepi10@gmail.com
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student portfolios for shs advanced art
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Pysa4ka presents media project English Visuals Precarpathian University Ukraine Прикарпатський університет (с) Писачка, 2018 mazepi10@gmail.com
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student portfolios for shs advanced art
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student portfolios for shs advanced art
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a presentation for grades 4-6 on cyber bullying made by multimedia I students @ SHS
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Students will get the knowledge of the following- meaning of the pricing, its importance, objectives, methods of pricing, factors affecting the price of products, An overview of DPCO (Drug Price Control Order) and NPPA (National Pharmaceutical Pricing Authority)
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Students will get the knowledge of the following- meaning of the pricing, its importance, objectives, methods of pricing, factors affecting the price of products, An overview of DPCO (Drug Price Control Order) and NPPA (National Pharmaceutical Pricing Authority)
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Annie advanced art portfolio
1.
Advanced Art Portfolio Annie
Peterson
2.
Student choice-
December 16th Clay game controller
3.
Up close-
September Photography-Rose with rain drop
4.
Up close-
September Photography-flower with water droplets.
5.
Up close-
September Photography-Flower with Bee
6.
Up close-
September Photography-flower
7.
Up close-
September Photography-twins
8.
Up close-
September Photography-Kaylee Holmolka
9.
Student Choice-
November 23rd Water color-Black bird
10.
Student choice-
November 11th Clay-mustache mug
11.
Five senses-
November 11th Clay-monster catch all dish
12.
Elements of art-
September 15th Movement-acryllic
13.
Natural world-
October 15th Acrylic collage
14.
Student Choice- Clay fox- November
23rd
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