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Colors and their mood
Summary on reflective teaching
Colors and their mood
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The lesson incorporates comparing and connecting. This is because students will be comparing the aspects of the book, “My Many Colored Days,” to their masks. They will be assigned a color/emotion and connecting the book to their emotion. For example, if the student is assigned the color yellow, which is a happy emotion, they will make a mask that expresses those. Such as, a smiling face and yellow incorporated in the mask. They will also be comparing their masks to other people masks because a person assigned with yellow and a person assigned with black will have very different masks. The students will realize that these two emotions, in real life and on their masks are very
It deals with obstacles in life and the ways they are over come. Even if you are different, there are ways for everyone to fit in. The injustices in this book are well written to inform a large audience at many age levels. The book is also a great choice for those people who cheers for the underdogs. It served to illustrate how the simple things in life can mean everything.
What are the important themes of the book? What questions or issues about teaching and learning does it address?
Another speaker, Margaret Livingstone delves into the visual aspect of our senses. Livingstone mentions how artists recognize things about vision that neuroscientists are not privy to until years later. Livingstone discussed the differentiation between color and lightness, and how the two contribute differently to a work of art. Color is thought of as “comparing activity” whereas light is thought of as “summing them.” Livingstone indicates that the visual system is subdivided into a ventral system and a dorsal system. The ventral system is responsible for object recognition, face recognition, and color. The dorsal system is responsible for navigating through the environment, special organization, and emotional recognition. The ability for humans to see distance and depth is carried via our colorblind part of our visual system. As a result, Livingstone concludes that one cannot see depth and shading unless the luminance is right to convey three-dimensional.
In “The Lesson” Toni Cade Bambara presents us with a group of angsty preadolescents who live in New York in the 1920s; this time period was a trying time for African Americans who constantly battled with the socio-economic tensions that resulted from their rival social class of privileged white people. Children like Sylvia grew up in broken family situations where it was more than common for parents to spend their days wasted away in the world of drugs and prostitution. Fortunately, Sylvia and her friends are taken under the wing of Miss Moore; they have little tolerance for her because they relate her presence with school due to the life lessons she attempts to teach the group. On the particular day that Miss Moore accompanies Sylvia and her friends to the FAO Schwarz toy store for another one of her lessons, Sylvia has a revelation about the growing tensions between African Americans and white people that causes her to deeply analyze some of the growing racial issues in her own community, state, and country as a whole.
One of which is developmental psychology. Secondly, the film also illustrates the conversion from short term to long term memory. The film also demonstrates a hypothesis on the conversion from short term memory to long term memory, as well as giving the audience an understanding of what depression is. Finally, it presents the stress and depression that can occur in children from major life events, such as moving long distances, and maybe even a bit of an example as to what a parent can do to relieve stress from major life events for their child.
What we want to achieve with our project is showing the contrast between scout’s thoughts when the book started and now in her adult years after the book ended. Through the memory book, Scout in her young years had written some of the experiences she had through the book and what she thought about it in the moment and, a few years after the book ended she started to go through its pages again and realized that her thoughts and ideas had changed
The film A Class Divided was designed to show students why it is important not to judge people by how they look but rather who they are inside. This is a very important lesson to learn people spend too much time looking at people not for who they are but for what ETHNITICY they are. One VARIABLE that I liked about the film is that it should the children how it felt to be on both sides of the spectrum. The HYPOTHESIS of the workshop was that if you out a child and let them experience what it is like to be in the group that is not wanted because of how they look and then make the other group the better people group that the child will have a better understanding of not to judge a person because of how they look but instead who they are as people. I liked the workshop because it made everyone that participated in it even the adults that took it later on realize that you can REHABILITAE ones way of thinking. The exercise showed how a child that never had any RASIZM towards them in the exercise they turned against their friends because of the color of their eyes. The children for those two days got the chance to experience both sides of DISCRMINATION. The children once day felt SEGRIGATED and inferior to the children that were placed in the group with more privilege. Then the next day the children that were placed in the privileged group were in the SEGRIGATED group. The theory is if you can teach a child how to DISCRIMINATE against a person that you can just as easily teach them how not to. Sometimes a person needs to feel what another person feels to understand how they treat people.
The author, in contrast, also tries to show the equality of two races through Julian himself and his thoughts. When Julian sees his mother wearing the same hat as one of the black woman, he says that the black woman looks better in the hat. Not only that, he tries to engage in conversation with a black man to show the black's wise. In this way, Julian tries to teach his mother that now it is not time for difference but equality, and her thoughts about those blacks should be changed to fit in with the society.
An example of this lesson is the day Miss Dubose, Tom Robinson, and Tim Johnson. All three are innocent and good. They are all harmless but had something wrong with them that they couldn’t help. Miss Dubose’s addiction to morphine made her look like a terrible person just like Tom Robinson being black made him look like a criminal to white people and the rabies made Tim Johnson look fearful to the neighborhood. Scout learns that people are different on the inside than they are on the outside.
After the teacher is sure the students understand that books have themes that are far beyond the eye can see. The teacher will have the students split into groups of three. The teacher will hand out to the students a sheet with these words and phrases listed: corruption, power, human rights, racism, tolerance, environmental stewardship, greed, pollution, war, anti-Semitism, Hitler, Holocaust, Cold War. The teacher will ask the students if they are familiar with all of these terms, and if not, the teacher will define any of the words they don 't know. Each group will have to decipher the theme of one of the given Dr. Seuss books. The books are Horton Hears a Who, Yertle the Turtle, The Sneetches, The Lorax, and The Butter Battle Book. Utilizing words or phrases from the sheet, the groups will identify depending on the book they get from the teacher with words relate to the theme of the Dr. Seuss
I picked the topic for my mask project because I found jack's loss of innocence in the novel very intriguing he had many different phases throughout the story and his change from the beginning to the end of the book is very drastic. The personal connections I make with my mask are how I see people around me changing from normal to crazy after they start being with wrong people. I considered some alternative ideas like savagery vs civilization but too many students were doing that theme and I didn't want to be redundant.
The author is able to assume that we all share common experiences from our youth and our days in grade school, introducing the characters with a minimum of prose. The major theme is critiquing education systems that teach children what to think by repetition and memorization. Clavell uses the story to point out how that makes individuals vulnerable to manipulation.
All About My Mother is a Spanish film that captures a variety of individualized women whose lives end up intertwining. Not only does this film emphasize on women but also transgender women. The director repeatedly steps outside of the social norms and margins (what is acceptable and what is not). The stories behind the characters allowed me to make connections as well as discrepancies to the material we have learned throughout the semester. The movie starts off by with the main character, Manuela, who is a single mother raising a 17-year old son in Madrid. This character relates to the material presented in week 5 as she goes against society’s patriarchy expectations. In the movie we learn that she decided to flee and leave her husband (Lola a transvestite) when she became pregnant. Her character shows she was perfectly capable of attaining a good job (transplant coordinator) and raise her son without the help of a man. The way Manuela lives her life goes against ‘The Problem That Has No Name’. Pressure is put on women to become idealistic wives and homemakers, however Manuela did not follow this idea and did not remarry or become dependent on a man.
1. The class has 19 students: 5 African American, 1 Middle Eastern, and 19 Caucasian. Cassell has paintings along the walls, but he has a lot of white space. The classroom has windows to see the outside interaction, but desk are not positioned too close to windows. He also places quotes and focus questions in the front of the room on the wall, so students know what their goals are and the class structure. One question that was on the wall was: What makes our identities? I thought this was beneficial because along this stage in a child 's life, they struggle with role verses identity. The books that he chooses, focus on identity crisis, but also different ethnicities. Another thing I noticed in the classroom, they all are assigned a computer, and the computer connects students to the world, but also to each other.
During the semester, the daybook has been a terrific, educational tool for improving my writing skills. This past spring, I had english at the high school, but have not written much over the summer. My writing skills were neglected until I began writing in the daybook. After a couple of weeks of writing, my creativity began to flourish. The daybook has encouraged me to reflect upon my day-to-day life. Some of the topics I had the opportunity of reflecting upon were daily activities, world issue and my college experience. I wrote in a journal style, which allowed me to write to an audience. The writing experience was certainly entertaining. I enjoyed writing strange/humorous stories that occurred in my life. I tried to bring