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The script and storyboard for my prelim task
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The script and storyboard for my prelim task
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chloestreet
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The research I did in order to look at my target audience.
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The locations that I will be using in my music video.
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The final mark i achieved for my pre-production
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The script for my film
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My similar product analysis.
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The costumes, actors and props that I will use in my film.
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This is the floor plan that I have created for the locations that I am shooting.
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Trends, Networks and Critical Thinking SHS Grade 12
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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.
Making and Justifying Mathematical Decisions.pdf
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The locations that I will be using in my music video.
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What kind of media institution might distribute your media product and why?
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The final mark i achieved for my pre-production
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chloestreet
This is my Genre Research for my film.
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chloestreet
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chloestreet
This is my target audience research
Target Audience and Research
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This is my equipment list for my film.
Equipment List
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The script for my film
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My similar product analysis.
Similar Product Analysis - The Sixth Sense
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chloestreet
The costumes, actors and props that I will use in my film.
Costumes, Actors and Props
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chloestreet
This is the floor plan that I have created for the locations that I am shooting.
Floor plan
Floor plan
chloestreet
The locations I plan on using in my film.
Location Reconnaissance
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chloestreet
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Media Evaluation: Question 3
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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.
Making and Justifying Mathematical Decisions.pdf
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