Crandi

About Me Portfolio Kgnelso0 Wixsite Com

Leo Migdal
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about me portfolio kgnelso0 wixsite com

The IB Curriculum is of a constructivist paradigm. As constructivists, we acknowledge that there are mulitiple ways of knowing. As stated by J.W. Creswell in Research Design: Qualitative, Quantitative, & Mixed Method Approaches, a socially constructed claim would be that as humans we "make sense of their world based on historical and social perspectives in our culture"... In the IB curriculum, the learning is focused on student discovery and inquriy. The teacher acts as a facilitator and guide urging students to question and make meaning out of their own experiences.

It is not "here is what you need to know"; it is "What are your questions? What did you learn through your inquiry and experience?" Through a 3-2-1 protocol we expanded our understanding and questions about constructivism: How can students have more voice in constructing knowledge? What is the role of the teacher in a constructivism classroom? A major facet of the IB is getting students to think critically about what they are learning.

One way the IB gets students to do this is through concept-based teaching. A concept-based model is used in the MYP because it encourages students to process factual knowledge at a deeper intellectual level, create personal relevance, increase fluency with language, and achieve higher levels of critical,... Key concepts are broad and organizing ideas that have relevance within and across subjects and disciplines. These help students make connects to other classes, experiences, and subjects. They also “engage students in higher-order thinking, helping them to connect facts and topics with more complex conceptual understanding.” Related concepts explore key concepts in greater detail.

They emerge from reflection of specific subjects and disciplines, providing a focus for inquiry into subject-specific content. They are useful for exploring key concepts in greater detail. We were able to explore the idea of a concept-based model by engaging with an item during class. We were shown an object (see photo) and were asked to write down what we thought about it in regards to different aspects, such as perspective, responsibility, form, function, change, casusation, connection and reflection. From there we looked at what the cohort had written about the object. It was explained to us that from there the teacher could take the questions/comments about the object and create a unit based on the inquiry of the students.

This would make the unit more relevent to the student and allow them to draw their own connects to the content knowledge and hopefully develop transferable skills and knowledge while allowing them to think... On our first day of the IB Curriculum Processes course, we created working agreements as a class. These agreements were to keep us "in check" as we met as a cohort. What I liked best about the working agreements was that they were student generated. As a cohort we thought of what we needed to be successful in class. We discussed all the items and condensed them down into a personalized list.

To an onlooker, they may not make sense, but to the cohort we understood what they all meant. We started each class by reviewing the agreements and how they were working and discussed if we need to adjust, add, take any of them away. Since each period can have its own "personality", I can see this this process being used as an awesome tool in the classroom to build classroom community. When prompted, students can be very honest about their needs to be successful and would love to create their own set of "rules" for the classroom. The most powerful part is the "check-in" from the instructor to make sure they are working for the class. Crafting an engaging and informative biography for your portfolio’s ‘About Me’ page is an essential step in showcasing your artistic skills and experiences.

This section of your website allows you to introduce yourself, highlight your expertise, and–when appropriate for your brand and clientele–connect with potential clients or employers on a more personal level. Writing about yourself might not come naturally to you–and you’re far from alone in that. We’ve put together these tips to ease you into the process and help you create a compelling narrative that captures your unique story and professional journey. If you’re more of a video person, you can also watch our condensed About Me page tips here. Begin your biography by introducing yourself, just like how you’d open a conversation with a new friend. Share your name, your area of expertise, and a brief overview of who you are and what you do.

This opening paragraph should grab the reader’s attention and give them a sense of your personality and background. Location can be very important for some clients and galleries. There’s no need to include your full address, but including the city where you’re based makes it easier for potential clients to know whether you fit their needs. Select the experiences and accomplishments you’re most proud of or excited about to highlight in your biography. Remember to keep your biography concise and focused, rather than trying to include every detail. Highlight any notable projects, awards, or recognitions you have received that demonstrate your expertise and the impact of your work.

These accomplishments help to build trust and credibility with the reader, and demonstrate the value you can bring to potential clients or employers. Particularly if you are working commercially with brands or publications, or hoping to work with new galleries and museums (vs working directly with single individuals), taking the time to expand on your professional background... Keep this information straightforward: copy part of your CV containing relevant experience and educational achievements, and add a link to the full–updated–document. Your goal in this section is to demonstrate your strengths and why you are the right person for the job or project. Each time asked to tell about myself its hard for me to do so without clashes with my modesty values. Sadly, not doing so may lead to not being heard by others.

I am a man that is interested in his surroundings, constantly. I like to explore, to get to the roots of the things. I love to travel, cook, and most of all i love my family. I consider myself as a worthy designer, having a wide variety of experience, a wide set of skills in my field, and a high sense of responsibility for the work that i am performing. I am able to quickly find common ground with my co-workers, and employees.

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The IB Curriculum Is Of A Constructivist Paradigm. As Constructivists,

The IB Curriculum is of a constructivist paradigm. As constructivists, we acknowledge that there are mulitiple ways of knowing. As stated by J.W. Creswell in Research Design: Qualitative, Quantitative, & Mixed Method Approaches, a socially constructed claim would be that as humans we "make sense of their world based on historical and social perspectives in our culture"... In the IB curriculum, the...

It Is Not "here Is What You Need To Know";

It is not "here is what you need to know"; it is "What are your questions? What did you learn through your inquiry and experience?" Through a 3-2-1 protocol we expanded our understanding and questions about constructivism: How can students have more voice in constructing knowledge? What is the role of the teacher in a constructivism classroom? A major facet of the IB is getting students to think c...

One Way The IB Gets Students To Do This Is

One way the IB gets students to do this is through concept-based teaching. A concept-based model is used in the MYP because it encourages students to process factual knowledge at a deeper intellectual level, create personal relevance, increase fluency with language, and achieve higher levels of critical,... Key concepts are broad and organizing ideas that have relevance within and across subjects ...

They Emerge From Reflection Of Specific Subjects And Disciplines, Providing

They emerge from reflection of specific subjects and disciplines, providing a focus for inquiry into subject-specific content. They are useful for exploring key concepts in greater detail. We were able to explore the idea of a concept-based model by engaging with an item during class. We were shown an object (see photo) and were asked to write down what we thought about it in regards to different ...

This Would Make The Unit More Relevent To The Student

This would make the unit more relevent to the student and allow them to draw their own connects to the content knowledge and hopefully develop transferable skills and knowledge while allowing them to think... On our first day of the IB Curriculum Processes course, we created working agreements as a class. These agreements were to keep us "in check" as we met as a cohort. What I liked best about th...