Compass And Straightedge Essay

I choose Argument A because there is a need for students to understand and be able to construct geometric figures using a compass and straightedge. I chose this argument because it is necessary that students learn the skills needed to create the geometric figures. If we were to abandon the basics of creating geometric figures and create the figures via a drawing program, we would not be able to completely understand the concept of geometric figures and how they are constructed. Argument A is better and more efficient because drawing programs may not be available at all times. Using a compass and a straightedge is more similar to real world situations. For instance, a computer will not build anything, even though it may have the digital design,

In group discussions with the students I teach, I have found that they prefer this method of teaching as they can visualise the lesson, which enables them to understand it better. Recently we have been looking at cells, tissues and organs. I used Power point to begin the lessons with, asking questions and encouraging students to ask questions back. I also make sure there are plenty of hand-outs which they can use to complete the work set. I try and make all the work set and hand-outs as visual as possible to capture and hold their imagination. Using technologies in the classroom can be a great asset to all teaching methods as the internet can open up whole new worlds for students. They can help students who struggle with conventional teaching to adapt and move forward with their learning. The Power points and hand-outs can only be used to a certain extent and find that not having interactive whiteboards can sometimes stifle the learning. We only have a small computer suite and this has to be booked in advance so all these can hinder the students. As some of the students we work live in children’s homes or with foster carers we have to restrict what they can access on the internet for child protection. This then can cause problems with the likes of youtube, facebook and twitter as access is denied.

Moreover, they are based on seeing positive and negative shapes and noting shape, proportion, angles, direction and sub-shapes (Dinham, 2015, p. 2). Any object can be used in an observational drawing, likewise anything that is of interest to the artist or the audience. A viewfinder, such as a piece of square cardboard with a postage stamp sized cut out may be used to help isolate sections of the object, thus aiding students’ “…understanding of spatial relationships” (Dinham, 2014, p. 374). An observational drawing demonstrates the process required to carefully view and draw an object. It highlights the importance of paying particular attention to recognise the leaves lines, shape, and edges and the need to take the time to draw meticulously. Observational drawings have a positive impact in the classroom because they allow students to explore the visual world using their senses, such as their sight, to express ideas and make meaning of these processes (Dinham, 2015, p. 1). Therefore, it is recommended that the processes of observational drawing should become a regular arts practice in the classroom and must be incorporated in the curriculum several times a

-Students are working in groups with different levels of understanding. Their peers will mentor them and hold them accountable to their work.

When I first started schools we did a lot of stuff on paper and pencil but throughout the years we've been using more and more technology to do things if you think about in school do you use more technology or more paper and pencil. It all

Results of the VARK self-assessment quiz indicated that I have a strong preference for kinesthetic and weak preference for Read-Write learning style. Second quiz for intelligence shows I have high percentage for Visual-Spatial and low for Rhythmic-Musical. Being a strong kinesthetic learner and with high Visual-Spatial intelligence, I will likely to teach by demonstration and less on reading and writing. Furthermore, I will have more hands-on and role-play and arts and crafts activities and less on reading and writing assignments. Create projects and activities in which all five senses (sight, touch, taste, smell, and hearing) will be used. This style of teaching will benefit the kinesthetic learners with Visual-Spatial and Bodily-Kinesthetic

Students will lead active

The students want to be heard they have every

Justification: It gives the teachers a chance to draw and model quadrilaterals. Then it suggests partners to draw together and present them to the class.

Student

The students were ranged in age from 10 to 11 years old, plus one female teacher.

students but the occasional light in the darkness, in the form of a select few amazing teachers,

address more serious issues in the classroom and allows students more time to work on their project, instead of having to spend large quantities of time going over their project with the teacher. Also, programs such as PowerPoint and other graphic arts programs allow students to illustrate their literary works and by creating them on the computer, it makes it

Learning Geometry requires steps or levels that need to be completed by students. These levels of learning need to be completed in a particular order, so that students can progress and move along to the next level. Difficulties in grasping geometric concepts by students may be caused by the lack of exposure to a particular level or the lack of preparation by their leaning facilitator. A combination of the two needs to be present for students to learn and maximize the learning experience. Instructors need to be aware how students learn and determine if they are a level appropriate for their age. If they are not at that level then, it is up to the instructor to make sure that students reach the desired level. Instruction should be modified to incorporate ways to assist those students that are not at their level.

students of all ages and all sectors. The key point of OERs is that they are in