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  • Module 5 - Lesson 5.1

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    Cj Romo
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    The document provides instructions for an assessment on the topic of whether schools kill creativity. Students are asked to watch a video of Sir Ken Robinson discussing this topic and then write a critical analysis of at least 500 words covering: an introduction, analysis of Robinson's arguments and their own argument, implications for the curriculum based on the topic, and a conclusion. The analysis should identify and explain Robinson's argument in the video, provide the student's own perspective on the issue, determine implications for a class that was observed, and come to a final conclusion. A link to the referenced YouTube video is provided.

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    Module 5- lesson 5.1

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    The document provides instructions for an assessment on the topic of whether schools kill creativity. Students are asked to watch a video of Sir Ken Robinson discussing this topic and then write a critical analysis of at least 500 words covering: an introduction, analysis of Robinson's arguments and their own argument, implications for the curriculum based on the topic, and a conclusion. The analysis should identify and explain Robinson's argument in the video, provide the student's own perspective on the issue, determine implications for a class that was observed, and come to a final conclusion. A link to the referenced YouTube video is provided.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    73 views2 pages

    Module 5 - Lesson 5.1

    Uploaded by

    Cj Romo
    The document provides instructions for an assessment on the topic of whether schools kill creativity. Students are asked to watch a video of Sir Ken Robinson discussing this topic and then write a critical analysis of at least 500 words covering: an introduction, analysis of Robinson's arguments and their own argument, implications for the curriculum based on the topic, and a conclusion. The analysis should identify and explain Robinson's argument in the video, provide the student's own perspective on the issue, determine implications for a class that was observed, and come to a final conclusion. A link to the referenced YouTube video is provided.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 2

    DEPARTMENT OF TEACHER

    EDUCATION
    Visca, Baybay City, Leyte, PHILIPPINES
    Telefax: 563-7527
    Email: education@vsu.edu.ph
    Website: www.vsu.edu.ph

    Name: Date:
    Course and Year: Score:

    Lesson # 5.1- Planning and Management of the Teaching and Learning Process

    ASSESSMENT

    Direction: Watch and reflect on Sir. Ken Robinson's video "Does School Kill Creativity."
    Provide your perspective on the subject discussed.

    Complete the assessment by providing a critical analysis of not less than 500words.
    Please follow the outline below:
    A. Introduction
    B. Analysis (Identify and explain Ken Robinson's argument and provide your own
    argument about the topic discussed.)
    C. Implications (Focusing on the curriculum, determine the implication of "Does School
    Kill creativity" to the class you have observed.)
    D. Conclusion

    Click this link for your reference on the video:


    Do schools kill creativity? | Sir Ken Robinson - YouTube

    Vision: A globally competitive university for science, technology, and environmental conservation. Page 1 of 2
    Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge FM-VSU-03
    and innovative technologies for sustainable communities and environment.
    DEPARTMENT OF TEACHER
    EDUCATION
    Visca, Baybay City, Leyte, PHILIPPINES
    Telefax: 563-7527
    Email: education@vsu.edu.ph
    Website: www.vsu.edu.ph

    Vision: A globally competitive university for science, technology, and environmental conservation. Page 2 of 2
    Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge FM-VSU-03
    and innovative technologies for sustainable communities and environment.

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