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Drawing up a storyboard seems tricky. Students don't want to commit pen to paper, but jot words, draw on the back of the storyboard, anything rather than 'spoil' the boxes. Aba-Sah writes about this in one of the WP4 deliverables. So how can we identify the stumbling blocks to storyboarding? And what can we do about them? Perform a juxtapositioned story that explains the problem. Perhaps we could do that as a team. The blocks we probably should tackle are finding a story and identifying characters.  If we were pitching a script for a film, then we would need to write the concept (http://www.movieoutline.com/articles/how-writing-concept-first-will-help-your-movie-script-and-your-pitch.html) but I don't think the JuxtaLearn project needs to go this deep into storyboarding because we're not aiming to produce a film for its own sake, but to think about and learn about the topic.  Therefore, identifying characters and setting of the topic, thereby producing a basic story is enough for collaborative discussion and learning.  Hence, if a team of learners of storyboarding were to put together a storyboard of storyboarding, then the stumbling blocks to concentrate on would be

  • finding a story
  • identifying characters

Now I want to create a quiz or two on this topic.  How do I create a quiz?  And why, when I publish this does it not appear? Only the stumbling blocks are there at http://trickytopic.juxtalearn.net/trickytopic/storyboarding/, and nothing else to share with others.

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      Subject: Performance | Country: United Kingdom

      Stumbling Blocks: another SB | Variables

      here is a description of what students do in class that causes them problems. It is all about variables.

      Post Type: Student_problem | Education Level: University | Country: United Kingdom

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          Subject: Chemistry | Country: United Kingdom

          Use and practical application of conditions in loops (several times) versus if structures (once).  But it's not just conditions that students stumble over; it's understanding the problem in the first place.   Then, within a loop they might have:

          • a complicated condition, e.g. using %2==0 as a test for even numbers when they need only increment in twos.
          • output from within the loop rather than once after the loop
          • use a dialog when the instructions are to use print out
          • use non-self-descriptive identifiers e.g. 'sum' when they're asked to total something and thus might better call it 'total'
          • get the wrong start and stop values, e.g. 0 to start a loop to 100, but stop at 100 instead of <100, or loop 50 times instead of 100 times

          So a quiz might be:

          • What's being calculated?
          • Calculate it manually for a smaller number range, e.g. 1 to 10 instead of 1 to 100
          • How many numbers meet the criteria?
          • How much should you increment on each loop?  by 1, 2 minus 1? minus 2?  Why?
          • if you add all even numbers between 1 and 10 what do you get?
          • How many even numbers are there between 1 and 10?
          • How many odd numbers are there between 1 and 10?
          • What might you start from: 1?  2?
          • How often should you print.?
          • Write a loop to print the two times table from 1 to 12.

           

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              Subject: Technology | Country: United Kingdom

              Stumbling Blocks: Belief | Reinterpretation | Trust

              Children have problems relating scripture analogies to everyday relevant events for themselves see Matthew 8:23-27
              Jesus calms the Storm.   What is equivalent to a fisherman for children today,  what are equivalent settings and vulnerabilities for their everyday lives.

              Post Type: Student_problem | Education Level: School 6-12 | Country: United Kingdom

              Stumbling Blocks: Acceptance of all | Diversity

              Children have problems understanding openness to all as take from scripture into their lives e.g. Matthew 9:9-13
              The Calling of Matthew ... Who is unacceptable person for children nowerdays, not a tax collector

              Post Type: Student_problem | Education Level: School 6-12 | Country: United Kingdom

              Reinterpreting and owning scripture

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