Day 3

Today we looked at the different aspects of the assignment in terms of the different ways people develop cognitively, socially and emotionally. For my character it's clear how his surrounding environment affected him and is what contributed to his tough and disrespectful personality. We also discussed Bloom’s taxonomy chart (Bloom, 1964) concerning the different levels of thinking skills. In the classroom, a teacher can encourage students to utilise and develop thinking skills from lower order thinking to higher order thinking. At first I found it difficult to choose teaching strategies that would encourage higher order thinking for my character. When I got home I researched different methods that could activate higher order thinking skills in lessons for my character. Eventually, combined with what I had learnt in class, I was able to create activities that could effectively heighten my characters level of thinking.

As well as discussing theories, we spent most of the day in our groups developing the topic of concern for our video and the storyboard. We honestly had no idea about a topic we could choose and jumped from world peace to environmental issues to animal welfare. It was like a hurricane of charities were running through our heads whilst we desperately grabbed blindly into the air for ideas. This discussion resulted in vigorous researching into different issues. We discussed the various pros and cons of topics, as well as considered the different filming techniques and story lines that we could relate to each topic. Eventually, we settled on the topic of the negative effects of peer pressure as it was something our target audience (teenagers) could relate to. We then began developing a storyboard. The storyboard included simple drawings and detailed comments on various aspects such as visual effects, camera angles and audio.