TIFFANY ALVORD "POSSIBILITY"

I look at you, you look at me
I look away, so you can't see
I'm dreamin of you
And you don't even know, you don't even know

That I'm fallin madly in love
With you, with you
And I wish that you were going
Crazy for me too...

And I sit alone in the darkest night
My heart is pounding
And I wonder why
Why am I invisible?

Why can't you see
I'm in love with you,
Are you in love with me?

You show some signs, but I'm not sure
It's a secret love, and your the cure
I just need to know
What you think about me, about me

Cause I'm fallin madly in love
With you, with you
And I wish that you were going crazy for me too

And I sit alone in the darkest night
My heart is pounding
And I wonder why
Why am I invisible?

Why can't you see
I'm in love with you,
Are you in love with me?

And don't you think that maybe you and me
Could be a possibility
I just wish that baby you could see,
You could see

That I'm fallin madly in love
With you, with you
And I wish that you were going crazy for me too

And I sit alone in the darkest night
My heart is pounding
And I wonder why
Why am I invisible?

Why can't you see
I'm in love with you,
Are you in love with me?

Number Head Together

What Is It?

Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

Why Is It Important?

This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material.

Group learning methods encourage students to take greater responsibility for their own learning and to learn from one another, as well as from the instructor (Terenzini & Pascarella, 1994).

Cooperative learning has been shown to increase student achievement, race relations, acceptance of special needs students, and self-esteem (Slavin, 1995).

How Can You Make It Happen?

1.     Divide the students into groups of four and give each one a number from one to four.

2.    Pose a question or a problem to the class.

3.    Have students gather to think about the question and to make sure everyone in their group understands and can give an answer.

4.   Ask the question and call out a number randomly.

5.    The students with that number raise their hands, and when called on, the student answers for his or her team.

How Can You Stretch Students' Thinking?

This is a flexible strategy that can be used at a variety of levels. The teacher may start with factual information questions, and as students become more familiar with the strategy, ask questions that require analysis or synthesis of information. Student groups can be given statements such as, "School uniforms help to keep students focused on academics." Students' task is to come to consensus on whether they agree or disagree, giving an explanation of their reasoning.

After the students respond, have the other groups agree or disagree with the answer by showing a thumbs up or thumbs down, and then explain their reasoning. Or, if the answer needs clarifying, ask another student to expand on the answer.

Jigsaw Method

What is Jigsaw?
Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members.
Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. That is what makes the Jigsaw instructional strategy so effective.
What is its purpose?
Jigsaw learning allows students to be introduced to material and yet maintain a high level of personal responsibility.
The purpose of Jigsaw is to develop teamwork and cooperative learning skills within all students. In addition it helps develop a depth of knowledge not possible if the students were to try and learn all of the material on their own. Finally, because students are required to present their findings to the home group, Jigsaw learning will often disclose a student’s own understanding of a concept as well as reveal any misunderstandings.
How can I do it?
In its simplest form, the Jigsaw instructional strategy is when:

1. Each student receives a portion of the materials to be introduced;
2. Students leave their "home" groups and meet in "expert" groups;
3. Expert groups discuss the material and brainstorm ways in which to present their understandings to the other members of their “home” group;
4. The experts return to their “home” groups to teach their portion of the materials and to learn from the other members of their “home” group
In more detail, and written from a teacher’s perspective, to conduct a Jigsaw in your classroom:
1. Assign students to “home” teams of 4 or 5 students (generally their regular cooperative learning teams). Have students number off within their teams.
2. Assign study topics to “home” team members by giving them an assignment sheet or by listing their numbers and corresponding roles on the board.
3. Have students move to “expert” groups where everyone in the group has the same topic as themselves.
4. Students work with members of their “expert” group to read about and/or research their topic. They prepare a short presentation and decide how they will teach their topic to their “home” team. You may want students to prepare mini-posters while in their “expert” Groups. These posters can contain important facts, information, and diagrams related to the study topic.
5. Students return to their “home” teams and take turns teaching their team members the material. I find it helpful to have team members take notes or record the information in their journals in some way. You may want them to complete a graphic organizer or chart with the new information.
6. Involve the class in a whole-group review of all the content you expect them to master on the assessment. Administer an individual assessment to arrive at individual grades.
How can I adapt it?
There are limitless ways of adapting the jigsaw structure in terms of the size of the groups, the range of topics and the demonstration of mastery of those topics. Teachers have developed many variations. Here are several modifications that are helpful in different circumstances:
1. Give students subtopics and have them use reference materials in the library to research their subtopic. This frees the teacher from having to arrange materials in advance.
2. Have the “home” group write a report or give a class presentation on the overall topic, with the specification that it includes all the subtopics presented in the group.
3. Prepare outlines or study guides of what each subtopic should cover and have students read the same text, organizing and becoming experts on the material highlighted by their outline or study guide
Assessment & Evaluation Considerations
Assess students' degree of mastery of all the material. Reward the groups whose members all reach the preset criterion of excellence or give bonus points on their individual scores if this criteria is met. Students will need to evaluate themselves on how well their group did in the jigsaw (e.g., active listening, checking each other for understanding, and encouraging each other) and set goals for further interaction

Numbered Heads Together 0001

Pembelajaran Kooperatif Jigsaw bag.I

sinopsis film crazy little thing called love

Profile

• Movie: A Little Thing Called Love / A Crazy Little Thing Called Love
• Thai: สิ่งเล็กๆ ที่เรียกว่า...รัก
• Director: Puttipong Promsaka Na Sakolnakorn, Wasin Pokpong
• Writer: Puttipong Promsaka Na Sakolnakorn, Wasin Pokpong
• Producer: Somsak Tejcharattanaprasert and Panya Nirankol
• Cinematographer: Reungwit Ramasudh
• Release Date: August 12, 2010 (Thailand)
• Runtime: 118 min.
• Distributor: Sahamongkol International and Work Point
• Language: Thai
• Country: Thailand

Plot

The ordinary 14 year old girl Nam is unattractive or in simple terms...ugly. But she's always been secretly in love with an older guy in grade 10 called Chon, the most popular student in high-school. He's hot, perfect and generous, and that's what makes girls go crazy about him, including Nam too. But she doesn't give up easily. She tries to do everything to make her get noticed by the boy she loves, in the hope of him turning around to look at her just one more time.

Note

• Filming begins July 2009 - June 2010
• This film inspired by a true story

Cast

Mario Maurer	Pimchanok Lerwisetpibol	Sudarat Budtporm
Chon	Nam	Inn (Teacher)