In two sentences express your stand based on the picture and write your answers in your notebook

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Use this strategy to guide students through a close analysis of an image. By following the steps in this image-analysis procedure, students develop awareness of historical context, develop critical thinking skills, enhance their observation and interpretive skills, and develop conceptual learning techniques. You can use this strategy with any visual media, including a piece of art, photograph, political cartoon, propaganda poster, or video clip.

1. Select an Image
   Choose an image that lends itself to deep analysis by students. This analysis strategy works best when the image is one that reflects (intentionally or not) a particular opinion, point of view, or perspective. Visual art, propaganda images, photographs, and political cartoons are good examples of visual media that reflect a perspective.

2. Lead Students through Analysis Share the image with students by providing copies or by projecting or displaying it in the classroom. Lead students slowly through the following six steps, pausing between each step to give them significant time for thinking and writing.

   Step One:

   Ask students to look deeply at the picture for a good long time. Have them observe shapes, colors, textures, the position of people and/or objects, etc.

   Step Two:

   Have students write down what they see without making any interpretation about what the picture is trying to say.

   Step Three:

   Ask students: What questions do you have about this picture that you would need to have answered before you can begin to interpret it? Ask as many questions as you have.

   Step Four:

   Have students discuss their questions with two other students in the class to try to find some answers.

   Step Five:

   Given the historical context and subject of the piece, ask students what they think the artist is trying to say (what does the piece mean), and who they think is the intended audience?

   Step Six:

   
   Discuss your interpretation with the class, and be prepared to support your view by referring to specific elements of the image and what you know about the history of the time.

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At university it is important to convey your meaning with clarity. Your main point should be understood by any reader, even if English is not their first language or if they are not a specialist in the discipline.

To write clearly, you need to understand that your readers cannot see inside your mind. In order to convey your point clearly, you need to help your readers find it in your sentences, paragraphs, and the entire text. You also need to guide your readers through signposting. Above all, you need to make sure that your main point or what you mean to express is actually expressed in your writing.

To achieve clarity in your writing, you need to be able to:

• Express what you really mean
• Write clear sentences
• Build clear paragraphs
• Signpost to guide your readers

	1. Express what you really mean Be explicit in expressing your main point, because your readers cannot see inside your mind. Unless you tell your readers what you really mean, they will look for their own meaning, which may be quite different from the meaning you intended.
	2. Write clear sentences Clear sentences are the building blocks of clear writing. Without clear sentences, even well-structured writing will be confusing and hard to read.
	3. Build clear paragraphs Writing clear paragraphs is one of the key writing skills you should learn as a student. Paragraphs that have clear topic sentences and flowing structure will enable you to communicate even the most complex ideas.
	4. Signpost for coherence and cohesion To achieve clarity, you need to direct your readers through signposting. Signposting helps your reader move from one sentence or paragraph to another (cohesion) and understand your main point after reading the entire text (coherence).

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Direction: Read the following and provide answers to the succeeding items. Miss Reyes, a junior high school teacher in Basilan National High School (B … NHS), would like to determine which among the different teaching approaches (three constructivist approaches, namely guided-inquiry, discovery, and use of case studies, plus the traditional chalk-and-talk approach) would have the best positive effect on student achievement and attitude in Biology subject. Furthermore, she is interested to know if different levels of ability of students (high, moderate, and low) would have the same effect if the students are taught by a junior or senior high school teacher. Her principal also required her to determine the opinions of students regarding the students' experiences on the constructivist approaches. Assume that the ninth-grade Biology classes in BNHS that can be used in the study are 20, with 50 students per class. In addition, all five (5) Biology teachers from the school are willing to participate in the study and the principal is also open to whatever school arrangements Ms. Reyes may need.​