ATTENTION:<\/strong><\/p>\n\n\n\n BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!<\/strong><\/p>\n\n\n\n INFORMATION:<\/strong><\/p>\n\n\n\n YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR<\/strong><\/p>\n\n\n\n YOU CAN CALL: 08068231953, 08137701720<\/strong><\/p>\n\n\n\n WHATSAPP US ON: 08137701720<\/strong><\/p>\n\n\n\n REACHING THE \u201cIBORED\u201d<\/strong><\/p>\n\n\n\n As teachers, we are always looking for creative ways to engage our students. We start the school year determined to bring to the classroom creative projects that generate student interest and foster critical thinking skills. Think back to your school days. What is the one learning experience you remember the most? What was it about this experience that makes you remember it today? Was it the teacher, the topic, the way the material was presented? As you look back on that memorable experience, you are likely to find that it appealed to your emotions. You learned because you connected to it. You remember because you were engaged. Reaching today\u2019s Gen M (millenial) student is challenging and changing the way we teach. Children now spend, on average, 14 hours per week watching TV and 2.75 hours per week using home computers (Swanbrow, 2004). A Harrison group study reports teens spend more than 72 hours per week using electronic media. They spend their free time listening to iPods, networking, downloading, uploading, and instant messaging (IM), and one-third of teens report owning an Apple iPod (Olson, 2006). Teens report their number one choice of \u201cmust-have\u201d tech gadgets is a computer, followed by the cellular phone and the iPod\/MP3 player (Pechacek, 2007). Added to this mix of ubiquitous high-tech gadgetry is the tendency for Gen M students to \u201cdisplay an increased proficiency in multi tasking\u201d as well as \u201cattention problems and an inability to delay gratification,\u201d (Tucker, 2006). It is no wonder students in the classroom often seem bored. All of these factors can make it quite daunting for teachers to create memorable learning experiences for today\u2019s digital natives. One technique with some promise involves incorporating technology that most Gen M teenagers own and frequently use-the iPod or MP3 player. These devices store music, which is the perfect medium to deliver a powerful emotional impact. The idea of using music to teach academic content is well-established. David B. McCall, president of an advertising agency, noticed that his son was having trouble remembering his multiplication tables, but he could recite all the song lyrics from his favorite band, The Rolling Stones. McCall wondered what would happen if he put the multiplication table to music. He used this as his inspiration for Schoolhouse Rock, the television program that successfully used music to teach children history, math, and grammar from 1973 to 1985 (quoted in Yohe & Newall, 1996), More recently, the American Political Science Association discussed the advantages of using the iPod to link popular music to learning objectives at its 2006 Annual Teaching and Learning Conference in Washington, DC. Sharp (2006) described a political science seminar he conducted in 2003 at the University of Central Oklahoma. In this one-credit course, he selected songs and then had students listen to them, discuss their reactions in class, and write essays. He found that students\u2019 familiarity with the popular music led to new levels of understanding. He also found that after paying close attention to songs, the students found it hard not to recall the project when they heard the songs in the future. Over the past 20 years, a number of studies and publications indicate a strong link between emotion and the teenage brain. In Secrets of the Teenage Brain, Feinstein (2004) noted that instruction including emotional experience leads students to learn more information and retain it longer. Similarly, Berry, Schmied, and Schrock (2008) investigated the use of imagery to stimulate emotions and concluded that incorporating emotions into instruction produces learning that is deeper and longer lasting. They noted, based on their research, that \u201cemotional events create more vivid memories\u201d (p. 439). McGlynn (2005) noted that active learning facilitates long-term memory. By using examples to which students could relate and then asking them to create meaning between their life experiences and the material being taught, she found she could gain students\u2019 active participation and improve learning.<\/p>\n\n\n\n HOW TO RECEIVE PROJECT MATERICAL(S)<\/strong><\/p>\n\n\n\n After paying the appropriate amount (#5,000) into our bank Account below, send the following information to<\/strong><\/p>\n\n\n\n 08068231953 or 08168759420<\/strong><\/p>\n\n\n\n (1) Your project topics<\/p>\n\n\n\n (2) Email Address<\/p>\n\n\n\n (3) Payment Name<\/p>\n\n\n\n (4) Teller Number<\/p>\n\n\n\n We will send your material(s) after we receive bank alert<\/p>\n\n\n\n BANK ACCOUNTS<\/strong><\/p>\n\n\n\n Account Name: AMUTAH DANIEL CHUKWUDI<\/p>\n\n\n\n Account Number: 0046579864<\/p>\n\n\n\n Bank: GTBank.<\/p>\n\n\n\n OR<\/p>\n\n\n\n Account Name: AMUTAH DANIEL CHUKWUDI<\/p>\n\n\n\n Account Number: 3139283609<\/p>\n\n\n\n Bank: FIRST BANK<\/p>\n\n\n\n FOR MORE INFORMATION, CALL:<\/strong><\/p>\n\n\n\n 08068231953 or 08168759420<\/strong><\/p>\n\n\n\n AFFILIATE LINKS:<\/a><\/p>\n\n\n\n easyprojectmaterials.com<\/a><\/p>\n\n\n\n