February 2

Click on the above image to enlarge it.

Continue with the Designs

FYI (For your information) - Here is an example of a design of a grammar review quiz/game that I made. Click on the above picture to enlarge it and look carefully at the image. Can you understand how this quiz/game will function?

January 27

DESIGN - Criterion B Maximum 6

Next is the Design stage of the Design Cycle.
Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design andjustify its choice.

January 26

3. Formulate a Design Specification

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropraite testing to evaluate the product/solution against the design specification.

Finish this in class today.

Learning Objective: produce a listing of detailed specifications, identify ways of testing a solution on a specific audience or the intended user.

January 19

Please finish task 1 and task 2 of the Investigation (Criterion A) and submit it today as a draft.

As we previously discussed, I will look them over, make comments for improvements and hand them back. You will then have time to make corrections and resubmit them for a grade.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 12, 14

Year 11, now on to task 2 of the Investigation: Develop a design brief.

1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,

-formulate and discuss appropriate questions (at least 5) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem

- identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography

-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks

-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?

According to the assessment rubric. . .

To get a 1/2: The student investigates the problem, collecting information from sources.

To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.

To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 8

Year 11 - Students identify the problem to be solved.
- evaluate the importance of the problem for life, society and the environment
- outline the design brief

What is a design brief? Click here

According to the assessment rubric . . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.

Now, look at this vocabulary: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

MYP definitions:
Describe: To give a detailed account
Explain: To give a clear account including causes and reasons or mechanisms.
Discuss: To give an account including, where possible, a range of arguments for and against the relative importance of various factors and comparisons of alternative hypotheses.

Please complete Identify the Problem (as a draft) and submit it to me at the end of class. I will then have time to give you feedback;-)

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