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;-)

Made with My Cool Signs.Net

December 15, 16, 17

Year 11 - Welcome to Term 2

I know, I know - it's a really unusual time to begin a new project but begin we must. We will need every minute available to create products that you will be proud of.

This term you will be doing esentially the same project that you did for DT, except you will create a computer based product/solution.

1)Let's take a quick look at our unit of work - http://docs.google.com/Doc?id=dgg4pbx8_377tkq7dck

2) Let's brainstorm about the best, most effective and efficient way to tackle this problem.

3) Let's look at the Assessment Rubric and see what you need to get a 6 on your Investigation (Criterion A).

4) Let's brainstorm some of the possible products you could produce. How about instructional videos, websites, books on tape, tutorials, flash movies, white board tools. . . What can you come up with? It must be a "high quality" solution.

5) Let's begin the Investigation;-)

November 24, 25, 26

Year 11 - You have reached the end of the line. I hope you are somewhere that you want to be.

This week it is imperative to finish all work. Please consult previous posts for more info;-)

You need to submit a proper format for your work. You need to have a cover page, dividers for each step of the design cycle and a proper bibliography.

November 18, 19

Criterion E - Evaluate Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks the student: evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

1.The first task is to receive feedback on your product. Show it to members of the target group and ask them to complete the questionnaire that you created in the Investigation;-).
2. Write a paragraph analyzing the feedback.
3. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve.
4. Write a paragraph in which you evaluate the impact of your game on St. Dominic's (relate this paragraph back to the Area(s) of Interaction that you used in your paragraph).

Learning objective: carry out tests to evaluate the product/solution against the design specification.

Don't forget;-)

Year 11,

Year 10 if you are creating your game using PowerPoint, don't forget to save your final work as a PowerPoint Show.

To do this:
1)click on the "Office button"
2)click on "Save As"
3)"PowerPoint 97-2003 Presentation"
a box will open
4)name your game
5)click on "Save As Type"
6)"PowerPoint 97-2003 Show"

It's that easy;-)

November 17

Year 11, Have great day BUT remember that your Create should be done and it time to start the Evaluate (Criterion E).

another ppt How To . . .

Deactivate On Mouse Click

View more presentations from rddietrich.

Year 11 - Check out this little "how-to" explaining how to deactivate the On Mouse Click feature when using PowerPoint.

November 10, 11, 12

Year 11 - Welcome to Macro Central (hahahaha)

Please visit Bright hub to learn about using macros in PowerPoint 2007:
http://www.brighthub.com/computing/windows-platform/articles/10145.aspx

It has also been suggested that you try working with Macros in Excel then apply those strategies using PowerPoint. Hope this helps;-)

Continue creating your product/solution.

Learning objectives: follow the plan to produce the product/solution, create a product/solution of appropriate quality

Investigate

If you would like to discuss the grade you got for your Investigation, I will be happy to meet with you. Please see me in class or make an appointment with me;-)

YouTube Converter

To convert your favourite YouTube Video try this: www.mediaconverter.org

November 3, 4, 5

Welcome Back Year 11. This is the moment that you have been waiting for . . . CREATE!

Criterion D: Create Maximum 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Make a process journal, include printscreens.

Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

To get a 6 the student: competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Design Example

Click on the above image to enlarge it.

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?

October 20, 21, 22

Year 11 - it all starts with a plan;-)

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Ideas: Make use of Gantt charts, consider appropriate resources, consider problem areas that make any necessary adjustments.

Please look at the examples for ideas;-)

Plan due October 21, 22

Learning objectives:
1. construct a plan to create the product/solution that has a series of logical steps
2. construct a plan to create the product/solution that makes effective use of resources and time
3. evaluate the plan and justify any modifications to the design

Book Trailer . . .

Year 11 - Check this out! It was made with PowerPoint:
http://www.technokids.com/samples/intermediate/novelflash/novel.html

According to the MYP . . .

. . . As for Power point and moderation.. BE CAREFUL,,, a PP project that is complicated enough for moderation has to include macros, has to run on its own accord, has to allow for user input to control it, can not be linear, has to start automatically... I am telling you rules of thumb because the basic rule is that it must be complicated, the only thing you will find in any guide that will reference this is that the end product must represnt 5 years of study in the use of this tool....

October 13, 14, 15

Year 11 - This is one of the creative aspects of your project - so let yourself go!

Continue on with your Designs. They are due this week (October 15, 16).

I was informed that if your final product is created using PowerPoint - you must use macros.

But what is a Macro? Click here for a definition.

Microsoft gives some basic Macro info here.

For more Microsoft Macro information click here.

But first, let's put a digital version of your Investigate into the Shared Folder.

Then, check out the new Due Date List;-)

What can I do to help you be successful?

Due Date Updates

October 6. 7, 8

Year 11 - Hope you had a great weekend, now it's time to get down to work;-)

I am returning the first draft of Task 2 of the Investigate: Develop a Design Brief. Please note the comments. If you have ANY questions, please raise your hand and I will be happy to assist you.

Today, you should finish your Design Specification. Please use it as a first draft and show it to me and I will assess it while you are working on it to save time.

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.

Investigate is due Tuesday, October 13

September 29, October 1, 2

Wow! Some of you are ready to go onto the next task of the Investigation: Task 3. Task 3 is: Formuate 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.

Please submit your Develop a Design Brief today;-)

September 29

Year 11 - I came across this great site, Media Awareness Network, that has educational games (much like a teaching aid;-). Check it out, it is very interesting and I think you might get some good ideas about how to create your teaching aid.

Also, Task 2 of the Investigation (Develop A Design Brief) is due today at the end of class.

Attention: Investigate deadline has been postponed - stay tuned for details!

Links that help

http://coe.winthrop.edu/tepc/research/Articles/FALKARTICLE.HTM
TEACHING THE WAY CHILDREN LEARN
Beverly Falk


http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/prac07e.pdf
How Children Learn by Stella Vosniadou

http://odtl.dcu.ie/.../Session%2001%20-%20Teaching%20Aids.ppt

Effective Use of Teaching Aids


Possible Programs to use to create a teaching aid:

Microsoft Share Point Designer (this product replaces Front Page)
Front Page (this product is a bit outdated)
Macromedia Flash (hard to use)
PowerPoint
Publisher (can make a webpage but this isn't a great option)

You can also explore Web 2.0 tools like wikis (http://pbworks.com) or blogs (http://www.wordpress.com) BUT these would need to be eliminated because the IBO doesn't consider them appropriate tools.

September 22, 23, 24

Year 11, continue working on your Develop A Design Brief. It is due at the end of class.

Develop a Design Brief due at the end of class on Wednesday and Thursday

I see that you are still not finished, let's continue working and hand them in next week;-)

Learning Objective: Develop analytical and problem solving skills.

September 16, 17

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 the 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.

September 15

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;-)

Submit Draft TODAY - Sept 15

9/9/9

Year 11, not only is the Beatles new album being released today, it's the day you start documenting your learning.

The Investigate portion of the Design Cycle has 3 tasks:
1. Identify the problem
2. Develop a design brief
3. Formulate a design specification

Let's look at the Assessment Rubric to see what you need to do to get a 6;-)

The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Please refer to our "example" to gather ideas for a good strategy for addressing the Investigation.

If you have a few minutes to spare, take a look at this interesting article that explains why 09/09/09 is so special;-)http://news.yahoo.com/s/livescience/20090908/sc_livescience/why090909issospecial

September 8, 9, 10

Make a Smilebox slideshow

Welcome back Year 11. I hope each of you has had a fantastic summer and you are rested and ready to get back to work.

Let's take a look at the Unit of Work and Assessment Rubric and discuss the best way to approach this task;-)

Let's go!

June 18, 19

Year 11 your work is due no later than 3:30 pm on Friday, June 19. As you know, this due date is firm due.

Please remember you can easily find the proper IT folder on the school's server by following these few steps:

1. Senior
2. myp
3. Shared Folder
4.Y11
5.Yr 11 - IT Term 3a

June 8

Year 11, it's Friday again! We are so lucky.

Remember that the Create (Criterion D) is due today.

If you have finished let's look at the final stage of our project: Evaluation

Criterion E - Evaluate Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get a 6 the student: evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Create due today -June 8

June 4, 5

Now, on to the moment you have been waiting for . . . Create!

Criterion D: Create Maximum 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Make a process journal, include printscreens. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

To get a 6 the student: competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

May 28, 29

Criterion C: Plan Maximum 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

To get a 6 the student: produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

May 21, 22

Year 11, next stop is Design.

Criterion B: Design Maxium 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification. Please produce 2 feasible designs.

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

To get a 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.


Also, check out this site on Ancient Egypt: http://www.ancientegypt.co.uk/

This page is interesting and I think it might give you some ideas for creating a teaching aid: http://www.ancientegypt.co.uk/life/explore/main.html

Investigation - Due May 15

Please deposit work into a folder on the school's server:
Senior School, MYP, Shared Folder, Y 11, Yr 11- IT Term 3

May 14, 15

Year 11 - Our deadlines are in place. They are as follows:

• Investigate - May 15
• Design - May 22
• Plan - May 29
• Create - June 8
• Evaluate - June 19

There can be no extensions as time is of the essence.

Let's continue with the Investigation. (If you finish begin with the design.)

Year 11 - By now you should have contacted a teacher and have begun thinking about your product.

Today, please finish with your research and share the information. You need to "evaluate information from a broad range of appropriate acknowledged sources." Is Wikipedia an appropriate acknowledged source for a Year 11 student?

Remember each of you is responsible for ALL of the research.

Next, gather the images, information, etc. that you will need to create your product.

Finally, we will begin with the third stage of the Investigation: FORMULATE THE DESIGN SPECIFICATION. It is here that you will decide parameters for your teaching. Let's take a minute and brainstorm to get some ideas.

Create a list of design specifications. Then think about "Why" you are including this item and made a "Detailed List of Design Specifications" which includes the reason.

Next, describe detailed methods for appropriate testing to evaluate the product/solution against the design specification. Try to think of more than one test.

Look at the Investigation example - it is very helpful.

HOMEWORK

HOMEWORK - You must come to class next week with a FIRM Project.

YOU must find the project. Ask your favourite teacher, or the teacher of your favourite class. Ask this teacher if you can help them facilitate learning in his/her classroom.

Develop A Design Brief

This is the 2nd stage of the Investigation.

You are now organized in groups. Each of you should answer 1 question and share your information with your group.

Here are the questions that we brainstormed about and that you should research.

1.What is a teaching aid?
2.How do children learn best?
3.What tools can be used?
4.Examples of existing teaching aids
5.Research on your particular project

April 30 (May 1 is a holiday - enjoy!)

Year 11 - We are on the fast track this term (lol).

Please take the time to look at the previous posting entitled "Consider the Possibilities"(created on April 24). It will SAVE time in the long run - it might help give you some ideas. . .

Let's continue with the Investigation. The second stage is: Develop A Design Brief - this is the part where we do research.

We need to create questions that will drive/lead the investigation. That means that we will create some questions (4 or 5) that will help guide us when we are trying to come up with a solution to solve the problem.

In an effort to save time - we will organize groups in which you will work collectively and share your results. Let's do that now and I will record this information;-)

Let's brainstorm and come up with 4 or 5 great questions that will help you research teaching aids.

The most logical first question would be, "What is a teaching aid?" Now, remember that this is research - don't just find a definition for this question and leave it at that. Give details and explain what it is.

Ok - that was easy. One down and 3 or 4 more questions to go!

*Remember, you can consult the Assessment Criteria here.

Consider the possibilities. . .

Video
Math
http://www.youtube.com/watch?v=U2uVoDxZpaQ Pi Song

Science
http://www.youtube.com/watch?v=F10EyGwd57M How much sugar is there in a can of soda?
http://www.youtube.com/watch?v=z_p-dn3Qp7c Bill Nye – the Science Guy: Vivian Cupcake – Hot Treats

EAL
http://www.englishclub.com/esl-videos/stories-from-morocco – this site also has a follow-up quiz

Webquest
“an inquiry-oriented activity in which some or all of the information that students interact with comes from resources on the Internet”

http://www.excellencegateway.org.uk/page.aspx?o=150447 - An introduction to webquests

http://education.nmsu.edu/webquest/examples.html - Page of example webquests

http://education.nmsu.edu/webquest/wq/texans/indianII.htm - Example (Native Americans of Texas)

Wiki
Wiki-wiki is the Hawaiian word for quick.
Wiki websites are designed to enable users to make additions or edit any page of the site. They CAN be collaborative (used by groups of people) and allow many people to contribute but it’s not necessary.
http://pbwiki.com/ pb wiki (this is a good wiki server to use;-)
http://boardingpass.pbwiki.com/ A SDIS Year 10 Term 2 (2009) project
http://bear-den.wikispaces.com/ Mr. Klingman's Wiki Space
http://codeblue.wikispaces.com/ 6th Grade CodeBlue
http://educationalwikis.wikispaces.com/Examples+of+educational+wikis Lots of examples

Screen Capture Software
Cam Studio -is able to record all screen and audio activity on your computer and create industry-standard AVI video files and using its built-in SWF Producer can turn those AVIs into lean, mean, bandwidth-friendly Streaming Flash videos (SWFs)

http://camstudio.org/ - This is installed on every computer in Rm 12. Also this is freeware and you can download it free on your home computer
You can use it to create demonstration videos for any software program
Or how about creating a set of videos answering your most frequently asked questions?
You can create video tutorials for school or college class

April 23, 24 (Sports Day)

Year 11 - Welcome to Term 3 Technology - Your final MYP Technology class;-)

Your MYP Graduation is right around the corner so let's get going!

Please look in the sidebar where you have all the information to make you succeed in this class.

Click here to view your Unit of Work.

Click here to view the Assessement Rubric.

This term you will collaborate with a teacher and create a Teaching Aid.(It is YOUR responsibility to contact a teacher;-) This is your final Technology project and as such it is student driven. However, I will be on the sidelines to offer assistance when and where I can;-) (Also available to assist you is an example project.)

*Remember
- Time is of the essence, so please don't waste it. We have activites and holidays falling on Thursdays and Fridays this term which cut into class time.
- Our project must be finished by mid-June.

April 2

Year 11 - Time's up!

You have until the end of our double to finish up and print the remainder of your work. Please make sure you have given me your final product.

Thanks a bunch and have a safe and happy spring break!

Good Bye and Good Luck!

March 26, 27

Year 11 - As you learned last week - you will stay in IT class until April 1. When you return from Easter Break you will continue along the carousel.

But until then. . .

You have plenty of time to finalize your projects!

March 19

Year 11 - We are almost done. Please submit your Create and on to Evaluate. You will have 2 doubles to finish.

Criterion E - Evaluate
Maximum 6
Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.
Students are expected to evaluate their own performance at teach stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks: The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Friday, March 13

Year 11 - Don't be afraid. Let's postpone your Create until next week. I forgot that your Personal Projects are due.

Please make sure they are in next Thursday at the BEGINNING of class.

March 12

Year 11 - Create is due today.

Then it's on to Evaluate.

Criterion E - Evaluate

Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at teach stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks: The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

March 5, 6

Year 11 - Continue creating your product. Deadline for the Create is March 12.

February 19, 20

Year 11

If you haven't finished your plan, please do so today.

If you have finished your plan, please begin the CREATE!

Criterion D: Create Maximum 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

To get full marks: The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

February 12, 13

Year 11, It all starts with a plan

Criterion C: Plan

Maximum 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logicl steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

To receive full marks: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

February 13 is an Activity Day - no classes. Have fun!

February 5, 6

Year 11 - Please continue with your Designs. Due date: February 6

January 30

Year 11 - The Investigate was due yesterday, but the class was granted a small extention. If you have not handed your Investigate in today, you will have the opportunity to complete it during detention (extension detention) on Monday, February 2.

Criterion B: Design

Maxium 6

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.

January 29

Year 11 - Investigation due today at the end of class. Please print and submit.

Remember: Investigate has 3 sections: identify the problem, develop a design brief, formulate a design specification

Look at the Assessment Rubric (located in sidebar). Make sure your Investigation includes all the pertinent information.

January 22, 23

DEADLINES: (n: the point in time at which something must be completed)
-Investigate - January 29
-Design - February 6
-Plan - February 19
-Create - March 12
-Evaluate - March 19

* Remember - February 13 is Activity Day - no IT classes
- February 23-27 is Half Term Break - no IT classes

Year 11 - now that we have a proper schedule for deadlines it will be easier for you to organize your time.

Please continue working on your Investigations.

Please be advised that there is no "1st Draft" policy. I will be happy to help monitor your work OR you can make an appt with me to review your work with you. (I can be available to you on breaks, during lunch, or after school.)

January 15, 16

Year 11 - How far did you get on Friday?

Have you spoken with a teacher and have a project in mind?

Let's continue with the Investigate.

possible products

One of the main goals of the MYP is for students to work on "real" projects that are meaningful.

The Teaching Aid Project is just that. You are working to create a tool that will help other students here at SDIS learn.

Teaching aids can be used with any discipline.

Remember that your teaching aid should be able to be used alone by a student, and interactive. If it is linear, it will not be give top marks.

Some possible tools are: Webquest, Tutorial, How-to, Gantt Chart (using Excel), Vocabulary Review, Quiz, Grammar, Math explanations, Science experiments, etc.

Check out this video tutorial:
http://email.about.com/od/yahoomailtips/ss/wt061105.htm

January 8, 9

Year 11 - Welcome to Information Technology (Term 2)

Our project this term will be a completely independent work! You have a lot of Computer Technology under your belt and you are up to the task.

You are to create a "teaching aid" for a teacher at SDIS.

Your guiding question: How can technology aid learning at St. Dominic's?

Let's look in the sidebar at the documents which will help you be successful in this project.

One of the first tasks is for you to contact a teacher and ask if he/she would like to participate in this project.

December 18

Lisbon

Year 11 - Time's up. Please hand in your project today!

Have a wonderful holiday and good luck next term!

Google Earth visits Ancient Rome

Google Earth now has an Ancient Rome 3D Level:


In the Ancient Rome 3D layer, you can:
-Fly into Rome as it looked in 320 A.D.
-Tour the interior of famous buildings.
-Visit the sites in 3D such as the Roman Forum, Colosseum and the Forum of Julius Caesar.
-Learn about how the Romans lived.


http://earth.google.com/rome/

December 11, 12

Year 11 - It's almost over.

Let's change the due date for the Create until Tuesday. Then start the Evaluate.

Consult the Assessment Rubric for details on exactly what you need to do to be successful. Look at the descriptors and make sure your documentation includes that information.

FYI

Dear Year 11,

On Friday someone mentioned that they did not think it was "fair" that the work you are handing in is NOT a draft.

Remember that this work that you are doing is one of the final IT projects that you will do. This is your 5th year in the MYP and each of you has a lot of CT (Computer Technology) experience. This project is meant to be student driven and should allow the student to put to use all that he/she has learned.

Having said that as your instructor I have made myself wholly available to you. This is my job and I take it seriously. I have provided guidance, links, material, suggestions and am available throughout the week to help you document(but not write)your learning. You can bring your work to me at any time and I will happily provide feedback.

Use all the documents that you have at your disposal (checklist, assessment rubric, class blog) and you will be successful.

Please contact me if you need some assistance.

Thank you for your cooperation,

Ms. Dietrich

December 6

Here is the Assessment Criteria for Plan (Criterion C)

Maximum 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logicl steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

Level of Achievement
Descriptor

0
The student does not reach a standard described by any of the descriptors given below.

1 - 2
The student produces a plan that contains some details of the steps and/or the resources required.

3 - 4
The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.

5 - 6
The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Now, what does this mean????
Look at the Check list: (located in the sidebar of this blog)

• I have included a timeline
• I have included a step-by-step plan
• I have included evidence about my planning for materials, tools, resources, etc
• I have critically evaluated my time plan and have tried to answer the following questions: Was the plan sufficiently detailed and why was this the case? Could my plan be followed by somebody else and why? Have I used all of the resources available to me?
• I have justified any modifications to my design
  

help is just a click away

Year 11,

If you have any questions over this long weekend, please feel free to email me and I will try to answer your questions.

My email address is: rddietrich@yahoo.com

Have a great weekend

December 4, 5

Design due today - December 4

Plan due tomorrow - December 5

November 27, 28

Please complete the Design portion of your project.

Design is due tomorrow

November 20, 21

Year 11 - Remember that the Investigate is due today

Then continue on with the Design. You are to think about 3 different ways you could make the teaching aid OR 3 different programs/tools that you could use. Look at the Assessment Rubric here: http://docs.google.com/Doc?docid=dgg4pbx8_47fqr73nhh&hl=en

I won't be here on November 21. I will be attending a conference in Lisbon. Please use your time wisely.

TEACHING AID PROJECT DUE DATES

November 20 - Investigate
November 28 - Design
December 4 - Plan
December 12 - Create
December 18 - Evaluate

November 14

for those of you working with a music teacher here is an awesome resource:

http://larryferlazzo.edublogs.org/2008/10/01/the-best-online-sites-for-creating-music/

November 13, 14

Year 11, check this out. This would make a perfect: tutorial or even webquest

http://www.usalearns.org/index/intro/index.html

In case you'd like to check out some sites/activities that are currently online in the subject area that you are working with:

Social Studies sites: http://larryferlazzo.edublogs.org/2008/11/02/the-best-social-studies-websites-2008/

EAL sites: Internet sites for English Language Learners http://larryferlazzo.edublogs.org/2008/08/28/the-best-internet-sites-for-english-language-learners-2008/

Online Learning Games http://larryferlazzo.edublogs.org/2008/07/09/the-best-online-learning-games-2008/

November 6, 7

Welcome Back Year 11

Continue working on your Investigation

Remember, we have examples to help us maximize our potential.

October 30, 31

Mid-Term Break - No Classes

Have a great week

October 23, 24

Teaching Aid Project

Some teachers and departments who have already identified a need and would like to be part of our project are:

Ms. Odelson,Librarian,
Ms. Tsonis, English
Ms. Rublee, Art;
Ms. Bouvet, French;
Ms. Dietrich, EAL;
Ms. Dietrich, IT;
Ms. Castro, Music;
Mr. Blackburn, PE.
Also, approach your favourite teacher and ask if he/she has a need.

October 17

Test day - no IT classes

October 16

Year 11 - We are soooo lucky! We will be spending extra time together. That is my Christmas present from the Universe (hahahaha).

Period 1 - PowerPoint presented by Mr. Chestnut

Period 2 - Introduction to new unit

Tech News

Year 11 - check this out!

http://tech.uk.msn.com/features/gallery.aspx?cp-documentid=9985904

Your project is important!

Year 11, Your project is important to you but it is also important to me! I want you to be successful.

As previously stated, if you need help - I'm available. Talk to me and I will help you. We can also arrange to work during lunchtime and afterschool if that is more convenient.

Let me know what I can do to help you be successful.

Criterion B - Design Assessment Guild (Official)

October 9, 10

Year 11 - Now it's on to Design (Criterion B)

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.

I would "design" an e-portfolio using three different tools, screen shot the page, save it as a jpeg, insert it into your document and evaluate each against the design specification.

Next, I would choose one of the tools and JUSTIFY my choice and evaluate it fully and critically aginst the design specification.

Design and Plan Due October 24

October 2, 3

Continue working on the research part of your project.

Projects are due October 3 at the end of the period.

E-Portfolio Evaluation Sites:
http://www.wikieducator.org/E-portfolio_evaluation_criteria_and_indicators
http://portfolio.psu.edu/files/eportfolio/Self-Evaluate.pdf
http://portfolio.psu.edu/evaluating

September 25, 26

Year 11 -

September 25 - Activity Day - Enjoy yourselves

September 26 - Period 3 Whole School Assembly


Sorry Year 11 - we were unlucky this week. Only 1 class period together. As a result our Investigations will be due on October 6

Investigate Structure

Click here to look at the Criterion A (Investigate) Assessment Rubric (originally posted on September 12, also posted in sidebar)

Create a Design Brief:
- Identify the problem to be solved (explain/restate the problem in your own words)
- Evaluate the importance of the problem for life, society, and the environment

(In other words discuss the importance and significance of the problem/solution. Discuss it's impact and role in society. Define e-portfolio, talk about how this is now a useful tool to showcase learning/achievements. Emphasise the fact that e-portfolios are being used by students to supplement their university applications because they provide a more in-depth and personal view of the candidate. You could also mention that more and more professions are moving toward professional e-portfolios. Remember that e-portfolios provide evidence of learning. They can include works that the person has produced but also include reflections on that work. Develop these ideas. Use words like: multi-dimensional, digital identity.)

Develop the Design Brief:
- Formulate and discuss appropriate questions that guide the investigation
- Collect, analyse, organize and evaluate information (What tool would best serve your purpose and why? Look at a broad range of tools (wiki, blog, protopage, iweb, frontpage) that you could possibly use.)

Formulate a Design Specification:
- Research other secondary school student e-portfolios. What do you like and dislike about their e-portfolios? Give examples.
-What will you include in your e-portfolio? Give a detailed list. This is a precise and accurate list of facts (how many pages it will be, exactly which subjects it will include, community and service, etc)
-Design test to evaluate the product/solution. (In other words create a detailed questionnaire or survey that you will distribute to people to obtain feedback).

REMEMBER to REFERENCE all your work. This is research, please document your work! (Don't try to rely on the knowledge you already have.)

September 18, 19

Year 11 You should have enough background information on various web tools and student e-portfolios to begin to focus on your investigation. Remember that the Year 11 investigation is "student oriented". I will be here to give advice.

Our guiding question is "How can I best showcase my achievements electronically?

Investigate tasks:
-Identify the Problem
-Develop a Design Brief
-Formulate a Design Specification
-Product Analysis of final product
-Acknowledge sources and document apprpriately

FYI - According to the IBO these features in moderation samples are to be commended, "Documented investigation on the product, the process, the tools and skills with students' personal comments, clear list of design specifications resulting from their research, possible tests to evaluate the product/solution against the design specification and proper acknowledgement of sources."

The due date for the Investigate is September 27 - end of class.

Criterion A

Year 11 this is the official rubric for Criterion A. Let's review this together so you understand exactly what is expected of you.

September 12

Year 11 - Check this out: http://www.wix.com/

http://www.wix.com

September 11, 12

Year 11, you are spoiled for choice (hahaha). When creating an online portfolio there are many options to choose from.

Dr. Helen Barrett (the e-portfolio guru!) has conducted an experiment where she has created (and re-created) and e-portfolio using many different tools. It's all basically the same information - it's just organized differently. Let's see what she has to say about creating an e-portfolio. http://newali.apple.com/ali_sites/ali/exhibits/1000156/

I'm including some of her other links that I think may be of interest to you:
http://helenbarrett.com/
http://hbarrett.pbwiki.com/
http://hbarrett.wordpress.com/how-to/ (how to create an e-portfolio with wordpress)
http://eportfolios.googlepages.com/home
http://edfolio.fdu.edu/BarrettH/ (good ideas of what to include in your e-portfolio)

This is an impressive link list that Dr. Barrett has compiled! http://electronicportfolios.com/portfolios/bookmarks.html

Check these option out too!
http://www.carbonmade.com/ Free e-portfolio site
http://www.pageflakes.com/ Page Flakes
http://protopage.com/ Protopage

What else can you come up with? There are merit points just waiting to happen . . .

In addition, when making your process journal posting follow this template to keep the posting relevant:

-From my research I found out . .
-I have discovered that . . .
-My conclusions are that . . .
-I have kept my research relevant by . . .
-I found ICT helpful when . . .

September 5

Year 11 - We've had a great start.

While our Unit is still in progress we will be trying to solve this problem: How can technology be used to showcase learning/achievements and make it readily accessible to university admissions office?

Remember the Design Cycle: Investigate, Design, Plan, Create, Evaluate

Investigate tasks:

• Identify the Problem
• Develop a Design Brief
• Brainstorm ideas
• Formulate a Design Specification
• Product Analysis of final product
• Research into available free web-tools

1) Today I would like to INVESTIGATE e-portfolios/online portfolios/digital portfolios. Gather ideas to help you plan your product.

Here are some links that I would like to visit:
http://dp1.ips.k12.in.us:16080/~wyork/Kaijah%20BlackWell/Welcome.html
http://dp1.ips.k12.in.us:16080/~wyork/Frank%20Tardy/Welcome.html
http://dp1.ips.k12.in.us:16080/~wyork/Keshia%20Smith/Welcome.html
http://dp1.ips.k12.in.us:16080/~wyork/Lonald%20Key%20Senior%2008/Me,%20Myself%20and%20Maybe%20I.html

These students completed the above online portfolios as part of their senior year classwork;-) They attend a public school in Indianapolis, Indiana (USA). http://www.616.ips.k12.in.us/

two more great examples:
http://www.newtechhigh.org/gallery/samples/2002/cbaldomero/default.htm
http://www.newtechhigh.org/gallery/samples/2002/eboulier/default.html

Some more to look at - not great - but you might get some ideas:
http://www.pupilpages.com/Students/Default.aspx?studentId=173

2)Keep track of ALL sites you visit!

3) Begin to Formulate a DESIGN SPECIFICATION. What do you plan to include in your portfolio and WHY?????

September 4

Year 11 - Welcome back! It's great to see you all again.

1. Let's view the Welcome to IT ppt.


Let's take a few minutes and dust off our process journals/blogs (hahaha).

2.Blogs are primarily a communication tool. People are more motivated when their blogs are visited and comments are made. I love visiting your blogs. However, I have more than 115 blogs to visit and, unfortunately, am unable to make it to all of your blogs on a timely basis. Therefore, we will organize groups whereby students within that group will visit and comment on each other's blogs and actively participate in each other's learning. Also, invite your friends and family to visit your process journal/blog.

Create a link list in the side bar to add links to the other members of your group.


3.Then check out this blog template site. Look carefully at the templates on this site. What are the differences between the templates provided by Blogger.com and these templates? What possible purpose could this serve? Answer these questions in your blog.

If you would like to change your template, please feel free to.

Remember, effective learners are punctual and meet deadlines!