Gui's Off to Poland . . .

Follow Gui's adventure by following along on his new blog:
http://sdis-poland.blogspot.com/

June 23

1. Vote for Miss Callie's foundation:

http://publicservicechallenge.com/vote.php?vid=e9ufxWcobKo

2. Then let's continue the trend and help others;-)

Free Rice: http://www.freerice.com/
Free Poverty: http://www.freepoverty.com/
Free Kibble (Dog): http://www.freekibble.com/
Free Kibble (Cat): http://www.freekibblekat.com/
Free Flour: http://www.freeflour.com/
Charitii: http://www.charitii.com/charities.php
Aid to Children: http://www.charitii.com/charities.php
Help Thirst: http://www.helpthirst.com/

June 16, 17, 18

Year 11, Miss Callie has started a foundation (SAES - Students in Action: Education Soweto).

There is a "public service challenge" being offered by Capella University in which the winner will receive $10,000 to support their charity. This prize would go a long way in helping fund this project.

Part of the selection process will be based on how many hits this video has. (Chris Larsen put together this video - Thank you Christopher;-)

Let's show our support by voting for Miss Callie's video: http://publicservicechallenge.com/vote.php?vid=e9ufxWcobKo

VOTE NOW AND VOTE OFTEN

You can vote once in each 24 hour period.

Also, I still need work from many of you. . . Let's get everything handed in so you have good grades!

June 9

And just like that Wednesday becomes Thursday . . .

Welcome back Year 10 - Create and Evaluate is due! Let's get both together and hand them in.

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 at least 5 others 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 Identify the Problem - opening paragraph).

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

June 3

Enjoy the day!

June 2

Good luck Year 10.

May 26, 27

Year 10 - Create, Create, Create

Follow your plan to create your product.

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 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.


Learning objective: utilize appropriate software, make appropriate choices of materials.

Deactivate on Mouse Click

Deactivate On Mouse Click

View more presentations from rddietrich.

Year 10 - Check out this little "how-to" explaining how to deactivate the On Mouse Click feature when using PowerPoint

May 19, 20

Plan - Year 10 Continue with your plan. Remember to write a paragraph explaining why your plan will work;-)

May 12, 14

Good Morning Year 10.

Let's look at a calendar to look at deadlines and committments for May.

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a serios 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 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;-)

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

May 5, 7

DESIGN - Criterion B Maximum 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.

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 objectives: generate 3 feasible designs that meet the design specification, evaluate each design against the design specification, select one design and justify its choice.

April 28, 30

Task 3 is: 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 appropriate testing to evaluate the product/solution against the design specification.

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

April 21, 23

Let's continue working on Task 2 of the Investigation - Develop A Design Brief

April 13, 15

Year 10, 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 (4 or 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.

April 7

Welcome Back Year 10! I hope you have had a fab break and are ready to get down to work on your new IT project.

Let's look at the Unit of Work, Assessment Rubric, and the Areas of Interaction Guide before we get started.

Year 10
Remember there are 3 tasks in the Investigation. The first task is IDENTIFY THE PROBLEM.

As you know, each MYP Technology Class presents you with a problem to solve. The "problem" is the "guiding question";-) Our guiding question is: "How can I use computer technology to make people aware of social issues?"

The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it. Then connect your project to at least 2 Areas of Interaction.

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.

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

Drafts of the Identify the Problem will be due April 8. I will then be able to make corrections and return them to you in a timely manner.

To help you decide which social issue check out sites like: Amnesty International, Greenpeace or do a keyword search on Google (social injustice issues)

Click here for the Identify the Problem Template.

Thanks for your cooperation;-)

Learning objective: Differentiate action verbs, begin writing project intro (Identify the problem).

March 24, 25

Year 10 - Yesterday's lesson went really well. Your powerpoint presentations were great!

Today, we will look at online storage.

The sites I would like you to look at are: Google Docs, Scribd, and Div Share.

What makes Div Share different from Google Docs and Scribd?

Research all 3, open an account in Google Docs, upload a document (Word documents must be saved as Word 97-2003) and share it with the person sitting to your right;-) You must "invite" that person.

After receiving the invitation to edit someone else's documents, make a change to the document by highlighting the text in your favourite colour.

March 17-Happy St. Patrick's Day

Year 10 - Time's Up! All work is due today. Please finish and submit before the end of class today!

March 10, 11, 12

Now, onto EVALUATE - Criterion E Maximum 6 points

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 or paragraphs 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 product/solution on life, society, and/or the environment (relate this paragraph back to the Area(s) of Interaction that you used in your Identify the Problem).

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their perforance at each stage of the design cycle and suggest ways in which their perforance could be improved; evaluate the impact of the product/solution on individuals and/or society.

March 3, 4, 5

First, let's get our "paperwork" out of the way. The Plans are due today;-)

Then we will move onto the Create - Criterion C Maximum 6

1.Produce a simple instruction sheet for use by the rescuer/person in distress,

2.Describe the procedures involved in manufacturing OR
Using appropriate programme, produce a prototype/sample of the required item(s).

That's it Year 10. I would like this by the beginning of next class (Mar 4 or Mar 5).

Learning objective: utilize appropriate software, make appropriate choices of materials.

February 24, 25

PLAN - Criterion C Maximum 6

According to our Unit of Work:

Plan· Produce a flowchart to show the stages and decision processes in the development of your system

Your task is to use Visio 2007 to create a flowchart.
- Use your Investigation as a guide and look at each question (area of research) you researched.
- Include info about the general topic in a process box. Then, include a box that shows what you learned.
-Use a Decision box to denote any conclusions you have drawn. - Sometimes you will make more than one decision as your research progresses. In this case, include 2 Decision boxes and look at each decision separately.
-Include decisions you made about your design specifications as well as your product and system.

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the student's learning path and decisions made.

Learning objectives:

1. construct a flowchart using Microsoft Office Visio 2007,

2. construct a flowchart to show the stages and decisions made to develop the system.

What your gadget really costs...

Year 10 I came across this article that I thought might be of interest to you.

http://finance.yahoo.com/banking-budgeting/article/108825/what-your-gadget-really-costs?mod=bb-budgeting

February 10, 11, 12

INVESTIGATE AND DESIGN DUE Today for 10 ALC

DESIGN DUE Today for 10 ALB
Year 10 - it all starts with a plan;-) Plan - Criterion C Maximum 6 points

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 student's learning path and decisions made. The student critically evaluates the plan and justifies any modifications to the design.

According to our Unit of Work: Plan

· Produce a flowchart to show the stages and decision processes in the development of your system

Learning objectives:
1. construct a flowchart using Microsoft Office Visio 2007,
2. construct a flowchart to show the stages and decisions made to develop the system.

February 10

A palindrome reads the same backwards as forward.
> This video reads the exact opposite backwards as forward. Not
> only does it read the opposite, the meaning is the exact opposite.
> This is only a 1 minute, 44 second video and it is brilliant.
> Make sure you read as well as listen…forward and backward.
>
> This is a video that was submitted in a contest by a 20-year
> old. The contest was titled "u @ 50" by AARP.
> This video won second place. When they showed it, everyone in
> the room was awe-struck and broke into spontaneous applause.
> So simple and yet so smart. Take a minute and watch it.
>
>
>

February 3, 4, 5

Year 10 - What was he thinking?????

DESIGN

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 objectives: generate 3 feasible designs that meet the design specification, evaluate each design against the design specification, select one design and justify its choice.

Glossary of Terms

analyse (3-4) - break down in order to bring out:
• the essential elements
• structure
• any underlying assumptions and any interrelationship involved.

evaluate (5-6) - make an appraisal by weighing up the strengths and limitations of different evidence and arguments.

January 28, 29

Year 10 - I almost forgot.

1. Write a paragraph(s) which will supplement your #2 Develop A Design Brief.

I would like you to write a paragraph or two in which you draw conclusions about your research (analyze, evaluate).

2.Now, on to the 2nd Stage of the Design Cycle: DESIGN

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 objectives: generate 3 feasible designs that meet the design specification, evaluate each design against the design specification, select one design and justify its choice.

January 27, 28, 29

OMG Year 10! This is SOOOOOOOOOOOOOOOOOOOOOOOOOO cool!!!!!!!!!!!!!! Still can't believe it!


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 20, 21, 22

Year 10 before we continue, let's take a brief detour in the direction of mobile devices and look at a new term: augmented reality. Remember, the future is now . . .

http://edu.blogs.com/edublogs/2010/01/and-who-are-you-again-augmented-reality-helps-you-see-a-persons-social-networks.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+edublogs+%28Ewan+McIntosh+%7C+Digital+Media+%26+Education%29&utm_content=Yahoo%21+Mail

#2Develop a Design Brief - due January 21, 22

January 13, 14, 15

This image was taken on Monday, January 11 around 5:30 pm. . . It was raining and getting dark.

Can you find the 2 surfers in this picture?

Year 10, 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 (4 or 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 7

During Term 2 you will be working on a special project - Communicating Information.

The problem is as follows: Guincho is considered both one of the best and most dangerous windsurfing beaches in the world. How can we better communicate to people, once in the sea, about changes in weather and sea conditons?

Challenge: Create a new method of communication that could be used by life guards or the general public. The system should be cheap to produce, easy to learn but complex enough to communicate a range of instructions. The system can be visual, audible, sensory, or a combination of these.

There you have it Year 10 - Term 2 in a nutshell. Keep your mind open and allow your creativity to drive your solution.

Remember that the Investigation has 3 steps: Identify the problem, Develop a Design Brief, Formulate a Design Specification.

The Identify the Problem is due today at the end of class. Please print it and hand it in.

Learning objective - The student will consider the problem and its solution in relation to its possible impact on life, society, and the environment.

Made with My Cool Signs.Net

"Identify the Problem" Template

A template to help you structure your 1st Investigation task is located here:
http://docs.google.com/Doc?docid=0AZHvRJKjycg1ZGdnNHBieDhfMTE3Z2hjY2hyYzU&hl=en

December 16, 17, 18

Year 10 Welcome to Term 2

I know, I know this is an odd time to begin a new unit of work but Term 2 began this week.

We have an interesting project this term: Communicating Information.

Let's take a look at the Unit of Work before we get started;-) http://docs.google.com/Doc?docid=0AZHvRJKjycg1ZGdnNHBieDhfMTE2ZzcyM3ZwaGY&hl=en

Investigate - Criterion A Maxium 6

Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

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.


Remember there are 3 tasks in the Investigation. The first task is IDENTIFY THE PROBLEM.

As you know, each MYP Technology Class presents you with a problem to solve. The "problem" is the "guiding question";-) Our guiding question is: "How can computer technology be used to save lives?"

The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it. Then connect your project to at least 2 Areas of Interaction.

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.

Look at these words: 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.

November 25, 26, 27

Continue finishing up your project:-)

Don't forget;-)

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 was that easy;-)

November 18, 19, 20

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 at least 5 others 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.

Deactivate the ON MOUSE CLICK feature

Deactivate On Mouse Click

View more presentations from rddietrich.

Year 10 - Check out this little "how-to" explaining how to deactivate the On Mouse Click feature when using PowerPoint

November 11, 12, 13

Year 10 - Continue creating your product/solution.

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

PPT tutorials

Tutorial to create a timer: http://pptheaven.mvps.org/tutorials/timers.html

Tutorial to create invisible hyperlinks:
http://presentationsoft.about.com/od/classrooms/ss/invisible_link.htm

Finished Products!!!!!

It's the weekend! Now you have time to try out Pi's game to raise awareness about "slaves in the 21st century" - a REAL problem.

His product was made with Scratch - a cool programming tool that you can download on your computer for FREE!

Givt it a go - http://savetheslaves.co.nr

Well done, Pi!!!!!

November 4, 5, 6

Welcome Back Year 10. 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.

Child Soldiers

For those of you who are raising awareness on the problem of child soldiers in Eastern Africa please check out the following site: http://invisiblechildren.com/

Half-term break October 28, 29, 30

October 21, 22, 23

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a serios 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 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 22, 23

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

October 14, 15, 16

Year 10

Please click on the above design. Look carefully at it and answer the questions on the Quia quiz: http://www.quia.com/quiz/1986281.html

Then, continue with your Designs;-) Remember that the Designs are due October 15, 16

October 8, 9

Now, on to the 2nd Stage of the Design Cycle: DESIGN

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 due October 15, 16

Room 12 Rules

Don't talk when the teacher is talking
Pay attention
Listen to instructions
Be respectful
Raise hand to ask for help
Raise hand to contribute
Stay in your seat
Be able to say what your assignment is

October 7

Year 10 - Finish your Design Specification today. Raise your hand and I will come around to offer advice, suggestions, and guidance;-)

October 1, 2

Year 10 - Hope you had a great activity day but not on to the final task in the Investigation. Task 3 is: 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 appropriate testing to evaluate the product/solution against the design specification.


Please submit your Develop a Design Brief today;-)

September 30

Have a great day Year 10!

September 23, 24, 25

Get a Voki now!



Year 10 - I am still working on the drafts you handed in. While most of you have received feedback, the rest will be returned asap. In the meantime, please continue developing your design briefs. Don't forget to utilize all the resources available to you including the examples;-)

Let's looks at a couple of sites to gather ideas about: what is already available (so your game will be competitive) and to get ideas on how to create your own game.

September 16, 17, 18

Year 10, 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 4) 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.

Please submit your Identify the problem today

Sept 10, 11

Year 10
Remember there are 3 tasks in the Investigation. The first task is IDENTIFY THE PROBLEM.

As you know, each MYP Technology Class presents you with a problem to solve. The "problem" is the "guiding question";-) Our guiding question is: "How can I use computer technology to make people aware of social issues?"

The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it. Then connect your project to at least 2 Areas of Interaction.

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.

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

Drafts of the Identify the Problem are due Wednesday, September 17. I will then be able to make corrections and return them to you in a timely manner.

To help you decide which social issue check out sites like: Amnesty International, Greenpeace or do a keyword search on Google (social injustice issues)


Thanks for your cooperation;-)

Learning objective: Differentiate these action verbs, begin writing project intro (Identify the problem).

09/09/09

Make a Smilebox slideshow

Welcome Back Year 10! I hope you have had a fab summer and are ready to get down to work on your new IT project.

Let's look at the Unit of Work, Assessment Rubric, and Technology Check List before we get started.



On a lighter side, 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

June 23, June 29,

The Day in the Life of a Year 10 Student

Hooray! We have finished the assessed portion of our program. Now, on to the next step.


We have a few lessons to explore our creative sides. Your assignment is to make a movie entitled "A Day In The Life Of A Year 10 Student).

• Choose the tool of your choice (Movie Maker, IMovie (available in Jr. School), PowerPoint, PhotoStory 3).


• Movie limit (2-3 minutes)

The best final product will be included in the Year 10 blog 2009/10. Let's go!

Year 10 – A Day In The Life of a Year 10 Student

Feng, Ingrid, Carmo, Vera Dias
Jose, Pedro, Yakir, Jimi,
Ignacio, Bruno, Antonio, Vera Silva, Raj
Naiomi, Diana, Carine, Catarina, Michelle

Slideshare

Year 10 - This is the Web 2.0 tool that we discussed in class. By utilizing this tool you can embed a powerpoint presentation into your e-portfolio easily;-)

Also, remember that you can store videos on Google video, photobucket, Tiny Pic to name a few.

June 15, 17

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.

All work except the Evaluate MUST be handed in today. Please put work into the Year 10 folder (IT-MsDietrich).

June 1, 3

Year 10 - Create is due Wednesday, June 3 at the end of class.

Please deposit your work in the IT-Ms. Dietrich folder in your Year 10 folder;-) It's easy to find.

You will also find your assessed work and feedback/grade there as well.

May 25, 27

Year 10 - Continue with the FUN part of the project.

Please reread the last post to remind yourself of the benchmarks to make in Criterion D.

Remember that Wednesday, May 27 is an activity day - no IT classes. Have a fun day, but be mindful of due dates.

May 18, 20

Now, on to 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 receive 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 11, 13

Year 10 - It all begins 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 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 4

Are you finished with your Designs (Criterion B). They were due April 29. Should we extend the due date until Wednesday, May 6?