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Have a great day Year 10. See you next week!
Friday, February 25, 2011
February 24
Have a great day Year 10. See you next week!
Friday, February 18, 2011
February 21
By the end of class today, please leave me a comment on this blog which includes your name and the tool you have decided to use to house your e-portfolio. Thanks a bunch;-)
Learning objectives: independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.
Thursday, February 17, 2011
February 18
Year 10 - Let's take a few minutes to learn about wikis.
*Remember that a wiki would only be 1 option for your e-portfolio. You have free reign to use the tool of your choice.
February 17
Year 10 now that you have identified the problem (1. Identify the Problem), it's time to move on to 2.Develop a Design Brief. This is the section where you will create a few questions to help you develop your project.
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. Combine the logo research with the e-portfolio research.
- 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?
Learning objectives: independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.
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. Combine the logo research with the e-portfolio research.
- 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?
Learning objectives: independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.
Tuesday, February 15, 2011
February 15,
Year 10, The first question you should ask yourself is, "What is an e-portfolio?" The second should be, "What program should I use to make one?"
Dr. Helen Barrett (the e-portfolio guru!) has conducted an experiment where she has created (and re-created) an 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
Sunday, February 6, 2011
February 7,11
Year 10 - Take a few minutes to take a small quiz to check your understanding;-)
http://www.quia.com/quiz/2950603.html
Finish your designs today then begin on the investigation.
INVESTIGATE - Criterion A Maximum 6 points
1. Identify the Problem
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.
*Note - According to the IBO: Design Brief - The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.
Learning objective: The student will evaluate the importance of the problem for life, society and the environment.
INVESTIGATE - Criterion A Maximum 6 points
1. Identify the Problem
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.
*Note - According to the IBO: Design Brief - The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.
Learning objective: The student will evaluate the importance of the problem for life, society and the environment.
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