Treatment+and+Intervention

Treatment and Intervention :

GRADE 1

Responses are ordered according to least interested in to most interested in: Oral / Written = 3 Performance = 4 Multi Media = 7 Artistic = 9 Manipulative = 15 //GOAL for next time: Give students this test to gather an understanding of learning interests/styles. Provide more opportunities to show understanding through manipulative and artistic modes.// //GOAL for next time: Use a version of this in regards to other curriculum areas?// //GOAL for next time: Don’t do this survey// //GOAL for next time: Introduce presentation options earlier in the year so that students are choosing from known modes of presentation.// // THREAT TO VALIDITY? The way the teacher introduces the options, eg voice thread this time, was at a disadvantage due to lack of individual hands-on experience with it. // //GOAL for next time: If new options are available, intro them before the unit so the students see them as an option amongst the ones they already know and not as an exciting new experience.// Responses are ordered according to least interested in to most interested in: Oral / Written = 3 Performance = 4 Multi Media = 7 Artistic = 9 Manipulative = 15 //GOAL for next time: Give students this test to gather an understanding of learning interests/styles. Provide more opportunities to show understanding through manipulative and artistic modes.// //GOAL for next time: Use a version of this in regards to other curriculum areas?// //GOAL for next time: Don’t do this survey// //GOAL for next time: Introduce presentation options earlier in the year so that students are choosing from known modes of presentation.// // THREAT TO VALIDITY? The way the teacher introduces the options, eg voice thread this time, was at a disadvantage due to lack of individual hands-on experience with it. // //GOAL for next time: If new options are available, intro them before the unit so the students see them as an option amongst the ones they already know and not as an exciting new experience.// //]]his group were very confident and independent as they all remembered what to do from the previous lesson and because some of the children had then gone home and made their own power points. They were very focused and motivated. They needed little support from their adult and apart from one student, were fully engaged and intentupon creating the best product they could. The one child who needed support and was disruptive to others could do the activity but was so excited about it, he wanted to share his excitement by showing what he was doing with his neighbours. He was the only child who did not finish his project.// Information Report//- This group had mostly finished writing their information report the previous day. One was not very detailed but the others were. All were very excited about presenting their information report by using Scribble Press on the i-pad and turning their report into an illustrated online book. They illustrated using downloaded pics, photos of pics in books and drawing their own images. The children were very focused and motivated. All wanted to present their information as well as they could. All were quickly independent on Scribble Press and wanted to use it to get the best quality presentation that they could.// Poster //– This group had trouble for the first 30mins as the printer ran out of ink then had trouble with the new cartridge so I was not really available to guide them. While they waited to print their pictures they did headings etc. They needed a lot of adult support regarding the structure and how to present their content but when given guidance were very motivated and engaged. All kept commenting how happy they were to have chosen Posters as they were having so much fun.// Model //– Most of the children had a hard time coming up with a model that would effectively show what they knew about their weather. Some of the children tried their first plan but rejected it and moved on to something else. One of the children wanted to give up as she felt frustrated and could not develop her ideas very well. She said that she wished she had chosen something else because this was too hard for her. All were challenged by the technical aspect of this project choice. However, apart from the one challenged child, all were motivated and engaged, focused and working hard.// //**LIKERT RESULT:**// //**Pre:** 17/21 students gave scores of 30 – 36 which indicates a high level of motivation in general. 4/20 students gave scores of 25-29 which indicates a lower level of motivation.// //**Post:** 20 / 21 students gave scores of 30 -36. 1/21 gave a score of 29.// //**MY OBSERVATION:** All (except the 1 child in models) of the groups were very motivated and engaged. The children were task oriented, the discussions were task based and the questions were about how they could best use the medium to express their knowledge. All of the children were trying to transfer the information from their fact sheet in a way that showed their understanding. All children were actively engaged in problem solving and all (apart from the 1 in models) were saying how much they were enjoying their project. Interestingly, the child with the lowest post Likert score is not the child making the model who was struggling. The child with the lowest pre-score did rise from 25 to 29, post-score.// GOAL for next time: //**March 18: Presenting Projects: **The students shared their project with a buddy. They discussed how they made them then they presented their project to each other as a practice for their final presentation. They gave each other feedback and asked further questions for clarification. The students were very excited about sharing their projects and were very interested to see how others had presented their information.//
 * Jan 9:** **__ Administered LEARNING MY WAY survey. __**Children quickly understood the format and what they had to do to show their preferences. Discussed that it is to show their interest and not their proficiency. All were interested and engaged in the activity with many children stating their enjoyment of the task. They especially enjoyed thinking in terms of what things interested them because it made them think of all the interesting things they might get to do. Some asked if they would get to do all of those things in Grade 1. Their peers pointed out to them that they already have or have had the opportunity to do many of these things. A lively discussion ensued of children sharing classroom examples of activities that had been brought up in the survey. The discussion was steered in a different direction when one (very perceptive) boy noted that the survey had not asked if they were interested in doing these activities, but instead asked if they were interested in doing any of the activities **//in order to share their knowledge about something.//** His peers then discussed which activities they might choose in order to show what they knew about things we had already studied. A large number thought that all of the activities could be used for all circumstances. A few discerning students began to explore the idea of which types of activities might be more or less suitable for particular circumstances. Unfortunately, the lesson time came to an end before the students had a chance to take this train of thought any further.
 * RESULTS OF SURVEY:**
 * MY OBSERVATION**: In Grade 1, the most common ways for the children to get to show their understanding of something tends to be oral and written. It is the area in which they have the least interest. I need to address this by providing a wider range of choice.
 * Jan 11:** ** Administered the Motivation Scale. **Children quickly understood the format and what they had to do to show their preferences. A range of answers suggests that the children felt comfortable about sharing their feelings.
 * RESULTS OF SURVEY:** 16/20 students gave scores of 30 – 36 which indicates a high level of motivation in general. 4/20 students gave scores of 25-29 which indicates a lower level of motivation.
 * MY OBSERVATION**: Many of the children answered as I would have expected, however, one student who seems very engaged and motivated indicated that she is not especially so. Another who seems very confident and keen to share confessed to feeling uncomfortable about sharing her work. I am particularly interested to see if the 4 children with the lower scores show any change I motivation levels. (**// THREAT TO VALIDITY? //**// at this age, the students are very invested in pleasing the teacher and are generally motivated as long as the teacher is generally motivated themselves. My students are generally capable students who enjoy learning and are encouraged to engage in the learning process so are already a fairly motivated bunch.) //
 * Jan 17:** ** Administered the Enjoyment / Performance Survey. **This was too sophisticated for my children to answer alone so they had the help of our buddy class (grade 5). Not all of my children understood the project choices that were given to reflect upon as they had not come in contact with them before. They relied upon the explanation of me and their buddy so they could answer the questions. (**// THREAT TO VALIDITY?) //**
 * MY OBSERVATION**: I began to wonder what it was that we were wanting to get from this survey. In order to do our research, do we really need to know what opportunities the students have previously experienced? Or did we just need the final question? My children did not really enjoy doing this survey and did not find it as relevant to themselves as the other 2. Some students were confused about whether or not they had previously done some of the project choices in previous years. (**// THREAT TO VALIDITY? //**// Children might have done the choices before but they were called by another name, or they might claim to have done them because they thought they had or they simply wanted to make the claim.) //
 * Feb 26: Introducing project choices. **I introduced the 6 project choices (Power Point, Performance, Poster, Model, Information Report, Voice Thread) to the class by naming, describing and discussing them. I showed examples of them that had been done in previous years. Most of the children had no idea of what the choices were or the skills they required. They had some idea about Info rpts as that is our current (new) genre, and voice threads as we have made one this year – but they were passive participants I that process. I told them we would be exploring all of the options over the week and they needed to think carefully about each one as they would be reflecting on each one after they had done it. (I created a reflection sheet with 6 reflection points and at the completion of all modeling a chance for them to express how they felt about the process of choosing as well as writing down the choice they think they will make, and why.) We took a look at that sheet.
 * MY OBSERVATION**: There was a lot of discussion about getting to choose – all were excited by the prospect but 6 confessed to feeling nervous because they didn’t think they would be able to do any of the projects without a lot of support. Many of the children said they were excited but also disappointed that they only got to choose one of the ways as they were interested in finding out more / having the chance to make all of them. All were excited to have the chance to learn about new ways to present information. (**// THREAT TO VALIDITY? //**// Children are excited about the NEW choices offered to them, so are they excited to try these new things or excited that they have choice?) //
 * Feb 27 - 29: Modeling Project choices. **This was done by using a fact sheet that the children had made the previous week on one of the seasons. They had key words and sentences about seasons and used this same sheet as the basis for making all of the project choices.
 * 27th – Information Report / Performance:**
 * 28th – Models / Poster**
 * 29th – Power Point / Voice Threads**
 * Result: Overview statements on the reflection sheet.** All felt VERY positive about getting the chance to choose their presentation. Many wanted the chance to try more than one. Most were reflective about why they made that choice.
 * MY OBSERVATION**: There was excitement about all choices except for Voice Thread. VThread was the only option where the children didn’t have individual hands-on experience, it was a whole class lesson. High level of motivation towards the project, all excited that they get to choose their project. Lots of discussion.
 * March 8: Choosing the project **
 * 1) Review the My Way and the 6 Project Choices. Think about the information eg, what type of things they find interesting, their responses to the project choices as they were presented, the choice they thought they might make and why.
 * 2) Review what each of the 6 project choices were, the skills involved with each one, reinforcing the idea that the children have to be able to show their understanding of the topic through the project.
 * 3) Make their project choice by putting their name and topic on a sticky and placing into the box for the project of their choice.
 * 4) Review decision by asking some of the children from each section why they had made that choice, what skills they already had that they could use, what challenges or goals they were hoping to achieve. Give everyone a moment to think again about how they might be able to achieve their goals, use their skills, develop their skills with their project choice. Invite students to change their choice if they would like.
 * Jan 9:** **__ Administered LEARNING MY WAY survey. __**Children quickly understood the format and what they had to do to show their preferences. Discussed that it is to show their interest and not their proficiency. All were interested and engaged in the activity with many children stating their enjoyment of the task. They especially enjoyed thinking in terms of what things interested them because it made them think of all the interesting things they might get to do. Some asked if they would get to do all of those things in Grade 1. Their peers pointed out to them that they already have or have had the opportunity to do many of these things. A lively discussion ensued of children sharing classroom examples of activities that had been brought up in the survey. The discussion was steered in a different direction when one (very perceptive) boy noted that the survey had not asked if they were interested in doing these activities, but instead asked if they were interested in doing any of the activities **//in order to share their knowledge about something.//** His peers then discussed which activities they might choose in order to show what they knew about things we had already studied. A large number thought that all of the activities could be used for all circumstances. A few discerning students began to explore the idea of which types of activities might be more or less suitable for particular circumstances. Unfortunately, the lesson time came to an end before the students had a chance to take this train of thought any further.
 * RESULTS OF SURVEY:**
 * MY OBSERVATION**: In Grade 1, the most common ways for the children to get to show their understanding of something tends to be oral and written. It is the area in which they have the least interest. I need to address this by providing a wider range of choice.
 * Jan 11:** ** Administered the Motivation Scale. **Children quickly understood the format and what they had to do to show their preferences. A range of answers suggests that the children felt comfortable about sharing their feelings.
 * RESULTS OF SURVEY:** 16/20 students gave scores of 30 – 36 which indicates a high level of motivation in general. 4/20 students gave scores of 25-29 which indicates a lower level of motivation.
 * MY OBSERVATION**: Many of the children answered as I would have expected, however, one student who seems very engaged and motivated indicated that she is not especially so. Another who seems very confident and keen to share confessed to feeling uncomfortable about sharing her work. I am particularly interested to see if the 4 children with the lower scores show any change I motivation levels. (**// THREAT TO VALIDITY? //**// at this age, the students are very invested in pleasing the teacher and are generally motivated as long as the teacher is generally motivated themselves. My students are generally capable students who enjoy learning and are encouraged to engage in the learning process so are already a fairly motivated bunch.) //
 * Jan 17:** ** Administered the Enjoyment / Performance Survey. **This was too sophisticated for my children to answer alone so they had the help of our buddy class (grade 5). Not all of my children understood the project choices that were given to reflect upon as they had not come in contact with them before. They relied upon the explanation of me and their buddy so they could answer the questions. (**// THREAT TO VALIDITY?) //**
 * MY OBSERVATION**: I began to wonder what it was that we were wanting to get from this survey. In order to do our research, do we really need to know what opportunities the students have previously experienced? Or did we just need the final question? My children did not really enjoy doing this survey and did not find it as relevant to themselves as the other 2. Some students were confused about whether or not they had previously done some of the project choices in previous years. (**// THREAT TO VALIDITY? //**// Children might have done the choices before but they were called by another name, or they might claim to have done them because they thought they had or they simply wanted to make the claim.) //
 * Feb 26: Introducing project choices. **I introduced the 6 project choices (Power Point, Performance, Poster, Model, Information Report, Voice Thread) to the class by naming, describing and discussing them. I showed examples of them that had been done in previous years. Most of the children had no idea of what the choices were or the skills they required. They had some idea about Info rpts as that is our current (new) genre, and voice threads as we have made one this year – but they were passive participants I that process. I told them we would be exploring all of the options over the week and they needed to think carefully about each one as they would be reflecting on each one after they had done it. (I created a reflection sheet with 6 reflection points and at the completion of all modeling a chance for them to express how they felt about the process of choosing as well as writing down the choice they think they will make, and why.) We took a look at that sheet.
 * MY OBSERVATION**: There was a lot of discussion about getting to choose – all were excited by the prospect but 6 confessed to feeling nervous because they didn’t think they would be able to do any of the projects without a lot of support. Many of the children said they were excited but also disappointed that they only got to choose one of the ways as they were interested in finding out more / having the chance to make all of them. All were excited to have the chance to learn about new ways to present information. (**// THREAT TO VALIDITY? //**// Children are excited about the NEW choices offered to them, so are they excited to try these new things or excited that they have choice?) //
 * Feb 27 - 29: Modeling Project choices. **This was done by using a fact sheet that the children had made the previous week on one of the seasons. They had key words and sentences about seasons and used this same sheet as the basis for making all of the project choices.
 * 27th – Information Report / Performance:**
 * 28th – Models / Poster**
 * 29th – Power Point / Voice Threads**
 * Result: Overview statements on the reflection sheet.** All felt VERY positive about getting the chance to choose their presentation. Many wanted the chance to try more than one. Most were reflective about why they made that choice.
 * MY OBSERVATION**: There was excitement about all choices except for Voice Thread. VThread was the only option where the children didn’t have individual hands-on experience, it was a whole class lesson. High level of motivation towards the project, all excited that they get to choose their project. Lots of discussion.
 * March 8: Choosing the project **
 * 1) Review the My Way and the 6 Project Choices. Think about the information eg, what type of things they find interesting, their responses to the project choices as they were presented, the choice they thought they might make and why.
 * 2) Review what each of the 6 project choices were, the skills involved with each one, reinforcing the idea that the children have to be able to show their understanding of the topic through the project.
 * 3) Make their project choice by putting their name and topic on a sticky and placing into the box for the project of their choice.
 * 4) Review decision by asking some of the children from each section why they had made that choice, what skills they already had that they could use, what challenges or goals they were hoping to achieve. Give everyone a moment to think again about how they might be able to achieve their goals, use their skills, develop their skills with their project choice. Invite students to change their choice if they would like.

// GRADE 5 //

//__ Grade 5 __// // There are 22 students in my class – 10 of whom are girls and 12 are boys. Some of the students, especially the boys, have a low level of engagement in the classroom situation. This then leads to poor performance and I felt that their interest needed to be sparked. I wondered if their motivation could be improved were they to be given more individual choice when presenting their projects. // // This then led me to ask: //**What is the effect of project choice on students’ performance and motivation?//** Phase 1: At the beginning of January the children were told about their summative assessment. The instructions that the children were given appeared as if they had a lot of choice as to how they were going to present their learning. Their choices were in fact limited. They were told that if they had already chosen technology when presenting their knowledge in a previous unit, then this would **not** be an option and their **only** choice would be a working model. Conversely, if they had not used technology previously, then they would **have to** make a movie. The final choices that they made were:
 * 8 chose a working model (4 girls and 4 boys)
 * 14 chose to make a movie

// This is the instruction that they were given: // __ SUMMATIVE ASSESSMENT __ __ Unit of Inquiry How the World Works. __   Your Visual Presentation must discuss the ways that: ** People use energy to advance their technology and it impacts the environment **. (Central Idea) Your presentation must: - explain the uses of your chosen energy source - discuss the positive and negative aspects of the energy source - identify the impact of your energy source on the environment and the causes of that environmental impact. (//Find out how technological advances are linked to energy use and how this has had an impact on the environment, as well as the technological advances in the creation of that energy.)// There are two **__visual media__** to choose from to communicate your learning. 1: __Video Clip__. Use moviemaker as your media to make a TWO minute clip that includes relevant evidence (such as //digital photos, observations, audio recordings, research//) that you have collected about the issue to discuss uses and the positive and negative aspects of your chosen energy source. 2: __Working model demonstration.__ Do a practical demonstration as your media and use a working model or experiment to include relevant evidence and discuss uses and the positive and negative aspects of your chosen energy source.


 * The children completed the ‘My Way: An Expression Style Inventory,’ (8th January) **
 * On 19th January, the children presented their research and they were marked using the ‘Rubric for Student Performance.’ **


 * ** Name: ** || ** Grade: ** || ** Project: ** ||

2 = somewhat/ meeting expectations 3 = proficient / high ||
 * ** Rubric for Student Performance **
 * Date: ** || Scores: 1 = not at all/ below expectations


 * **// Process //** || ** 1 **  ||  ** 2 **  ||  ** 3 **  ||
 * ** Inquirer ** : level of independence shown with project ||  ||   ||   ||
 * ** Knowledgeable ** : content shows deep understanding of topic ||  ||   ||   ||
 * ** Communicator ** : effectively communicates information / knowledge of subject ||  ||   ||   ||
 * ** Risk Taker ** : challenges self to explore new avenues / aspects within the project ||  ||   ||   ||
 * ** Reflective ** : organizes self effectively ||  ||   ||   ||
 * ** Principled: ** takes responsibility for own learning ||  ||   ||   ||
 * **// Product //** ||  ||   ||   ||
 * ** Thinker ** : content presented in a way that shows an understanding of how the presentation choice works ||  ||   ||   ||
 * ** Effort ** : project presented as ‘professionally’ as possible / appropriate for individual ||  ||   ||   ||
 * ** Product ** : quality of product ||  ||   ||   ||
 * ** Product ** : quality of product ||  ||   ||   ||


 * 1: (x 1) || 2: (x 2) || 3: (x 3) || Total: ||


 * After this, on Sunday 22nd, the Pre-Likert Motivation Scale was administered. **

Phase 2: At the end of January I informed the class that they would have an opportunity to choose how they would present at the end of the Unit. I explained that they would have to choose the most appropriate way to share their creativity with the class. I encouraged them to think about their particular learning style and referred back to the ‘My Way’ sheet that they had filled in a few weeks back. I also told them that they would be marked by their peers on creativity and effort but I would use the same rubric as I had used in the previous Unit.


 * Observations: ** the children seemed very motivated and engaged. They seemed to have chosen a variety of ways to show their creativity. They also exhibited a level of independence that I had not seen before. However, I did note that a lot of the children seemed overwhelmed at the prospect of having to choose their own way to present. Some of the children asked my advice as to what they should choose. I again encouraged them to think about what they enjoyed or what they would be good at doing. One of the boys shouted out that he would like to use ‘Domo Animate’. This was not surprising as we had just had a lesson from one of the Technology Support Staff about this very program. In fact 2 boys then said that they thought it was a good idea and then a few more children agreed. In total 9 children (5 boys and 4 girls) chose to use ‘Domo Animate’. The other choices included:
 * Baking
 * Performance – play, poem and rap
 * Puppet show
 * Technology – domo animate and movie

// This is the mini-rubric that the children used to judge each other’s work: //
 * ** NAME: ** || ** BELOW EXPECTATIONS ** || ** MEETS EXPECTATIONS ** || ** ABOVE EXPECTATIONS ** ||
 * ** CREATIVITY ** ||  ||   ||   ||
 * ** EFFORT ** ||  ||   ||   ||


 * I used the same rubric as in the previous Unit: **
 * ** Name: ** || ** Grade: ** || ** Project: ** ||

2 = somewhat/ meeting expectations 3 = proficient / high ||
 * ** Rubric for Student Performance **
 * Date: ** || Scores: 1 = not at all/ below expectations


 * **// Process //** || ** 1 **  ||  ** 2 **  ||  ** 3 **  ||
 * ** Inquirer ** : level of independence shown with project ||  ||   ||   ||
 * ** Knowledgeable ** : content shows deep understanding of topic ||  ||   ||   ||
 * ** Communicator ** : effectively communicates information / knowledge of subject ||  ||   ||   ||
 * ** Risk Taker ** : challenges self to explore new avenues / aspects within the project ||  ||   ||   ||
 * ** Reflective ** : organizes self effectively ||  ||   ||   ||
 * ** Principled: ** takes responsibility for own learning ||  ||   ||   ||
 * **// Product //** ||  ||   ||   ||
 * ** Thinker ** : content presented in a way that shows an understanding of how the presentation choice works ||  ||   ||   ||
 * ** Effort ** : project presented as ‘professionally’ as possible / appropriate for individual ||  ||   ||   ||
 * ** Product ** : quality of product ||  ||   ||   ||
 * ** Product ** : quality of product ||  ||   ||   ||


 * 1: (x 1) || 2: (x 2) || 3: (x 3) || Total: ||

Finally, the children completed the post-Likert motivation Scale on Wednesday, 7th March. On this particular day there was another teacher in the room when the children completed the form. She walked around the class and encouraged the children to be ‘honest’ and not just to ‘fill in happy faces for everything’. She told them to read each question carefully and not to rush through it.

GRADE 9+10 [|Evernote LogBook] https://www.evernote.com/shard/s87/sh/e90a84c2-7366-41dc-b83e-6471c6225c6a/5a7c1df3239e946cc629b6be2ac2874a

Observations

10 jan 2012

Use of forums to evaluate project preferences.

It was observed during this exercise that many of the students were expressing choices other than writing. Without fail in all classes a student asked if it was ok to just write up the investigation. This was an opportunity to reduce threats to viability by stressing that PROJECT CHOICES did not mean compelled to choose any beans except writing. I took the opportunity to stress that choices did indeed mean choices including any means. Some serious active debate and humor was evident in the students forum post and reading between the lines demonstrated an undercurrent of independent thought and actual realization that this was for real.

The marked improvement in students remaining within a comfort zone suggested that the forum allowed students to share in the risk taking and encourage each other to come up with zanier ideas like printing ideas onto tshirts... This was a marked improvement on earlier attempts to promote independent learning by throwing students into the deep by not first bedding down a safe learning environment where students can comfortably explore new innovations in the knowledge that it is ok and expected that they will experience failure and make mistakes while they learn.

Threat to validity (peer flexible grouping and web2 social networking may play a big role in their increased motivation and performance)

Implementation gap - deadlines may need to be more flexible to allow students a air opportunity to create their work in other modes. However must be cautious here. Students were told that this was a give and take... Given opportunities to raise their performance and thus in turn improve their grades would mean that more give required on their part to persevere with project in their own time. This will provide another means of quantifying motivation in terms of "hard fun" evidence. Eg. Brak times, greater volumes of work handed in ahead of deadlines as well as higher quality of work.

11 jan 2012

Conducted my way surveys.

Grade 6 enthusiastic as always. Surprisingly, some had difficulty calculating the totals and added up scores for all questions. This was easily corrected with the help of peer students. The interesting point to observe that initially I considered this to be a threat to validity because of the obvious layout of the question groupings. This was not the case and in fact explanations were required in many cases to point out how the structur helped to identify the students preferred choice for presenting understanding. There was space enough on the form for students to write their reflection outlining any revelations, surprises or simply that the exercise simply confirmed and reinforced what they new.

Another interesting point to note is that the instruction highlighted and prompted students to consider how interested they were in using a particular method thus allowing all options to be considered equally feasible (thus minimizing threats to validity).

Feedback 11 jan 2012

Nigel Smith informed me that Tatyana was talking about IT at home and was very excited at the prospect of teaching digital citizenship to her class mates. Nigel also asked me to stop encouraging her into the teaching profession.

New girl in grade seven stayed behind after class to find out more about myp and the design cycle. During this exchange she mentioned how unusual this lesson was because she had never been given choices before and she liked it a lot.

Students independently talking about setting up Facebook and Skype groups to continue sharing ideas and collaborate. Again another threat to validity unless it is considered a snowball effect.

Some students making mental calculations regarding deadlines and weighing up time time management. Excellent - another quantified in terms of improved performance, motivation and independent learning skills through learning in real life context.

Ownership of projects rapidly becoming theirs. NOT MINE.

12 jan 2012

6e

Students providing work ahead of deadline. Here are some examples of posters that serve two purposes.

1. Practice run for choices

2. Their work can be contribute towards the research and analysis section of the investigation.

Lea submitted a video that exceeded much of the work produced by students for their final project. Further more Lea enlisted the support of Katie Mc who had taken the same digital citizenship course last term. Katie clearly provided Lea some meaningful insight in addition to performing a star role in Leas video. Les despite her shyness was unusually vocal (assertive) in approaching and presenting her work. Student (Kathrine) came by recognized song and started singing along... Others joined in as Lea beamed. "was the Internet down all week?"

Students reasonably mobile around the classroom today during activities.

Once again, threats to validity. Students motivated and performing better due to choices or kin esthetic activity? Or peer assessment? These activities are borne from the parent "project choices" and are therefore a consequence rather than a separate influence.

Tatiana 6B - superstar inventor of anti bullying machine.

Al Qaqa 6B - superstar game inventor

Grade 8 very inquisitive about the my way survey and curious to know what the implications are. Took the time to explain the motivation for the study and the questions kept flowing. In esense it was reiterated that some students were unable to fully articulate and explain/demonstrate their knowledge and understanding in writing. Examples were given where students able to articulate orally. During a review of one tudents work I pointed out a weakness and she quickly justified her wording by providing examples. Suddenly the power and validity of choices was clarified to the student when it was suggested that she records the sections of her written work that needed support. Furthermore she shared the experience with classmates. The following day she requested to use the office so as to record more explanatns ahead of the investigate deadline.

Grade 7

Threat to validity during this week - FCC in school seminars caused disruption to grade 7 classes as both grade 7 classes lost one of two lessons.

Gad 6

Grade 6 are still coming to terms with transition to senior school and require much more direction than students who have run through several design cycle projects. For his reason the concept of choices was demonstrated by providing sessions where x-tra normal animation web 2.0 used by the whole class as an example. A good proportion of class created posters in addition to all this activity.

Grade 9

Dragging heals... Hormonal business a possible threat to validity. Rebellious nature. Evident in their choices of project. Students usng this project as a vehicle to get noticed (street cred) and are picking interesting choices for making a change. This may be he saving grace to this project if developed and marketted to them in a way that appeals to this nature.

Grade 10

My way evaluation conducted on grade 10. Grade 10 have choices for project to create an LCMs to teach a topic of their choice that they are passionate and knowledgable about. Students compared their project choices and correlated and reflected upon their "myway" evaluation. Students commented that they were not surprised of the outcome of the survey but were astonished at the tight correlation between what they had chosen independently as their project theme. Strong artistic preferences are teaching art, oral preferences are indeed using oral presentations and performers are teaching some physical activity that is performance reacted.

A number of Arabic students identified that oral preferences. This strongly correlates with my own observations and is in fact the example I have most often sited for the motivation for this study... Namely that in response to poorly written coursework many Arabic students object and often provide oral support for work that clearly demonstrates an understanding greater than is represented in their written work.

Danyal reflected that hs preference was to orally represent his knowledge despite his ability to produce multimedia artifacts of a good standard. This shone light on his request last term to simply produce a PowerPoint presentation for his live proposal to his chosen decision maker audience.

25 Jan 2012

Threat to validity... Number of students in grade 6 absent at start of year have taken the my way and motivation likert later in the term. This may introduce a threat to validity but as it is only seven students, the uncertainty it grows up is minimal. The students in question are all in grade 6 and by a quirk of coincidence are lower achieving. The uncertainty is further reduced by the nature in which they were asked to perform the survey outside the context of their IT project.

Grade 6: student (jasmine) was prased for using social network to inform a friend (tatiyanna) of the homework. Tatiyanna very proudly announced that she was up to date with her work even though she had been away. The story shared with class as a display of how social networks can be used for positive endeavor and thus create good positive digital footprints. Both jasmine and tatiyanna considered producing a comic strip storyboard to present this as an artifact for their final project.

Grade 8d January 30th

Motivation was brought up today by Dana who felt that being able to record her explanations made her feel better about the quality of her work.

Students were surveyed to see how many had used choices to explore other ways of expressing their knowledge.

contradiction identified by grade 8's. Given choices raises motivation. No other teachers or class provide students choices (Nour 8d) however the contradiction arises because more effort is required and that is a demotivates. Debate arose around the issue and students began to suggest ways of winning back time (better time management - Mehti, Delanie, other suggested avoid distractions and avoid distracting) This reflection was too good to pass by so a big section of the class was dedicated to it on the forum.

Grade 8 1st feb

Flexible groups describe different choices for expressing designs and present to class

Design group will make one design each but use other designs from rest of group for design stage.this provides more time to develop design and present in alternative choice.

Grade 6 designing poster under same circumstances in groups. Not about 9 elements but new brief... Advertise digital citizenship wiki to raise awareness gather support and influence change

Grade 6

General observations

Varied degrees as students progress vertically through myp1 to map 5

Primary to middle transition grade 6

Grade 6 students (6b Shuas and QAQAs class particularly)

Lower achievers initially suggested increased improvement in performance and performance (Shua and others) but not sustained. Many of our low achievers are stifled by choice to the point of becoming paralysed. This creates pressure on the teacher to differentiate work further and provide one-one assistance in such cases (see note below assessment regarding curriculum +)

Adolescent transits grade 9

All students appreciate the idea that written work can be supported by choices rather than replacing written work for choices.

The idea that extra work counts is highly prized and motivating for students. Positive feedback received when I discussed idea of merits as a means for deciding borderline cases. I.e a grade 3/4 would fall on the 4 if choices had been used to reinforce understanding. (caution exercised not to promise this as it would be a threat to valid son). Also see Barry Swartz compelling research regarding negative effects of rewards on intrinsic motivation.

Deadlines pose a serious threat to validity because of the large undertaking of the project. Some students with time management issues have not completed some of the project activities expected to be completed at home and thus rush to get a minimal piece of passing work in on time. Therefore time management, deadlines and personal organizational skills contribute to threats to validity.

One grade 6 class 6b is lower achieving generally but has a few high achieves. The problems here are further challenged due to the close succession of the two periods I have to work with them. Weds and thursday afternoon. This contributes to the loss of momentum during the weekend and first three days of the school week. The style of this class therefore tends to be more intense during which time is spent getting as much of the project work completed before the weekend.

Strategy to overcome additional effort to execute choices adequately for students to buy in include

1 for the design stage students required to create 3 designs and evaluate against design specifications. This part of project modified so each student creates one design using their choice of presentation and borrows from two designs from class mates. Clearly this is a diversion from the normal lesson structure but in no way deters their understanding of design process... In fact the contrary is true because they evaluate a product range that is more diverse than would have been and thus get more added value learning from the process of deciding on the best and most suitable design that solves problem identified during their investigation.

Blooms taxonomy - learning hierarchy

http://bigthink.com/ideas/42531

suggestions that learning takes place hierarchically with lower order knowledge and procedural skills at foundation of higher order skills such as analysis and evaluation.

14 feb

Observational evidence has manifested itself during this action research to suggest that students are very capable of creating and evaluating during knowledge and skill acquisition stages. Take Al Jazi in grade t for example. She has created a sophisticated virtual world that presents her design for a tree planting robot. Sofisticated in terms of the programming involved to generate an animated version of her robot following the autonomous cognitive process the robot uses in sensing environmental conditions leading to decision whether to plant seed or continue searching for apt. Environment. Assistance was given on improving the content of her product but the creation of her product was significantly borne from independent learning and risk taking having been given choices on how to present ideas for design. Her design in grade 7 was on many levels more advanced than artifacts produced by grade 10 students in their final product, let alone at the design stage.

13 feb

Creativity is evident not only in products but the way that they are used. Initially it seemed to me that PowerPoint presentations were an easy cop out but on closer reflection and observation there were some interesting developments. Firstly, students were encouraged to use the tool more creatively and some rudimentary examples given such as embedding video, linking pictures to website, using templates to give presentation flow, using keywords and making it visual heavy. Myre in grade 7 produced his robot designs by means of transitioning various components of his robot to overlay the skeleton... Amazing interpretation of examples.

16 feb

In grade 6, Tatiana produced a model. It was an anti cyber bullying machine. A shoebox with a red button on one side a hole on the other with 3 wooden skewers protruding. This was odd considering she wanted to perform a teaching skit for her presentation. She explained that she wanted to share the concept of her machine by teaching the class. A slot was arranged. She called up a volunteer. She explained the mechanism. You first put the skewers in the ear and press the button. This would destroy your ear thus you would not hear the bullying. Likewise for the eye. The product itself was not creative but the idea of connecting squirming pain with bullying was profound. Students in class will remember the connection, many reinforced the pain that bullying entails by referring to the bullying video doing the rounds on student social networks.

http://www.youtube.com/watch?v=fNumIY9D7uY&feature=youtube_gdata_player

The impact of this impromptu activity gave rise to discussion about solutions to cyber bullying. Telling friends, parents and teachers and not keeping it to oneself... Voting clearly showed that keeping it secret and harming oneself is not a solution. This was also a clear example of partnerships in learning between teacher and student. This activity will influence grade 6's final digital citizenship learning products.

Choices Debate - 7e robotics (pre investigation+design Jan 9th)

Choices

by Sahana Kanabar - Monday, January 9 2012, 08:51 AM

Given a choice of how to expression your knowledge and understanding, what methods would you use in your investigation?


 * Problem Statement and Relevance


 * Design Brief


 * Design Specifications


 * Research + Analysis


 * Testing Methods


 * Bibliography

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Re: Choices

by Noah Alkhulaifi - Monday, January 9 2012, 08:38 AM

I would use an Imovie to show lots of ideas and pictures

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:39 AM

yah me too i think its a fantastic idea :D

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Re: Choices

by Samid Koch - Monday, January 9 2012, 08:40 AM

For research and analysis i would use a lot of pictures to express what i have found out.

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 09:36 PM

Sounds like a good idea but pictures alone may not be enough on their own. Remember that in your research and analysis you will discuss/show how the problem you have identified has been solved before. This could be by robot and by other methods too.

For example: a recycling robot to keep the environment free of litter and sorting rubbish for recycling.

This problem has been solved previously by

1 - recycling club at qa

2 - recycling bins around town

3 - educating people by using adverts and promotions

4 - a rap robot

http://www.capacity.org.uk/downloads/casestudy/wastewatch_recycler.pdf

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Re: Choices

by Victoria Caton - Monday, January 9 2012, 08:41 AM

Yeah, me too. But I would also maybe do a keynote with a voice over.

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Re: Choices

by Myre Adnan - Monday, January 9 2012, 08:42 AM

i agree with this idea.

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Re: Choices

by Samid Koch - Monday, January 9 2012, 08:38 AM

Create a song

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Re: Choices

by Noor Salem - Monday, January 9 2012, 08:39 AM

i might like to do an imovie with pictures and record my voice over it, making a movie would be a good idea.

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:40 AM

yah :D

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:40 AM

yah :D

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Re: Choices

by aqeelah welsh - Monday, January 9 2012, 08:39 AM

i think you could make a poster.....that would catch peoples attention

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Re: Choices

by Ella Swain - Monday, January 9 2012, 08:41 AM

Yeah! I would like to make a really nice poster with lots of bright paper that draws people in

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Re: Choices

by aqeelah welsh - Monday, January 9 2012, 08:42 AM

NEON!!!!!

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Re: Choices

by Victoria Caton - Monday, January 9 2012, 08:44 AM

With bright colours and bold title, but still make sure that it is informative.

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 09:42 PM

Thank you Victoria, spoken like a true teacher. Keep a close eye on the investigation templates and the criteria for the investigation under resources on noodle. This will remind you of the information you need to include in the investigation.

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Re: Choices

by Bushra Shaikh - Monday, January 9 2012, 08:43 AM

ya, that way there would be more creativity and less chance to people getting bored. :D

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Re: Choices

by aqeelah welsh - Monday, January 9 2012, 08:46 AM

usually people are interested in things that are bright and colourful

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 09:46 PM

More fun is a recipe for epic creativity.

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Re: Choices

by Alla Younis - Monday, January 9 2012, 08:45 AM

Yes, let it be colorful and fun to draw people's attention to it.

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:40 AM

yah iam sop with u

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Re: Choices

by Sahana Kanabar - Monday, January 9 2012, 08:52 AM

Would you sing? ; P

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Re: Choices

by omar mousa - Monday, January 9 2012, 08:43 AM

im gonna write it down

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:39 AM

YAH cause you always take the easy way out :P

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Re: Choices

by omar mousa - Monday, January 9 2012, 08:43 AM

gotta problem whith that?

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Re: Choices

by Noor Salem - Monday, January 9 2012, 08:41 AM

there are many ways of doing it, but im just going to right it down because its a quicker way of doing it.

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Re: Choices

by Sahana Kanabar - Monday, January 9 2012, 08:49 AM

Writing would work but it's not very creative. Many people wouldn't even try to read it. Maybe adding a few pictures or voice-record in iMovie.

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Re: Choices

by Noor Salem - Wednesday, January 11 2012, 08:41 AM

actually nvm

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Re: Choices

by Noah Alkhulaifi - Monday, January 9 2012, 08:41 AM

Very Interesting but think of something more exciting

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Re: Choices

by Myre Adnan - Monday, January 9 2012, 08:43 AM

Thats actually more handwork then just making an Imovie.

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 10:02 PM

Thank you Omar... I have it in writing now. On the 9th Jan 2012 you did say -> "I will write it"

Let's get to it.

Problem statement

Design brief

Design specifications

Research and analysis

Testing methods

Bibliography

Did I forget anything? Check resources on noodle.

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Re: Choices

by Jibrail Cheema - Monday, January 9 2012, 08:39 AM

You can make a movie explaining the Investigation.

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Re: Choices

by Sahana Kanabar - Monday, January 9 2012, 08:39 AM

Would you use words or have yourself explain by talking?

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Re: Choices

by Drew Hillier - Monday, January 9 2012, 08:39 AM

I'd do drawings on my art tablet, with typed commentary explaining what I did. (Business as usual for me, haha~)

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Re: Choices

by Sahana Kanabar - Monday, January 9 2012, 08:41 AM

I think this is a great idea. This would work especially well during the Design stage. Typed commentary would be easier than writing.

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:43 AM

yah thats a nice idea :S

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 10:08 PM

This sounds very interesting. Could you use this when we get to the design stage where you must present 3 designs, compare them against the design specifications and choose your best design?

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Re: Choices

by Faisal Al-henzab - Monday, January 9 2012, 08:39 AM

U could use Imovie or powerpoint to move or show pictures

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Re: Choices

by Faisal Al-henzab - Monday, January 9 2012, 08:43 AM

I am just going 2 write it

its easier

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Re: Choices

by Faisal Al-henzab - Monday, January 9 2012, 08:44 AM

I am just going 2 write it

its easier

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Re: Choices

by aya el-husseini - Monday, January 9 2012, 08:39 AM

I might record my voice for some parts like the problem statement and testing methods, and have lots of pictures to explain my writing.

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Re: Choices

by Sahana Kanabar - Monday, January 9 2012, 08:43 AM

Having a mix of words and pictures would help everyone understand better! :P Keep thinking!!!!

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 10:15 PM

It looks like you are all getting the hang of this now so you can start thinking about the other stages of the project. What might you use to create robot designs?

http://www.makeuseof.com/tag/build-virtual-lego-models-on-your-computer-with-lego-digital-designer/

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Re: Choices

by aya el-husseini - Wednesday, January 11 2012, 08:43 AM

After the survey, i think i'm going to be doing something to do with art. Maybe a poster or a drawing or something. Maybe a bit of writing too. But i'm not going to record my voice though.

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Re: Choices

by Maiya Stephenson - Monday, January 9 2012, 08:39 AM

Kind of old, But i would do a sideshow or iMovie.

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Re: Choices

by Drew Hillier - Monday, January 9 2012, 08:41 AM

Yeah, it seems most people want to do that.

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Re: Choices

by Ella Swain - Monday, January 9 2012, 08:40 AM

You could create something on Prezi, which is a good way to psot all your ideas. I would prefer to create an iMovie or an iMovieHD, because i can use pictures, videos AND voice thread to express my ideas clearly.

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Re: Choices

by Bushra Shaikh - Monday, January 9 2012, 08:40 AM

i think that is a great idea ella!!! good thinking!

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Re: Choices

by Noah Alkhulaifi - Monday, January 9 2012, 08:46 AM

Correct because you could show how you moved and progessed through out the investigation with the way Prezi works

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Re: Choices

by Ella Swain - Monday, January 9 2012, 08:43 AM

Prezians... seriously -.- Prezi is a great way where you can control where you want to go and see what information, using pictures to explain more.

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Re: Choices

by Sahana Kanabar - Monday, January 9 2012, 08:44 AM

Definitely multimedia!!! ; )

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Re: Choices

by aqeelah welsh - Monday, January 9 2012, 08:45 AM

good idea!!!

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Re: Choices

by Jibrail Cheema - Monday, January 9 2012, 08:40 AM

You can make MindMap of all different ideas.

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Re: Choices

by Sahana Kanabar - Monday, January 9 2012, 08:50 AM

It would be much better if you included pictures instead of just all words.

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 10:37 PM

Mind maps are awesome.

http://www.thinkbuzan.com/intl/?utm_nooverride=1&gclid=CIrV-r7Xw60CFQd66wodIUbiBQ

https://bubbl.us/m/index.html

http://freenuts.com/top-10-free-online-mind-mapping-tools/

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Re: Choices

by Myre Adnan - Monday, January 9 2012, 08:41 AM

i would use Imovie to show images of the robot and it would be more creative.

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Re: Choices

by Hayaan Nishad - Monday, January 9 2012, 08:42 AM

I would make a song, or a movie showing how different thing robots could do. In the case of a song, I would just go over the things that they can do in creative lyrics.

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Re: Choices

by Noah Alkhulaifi - Monday, January 9 2012, 08:43 AM

A song would not show enough detail unless you used pictures to show extra information

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Re: Choices

by Sahana Kanabar - Monday, January 9 2012, 08:53 AM

That would need to be a very descriptive song!

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Re: Choices

by Reem Abdul Majeed - Monday, January 9 2012, 08:43 AM

I could make a power point or video and maybe like visual art to show information.

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Re: Choices

by Drew Hillier - Monday, January 9 2012, 08:43 AM

Ooh! You know what would be awesome? A stop-motion movie! (Not quite sure how you would make it work for this, but it would be awesome, huh?)

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Re: Choices

by Ella Swain - Monday, January 9 2012, 08:45 AM

Whats a stop-motion movie?

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Re: Choices

by Drew Hillier - Monday, January 9 2012, 08:48 AM

It's a movie where you take a picture of something, and keep taking pictures moving it slightly. If you put all the pictures together fast enough, it will look like it's moving.

An example is those movies and shows that use characters made of plasticine.

http://en.wikipedia.org/wiki/Stop_motion has a lot on this.

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Re: Choices

by Hayaan Nishad - Monday, January 9 2012, 08:51 AM

A stop motion is sort of an animation.

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Re: Choices

by Hayaan Nishad - Monday, January 9 2012, 08:50 AM

A stop motion movie would be good, but its pretty hard to make a good one, unless were doing something like an advert.

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 09:00 AM

whats that ^

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 11:03 PM

http://m.youtube.com/index?desktop_uri=%2F&gl=US#/watch?v=r9mcXuv5X9Y

http://m.youtube.com/index?desktop_uri=%2F&gl=US#/watch?v=sOMFod_Qnhg

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Re: Choices

by Jibrail Cheema - Monday, January 9 2012, 08:43 AM

A good choice would be making a poster or some artwork.

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Re: Choices

by omar mousa - Monday, January 9 2012, 08:45 AM

posters are for postrians

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Re: Choices

by Jibrail Cheema - Monday, January 9 2012, 08:46 AM

First, postrains isn't a thing. Second your just copying Noah.

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Re: Choices

by omar mousa - Monday, January 9 2012, 08:47 AM

it's tradition

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Re: Choices

by Noah Alkhulaifi - Monday, January 9 2012, 08:51 AM

Do not Copy Me

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:53 AM

iam doing that :D

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Re: Choices

by Alla Younis - Monday, January 9 2012, 08:44 AM

As Noor said, i would like to do an imovie with pictures than ill record the information over it

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Re: Choices

by Jibrail Cheema - Monday, January 9 2012, 08:45 AM

Another good choice would be is making a rap or song for those who are interested.

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:53 AM

yah good idea

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 07:47 PM

I agree... We should celebrate our genius talents rather than tucking them away and forgetting them. Keep an eye on the criteria so that I can tick all the right boxes to say you are a genius at technology projects also. That way we all have fun learning.

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:46 AM

iam thinking of printing all my work on a shirt what do u guys say :I NO STEALING IDEAS plz

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Re: Choices

by Ella Swain - Monday, January 9 2012, 08:46 AM

A shirt? You couldn't get a lot of information on a single shirt :P

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:54 AM

yah u can :D

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Re: Choices

by Jibrail Cheema - Monday, January 9 2012, 08:47 AM

That is a good idea Ahmed

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Re: Choices

by Noah Alkhulaifi - Monday, January 9 2012, 08:48 AM

Ahmed to fit all of the information you would need a shirt size : XXXXXXXXXXXXXXXXL

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:59 AM

THEN ill get that size of a shirt :D

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Re: Choices

by Jibrail Cheema - Monday, January 9 2012, 08:49 AM

Instead of one shirt make multiple shirts.

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Re: Choices

by Drew Hillier - Monday, January 9 2012, 08:54 AM

There'd be more room on a pair of pants.

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 07:34 PM

Awesome... You might feel the grading process very painful, even more than usual. I do admire your innovation and crazy and quirky thinking. Crazy and quirky is the land where the best ideas live btw.

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Re: Choices

by Jibrail Cheema - Monday, January 9 2012, 08:47 AM

Making a collage of taking pictures of your Investigation would be a good idea.

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Re: Choices

by Noah Alkhulaifi - Monday, January 9 2012, 08:49 AM

What DO you Mean ?

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Re: Choices

by Jibrail Cheema - Monday, January 9 2012, 08:50 AM

Like you might write down a bit of the Investigation. Paint some of it. Make some on Powerpoint. You take pictures of each and make a collage.

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Re: Choices

by Noah Alkhulaifi - Monday, January 9 2012, 08:51 AM

Cool

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 07:37 PM

Cooler than an extra cool mint.

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 07:42 PM

... cooler even than an eskimo's nose.

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Re: Choices

by Alla Younis - Monday, January 9 2012, 08:48 AM

If you dont want to do a word document, you can still do a powerpoint slideshow add music, voice over, pictures and short clips !!! you can also make it fun and colourful!!

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Re: Choices

by ahmed hajari - Monday, January 9 2012, 08:54 AM

no really

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Re: Choices

by Ella Swain - Monday, January 9 2012, 08:51 AM

Drew, what is a stop motion movie!?!?!?!?!?!?!?!!?!?!

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Re: Choices

by Drew Hillier - Monday, January 9 2012, 08:56 AM

I replied to the post if you scroll up a bit :D

Have this again, though: http://en.wikipedia.org/wiki/Stop_motion

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Re: Choices

by Ella Swain - Monday, January 9 2012, 08:57 AM

OOOOOOOOOOOOOOOOOOH I wanna do that :D

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 08:15 PM

How very exciting...

http://content.photojojo.com/tutorials/stop-motion-digital-camera/

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Re: Choices

by Bushra Shaikh - Monday, January 9 2012, 08:58 AM

that is really cool drew! good idea :D

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Re: Choices

by Drew Hillier - Monday, January 9 2012, 09:01 AM

A lot of people are replying and they have :D at the end :D

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Re: Choices

by Sahana Kanabar - Monday, January 9 2012, 09:00 AM

Could also be called stop-start animation.

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Re: Choices

by Linda Bouguila - Monday, January 9 2012, 08:57 AM

I'm maybe gonna use or a powerpoint, or a poster or only write ir down

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Re: Choices

by aqeelah welsh - Monday, January 9 2012, 09:10 AM

i think a poster is a good idea

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Re: Choices

by Andreus Christodoulou - Monday, January 9 2012, 07:50 PM

That is correct. Let's not forget how good you all are at writing too.

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Re: Choices

by Alla Younis - Monday, January 9 2012, 09:00 AM

Well people have different choices, dont kind of judge :|

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Re: Choices

by Noah Alkhulaifi - Monday, January 9 2012, 09:21 AM

But then they wont know if their idea is good or not

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Re: Choices

by Ella Swain - Wednesday, January 11 2012, 08:44 AM

I think I will do an iMovie with clips from different movies that go with my voice recording.

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Re: Choices

by Sahana Kanabar - Monday, January 30 2012, 08:42 AM

That would be really cool. Clips of other robots and how they help? Definitely attractive and would probably convince people more effectively then just you.

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Re: Choices

by ahmed hajari - Wednesday, January 11 2012, 08:42 AM

iam making a i movie :D FOR SURE

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Re: Choices

by Noor Salem - Wednesday, January 11 2012, 08:44 AM

performance was my top. so i might present it. but also multimedia, so i might do an imovie thing

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Re: Choices

by Faisal Al-henzab - Wednesday, January 11 2012, 08:44 AM

I WIll try to build a robot

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Re: Choices

by Faisal Al-henzab - Wednesday, January 11 2012, 08:45 AM

or a poster

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Re: Choices

by Sahana Kanabar - Monday, January 30 2012, 08:39 AM

A poster would be hard but I DON'T think that you would be able to make a robot until the Create stage.

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Re: Choices

by Maiya Stephenson - Wednesday, January 11 2012, 08:44 AM

My strength was Art. I may actually do a painting or something like that.

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Re: Choices

by Sahana Kanabar - Wednesday, January 11 2012, 08:45 AM

I will probably try something multimedia. Maybe iMovie or Prezi.

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Re: Choices

by Drew Hillier - Wednesday, January 11 2012, 08:52 AM

My strength was Multimedia. I think I'll do a multimedia presentation with drawings in it :D

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Re: Choices

by Sahana Kanabar - Monday, January 30 2012, 08:28 AM

I ended up doing a powerpoint and used pictures.

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Re: Choices

by Myre Adnan - Wednesday, January 11 2012, 09:00 AM

One of my strengths was multi-media. I think i'll make a powerpoint.

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Re: Choices

by Noah Alkhulaifi - Monday, January 30 2012, 08:33 AM

I used an IMOVIE and Writing

It worked because I was able to express my ideas very easily and without difficulty because I used both the easy and hard working ways. The Imovie took more time but was less tiring as I mostly spoke and didn't write much. The writing was shorter but more boring. However, if I made a mistake I did not have to re-record that particular part so it was less of a bother. Overall I think the Imovie was the better option and next time I receive a choice I will choose an IMovie over simple typing due to the Pro's and Con's.

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Re: Choices

by Sahana Kanabar - Monday, January 30 2012, 08:37 AM

A lot of people would also probably prefer to watch an iMovie where there were less words.

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Re: Choices

by Myre Adnan - Monday, January 30 2012, 08:37 AM

I used powerpoint and it worked well because i could show what i did clearly and i could also use custom animation to show how some things work.

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Re: Choices

by Alla Younis - Monday, January 30 2012, 08:38 AM

I really had no time so i just put it on to a powerpoint, i find it more easier and less distracting.

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Re: Choices

by Linda Bouguila - Monday, January 30 2012, 08:45 AM

for my investigation, I used powerpoint presentation because I feel comfortable with it. It was easy for me because I think that writing is easier than speaking. I can express myself better.

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Re: Choices

by Sahana Kanabar - Monday, January 30 2012, 08:56 AM

Especially if you kept it right to the point.

I tried a powerpoint and found it easier than I would have making an iMovie.

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Re: Choices

by Sahana Kanabar - Monday, January 30 2012, 08:48 AM

How long would that take?

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Re: Choices

by Linda Bouguila - Monday, January 30 2012, 08:52 AM

That took me 4 hours of work maximum.

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Re: Choices

by Drew Hillier - Monday, January 30 2012, 09:10 AM

Mine's just in a word document, to keep it simple.

(And it's not uploaded yet... Ehehehe...)

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Re: Choices

by Jibrail Cheema - Monday, January 30 2012, 08:34 AM

For the Investigation I used iMovie to present my problem statement and then I wrote up the rest of my Investigation on Microsoft Word. I did not enjoy using iMovie too much because it took a lot of time and using Word was much easier. I feel that I can express my work better in writing.

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Re: Choices

by Noah Alkhulaifi - Monday, January 30 2012, 08:35 AM

Tell us your experience and more detail.

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Re: Choices

by Noah Alkhulaifi - Monday, January 30 2012, 08:35 AM

Sahana, please stop reading Anime.

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Re: Choices

by Sahana Kanabar - Monday, January 30 2012, 08:36 AM

You can't really read anime.

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Re: Choices

by Noah Alkhulaifi - Monday, January 30 2012, 08:37 AM

Well then viewing Anime

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Re: Choices

by Ella Swain - Monday, January 30 2012, 08:39 AM

Noah. Stop changing the subject.

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Re: Choices

by Faisal Al-henzab - Monday, January 30 2012, 08:57 AM

I Preferred writing because its actually easier but not more creative

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Re: Choices

by aqeelah welsh - Monday, January 30 2012, 08:57 AM

yeah noah

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Re: Choices

by Noah Alkhulaifi - Monday, January 30 2012, 08:59 AM

What ?

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Re: Choices

by Noah Alkhulaifi - Monday, January 30 2012, 08:59 AM

What ?

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Re: Choices

by Noah Alkhulaifi - Monday, January 30 2012, 09:25 AM

I will complete an Imovie or PowerPoint

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Re: Choices

by Sahana Kanabar - Monday, January 30 2012, 09:25 AM

For the Design I think I will actually try to present the information with Prezi.

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Choices Debate - 7e robotics (pre create Feb 27th)

Process Journal Ideas

by Ella Swain - Monday, February 27 2012, 08:34 AM

Write down ideas of how you can present your process journal in a way that is more creative, exciting and would interest you more.

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:35 AM

We could use Imovie.

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Re: Process Journal Ideas

by Sahana Kanabar - Monday, February 27 2012, 08:39 AM

I think that is a good idea, you can have some writing and then talk over it.

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:40 AM

Yes, pictures passing and record our voice explaining what we did in that picture.

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Re: Process Journal Ideas

by Samid Koch - Monday, February 27 2012, 08:35 AM

you could write the events in each day in Word

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:36 AM

He said he doesn't want it only written

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Re: Process Journal Ideas

by Faisal Al-henzab - Monday, February 27 2012, 08:37 AM

We could do an imovie

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Re: Process Journal Ideas

by Noor Salem - Monday, February 27 2012, 08:35 AM

We Can use word document but change the style to make it look like a notebook.

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Re: Process Journal Ideas

by Noah Alkhulaifi - Monday, February 27 2012, 08:37 AM

Boring

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Re: Process Journal Ideas

by Noor Salem - Monday, February 27 2012, 08:41 AM

If you want it to be more creative than just a word document, make a video of yourself building the robot and insert it into a powerpoint or imovie.

I prefer using powerpoint because inserting text is harder in imovie than in ppt.

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Re: Process Journal Ideas

by aya el-husseini - Monday, February 27 2012, 08:38 AM

Very nice idea noor.

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Re: Process Journal Ideas

by Noor Salem - Monday, February 27 2012, 08:39 AM


 * D

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:42 AM

Yes, you can do this for your written copy, but the teacher said he wanted something more creative than writing.

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Re: Process Journal Ideas

by ahmed hajari - Monday, February 27 2012, 08:36 AM

you van make a poster with what u did every day a a pic for each day

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Re: Process Journal Ideas

by Jibrail Cheema - Monday, February 27 2012, 08:39 AM

Ya but you would also need to explain what is happening.

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:36 AM

We could also use Powerpoint with audio, text and videos.

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Re: Process Journal Ideas

by aqeelah welsh - Monday, February 27 2012, 08:36 AM

you can put your process journal into a table and have three columns. One column for the days another for what you did and another for the evidence (photo)..

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Re: Process Journal Ideas

by Sahana Kanabar - Monday, February 27 2012, 08:38 AM

This still uses writing but it is very different.

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Re: Process Journal Ideas

by Noah Alkhulaifi - Monday, February 27 2012, 08:43 AM

That is not creative .( Please Reply Nicely)

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Re: Process Journal Ideas

by omar mousa - Monday, February 27 2012, 08:36 AM

you could write the steps on word with pictures and the dates.

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Re: Process Journal Ideas

by Jibrail Cheema - Monday, February 27 2012, 08:37 AM

He said not another way instead of writing.

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:37 AM

Mr Christodoulou said he wants something creative, he doesn't want your process journal to be only written.

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Re: Process Journal Ideas

by Noah Alkhulaifi - Monday, February 27 2012, 08:37 AM

That is what we usually do TNA

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Re: Process Journal Ideas

by Myre Adnan - Monday, February 27 2012, 08:36 AM

We could take pictures that explain what we're doing or make videos.

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Re: Process Journal Ideas

by Noah Alkhulaifi - Monday, February 27 2012, 08:36 AM

You could use Video Logs using iMovie or another media tool. This will help you give more detail without using a lot of energy and time to write it up. You can also creatively show and describe your evidence and mistakes or modifications.

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Re: Process Journal Ideas

by Myre Adnan - Monday, February 27 2012, 08:40 AM

this is a good idea.

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Re: Process Journal Ideas

by Jibrail Cheema - Monday, February 27 2012, 08:36 AM

One way you can present is to instead of writing, speak what you did in the day. People find it easier to talk instead of writing and it could help some people explain better what they did.

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Re: Process Journal Ideas

by ahmed hajari - Monday, February 27 2012, 08:37 AM

you could make a scrap book :D

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Re: Process Journal Ideas

by Ella Swain - Monday, February 27 2012, 08:38 AM

A scrap book would be really cool :O

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Re: Process Journal Ideas

by aqeelah welsh - Monday, February 27 2012, 08:39 AM

yeah i think a scrab book would be a good idea with pictures and writing and speech marks and little drawings ....basically like a diary


 * D

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Re: Process Journal Ideas

by Noor Salem - Monday, February 27 2012, 08:42 AM

yea a scrap book would be perfect :D

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Re: Process Journal Ideas

by Drew Hillier - Monday, February 27 2012, 08:45 AM

That would be pretty cool :3

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Re: Process Journal Ideas

by Alla Younis - Monday, February 27 2012, 08:45 AM

That's good, but how will you put video's on there he said he needed pictures and videos.

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Re: Process Journal Ideas

by aya el-husseini - Monday, February 27 2012, 08:37 AM

Instead of just writing down the process journal, you could record your journal and make a movie.

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:45 AM

Yes, good idea

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Re: Process Journal Ideas

by Ella Swain - Monday, February 27 2012, 08:37 AM

You could take pictures and videos, and then record your voice over

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Re: Process Journal Ideas

by Faisal Al-henzab - Monday, February 27 2012, 08:39 AM

I like a7meds idea the poster thing we coukd do that

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Re: Process Journal Ideas

by Jibrail Cheema - Monday, February 27 2012, 08:38 AM

Another way you can do it is have the pictures in the background and speak over it. It can help other people who read it to understand it better.

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Re: Process Journal Ideas

by Alla Younis - Monday, February 27 2012, 08:39 AM

I think a good idea is actually to make a powerpoint that looks like a journal then you write using different fonts and you put pictures and the videos! It will look very creative and unique.

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Re: Process Journal Ideas

by Maiya Stephenson - Monday, February 27 2012, 08:39 AM

You could do a bubbl.us

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Re: Process Journal Ideas

by ahmed hajari - Monday, February 27 2012, 08:39 AM

you can make a blog of what you did everyday or you can make a video blog where you say what u did but make it more interesting and funny with transitions and popups

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Re: Process Journal Ideas

by Hayaan Nishad - Monday, February 27 2012, 08:39 AM

You could make a scrap book with photos.

If you just took photos and small notes, you could easily make an effective process journal. You could see how far you are with your robot, and take pictures of what you're doing.

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Re: Process Journal Ideas

by Faisal Al-henzab - Monday, February 27 2012, 08:40 AM

we could use prezi to show our ideas in pictures and explain what we are doing

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:39 AM

We could have pictures and then record our voice over these pictures to explain what we did in each picture.

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Re: Process Journal Ideas

by Samid Koch - Monday, February 27 2012, 08:40 AM

we could take a video of what we did in the day and put it in to a movie

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Re: Process Journal Ideas

by Reem Abdul Majeed - Monday, February 27 2012, 08:39 AM

we could have a video of us workin and it could have writting and editing music etc. also a poster or time line like a loong poster with a timeline and dates and pictures of the stgaes and ho u improved

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Re: Process Journal Ideas

by Drew Hillier - Monday, February 27 2012, 08:40 AM

A dramatic reading.

Make sure you use a theatrical foreign accent.

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Re: Process Journal Ideas

by Faisal Al-henzab - Monday, February 27 2012, 08:41 AM

we could use the thing in humanaties

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Re: Process Journal Ideas

by ahmed hajari - Monday, February 27 2012, 08:43 AM

you mean glolgster!

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Re: Process Journal Ideas

by Noor Salem - Monday, February 27 2012, 08:41 AM

what we need:

- Dates

- Steps you are following

- Evidences

- What went wrong - how would you like to improve

- Summery

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Re: Process Journal Ideas

by Faisal Al-henzab - Monday, February 27 2012, 08:45 AM

we could do a power point with a voice over

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Re: Process Journal Ideas

by Sahana Kanabar - Monday, February 27 2012, 08:42 AM

Having photos and not so much writing would make the process journal easier to read/watch but I think that I would have a brief explanation and then talk over.

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Re: Process Journal Ideas

by aqeelah welsh - Monday, February 27 2012, 08:43 AM

yeah i think you should put pictures and a little writing or else it will be really boring.

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:43 AM

Good idea. But which media tool will we use? Imovie?

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Re: Process Journal Ideas

by Sahana Kanabar - Monday, February 27 2012, 08:45 AM

Probably. It is easy to record voiceovers.

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Re: Process Journal Ideas

by Drew Hillier - Monday, February 27 2012, 08:43 AM

I agree. I prefer listening to people talk rather than reading off slides. (Especially if said slides are, like, magenta with lime green text. My eyes e.e)

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Re: Process Journal Ideas

by Noor Salem - Monday, February 27 2012, 08:44 AM

ya i think the steps should be written in bullet points so that its easier to read. No one is gonna bother reading it if its too much writing

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Re: Process Journal Ideas

by ahmed hajari - Monday, February 27 2012, 08:42 AM

you can dress up as a mechanic and ask him what he does every day with notes it would be a cool little skit

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Re: Process Journal Ideas

by Linda Bouguila - Monday, February 27 2012, 08:43 AM

Who is 'him'??

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Re: Process Journal Ideas

by aqeelah welsh - Monday, February 27 2012, 08:43 AM

that sounds really cool...i would like to see you do that ahmed!!

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Re: Process Journal Ideas

by Jibrail Cheema - Monday, February 27 2012, 08:44 AM

That doesn't make sense.

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Re: Process Journal Ideas

by Samid Koch - Monday, February 27 2012, 08:44 AM

you could video doing a little skit of what happened in the video

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Re: Process Journal Ideas

by Jibrail Cheema - Monday, February 27 2012, 08:43 AM

You could make a picture timeline with a picture of what you did on the day and below it a small caption.

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Re: Process Journal Ideas

by Noor Salem - Monday, February 27 2012, 08:45 AM

you can make a prezi. the slide transitions are cool and its easy to use

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=
===================================Choices Debate - 7e reflection on choices and performance (post create Mar 8th)

=
===================================

Reflection on performance scores

by ahmed hajari - Wednesday, March 7 2012, 08:43 AM


 * D

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Re: Reflection on performance scores

by aqeelah welsh - Wednesday, March 7 2012, 08:46 AM

my score in the reflection thing was 10 for both and i also wrote that i liked it better when we have our own choices!...what else am i supposed to say?? :D

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Re: Reflection on performance scores

by Linda Bouguila - Wednesday, March 7 2012, 08:46 AM

You're supposed to say why you think u got this score.

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Re: Reflection on performance scores

by Samid Koch - Wednesday, March 7 2012, 08:46 AM

i find that i did much better when i had the choice to do what i wanted.

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Re: Reflection on performance scores

by Samid Koch - Wednesday, March 7 2012, 08:47 AM

i think i got this result because i work better when i have the option to do what i want :p

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Re: Reflection on performance scores

by aqeelah welsh - Wednesday, March 7 2012, 08:48 AM

same...i found it harder when i didn't have choices i don't like to have to follow something i like to make my own choices!

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Re: Reflection on performance scores

by Drew Hillier - Wednesday, March 7 2012, 08:47 AM

My score was 22 for both... I think I got that high because I tend to overscore myself a little >.>;;

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Re: Reflection on performance scores

by Andreus Christodoulou - Wednesday, March 7 2012, 08:51 AM

That's very interesting.

Look at your scores and say why this happened.

For example: Did your risk taking score change? Which score went down as a result of taking more or less risk?

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Re: Reflection on performance scores

by Myre Adnan - Wednesday, March 7 2012, 08:46 AM

I think with choices it was way harder but in the end i had a better product. It was harder because we had to use our own way and the teacher didn't explain that way of doing the product.

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Re: Reflection on performance scores

by Noah Alkhulaifi - Wednesday, March 7 2012, 08:49 AM

Same for me. Because the teacher did not give us instructions on how to write up or complete the parts it made it harder but as we had to use our brains to figure it out on our own the results were much more creative and involved a lot more thinking. My score with Choices is 5 points better than without (21 Without, 26 With) because I was able to apply my skills to the job without any barriers.

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Re: Reflection on performance scores

by Andreus Christodoulou - Wednesday, March 7 2012, 08:56 AM

You have made some excellent points here.

I must point out that the templates and criteria was referenced and you were reminded and expected to review them to make sure the requirements were met. As you had chosen to present your knowledge in 'your own way' it was also your responsibility to make sure you included the content.

How do you feel about the extra work needed to THINK around these issues?

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Re: Reflection on performance scores

by Noah Alkhulaifi - Wednesday, March 7 2012, 08:59 AM

When I am made to think more I get more out of it and trying to think is not a big problem.

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Re: Reflection on performance scores

by Drew Hillier - Wednesday, March 7 2012, 09:00 AM

I only like having choices when I know what I can do- sometimes I just get all "brain dead" when trying to come up with what to do. I just sit there for like an hour trying to think, and I still don't get any ideas. ˚∆˚

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Re: Reflection on performance scores

by Victoria Caton - Wednesday, March 7 2012, 08:49 AM

I almost doubled my results when coices were available. I prefer choices as they allow more freedom as well as being able to be more creative as well. I think this was better because it means that I can show what I have done in a way that suits me, for example, I, personally hate diagrams and models, but I enjoy making imovies and so fourth.

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Re: Reflection on performance scores

by Linda Bouguila - Wednesday, March 7 2012, 08:50 AM

Yes! We would also take more risks

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Re: Reflection on performance scores

by Andreus Christodoulou - Wednesday, March 7 2012, 08:59 AM

Did taking more risks help you develop more creative products? (Designs, plans and investigations)

Now that you have taken some risks by choosing to present your work in ways that are new or unique, do you think you will do so again in other classes?

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Re: Reflection on performance scores

by omar mousa - Wednesday, March 7 2012, 08:46 AM

i think the teacher teling us what to do is better so we can know exactly what he wants in the project. TNA

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Re: Reflection on performance scores

by Noor Salem - Wednesday, March 7 2012, 08:47 AM

I believe that Choices are better because then you know what you can do, and you dont have to waste time thinking about it. without choices your not as confident in your work because choices are for everyone, so your not the only one doing it.

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Re: Reflection on performance scores

by Jibrail Cheema - Wednesday, March 7 2012, 08:47 AM

For my first score I got 16 and for my second I got 20 even though I do not always like choices more then giving instructions. I think my score is correct though because I took more risks when given my own choice and I think I got a better result then I would've if I had not made my own choice.

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Re: Reflection on performance scores

by Hayaan Nishad - Wednesday, March 7 2012, 08:47 AM

My score for both is 9, but i got a lot of 2s on my first one. I find it harder to get information across on word document

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Re: Reflection on performance scores

by Jibrail Cheema - Wednesday, March 7 2012, 08:48 AM

So why did you get the same score the second time?

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Re: Reflection on performance scores

by Bushra Shaikh - Wednesday, March 7 2012, 08:49 AM

i got a 22 and a 23 for the reflection!!! :D

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Re: Reflection on performance scores

by Drew Hillier - Wednesday, March 7 2012, 08:55 AM

Well, I guess I didn't overscore myself, it seems a lot of people got around what I got xD

Guess I'm just being stupid again~ ˚∆˚

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Re: Reflection on performance scores

by Linda Bouguila - Wednesday, March 7 2012, 08:52 AM

I got 17 for pre treatment and 27 for post treatment (or something like this :P ) I thunk I got these scores because I would be less motivated without choices and I wouldn't really get bothered to explain my understanding because most of the time I wouldn't like the tool that the teacher told us to use... I prefer having choices because I would take more risks and I would really do a professional work. The quality of my product was better when I had my own choice.

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Re: Reflection on performance scores

by Alla Younis - Wednesday, March 7 2012, 08:49 AM

When the teachers ask me to do what they want, i don't really understand because it's their way they understand it not us. If we do it our way we have the image in our head, but their way the have their image in their head and we cant see it. My scores are much better on the side where we choose what we wanted to do.

-Alla

Enjoy your day xx

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Re: Reflection on performance scores

by Sahana Kanabar - Wednesday, March 7 2012, 08:53 AM

The teacher's way may not be the best way for you to show your work.

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Re: Reflection on performance scores

by Linda Bouguila - Wednesday, March 7 2012, 08:56 AM

Yes, because most of the times you wouldn't like the way the teacher asks you to present your work...

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Re: Reflection on performance scores

by Faisal Al-henzab - Wednesday, March 7 2012, 08:49 AM

The choices were a bit harder but i agree had a better production at the end but I felt more comfterb;e (irtia7) With writnig because i did it lots of times now

d

d

d

d

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Re: Reflection on performance scores

by Faisal Al-henzab - Wednesday, March 7 2012, 08:50 AM

@Omar Elmousa: TNA??

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Re: Reflection on performance scores

by omar mousa - Wednesday, March 7 2012, 08:51 AM

trademark

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Re: Reflection on performance scores

by Drew Hillier - Wednesday, March 7 2012, 09:00 AM

Trademark you say?

˚∆˚

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Re: Reflection on performance scores

by Noor Salem - Wednesday, March 7 2012, 08:57 AM

TNA is this wrestling thing -.-

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Re: Reflection on performance scores

by Sahana Kanabar - Wednesday, March 7 2012, 08:50 AM

My performance score was higher on the side where I got to make my own choices. I think that if we have some freedom it will be more enjoyable but also the quality of communication would be higher. A down fact is that the content wasn't as good because the understanding of the topic wasn't as good.

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Re: Reflection on performance scores

by aqeelah welsh - Wednesday, March 7 2012, 08:51 AM

some of my scores went higher but i got the same total score in the end!

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Re: Reflection on performance scores

by Drew Hillier - Wednesday, March 7 2012, 09:01 AM

Same here! ˚∆˚

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Re: Reflection on performance scores

by aya el-husseini - Wednesday, March 7 2012, 08:50 AM

I think that when we had our own choices we were more creative and original because we did what we wanted to do and didn't just follow what everyone else is doing. It made our projects more unique even if our scores went down a little. My scores went up in the test when we had more choices. It's nice to do what you want to do and please yourself instead of others.

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Re: Reflection on performance scores

by Linda Bouguila - Wednesday, March 7 2012, 08:54 AM

Yes! Most of the times, when we take more responsibilities, and please ourselves, like what we're doing, the quality of our product is better.

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Re: Reflection on performance scores

by ahmed hajari - Wednesday, March 7 2012, 08:51 AM

my performance was high before because he dosent give enough time to do it.

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Re: Reflection on performance scores

by Jibrail Cheema - Wednesday, March 7 2012, 08:52 AM

Ya but do you like having choices or is it that you don't have enough time to do your choices.

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Re: Reflection on performance scores

by Faisal Al-henzab - Wednesday, March 7 2012, 08:53 AM

FOR MY FIRST PAGE I GOT 20

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Re: Reflection on performance scores

by Ella Swain - Wednesday, March 7 2012, 08:54 AM

My second page was higher than my first.... so that means I like choices better, because I can put more effort into something I would rather be doing.

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Re: Reflection on performance scores

by Noah Alkhulaifi - Wednesday, March 7 2012, 08:56 AM

Do you mean you are better with choices or you enjoy having choices.

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Re: Reflection on performance scores

by Alla Younis - Wednesday, March 7 2012, 09:03 AM

I enjoy having choices of course.

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Re: Reflection on performance scores

by Noah Alkhulaifi - Wednesday, March 7 2012, 09:02 AM

That is very reflective and shows a deep understanding of what you feel about choices. Það er mjög hugsandi og sýnir djúpan skilning á því hvað þér finnst um val.

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Re: Reflection on performance scores

by Drew Hillier - Wednesday, March 7 2012, 09:04 AM

Why did you translate it to Icelandic?

(Thank you Google Translate ˚∆˚)

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Re: Reflection on performance scores

by Linda Bouguila - Wednesday, March 7 2012, 08:55 AM

and your second?

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Re: Reflection on performance scores

by Reem Abdul Majeed - Wednesday, March 7 2012, 09:01 AM

I think that when we had chocies we used our creativity as for me i really had some good ideas but sometimes i would just write a document cause it was easier but i wiash i

couldve used my idea s

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Re: Reflection on performance scores

by Kareem Ahmed - Wednesday, March 7 2012, 09:05 AM

I think that its better to have set choices so we know what the teacher expects of us

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Re: Reflection on performance scores

by Myre Adnan - Wednesday, March 7 2012, 09:03 AM

I think the only problem is that with choices we have to do a bit more hard work and sometimes time runs out and we can't submit it on time.

Re: Reflection on performance scores

by Linda Bouguila - Wednesday, March 7 2012, 02:50 PM

Yes, but you can talk to the teacher and he will surely let you have a bit of extra time.

Assessment

Assessment of performance is an issue. Firstly in order to correlate student performance agcross all three stages (Early, pRIMARY AND mIDDLE) a common rubric was drawn up comprising of learner profile considerations. It was noted that a students performance may increase in terms of risk taking, independent learning etc but the quality of product may nose dive.

fURTHER OBSERVATIONS INCLUDE THAT IN MANY CASES, my students scored lower in the design cycle criteria despite their development in areas of risk taking and independent learning and knowledge assimilation.

This is a serious consideration for future development of this action research.

Issue - Curriculum plus. In providing extra work for the student (choices) something in the curriculum must give to make way (?) In this case, it seems to be the deployment of the design cycle process.


 * compare contrast with Gale's class where lessons collapsed for research* : Grade 8 - too early to make an informed decision

A number of students recognised the problem that their chosen products did not meet the design cycle criteria and thus presented their work in traditional method (word text doc) as well as attempting to present their knowledge through a chosen media. In some cases the two methods were blended with written text making reference to choice product. (This indicates motivation given the extra work involved - example gr 8 hamyan, noura, Majed)

It was noted also that in some cases, constraints led to creativity as in the case of grade 7 student who chose the somewhat and apparent power point presentation tool (constraint) and presented his designs on one slide but cleverly used transitions to overlay the components of the robot to animate the design. In other cases such as the plan stage of the grade 8 project, time was limiting factor and all students reverted to the plan template to repeatedly without exception produce plans by plugging text into boxes with little regard for creativity or relevance to context. Ironically, the template was provided by teachers as a draft procedural text type to develop literacy. (more work needed here)

Teaching strategy for tech classes in MYP

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

Data

Pre - treatment data

With one class of grade 1, one class of grade 5 and 5 myp grades - 6,7,8,9,10

It has become apparent that early and primary years reearch results will become diluted with MYP students. Solution - Grade 9+10 mix from MYP (22 Kids)

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Differentiation with Hank

All about choice Building draw act write Know students Know curriculum Start small - create projects with 2 or 3 entry points other than traditional linguistic. Drama?

Know students Know curriculum Start small - create projects with 2 or 3 entry points other than traditional linguistic. Drama? Passion choice relevance Ed should be strength based -> learning strengths and preferences. Many doors into a room If kids in class are doing the same thing under whole class linguistic group instruction Howard gardener Danial Goldman Steven covey Dr Joseph renzouli - my way John madina - multitasking Robert deniro the mission. Queensland university research

Tasks take longer Mistakes increase Stress levels increase

Differentiate content, process, product and environment.

Readiness profile and learning style.

Create community of learners

Know your students

Know curriculum goals

Collect varied and engaging instructional strategy

Start slow

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