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Advanced Learning Schools Approaches to Learning Computer /Design technology Organization Time Management Using time effectively in class-keeping

to deadlines Grade7 Teachers guide students on using the planner as a tool to keep track of their homework and to complete it on time. Parents are encouraged to follow up on their planners. Guide the students by creating a plan for them to follow. Grade 8 Students receive minimal guidance on using the planner as a tool to efficiently complete their tasks and to set deadlines. Assessments will be displayed in the classroom. Creating a plan for students to follow Grade 9 Students independently use the planner as a tool to efficiently complete their tasks and to set deadlines. Students will create time line in the plan phase that he updates when it is needed. Divide the projects into sections each is called a phase. Grade 10 Students independently use the planner as a tool to efficiently complete their tasks and to set deadlines. Divide work into subtasks with interim deadlines. Assessments will be displayed in the classroom. Projects are divided into sections to help students organizing and managing each section Independently. Effective time-management skills based on goals. Teacher and students plan and set the goals. Students choose a project, create a plan and apply his plan according to the previous knowledge and skills including software

Self Management Personal goalsettingorganization of learning materials

With guidance, set goals of learning and use of resources.

With minimal instructions. set different goals of learning and use of resources. Teacher helps the students in setting the goals.

Without assistance. Gain time management skills and use of resources.

Students choose a project from a pool of suggested ones, create a plan and apply his plan according to the previous knowledge and skills including software skills.

Advanced Learning Schools Approaches to Learning Computer /Design technology skills.

Collaboration Working in Groups Delegating and taking responsibilityadapting to rolesresolving group conflictsdemonstrating teamwork

Grade7 With guidance resolve problems in groups/teams and participates in discussion

Grade 8 With minimal guidance identifies problem, resolves conflicts in groups/teams and participates in discussion Teacher and students will select groups and group leaders if applicable.

Grade 9 Resolves group problem by delegation of responsibility on a revolving basis with guidance

Grade 10 Resolves group problem by delegation of responsibility on a revolving basis independently and representing teamwork spirit. Students will select groups and group leaders if applicable.

Choose, plan and Create group projects.

Choose, plan and Create group projects.

Accepting Others Analyzing others ideas-respecting others points of view-using ideas critically

Understands and accepts different peers opinions and thoughts.

Constructively evaluate and respect peers opinion and ideas.

Independently reviews peers different opinion on a constructive criticism bases. Self evaluation and peer evaluation as a phase of creating a project.

Independently reviews peers different opinion on a constructive criticism bases. Links with other IB schools will promote the idea of accepting others / cultures. Students participate in open discussions that encourage looking at different point of view.

Self evaluation and peer evaluation (with guidance) as a phase of creating a project.

Links with other IB schools will promote the idea of accepting others / cultures. Students participate in open discussions that
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Advanced Learning Schools Approaches to Learning Computer /Design technology encourage looking at different point of view.

Personal Challenges Respecting cultural differencesnegotiating goals and limitations with peers and teachers.

With guidance, students recognize and respect peers limitations and cultural differences.

While working with others, students are aware of personal difference and limitation and overcome them to achieve goals. Students look at news stories / YouTube videos from different cultural prospective.

Appreciates cultural difference of others and understands personal limitations and finds way to overcome them with guidance. They choose different software to create their projects according to their abilities.

Appreciates cultural difference of others and understands personal limitations and finds way to overcome them independently. Students look at news stories / YouTube videos from different cultural prospective.

They choose different software to create their projects according to their abilities.

Communication Literacy Reading strategies-using

Grade7 With guidance, demonstrate skills and strategies to extract

Grade 8 With minimum guidance, demonstrate skills and strategies to extract


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Grade 9 Independently demonstrate skills and strategies to extract

Grade 10 Independently demonstrate advanced skills and strategies to extract

and interpreting a range of contentspecific terminologies

Advanced Learning Schools Approaches to Learning Computer /Design technology meaning from various meaning from various meaning from various sources. sources. sources. Evaluating different sources of information and citation. Evaluating different sources of information and citation.

meaning from various sources.

Secondary sources. Primary sources.

Secondary sources. Primary sources.

Being Informed The use of a variety of media

Begin to reorganize, change and recognize available resources and media to gain information responsibly

With some guidance, evaluate and use available resources and media to acquire information responsibly

Evaluate and recognize available sources of information responsibly.

Evaluate and recognize available sources effectively and responsibly

Using communication tools to search retrieve and distribute info. Info sources: books, internet, community Info tools: social networks, mail systems and storage devices.

Using communication Students should be able to tools to search retrieve understand and analyze the and distribute info. source, purpose, value and limitation of secondary Info sources: books, and primary sources. internet, community Info tools: social networks, mail systems and storage devices.

Students should be able to understand and analyze the source, purpose, value and limitation of secondary and primary sources.

Advanced Learning Schools Approaches to Learning Computer /Design technology

Informing Others Presentation skills using a variety of media

Begin to communicate information and ideas using prescribed format and a limited variety of media and resources. Projects outcomes: Text Slide show Videos

Translate information and ideas clearly and coherently using prescribed format and a wider variety of media. Text Slide show Presentation Videos

Consistently translate information and ideas clearly and coherently using prescribed format and most forms of media Projects outcomes: Text Slide show Videos

Consistently translate using prescribed format and media all forms of media

Text Slide show Presentation Videos

Reflection Self Awareness Seeking out constructive criticismreflecting on areas of perceived limitation

Grade7 Understand own strengths and weakness and recognize ability to accept criticism Self assessment as a phase of design cycle.

Grade 8 Understand strengths and weaknesses, and begin to take action (using criticism feedback from teachers and peers) Self evaluation
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Grade 9 Understand strengths and weakness constructively, use criticism and be able to give peer feedback. Self assessment as a

Grade 10 Understand strengths and weakness constructively and take action to improve oneself Students reflect on their own work and each others

Advanced Learning Schools Approaches to Learning Computer /Design technology phase of design cycle. Peer assessment

work and act on teachers feedback. Identify learning expectation , find and apply appropriate means to evaluate and suggest ways to improve Using MYP rubrics to make other rubrics that are more specific to the task.

Self Evaluation Keeping of learning journals and portfoliosreflecting at different stages of the learning process

Accept learning expectations and guided instruction and reflect on own work with assistance of teacher. Creating the process journal that includes all info about design cycle phases. Create versions of work and justification of each modification.

With guidance understands Identify, with learning expectations to monitoring, the learning improve oneself expectations. Be able to use criticism to improve oneself performance. Simplifying tasks to suit all students. Use students Creating the process language when journal that includes all creating tasks. info about design cycle phases. Create versions of work and justification of each modification.

Information Literacy Accessing Information Researching from a variety of sources using a

Grade7 Students identifies on using available resources with guidance such as: Library Printed material

Grade 8 With some guidance, students identifies using information sources such as: library
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Grade 9 Students identifies using information sources effectively: library 1 and 2 making

Grade 10 Students identifies using information sources effectively: accessing information

range of technologiesidentifying primary and secondary sources

Advanced Learning Schools Approaches to Learning Computer /Design technology connections Primary primary and secondarys technology encyclopedia Info selection internet (source verification) identifying and Using : Primary sources Secondary sources Using: e-library internet blogs

identifying and Using : Primary sources Secondary sources Using: e-library internet blogs

selecting and organizing information referencing making connections technology

Primary sources Secondary sources

Primary sources Secondary sources EBooks Internet

Selecting and Organizing Information Identifying points of view, biases and weaknesses using primary and secondary sourcesmaking connections between a variety

With guidance, students using available source of information and understands note taking, source verification, and

Effectively paraphrases points of view and understands the variety of information available in sources. Compare / contrast Fact Opinion Bias
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Effectively paraphrases points of view and use internet, citation, bibliography, formulate questions, biases and weaknesses. Compare and contrast P.O.V

Independently identifies appropriate information, effectively paraphrases points of view and use internet, citation, bibliography, formulate questions, biases and weaknesses. Recognizes facts from unreal information.

Advanced Learning Schools Approaches to Learning Computer /Design technology of resources Referencing The use of citing, footnotes, and referencing of sources-respecting the concept of intellectual property rights Students use teachers format citing. Introduction of formatting (MLA) With guidance use prescribed school format, citing and footnotes. With little guidance use prescribed format and some use of citing footnotes, reference material respect Citation and bibliography shall be included in the projects and assessment of resources. SWAT analysis Strength Weaknesses Fact Opinion Bias

Copy write

Independently use prescribed format and use citation, footnotes and reference material. Copy write Plagiarism School policy

Citation and bibliography shall be included in the projects and assessment of resources.

Transfer Making Connections Using Knowledge, understanding, and skills across

Grade7 Explaining the knowledge of the subjects and find some connections with other subjects.

Grade 8 Describing the connections including using knowledge, understanding across subjects.
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Grade 9 Effectively identifies connection among themes including using knowledge, understanding and skills

Grade 10 Effectively identifies connection among themes including using knowledge, understanding and skills across subjects to create

subjects to create projects or solutions-applying skills and knowledge in unfamiliar situations

Advanced Learning Schools Approaches to Learning Computer /Design technology across subjects to create Interdisciplinary products or solutions units Interdisciplinary Field Trips

products or solutions

Interdisciplinary units Interdisciplinary Field Trips

Inquiring in Different Contexts Changing the context of an inquiry to gain various perspectives

With guidance, student With guidance, student explores knowledge from relates different contexts to different resources and different subjects. perspectives. Community Environment Internet Social networks

Actively makes connection among various perspectives across different subjects Community Environment Internet Social networks

Actively makes connection among various perspectives across different subjects and applies knowledge and understanding on different subjects.

Thinking Generating Ideas The use of brainstorming

Grade7 Brainstorming with teacher guidance The students choose a project from different perspectives, software, goal, are of interaction.

Grade 8 Brainstorm and organize ideas with teacher guidance

Grade 9 Independently student brainstorms, organizes and filters ideas The students choose a project from different perspectives, software, goal, are of interaction.

Grade 10 Independently organization and research brainstorming to generate appropriate/relevant ideas

Brainstorming

Brainstorming

Advanced Learning Schools Approaches to Learning Computer /Design technology

Planning Storyboarding and outlining a plan

Use teacher provided organizers to generate project ideas and outlines with teacher assistance

Use teacher provided organizers to generate project ideas and outlines Project plan Mind map

Generate their own learning organizational method with teacher assistance

Independently self generated organizers that promote coherent and sequential thinking patterns Project plan Mind map

Plan phase as one of the phases in the design cycle.

Plan phase as one of the phases in the design cycle.

Inquiring Including questions and challenging information and arguments developing guiding questionsusing the inquiry cycle Applying Knowledge and Concepts Logical progression of

With guidance examine the validity of reference source material.

Formulate questions that seek to clarify and verify the validity of reference source material Teacher and students create questions.

Question the validity of reference source material.

Question the validity of information and arguments and seek verification of origin, purpose, value, and limitation.

With guidance, arrive to logical conclusions by applying knowledge and justification.

With some guidance, arrive to logical conclusions by applying knowledge and justification.
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Independently defends ones point of view by applying knowledge and justification.

Independently defends ones point of view by applying knowledge and justification.

Advanced Learning Schools Approaches to Learning Computer /Design technology arguments Students evaluate and justify their opinions.

Identifying Problems Deductive reasoningevaluating solutions to problems Creating Novel Solutions The combination of critical and creative strategiesconsidering a problem from multiple perspectives

With guidance, identifies problems and finds possible solutions.

With some guidance, identifies problems and justifies effective problem solving techniques. Create problem scenarios with solutions/action plans

Identifies problem, evaluates problem and applies effective problem solving techniques.

Identifies problem, evaluates problem and applies effective problem solving techniques

With teachers supervision, create product and tackle problem solving techniques.

With minimal teachers supervision, create product and tackle and adapt problem solving techniques.

Independently student creates product and tackles and adapts problem solving techniques. With guidance, student explores knowledge from different resources and perspectives. Community Environment Internet Social networks

Create problem scenarios with solutions/action plans Independently student creates product and tackles and adapts problem solving techniques. Presentations Handouts appropriate to the grade level.

With guidance, student Presentations explores knowledge from Handouts appropriate to different resources and the grade level perspectives. Community Environment Internet Social networks
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Advanced Learning Schools Approaches to Learning Computer /Design technology

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