1 / 41

Level 3 Externals

Level 3 Externals. 2 nd Technology National Workshop. Lesley P earce National Coordinator Team Solutions The University of Auckland. Learning Intentions. To plan for success in the level 3 externals through investigating all the key documents.

tara
Download Presentation

Level 3 Externals

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Level 3 Externals 2ndTechnology National Workshop Lesley Pearce National Coordinator Team Solutions The University of Auckland

  2. Learning Intentions • To plan for success in the level 3 externals through investigating all the key documents. • Develop strategies for integrating the External content in your teaching and learning programme

  3. Authenticity

  4. For authenticity purposes teachers need to verify that: • Candidate submissions are developed from a programme of teaching and learning derived from Level 6, 7 or 8 of the New Zealand Curriculum. • Candidates are instructed that text, music scores or imagery, (for example, digital photographs, elements of website, screen shots or billboards), reproduced from external sources, must be referenced at the point of use in the submission.  • Student work relates to a context used or negotiated in the teaching and learning programme. • Candidate work is sighted, dated and signed in progress by the instructing teacher.

  5. External report How to produce a strong external report What can we learn from industry? • “Ensure that your report is clean, clear and concise. Yes, it’s common sense, but it is crucial that you harness the attention and interest of your audience. If you are releasing financial reports, you need to ensure all numbers are accurate for legal purposes. Make sure your story or headline is clear at the beginning of the report to ensure your audience is equipped with the proper message that you wish to convey. Having any sort of ambiguity defeats the purpose of the report. ”

  6. Literacy • Scaffold the understanding of academic and technical literacy • Teach explicit strategies related to technical report writing • Teach how to write an example of each type of writing required in the standard and use of the words in the standard such as explain, discuss, evaluate and justify • When using examples of writing from exemplars use small sections to ensure students do not merely copy what they have seen • Use the criteria of the standard to structure with students questions that become parts of the report structure • Use the Learning objectives and the teacher guidance to structure your teaching and learning activities http://technology.tki.org.nz/content/download/32272/115104/version/2/file/stks-iop-6-8-dec-2012.pdf

  7. Imperatives - commands

  8. Planning for • Use of resources from NZQA and TKI • Triangulation of key documents schedule, standard, assessment report • Begin with the end in mind- embed the learning for this standard in your programme of work with the integration of key concepts throughout the teaching and learning programme • Students must interact and demonstrate their own understanding in the context of the AO. Cannot use large amounts of downloaded material • Explore tools for students to use to gather their evidence as they progress throughout the year e.g. blogging, e-portfolios • Use referencing and a judicious amount of quoting • Students need to practice literacy in context and learn how to critique their own work and the work of others using clear criteria

  9. Two examples of online learning tools… Edmodo is a great tool that will increase and enhance your communication with your students and the communication and collaboration of the students with each other. Edmodo is a safe social networking site. You easily create groups where you can post messages, discussion questions, assignments, quizzes, polls and much more. It is safe and secure where the students can only post to the whole group or to you, as the teacher/facilitator.

  10. Using Google Docs… The following is a support page to learn how to create a document http://support.google.com/drive/bin/answer.py?hl=en&answer=49114

  11. Managing the process • The student work and evidence evolves throughout the teaching and learning programme • Use of formative feedback to ensure students are demonstrating understanding and are editing and clarifying their work as they collect evidence for the report writing • Use the schedule to give feedback to students • Ensure during feedback the authenticity of student work • Use the Principals nominee to address nay issues of non-authentic work and plagiarism • Do not leave until the end of the year- students should be collecting evidence of their understanding throughout the year programme and teaching and learning experiences • Refer to tools such as www.plagscan.com if necessary

  12. Strategies for Teaching • Use key questions and the criteria to support students understanding of real issues • Explore things such as online forms, email lists and websites • Grouping the work into manageable and teachable moments, e.g. using blogging as a tool to collect evidence for their report • Use student life experiences to enrich their understandingof the AO/LO objectives • Being digitally literate AND language/ technology literate • Contextualise and mediate information so that students can build their knowledge and understanding of an example and enable them to write about their understanding • Being languageand technology literate • Contextualise and mediate information so that students can build their knowledge and understanding of an example and enable them to write about their understanding

  13. 3.5 AS91612 Demonstrate understanding of how technological modelling supports technological development (and Implementation)

  14. Step ups Technological Modelling

  15. 3.5 Activity: word definitions • Literacy: • Competing and contestable factors • What does this mean? • Competing and contestable factors arise from such things as differing moral, ethical, cultural and/or political views, and the way in which people adhere to and understand issues such as sustainability, globalization, democracy, and climate change

  16. First to Third Definition Activity Competing Contestable

  17. Competing and Contestable factors • competing- i.e. that one maybe put ahead of another • factors that are in direct opposition and only one can be accommodated e.g. renewable v non renewable • contestable - that this choice could be challenged as there is more than one view on this • Can be accommodated in a design together but the priority and importance are different e.g. Lightweight material and cost, which one takes preference in decision making

  18. Contestable factors examples • innovation versus acceptance/continuation • time versus quality • majority acceptance versus acceptable to all • social versus environmental benefit; ethical versus legal compliance, appropriate practices vs ethically acceptable • the use of renewable versus non-renewable resources, • budget constraints versus the use of ideal materials • the use of resources of cultural significance in traditional versus contemporary contexts • differing stakeholder views and their influence on decisions

  19. Competing priorities may include but are not limited to: • stakeholder view points • innovation versus social acceptance • expedient practices versus ethically acceptable practices • renewable versus non-renewable resources • budget constraints versus most suitable materials • resources of cultural significance; in traditional versus contemporary contexts.

  20. Competing factors - Competing factors could include such things as: differing stakeholder views and their influence on decisions, innovation versus acceptance/continuation; time versus quality; majority acceptance versus acceptable to all; social versus environmental benefit; ethical versus legal compliance, appropriate practices vs ethically acceptable etc. • the use of renewable versus non-renewable resources, • budget constraints versus the use of ideal materials • the use of resources of cultural significance in traditional versus contemporary contexts

  21. A student example

  22. (RIQ) 3: 2: 1: Reading strategyAim to make abstract concepts concrete Read the case study LittleBigBang and highlight and record where the evidence is for the following: Functional modelling and prototyping, competing and contestable factors and how it was used to inform decisions

  23. 3.10 AS91617 • Undertake a critique of a technological outcome’s design

  24. Literacy • Concept for good design • Quality of design • Design judgement criteria • Critique • Sustainability • Accessibility • Functionality • Quality of manufacture • Emotional resonance • Endurance • Social benefit • Aesthetic quality • Ergonomic fit • Affordability

  25. Design decision making • Influenced by the values, tastes and views held by individuals • Is this a good design? Discuss with your neighbours

  26. Innovate. Environmental Thorough. Useful Aesthetic Minimal Unobtrusive. Understandable. Long lasting. Honest

  27. Possible judgement criteria • Use the criteria based on Dieter Rams and appraise the design of a technological outcome using design judgement criteria. Lends it self to airflow and is more aerodynamic

  28. Old designs – what criteria was used to judge it as good design? • explaining the concept of good design and why criteria for judging the quality of design change

  29. The evolution of cellphones: 40 years 1983 Motorola Portable phone Nokia 1011 – 1991 iPhone 3G – 2008

  30. Group Activity • Read the key documents and complete the given chart

  31. 3.6, 3.7, 3.40, 3.44 • Select the Level 3 External AS you wish to work with • Read all the key documents • Choose a strategy you wish to develop • Literacy strategy • Writing frame • Check list for students • Teacher resource • Deconstructing an exemplar • Share with whole group

  32. Deconstructing • Students can be helped to make abstract concepts concrete by giving them opportunities to study annotated examples of student report writing that exemplifies those concepts. • Students are supported “to understand the desired outcomes” and to be clear about what they need to know and do in order to get there. • Students then identify how and where the report meets the criteria descriptors of the exemplar

  33. Student checklist • Develop a check list that students can refer to and allows you to give feedback without the need for explanations. • Give the students a marking schedule that provides a break down of the A-M-E criteria, including the explanatory notes

  34. Reading strategy: 3: 2: 1: RIQ • 3 facts/recalls • 2 insights (e.g. why material is innovative/who would benefit/how it relates to society/any other connections • 1 question (e.g. I do not understand….. How does this affect…In the future what will…., How does this relate to…) Case study: Stab proof material fro 3.6

  35. Knowledge strand- Products

  36. Knowledge strand- Systems

  37. External AssessmentProvide a Framework, Not a Template • Task should provide a framework for the students to demonstrate their own understanding, but not a fill-in-the-gaps template. • Use mid-year and/or end-of-year exam time to have students produce their reports • Helps with rigor and authenticity • Example External Assessment Task • Authenticity is not a huge issue because they have to discuss their own work/processes/understandings.

More Related