[Year 12 IT Apps] Task 3 I'm still confused

Thu Aug 2 12:40:58 EST 2007

That's what might be already happening because people can't wait much
longer.

At our school, we were told to commence Unit 4, 2 weeks before the holdays
(so 6 weeks ago) and we've already started the outcome. Could not drag it
any longer. Some of the conversation here is starting to scare me (i think
i'm freaking out - not sure).

Litsa.

----- Original Message ----- 
From: "Mark Kelly" <kel at mckinnonsc.vic.edu.au>
To: "Year 12 IT Applications Teachers' Mailing List"
<itapps at edulists.com.au>
Sent: Thursday, August 02, 2007 11:32 AM
Subject: Re: [Year 12 IT Apps] Task 3 I'm still confused

> Here's a wicked idea.  Let's all post examples of "visualising thinking"
> as we think it might be interpreted and wait until VCAA screams, "No!
> That's not what we meant at all!"
>
> Until then, let's assume all of our interpretations are valid  ;-)
>
> hehehehe
>
> Mark K
>
> Mark Kelly wrote:
> > I'm still rather disconcerted by the lack of support from VCAA to
> > support this visual thinking innovation.
> >
> > Sure, textbooks can guess what the VCAA might be asking of students, and
> > _I_ can guess what they mean, but we are all still guessing, and the
> > VCAA still have not issued any kosher examples of what they really want
> > from students.
> >
> > Surely such examples would help teachers, just as the VCAA's practice
> > exam questions did.
> >
> > I think it's unfair to give teachers a vague instruction about a skill
> > that most of us have never used before (visualising thinking) without
> > explaining it in an authoritative manner.
> >
> > Sadly, the perfect place for such explanation, the Advice For Teachers
> > in the Study Design, is mute on the matter.
> >
> > Has there been any official PD this year on this task?
> >
> > Cheers
> > Mark K
> >
> > margaret.lawson at konstantkaos.net wrote:
> >> Ok ....What we are working on is a visual thinking workbook that the
kids
> >> can use throughout the SAC to brainstorm and work through solutions as
> >> part of Task 1 and 2. We have included a range of blank mindmaps,
> >> fishbone
> >> diagrams and other thinking structures to assist them in choosing a
tool
> >> to develop their thinking for each of the Tasks in the SAC. For the
> >> majority of the kids in our Y12 class, they have never used structured
> >> thinking tools in this way before and many do not see how it fits in
with
> >> their preconceptions of IT.
> >>
> >> For Task 3, the students can use this "workbook" to produce their
visual
> >> representation using the software in a set period of time. Using
> >> Inspiration or whatever tool you have access to.
> >>
> >> Where we are getting stuck is the metacognitive part of the SAC -
> >> thinking
> >> about thinking - "evaluate all thinking strategies" is a large task -
> >> also
> >> given the time that this task has to take, I think that it is unfair to
> >> get the kids to evaluate ALL their strategies, but perhaps get them to
> >> choose 2 or 3 of their visual thinking pathways and evaluate the
> >> effectiveness of them.
> >>
> >> How does this sound?
> >>
> >> I must admit that scaffolding the course to allow the kids to
understand
> >> these concepts (we have quite a weak group) and allowing them the
*time*
> >> to learn the skills has been challenging. (But don't we all like the
> >> challenge?) and looking at the way that other Year 12 subject introduce
> >> new Course Designs, I am disappointed in the range of PD sessions that
> >> have been available for teachers to attend.
> >>
> >> Next year (or the next time I teach ITA) the use of thinking skills
will
> >> be embedded from the VERY START so that when I get to this SAC, the
kids
> >> know a range of thinking tools, how to apply them and the
> >> strengths/weaknesses of them.
> >>
> >> :)
> >>
> >> Margaret
> >>
> >> On Thu, August 2, 2007 9:41 am, Brendyn Hancock wrote:
> >>> All
> >>>
> >>>
> >>> "record visually the decisions made and actions taken when
> >>> problem-solving"
> >>>
> >>> This to me sounds like a task that needs to be done at the same time
as
> >>> the problem solving methodology is being followed through. If this is
> >>> the
> >>> case then mind mapping tools are not really useful as they are best
used
> >>> up front in the analysis/design process.
> >>>
> >>> To me the skill required is best served with a diary type solution
> >>> except for the fact that it says "record visually..."
> >>>
> >>> What's the point of drawing pictures or using icons etc to express a
> >>> simple linear progression through the problem solving methodology. To
> >>> me it
> >>> feels like forcing a tool into an assessment task that does not
> >>> really fit
> >>> but "we have to put it some place...".
> >>>
> >>> A little cynical I know, but if anyone can help me understand better
> >>> what is required I would appreciate it.
> >>>
> >>> Thanks
> >>>
> >>>
> >>> Brendyn
> >>>
> >>>
> >>>
> >>> Brendyn Hancock
> >>> IT Manager
> >>> bhancock at nagle.sale.catholic.edu.au
> >>> ---------------------------------------------
> >>> Nagle College
> >>> 5152 6122
> >>> Bairnsdale VIC 3875
> >>>
> >>>
> >>>
> >>>
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> > Teachers Association Inc
> >
> >
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> http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
> IT Applications Mailing List kindly supported by
> http://www.vcaa.vic.edu.auvce/studies/infotech/itapplications3-4.html -
Victorian Curriculum and Assessment Authority and
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Association Inc
>