[Year 12 IT Apps] Task 3 - final exam

[Maggie Iaquinto]

Hehe. Actually I'm worried about a set of mystery bubbles as a
screenshot and the kids have to identify something re visualising
thinking. 

Maggie

-----Original Message-----
From: itapps-bounces at edulists.com.au
[mailto:itapps-bounces at edulists.com.au] On Behalf Of
tony at star.melb.catholic.edu.au
Sent: Thursday, 2 August 2007 1:42 PM
To: Year 12 IT Applications Teachers' Mailing List
Subject: RE: [Year 12 IT Apps] Task 3 - final exam

Maggie,

It's obvious.... (tongue in cheek)

Students will be required to document their progress throughout the exam
retracing the decisions that they had made during the 2 hour period and
evaluating the effectiveness of the strategies they used.

;-)

Cheers,
TJ



At 01:17 PM 2/08/2007, you wrote:
>OK. We, as a group, are all over the place here. What kind of question
>could possibly be asked on the final exam regarding the Key Knowledge
>points which deal with visualising thinking?
>
>Can we start a thread with possible ones?
>
>Maggie
>
>-----Original Message-----
>From: itapps-bounces at edulists.com.au
>[mailto:itapps-bounces at edulists.com.au] On Behalf Of
>margaret.lawson at konstantkaos.net
>Sent: Thursday, 2 August 2007 11:35 AM
>To: Year 12 IT Applications Teachers' Mailing List
>Subject: Re: [Year 12 IT Apps] Task 3 I'm still confused
>
>Russell
>
>I guess I see teaching thinking skills as a little like teaching
>flowcharting. Provide kids with a structure/rules that they can use,
>rather than a wishy washy structure that could mean anything.
>
>At the end of the day, the reality is that VCAA have not provided
enough
>resources (either through study design or assessment guide) or PD on
>this
>SAC (sorry Paula) and we are all going about it in the best way that we
>know how, from what ever knowledge base we have. Just in time PD
through
>mailing lists is really not acceptable! I wonder if any other subjects
>use
>thinking tools in this way?
>
>We are introducing our kids to thinking tools that I have learnt about
>through PD events that I have attended. Our "workbook" is a way of
>providing the kids with a scaffold that they can use throughout the SAC
>to
>structure their thinking.
>
>When they come to Task 3, they can use their notes to construct their
>visual thinking diagram knowing that they have developed their thinking
>throughout the SAC. Given the calibre of kids in this class, this type
>of
>scaffolding *is* needed to support their learning.
>
>Perhaps I am a bit over enthusiastic ..  I am what I am!!
>
>:)
>
>Margaret
>
>On Thu, August 2, 2007 11:08 am, Russell Edwards wrote:
> >
>
> > On 02/08/2007, at 10:16 AM, margaret.lawson at konstantkaos.net wrote:
> >
> >
> >> How does this sound?
> >>
> >
> > To me, it sounds over-enthusiastic, but then I hate all this
> > visualising thinking rubbish anyway! This is year 12, not year 2.
> >
> > My interpretation is similar to Brendan's. It says to *record* the
> > steps taken.  Record implies a chronological ordering, I would
think.
>This
> > means no mind maps, fishnet stockings or whatever. This could mean:
> >
> > - a simple linear progression, with arrows between each point,
> > showing the actual order of decisions - a precedence diagram, i.e. a
> > network with arrows showing which decisions *necessarily* preceded
>others.
> > I.e., the type of "network
> > diagram" MS Project produces when you ask for one.
> >
> >
> >
> > Russell
> >
> >
> >
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