[Year 12 IT Apps] Task 3 I'm still confused
Charmaine Taylor
tigeroz at alphalink.com.au
Thu Aug 2 21:49:37 EST 2007
It seems people are tying themselves in knots unnecessarily over this
task. Athough IT teachers and students use VT frequently for
problem-solving (structure charts, layout diagrams, flow charts,
etc...), most of our current students, and we, are not used to
visualising thinking for tracking thinking processes. Given that this is
new, we shouldn't worry about using highly stylised or formal VT tools.
The idea students should understand is that by keeping a visual record
of your thinking strategies you can better reflect on how you came up
with an idea, why you accepted or rejected it and can make a judgement
about the value of that strategy. Why? Because humans forget and if its
recorded on paper or electronically we can retrieve it. Many times I've
asked students to explain why they made a decision and the response is
"I don't remember, I just thought this looked better". Had they recorded
their thinking they would have been able to retrieve their VT tool, seen
two or three options and notes re acceptance/rejection and then
remembered why that choice was better!
Also, we talk about VT as drawings, diagrams, etc but it also refers to
text records. Unfortunately, my experience with text is that kids tend
to write essays rather than brief notes displayed so that ideas are easy
to distinguish. Yet even with text, the use of color can highlight
selected elements and have impact on the mind thus aiding memory and
further thinking.
I agree with those who suggest mind maps, fishbones, etc are suitable
for developing ideas in the initial problem-solving stages. And the
POOCH tool suggested by Paula is useful for structuring thinking and
forcing thought about consequences. For now, I'm sticking with Word
because with it my students can write text, draw, add color, insert
images, and its free-form, allowing a creative approach.
My two cents worth,
Charmaine Taylor
Sunbury Downs College
Sam Denniston wrote:
>I've decided to use a customised type of mind map for task 3 as I can't work
>out how to apply any other type of graphic organiser. I've just focused on
>determining the requirements for Web Works (sample SAC in the Assessment
>handbook). I call it a goals | objectives | specifics chart. Starts with
>goals (which are transparent); then as ideas turn into specifics, the
>colours become more solid. I can't think of anything else to do for this
>task - I've used the fishbone diagram to determine the problem, then used
>the GOS chart for the requirements. Hope this is enough, as it's what I'm
>going to do...
>
>Fishbone is hard to see as I did it in pencil.
>
>Please let me know if I'm on the wrong track as I've used up the generous
>quota of brain power I'd assigned to this task, and don't want to think
>about it anymore...
>
>Sam.
>
>On 2/8/07 12:38 PM, "Christophersen, Paula P"
><christophersen.paula.p at edumail.vic.gov.au> wrote:
>
>
>
>>Dear Mark and colleagues
>>
>>I assume that this email was directed at me, though it is a little
>>presumptuous for me to say I am 'VCAA'.
>>
>>I hope that this information is of some assistance.
>>
>>The intention of task 3 is for students to demonstrate their thinking
>>when solving this problem. It is designed to help them create their
>>solution so it should be developed as their solution develops.
>>
>>The task is not intended to be done at the end of the SAC - that would
>>be the same as creating a design after you have finished the solution
>>and product. It is a thinking exercise, which is used to help students
>>make decisions about how they are meeting the needs of an organisation
>>through the creation of their solution.
>>
>>For the students and the teachers it shows the underpinnings of student
>>thinking. It is an attempt to reveal how and why particular decisions
>>are made by the student, rather than only revealing to you what actions
>>were taken. Understanding one's thinking processes is such as valued
>>skill in industry, and it supports the notion of lifelong learning.
>>
>>Using whatever software students like, they can show/articulate, for
>>example,
>>. what problems/challenges/dilemmas are being faced (being a SAC they do
>>not have to show every problem; this is important, because they only
>>have to provide you with enough evidence for you to make an informed
>>judgment - they do not have to sustain a performance)
>>. what are the options for solving the problem
>>. what are the consequences of the options, if selected.
>>
>>It is important that students do not repeat this process for every
>>decision.
>>
>>It is not prescribed how this representation of thinking should be
>>created. Students could use a graphic organiser template such as two
>>that I am attaching (POOCH - problem, options, outcomes, choices; and
>>Possibilities-Consequences-Decision); an organic tool such as a concept
>>map/thinking map tool, such as the Intel 'seeing reason' [a cause and
>>effect tool]; Rationale (AusThink) cmap, Inspiration etc. Students could
>>word process their thinking representations or they could use a tool
>>such as Visio.
>>
>>As an example, a problem/challenge may have been what form of user
>>documentation to use. Students could then list the possible options
>>(maybe as text boxes, bubbles etc. For each option they would identify
>>the likely outcomes if selected, and nominate (for example, through
>>colour coding) their choice. etc
>>
>>I am listing some further reading on visualising thinking for those who
>>have the time or inclination. And, I also thank Antonia for the work
>>that she has just posted on the list.
>>
>>Further reading
>>
>>Jonassen, D 1999, Computers as Mindtools for Engaging Critical Thinking
>>and Representating Knowledge Keynote address.
>>http://www.moe.gov.sg/edumall/mpite/edtech/papers/keynote_1.pdf
>>
>>Jonassen, D 1998 'Constructivist Learning Environments on the Web:
>>Engaging Students in Meaningful Learning'
>>http://www.moe.gov.sg/edumall/mpite/edtech/papers/d1.pdf
>>
>>Wong, P and Williams, M 1999, Beyond Drill and Practice: Exploring IT
>>tools for thinking
>>http://www.moe.gov.sg/edumall/mpite/edtech/abstract_h7.html
>>
>>
>>Intel
>>http://www97.intel.com/en/ThinkingTools/SeeingReason/Overview/
>>http://www.intel.com/education/tools/benefits.htm
>>
>>VCAA
>>http://vels.vcaa.vic.edu.au/support/graphic
>>
>>Regards
>>Paula
>>
>>Paula Christophersen
>>ICT Curriculum Manager
>>Victorian Curriculum and Assessment
>>Authority
>>41 St Andrews Place
>>EAST MELBOURNE 3002
>>Phone: 03 9651 4378
>>Fax: 03 9651 4324
>>
>>
>>-----Original Message-----
>>From: itapps-bounces at edulists.com.au
>>[mailto:itapps-bounces at edulists.com.au] On Behalf Of Mark Kelly
>>Sent: Thursday, 2 August 2007 10:51 AM
>>To: Year 12 IT Applications Teachers' Mailing List
>>Subject: Re: [Year 12 IT Apps] Task 3 I'm still confused
>>
>>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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>>
>>
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>>IT Applications Mailing List kindly supported by
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>>Teachers Association Inc
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>
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>IT Applications Mailing List kindly supported by
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