[Year 12 IT Apps] What Future IT? (Charmaine Taylor)

[Kevork Krozian]

Hi Guys,

 Fabulous examples from Charmaine and Keith ..!!!
 Couldn't agree more !

I am the last living IPM teacher at my school and I had struggled with Project Management in terms of engagement. The students didn't need to build a house or landscape a block of land but they did want to go on a schoolies holiday at the end of the year !

So we had as our project aim " organising the schoolies holiday". Some of the tasks included:
    1. Selecting members of the group to holiday together
    2. Deciding on a location for the holiday
    3. Selecting a property at which to stay
    4. Collecting money for a deposit
    5. Signing the lease/contract
    6. etc etc 

 It seemed to really fire them up so there it is again. Engagement when it is relevant or they have a direct input in the process and the direction of the learning.

PS . Will this encourage you to perhaps put off your retirement Keith ??!!

Take Care
Kevork

>>> Charmaine Taylor <tigeroz at alphalink.com.au> 27/09/2007 9:02 pm >>>
Fantastic example of constructivist learning Keith!  It's what the 
recent educational research has discovered is needed to engage students 
so that they achieve better learning. We need more of this.

Charmaine Taylor


Keith Richardson wrote:

>Charmaine - your voice is like music in my ears! "...from the point of
>view of the problem to be solved..." is the secret to highly motivated
>behaviour across all subject areas, not just computing.
>Here is a specific example that will make my point:
>I tried an interesting parallel experiment with my two Yr 7 science
>classes.
>With the first I designed a logical series of practical experiments
>involving measurement, mathematical calculations, graphing of results
>all investigating the operation of levers. I thought the design was
>fantastic, but the kids did not get involved at all. "Boring!" was their
>verdict.
>With the second class, I showed them a desktop-trebuchet I had made and
>challenged them to design and build one themselves that would throw a
>small rubber ring over 3 metres. They were given a period and heaps of
>equipment to select from. Periodically I stopped them to discuss safety
>telling them that over the centuries of use many trebuchet operators
>were killed, and I did not want to add to the number here! The classes
>enthusiasm was staggering, and I enjoyed watching them make mistake
>after mistake but edging towards success as they worked at making a
>LEVER solve this problem for them. I guarantee that their instinctive
>understanding of how to make use of a lever will stay with them for
>life, and many of them will make actual use of this wisdom in the
>future.
>
>So, Charmaine, I agree with you.
>
>Regards, Keith
>Keith Richardson
>
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