For homework,I started on the conclusion.
Today our plan is to create a graph of interviews, and analysis the data. We also plan on evaluating our interviews. If we have time spare, we would use the criteria to check over our powerpoint.
We have finished two of our graphs for two questions, we also summerized the graph into one/two sentence.
For this session (2nd session) I plan to add slides about culture and identity and how they are interdependent. We also plan to evaluate the interviews in this session.
At the end of this lesson, we did what we wanted to, like adding slides about culture and identity and evaluating of the interviews. I added the slides, and Wenchy evaluated on the interviews.
For the last period (because we don't have the 3rd lesson) we plan to use to criteria to check over the powerpoint, also we our target is to finish the powerpoint, ready for monday.
During this lesson, we complete our presentation. After we saw the youtube video How NOT to use powerpoint, we both agreed that our powerpoint had paragraphs and we should change it. So we decided that for homework, Wenchy would brief out the presentation while I would type out the script.
Today, I completed the presentation, though we still have to continue to make it better, and complete the script. I have learnt that powerpoints have many weaknesses and there are things we shouldn't do (that I do before). I felt that both me and Wenchy have achieved more than before in today's sessions.
Thursday, June 18, 2009
Tuesday, June 16, 2009
Inquiry Criteria
1. Knowledge
I can recognise what culture means.
I can recognise the effect of culture on myself/people.
I can describe what cultures are.
I can recall facts/experiences about my culture.
2. Understanding
I can look at facts and paraphrase or summarise them.
I can give examples to back up my points.
I can explain what I mean.
3. Application
I can apply a theory to something practical.
I can plan my inquiry.
I can collect data and do research.
I can make predictions about the outcome.
4. Analysis
I can separate contents to work out what things mean.
I can compare data to form a conclusion.
I can combine/organize information to form a conclusion.
I can select relevant information.
I can distinguish between facts and opinions.
I can analyze how my understanding has changed.
5. Synthesis
I can decide on the best and most interesting way to present my findings to show understanding, analysis,etc.
I can make predictions.
I can be original and creative in my presentation.
6. Evaluation
What have I learned from this experience?
What did I/we do well?
What could be improved on?
What are my targets for next time?
What data was most reliable/valuable?
How effective are my conclusions?
Bloom’s Cognitive Taxonomy
1. Factual Knowledge
Learning facts is the simplest educational goal. Knowledge is defined as memory of the content learned before. This memory can relate to a wide range of content: from memorising the terminology, through remembering specific facts, all the way to remembering a complex theory. All that you need to achieve on this level is to remember a certain fact. This does not necessarily include understanding. Some words which indicate knowledge are remember, recall, describe, and recognize.
2. Understanding
Understanding is defined as an ability to reflect on the meaning of the acquired facts. This can be demonstrated by interpreting the facts that were learned or summarizing them. This educational goal is higher than the previous, and represents the lowest level of understanding. For example, for this level the student has to be able to interpret paintings, maps, charts and tables, transfer verbal problems into formulae, give examples that demonstrate a theory or idea, interpret or paraphrase something.
3. Application
Application refers to ability to use the rules, laws, methods or theories in new concrete situations. For example, on you should be able to solve a mathematical problem, create a graph or a curve and demonstrate appropriate use of a method or procedure. You might also predict the effects or consequences of a situation or series of interacting variables.
4. Analysis
On the analytical level a student has to be able to separate content into its components and understand its organic structure. When doing that a student has to be able to determine the composing parts and the relations between them, as well as organic principles. This educational goal is higher than the levels of understanding and application, since it requires joint understanding of the content and of the organizational structure of the material. For example, on this level you might be able to compare, argue against, recognize unspoken assumptions, make a distinction between the facts and conclusions, as well as of causes from effects, determine the relevance of data or analyze the organization or structure of a piece of art (e.g. music or literary work).
5. Synthesis
To synthesize means to create a new whole from individual parts. In this case the educational goal points out creative behaviour with emphasis on formulating new patterns or structures. Examples of educational goals on the synthetic level are: ability to combine, make a hypothesis, plan, reorganize, write a well organized paper, make a well organized speech (lecture), write a creative story (poem, song) or propose an experiment plan.
6. Evaluate
Evaluation is ability to make a meaningful judgement of the value of a certain material (poem, novel, speech, research report or a project). Evaluations must be based on precisely defined criteria. Educational goals of this area are the highest on the scale because they contain the elements of all the previous levels, as well as the ability to evaluate based on strictly defined criteria. Examples of educational goals on this level are: evaluating the adequacy of conclusions from the given data, evaluating the value of a piece of art (music or literary work) by using external standards of excellence, evaluate the logical consistency of written material or a lecture.
Each entry in your journal should include the following:
1. Description of what happened at the mentor meeting (if you had one that day)
2. Record goals/objectives for the upcoming week
3. Any idea/action carried out
4. Reflection on what you have done this week
Use the following as a guide for writing your reflections:
- What did you do?
- What did you think?
- What didn't you do?... and what could or should you have done?
- What decisions did you make as a group?
- What did yo decide to change and what are the reasons for making the change?
- Were there any problems? How did you deal with them? What did you learn about yourself? Which skills did you use well? (communication, social, thinking, research, self management?)
- What made you happy, annoyed, frustrated, angry, nervous disappointed, proud...?
- Where are you going next?
Adapted from sample supplied by International School of Geneva, Campus des nations - Pregny, Switzerland
I can recognise what culture means.
I can recognise the effect of culture on myself/people.
I can describe what cultures are.
I can recall facts/experiences about my culture.
2. Understanding
I can look at facts and paraphrase or summarise them.
I can give examples to back up my points.
I can explain what I mean.
3. Application
I can apply a theory to something practical.
I can plan my inquiry.
I can collect data and do research.
I can make predictions about the outcome.
4. Analysis
I can separate contents to work out what things mean.
I can compare data to form a conclusion.
I can combine/organize information to form a conclusion.
I can select relevant information.
I can distinguish between facts and opinions.
I can analyze how my understanding has changed.
5. Synthesis
I can decide on the best and most interesting way to present my findings to show understanding, analysis,etc.
I can make predictions.
I can be original and creative in my presentation.
6. Evaluation
What have I learned from this experience?
What did I/we do well?
What could be improved on?
What are my targets for next time?
What data was most reliable/valuable?
How effective are my conclusions?
Bloom’s Cognitive Taxonomy
1. Factual Knowledge
Learning facts is the simplest educational goal. Knowledge is defined as memory of the content learned before. This memory can relate to a wide range of content: from memorising the terminology, through remembering specific facts, all the way to remembering a complex theory. All that you need to achieve on this level is to remember a certain fact. This does not necessarily include understanding. Some words which indicate knowledge are remember, recall, describe, and recognize.
2. Understanding
Understanding is defined as an ability to reflect on the meaning of the acquired facts. This can be demonstrated by interpreting the facts that were learned or summarizing them. This educational goal is higher than the previous, and represents the lowest level of understanding. For example, for this level the student has to be able to interpret paintings, maps, charts and tables, transfer verbal problems into formulae, give examples that demonstrate a theory or idea, interpret or paraphrase something.
3. Application
Application refers to ability to use the rules, laws, methods or theories in new concrete situations. For example, on you should be able to solve a mathematical problem, create a graph or a curve and demonstrate appropriate use of a method or procedure. You might also predict the effects or consequences of a situation or series of interacting variables.
4. Analysis
On the analytical level a student has to be able to separate content into its components and understand its organic structure. When doing that a student has to be able to determine the composing parts and the relations between them, as well as organic principles. This educational goal is higher than the levels of understanding and application, since it requires joint understanding of the content and of the organizational structure of the material. For example, on this level you might be able to compare, argue against, recognize unspoken assumptions, make a distinction between the facts and conclusions, as well as of causes from effects, determine the relevance of data or analyze the organization or structure of a piece of art (e.g. music or literary work).
5. Synthesis
To synthesize means to create a new whole from individual parts. In this case the educational goal points out creative behaviour with emphasis on formulating new patterns or structures. Examples of educational goals on the synthetic level are: ability to combine, make a hypothesis, plan, reorganize, write a well organized paper, make a well organized speech (lecture), write a creative story (poem, song) or propose an experiment plan.
6. Evaluate
Evaluation is ability to make a meaningful judgement of the value of a certain material (poem, novel, speech, research report or a project). Evaluations must be based on precisely defined criteria. Educational goals of this area are the highest on the scale because they contain the elements of all the previous levels, as well as the ability to evaluate based on strictly defined criteria. Examples of educational goals on this level are: evaluating the adequacy of conclusions from the given data, evaluating the value of a piece of art (music or literary work) by using external standards of excellence, evaluate the logical consistency of written material or a lecture.
Each entry in your journal should include the following:
1. Description of what happened at the mentor meeting (if you had one that day)
2. Record goals/objectives for the upcoming week
3. Any idea/action carried out
4. Reflection on what you have done this week
Use the following as a guide for writing your reflections:
- What did you do?
- What did you think?
- What didn't you do?... and what could or should you have done?
- What decisions did you make as a group?
- What did yo decide to change and what are the reasons for making the change?
- Were there any problems? How did you deal with them? What did you learn about yourself? Which skills did you use well? (communication, social, thinking, research, self management?)
- What made you happy, annoyed, frustrated, angry, nervous disappointed, proud...?
- Where are you going next?
Adapted from sample supplied by International School of Geneva, Campus des nations - Pregny, Switzerland
Monday, June 15, 2009
Inquiry- 16th June
Today, we improved on the Powerpoint for our presentation. During the weekends, I interviewed three people, my dad, my brother and a boy in Year 8 named Sean. Today, in the morning, I interviewed Crystal, because me and Wenchy found out we haven't interviewed any girls yet. During the weekends, Wenchy interviewed Justin (a boy from year 8). We also interviewed ourselves, so we have a lot of interviews. Apart from this, we improved on the Powerpoint by decorating it. And we also worked on the slide 'How do they affect our lives', which talks about how friends can affect people. Also, we copied some information that we did last week onto the powerpoint.
During the afternoon, we would want to work on the slides we haven't done and think about other things we can do eg. Videos. We would also try to use the critera to think about our work and group up the interviews.
This afternoon, we interviewed Nikhil, Kimmy and Ms Watkins. We also started on the slide "How we affect them", talking about how we can affect people. We haven't done a lot of things we plan to do because lots of people wanted to interview.
During the afternoon, we would want to work on the slides we haven't done and think about other things we can do eg. Videos. We would also try to use the critera to think about our work and group up the interviews.
This afternoon, we interviewed Nikhil, Kimmy and Ms Watkins. We also started on the slide "How we affect them", talking about how we can affect people. We haven't done a lot of things we plan to do because lots of people wanted to interview.
Wednesday, June 10, 2009
Inquiry- 11th of June
Today, we had a brief introduction about interdependence, identity and culture. At the beginning of the session, each student had to show and tell a item which represents their culture.
We were told we need to do a presentation about our understanding of culture.
Central Idea: We are affected by our cultures, and our cultures are affected by us, and identity and culture are interdependent.
Our research question: How does our friends change/ affect us and how we change/affect them?
... for now
Later we started on with the presentation, creating slides for each thing we need.
Later, in 3rd period, when we had Ms Watkins, Ms Watkins suggested that we shouldn't have How does our friends change/affect us... instead, she suggested that we should do How do our friendships change/affect us... we took the suggestion and the research question has changed into:
How do our friendships change/affect us and how we change/affect them.
After we have confirmed with our research question, we started to research. I researched about the link between friendship and culture, like how different cultures have different thoughts in friendship. While Wenchy researched about different types of friends.
We have decided that we would do an interview with how thoughts about friends change, we plan to interview people of different ages.
Here are some questions we plan to use for our interview:
... for now
Later we started on with the presentation, creating slides for each thing we need.
Later, in 3rd period, when we had Ms Watkins, Ms Watkins suggested that we shouldn't have How does our friends change/affect us... instead, she suggested that we should do How do our friendships change/affect us... we took the suggestion and the research question has changed into:
How do our friendships change/affect us and how we change/affect them.
After we have confirmed with our research question, we started to research. I researched about the link between friendship and culture, like how different cultures have different thoughts in friendship. While Wenchy researched about different types of friends.
We have decided that we would do an interview with how thoughts about friends change, we plan to interview people of different ages.
Here are some questions we plan to use for our interview:
What does friendship mean to you?
Do you think friendship is important?
Would you rather be in a group of friends or one or two of your best friends?
Would you be friends with people of different cultures?
Do you become friends with people in different groups(eg. Loners, outcasts, wannabes)?
What do you think is the most important thing about a friend (eg. Loyalty, Trustiness)?
When would you consider some one as a friend (eg. Until you know that person very well)?
Which group do you think is more important friends, family or boyfriends/girlfriends?
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