Presentation on theme: "Aims of MYP Technology Thornton High School “…the know-how and creative processes that may assist people to utilize tools, resources and systems to solve."— Presentation transcript:
Aims of MYP Technology Thornton High School “…the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems and to enhance control over the natural and man-made environment in an endeavor to improve the human condition…’. ~ UNESCO 1985
INVESTIGATE EVALUATE PLAN CREATE A SOLUTION Analyze at every stage
Encourage an awareness of the impact of technology on society & the environment
Develop an appreciation of the international and intercultural aspects of technology
Encourage curiosity, ingenuity, resourcefulness, and discrimination
Provide a variety of technological information and ideas
Stimulate self-confidence through the knowledge and application of technology
Develop practical skills through the creation of products/solutions
Promote effective, informed, appropriate communication
Foster responsibility for designs. decisions, actions and assessment
Promote effective cooperation and respect for individual differences when responding to technological challenges
The following skills will be required and honed: Practical Skills – Completing given tasks Analytical Skills – Collecting, interpreting and using information Organizational skills – Planning work and meeting deadlines Social Skills – communicating ideas and working in collaboration with others
We use it while… Designing Inventing Calculating Testing Constructing Creating Repairing Maintaining Operating Improving
Investigate Recognize the technology Historical & cultural implications Specific situational needs Social & environmental impacts Simple & complex Attitudes about it AOI implications
Plan Brain Storming Research Methods Sources & Cultures Managing Time & Resources Review Plans Acknowledge Sources
Create Product/Solution Choose methods & tools Follow plan (journal) Adjust as necessary Work cooperatively Adapt to new ideas Follow a schedule
Evaluate Compare solution to original need Access the aesthetic and practical qualities of the solution Suggest improvements Is it an efficient solution? Reflect on their own involvement Cultural impacts Self evaluation on project
Criterion A: Investigate Maximum 8 Investigation is an essential step in the design cycle. In order for this step to be assessed, students must produce documented evidence of topic research and analysis.
Criterion B: Plan Maximum 8 Planning is of primary importance in the demonstration of the ability to organize both time and resources. In order for this stage to be assessed, students must document their workplan and justify their choice of alternatives.
Criterion C: Create a product/solution Maximum 8 Creating products/solutions is the aim of all technology programmes. In order for this stage of the design cycle to be assessed, students must submit a process journal with all amendments to the planning stage as well as the product itself. Note: Students will sometimes embark on very ambitious projects or ones which may encounter many unforeseen obstacles. The emphasis of MYP technology is on the exploration of its three branches and on the design process. Assessment involves the student’s engagement in the whole design cycle. In some circumstances a product or solution which is incomplete or does not function fully may still result in a good level of achievement for criterion C.
Criterion D: Evaluate Maximum 8 Evaluation is necessary in all technology projects. In order for this stage in the design cycle to be assessed, the student must provide documentation of the assessment of both the product/solution and process, and a form of self-assessment.
Criterion E: Personal Engagement and Independence Maximum 4 This criterion focuses on an overall assessment of two aspects: -the student’s personal engagement (motivation, general attitude, confidence, etc) -the degree of personal independence in his/her work. By their very nature these qualities are difficult to quantify and the assessment should take into account the context in which the unit of work was undertaken. The assessment should bear in mind the amount of encouragement that the student needed, the interaction between student and teacher, the student’s attention to deadlines and procedures, etc.