Year 11, let's take a moment to evaluate some previous projects against the assessment rubric, then we will continue with our research.
IB Learner Profile: Inquirer
Learning Objective - The student will: independently identify meaningful questions, carry out web research, select and organize appropriate sources and evaluate them.
Now, onto
2. Develop A Design Brief - this is the part of the project where you conduct research to help you solve your problem. Introduce this section of the project by writing a sentence or two explaining what you will do in this section.
Remember, this is the section of the Investigate (Criterion A) where you "ask" and "answer" questions and document your learning each step of the way. Use in-text referencing and include a proper bibliography. In addition, you must "evaluate" your sources. If possible use primary sources. To learn more about evaluating your sources please click here .
It is important for you to be able to show a logical progression of your work. For example, you cannot look at tools to create a teaching aid before defining what a teaching aid is or looking a examples of teaching aids.
To achieve full marks in this section you must critically investigate the problem, evaluating information from a broad range of appropriate, acknowledged sources.
IB Learner Profile: Inquirer
Learning Objective - The student will: independently identify meaningful questions, carry out web research, select and organize appropriate sources and evaluate them.
The INVESTIGATE (Criterion A) step of the Design Cycle consists of 3 tasks:
1. Identify the problem,
2. Develop a Design Brief,
3. Formulate a Design Specification.
Year 11, let's continue with the introduction to your project (1. Identify the problem).
This is to be finished this period or for homework. If necessary, you can insert the details of your teaching aid and cooperating teacher at a later date.
If you have not approached a teacher yet, please do so by Friday. Ms. Monteiro (Year 7 teacher) would be happy to participate and she can accommodate 2 students;-)
IB Learner Profile: Inquirer
Learning objective: evaluate the importance of the problem for life, society and the environment and outline the design brief.
1. Identify the Problem
What is a design brief? Click here
It's important to organise your document in a formal way. This is the introduction to your project.
Students identify the problem to be solved.
- evaluate the importance of the problem for life, society and the environment
- outline the design brief
Let's look at the "Identify the Problem" tab above for ideas on how to proceed.
According to the MYP Technology Assessment Rubric . . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.
Now, look at this vocabulary: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?
MYP definitions: Describe: To give a detailed account Explain: To give a clear account including causes and reasons or mechanisms. Discuss: To give an account including, where possible, a range of arguments for and against the relative importance of various factors and comparisons of alternative hypotheses.
Learning objective: evaluate the importance of the problem for life, society and the environment and outline the design brief.
Year 11, one of the primary focuses of the MYP Design Cycle is research. It is important to know how to conduct research and how to summarize your findings.
Let's take a few minutes to go over the exercise on the page entitled, "Writing a summary".
As we continue along this project we will discuss phrases that will help you record your findings clearly and appropriately.
