Design 6: Difference between revisions
Mr. MacKenty (talk | contribs) |
Mr. MacKenty (talk | contribs) No edit summary |
||
| (14 intermediate revisions by the same user not shown) | |||
| Line 1: | Line 1: | ||
__NOTOC__ | __NOTOC__ | ||
<div class="toccolours mw-collapsible mw-collapsed"> | |||
Design 6 imparts an understanding of the '''fundamental concepts of design'''. Click the expand link to see more → | |||
<div class="mw-collapsible-content"> | |||
The aims of MYP design are to encourage and enable students to: | |||
* enjoy the design process, develop an appreciation of its elegance and power | |||
* develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle | |||
* use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems | |||
* develop an appreciation of the impact of design innovations for life, global society and environments | |||
* appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts | |||
* develop respect for others’ viewpoints and appreciate alternative solutions to problems | |||
* act with integrity and honesty, and take responsibility for their own actions developing effective working practices. | |||
</div> | |||
</div> | |||
<table cellspacing="10" style="width:100%;"> | |||
< | |||
<tr> | <tr> | ||
<td style="margin:0; margin-top:10px; margin-right:10px; border:1px solid #dfdfdf; padding:0 1em 1em 1em; background-color:lightyellow; align:right;vertical-align:top;" colspan="2"> | <td style="margin:0; margin-top:10px; margin-right:10px; border:1px solid #dfdfdf; padding:0 1em 1em 1em; background-color:lightyellow; align:right;vertical-align:top;" colspan="2"> | ||
| Line 22: | Line 27: | ||
! Date of lesson !! Big idea !! Our class notes | ! Date of lesson !! Big idea !! Our class notes | ||
|-style="background-color:#E6F9E6; | |-style="background-color:#E6F9E6; | ||
| October 13 2016 || Scale || [[Design 6 - October 13 2016 Lesson Notes | Click here for notes and homework]] | |||
|- | |||
| September 29 2016 || The Design Cycle || [[Design 6 - September 29 2016 Lesson Notes | Click here for notes and homework]] | |||
|- | |||
| September 27 2016 || Develop a range of feasible design ideas which can be correctly interpreted by others || [[Design 6 - September 27 2016 Lesson Notes | Click here for notes and homework]] | |||
|- | |||
| September 14 2016 || [[sketchup]] || [[Design 6 - September 14 2016 Lesson Notes | Click here for notes and homework]] | |||
|- | |||
| September 5 2016 || Present feasible design ideas, which can be correctly interpreted by others || [[Design 6 - September 5 2016 Lesson Notes | Click here for notes and homework]] | |||
|- | |||
| September 1 2016 || Present feasible design ideas, which can be correctly interpreted by others || [[Design 6 - September 1 2016 Lesson Notes | Click here for notes and homework]] | | September 1 2016 || Present feasible design ideas, which can be correctly interpreted by others || [[Design 6 - September 1 2016 Lesson Notes | Click here for notes and homework]] | ||
|- | |- | ||
| Line 53: | Line 68: | ||
=== Grading, Assessment and Rubrics=== | === Grading, Assessment and Rubrics=== | ||
* [https://classroom.google.com/u/0/c/MjI3MTQyMzY5MVpa Google classroom link] | |||
* [https://classroom.google.com/u/0/c/ | |||
* [[Levels of knowing (Level 1, Level 2, Level 3) | What does it mean when you are asked to "describe", "analyse", or "compare"? ]] | * [[Levels of knowing (Level 1, Level 2, Level 3) | What does it mean when you are asked to "describe", "analyse", or "compare"? ]] | ||
Latest revision as of 10:08, 13 October 2016
Design 6 imparts an understanding of the fundamental concepts of design. Click the expand link to see more →
The aims of MYP design are to encourage and enable students to:
- enjoy the design process, develop an appreciation of its elegance and power
- develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle
- use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems
- develop an appreciation of the impact of design innovations for life, global society and environments
- appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts
- develop respect for others’ viewpoints and appreciate alternative solutions to problems
- act with integrity and honesty, and take responsibility for their own actions developing effective working practices.
|
||||||||||||||||||||||||||||||||
| Date of lesson | Big idea | Our class notes |
|---|---|---|
| October 13 2016 | Scale | Click here for notes and homework |
| September 29 2016 | The Design Cycle | Click here for notes and homework |
| September 27 2016 | Develop a range of feasible design ideas which can be correctly interpreted by others | Click here for notes and homework |
| September 14 2016 | sketchup | Click here for notes and homework |
| September 5 2016 | Present feasible design ideas, which can be correctly interpreted by others | Click here for notes and homework |
| September 1 2016 | Present feasible design ideas, which can be correctly interpreted by others | Click here for notes and homework |
| August 29 2016 | Demonstrate excellent technical skills when making the solution | Click here for notes and homework |
| August 24 2016 | Develop a list of success criteria for the solution | Click here for notes and homework |
| August 23 2016 | Welcome | Click here for notes and homework |
| Click for calendars |
|---|
About this course[edit]
Classroom Rules[edit]
Standards[edit]
Grading, Assessment and Rubrics[edit]
- What does it mean when you are asked to "describe", "analyse", or "compare"?
- Classroom participation rubric
- Approaches to Learning rubric
- Informative writing rubric
- Extra credit
Academic Honesty[edit]
Design Cycle[edit]
