Follow-up details from the animation programme

Here are follow-up details from the Anination Programme that we are having:

Template for Group Journals:
The link below is the downloadable template that you would need to use for your group journals. Please organise them as such.



Submission methods and deadline:
Your team would need to submit the following 3 items for submission:

• The Animation Clips
• The Group Journals
• The Storyboards/Paper Cut-outs

For the first 2, please submit them, with the correct file-naming conventions, into the SUBMIT folder. Alternatively, you can also pass the files to me personally. The Storyboards and Paper-Cut-outs have to be submitted to me personally too.

The deadline for the above 3 items are on Wednesday, 18th May, by 5:00 pm.

Rubrics for Group Journal and Animation Clip

In case you might have missed, these are the rubrics for the 2 remaining pieces of your works that are going to be assessed. Please take note of the percentages and the marking criteria involved.

Rubrics for Assessment 2: Group-based Journal

Rubrics for Assessment 3: Animation Clip

Environmental Challenge: Developing Essential & Guiding Questions

As a team, continue working on your Environment Journal to complete the following tasks:

1. List about 3 or more questions that your team have deemed to be important that needs to be uncovered, based on your previous works on your concepts maps and research
2. Rank these questions, and identify the ONE Essential Question that your team would like to highlight as a good challenge to uncover in your research. The notes at the bottom of this blog post are some guides to what is defined as an Essential Question (EQ).
3. From the selected EQ, work on developing a few (3 to 6) Guiding Questions (GQ) that would help you in your research further.

I would explain further on the work required in class later.

Notes on EQ:

(taken from: http://www.authenticeducation.org/bigideas/article.lasso?artId=53)

A question is essential when it: 

1. causes genuine and relevant inquiry into the big ideas and core content;
2. provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions;
3. requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers;
4. stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons;
5. sparks meaningful connections with prior learning and personal experiences;
6. naturally recurs, creating opportunities for transfer to other situations and subjects.

Environment CBL: Report on 'Strategies for Sustainable Growth'

Here is a useful report that was prepared for our Prime Minister on the strategies that Singapore would need to adopt in order to ensure her sustainable growth. There are useful information on the topic of 'Energy Conservation' that you might want to glean and refer to as part of your project work on the CBL theme of 'Environment: Energy Conservation'.

Week 5: Group task for the day...

Essential Questions on 'Energy Conservation' for today:

• Why is 'Energy Conservation' important in this day and age?
• How can you and your team adopt workable solutions for this theme and communicate them effectively?

As a team and using the above as a guide, work on coming out with more questions that you think your team would need to work on in uncovering an even deeper understanding of the theme on 'Energy Conservation'

Group Work (30 mins):
The following exercises are to be done in your Group Journal:

Activity 1: 
Based on the Graphic Organizers and Mindmaps that your team members have produced individually in the previous lessons, choose 8-10 questions that your team would like to shortlist for further consideration

Activity 2:
From the list of these 8 to 10 questions, select (and modify) THREE questions as your team's ESSENTIAL QUESTIONS (EQ's), and the questions that your team would like to uncover in your project. Please indicate the modified EQ's into your team's journals.

Activity 3:
From Activity 2, rank and select these 3 questions, in order of importance, so that you and your team can work out in greater detail the question/s that you are trying to uncover in your projects.

Energy Conservation video...Messaging for Kids

Watch the following video clip and answer the questions that follow in a separate blog post in your personal ADMT blog. Put the URL of your blog posts into the 'Comments' section of this post:

1. Who do you think are the target audience of this clip?
2. What do you think are the main key messages that the clip is trying to communicate?
3. Do you think the clip is effective? Why or why not?
4. How do you think the messaging/clip could be further improved?

Energy Conservation video...

Watch the following clip and answer the following questions in your personal ADMT blog post. Put the URL of your blog post into the 'Comments' section of this post:

1. What do you think are some of the limitations of using renewable energy resources, based on the clip that you have seen?
2. What are some possible solutions that the video have suggested?
3. How do you think Energy Conservation messages can be communicated effectively in the school or local context? Give or suggest some examples.

Week 4: Group work on 'Environment'

In your teams of between 4 to 5 members, do the following first:

• Select a team leader. The leader would create a new Google doc document and share them with the rest of the team members, as well as to me. This would be the team's DESIGN JOURNAL for Semester 1. Please name the file as: ADMT_DesignJournal_108_GroupX
• The rest of the team members would adopt the following roles:
• Team Leader: Job is to ensure that the entire team is on task with the given work allocated to the team.
• Journal Recorder 1: Job is to ensure that the works done in the design journal is updated and meet the deadlines and standards set.
• Journal Recorder 2 and Assistant Team Leader: Job is to ensure that all the photographs and sources of information are attributed correctly. He or she is also to ensure that the research information is organised correctly.
• Media Developer 1: Job is to look for ideas and work on developing any sort of media works, whether be it in the forms of sketches, photographs, music clips, etc, for the design journal
• Media Developer 2 (if the team has 5 members): Job is to support and work on additional media works, should there be a need to
  

Individual task for the day...

Individual work (15 mins):
Work on uncovering your basic understanding of 'Energy Conservation' by mindmapping your answers to the following questions on Mind Node, or any other mindmapping software.

• What do you mean by 'Energy Conservation'?
• Why is 'Energy Conservation' important?
• Who do you think is responsible for it?
• Where do you think are the possible areas for one to adopt 'Energy Conservation' practices?
• When would it be a good time for one to adopt 'Energy Conservation' practices?
• How can one understand more on 'Energy Conservation' practices?

Once you have completed the mindmap, export it as a graphic file and place it into your personal ADMT blogs as a blog post, with the title: 'Initial view on Energy Conservation'.

Input your URL to the blog post in the 'Comments' section of this blog post.

The Challenge-Based Learning (CBL) Framework

The diagram below shows the CBL framework that would be adopted as we move forward in tackling 'The Environmental Challenge: Energy Conservation' in Semester 1.

Framework on CBL

Source: http://ictedservices.typepad.com/icted_services/2009/10/challenge-based-learning-professional-learning-module.html