Math, Science and Technology GOAL Presentation Christie Brown, MELS-SSCA: Christie.brown@mels.gouv.qc.ca February 2009 MELS, QEP, 2007. p.11 Connections to the QEP What is a Competency? • A competency is defined as the ability to act effectively by mobilizing (using) a range of resources. • MELS, p. 17, 2006 MELS, QEP, 2007. p.25 Weightings of the Competencies: Competency % Competency % Seeks Answers or 40% Solves a 30% Solutions to S&T Situational problems Problem Uses knowledge of 40% Uses Mathematical 45% science and tech. Reasoning Communicates 20% Communicates 25% using scientific using language mathematical language Science Programs General Education Path and Applied Education Path Cycle One Secondary III Secondary IV SCIENCE & TECHNOLOGY (S&T) Same for all students 555-306 555-404 6 credits 4 credits Minimum (100 hrs) (150 hours) to Graduate 557-306 6 credits (150 hours) 557-406 6 credits (150 hrs) APPLIED SCIENCE AND TECHNOLOGY (AST) Secondary V OPTION 558-404 4 credits OPTION 1 OPTION 2 to enter (100Required hrs) Physics Chemistry Pre-U SCIENCES OPTION 4 credits 4 credits in (100 CEGEP hrs) (100 hrs) 558-402 2 cr Approved documents are expected in Winter 2009. (50 hrs) OPT BRIDGE Exams 2008-9 Competency 1: - identical App or Gen Scientific Method: May – June (end April) Design process: May – June (end April) Competency 2: An example exam (Due to arrive “now?”) General Path – 3 hours on June 15th Applied Path – 3 hours on June 15th Physical Science 416 – this is the last year June 15th 2009. Key scheduling points Strongly suggested to keep same teacher with the same students for both the core course as well as the option course. Students can not take the core course in one path (say General) and the option course of another path (say Applied) Competency 1 Seeks answers or solutions to scientific or technological problems This competency is identical in both paths. This competency is developed through activities which force students to use either the scientific method or the design method. Difference from Cycle 1? Cycle 1 said: “Chooses an investigation or design scenario” Competency 2 Makes the most of his/her knowledge of science and technology General Path: Grade 10 Applied Path: Grade 10 -Focuses on ISSUES analysis -Focuses on the analysis of technical applications. Issues: - Climate Change - Deforestation - Energy Challenge - Drinking Water MELS. General QEP, 2007. p. 46-53 Examples of Technologies: - Medical - Transportation - Agricultural - Information and Communication MELS. Applied QEP, 2007. p. 24 Note: The forms of analysis are the same 10 ways seen in Cycle 1. Technology Oriented GENERAL PATH Technology Oriented APPLIED PATH Competency 3 Communicates in the languages used in science and technology This competency is identical in both paths. In order to know whether the student has understood something - be it a concept, a skill, or a method – they must communicate this to us in an observable way… Year 2 – General Path Earth & Space Solar energy flow Earth-Moon system (Gravitational effect) Density, biological cycles Study of Populations Material World Climate Change; Deforestation Drinking Water; Energy Challenge Electrical Engineering Living Technological World (Ecology) Transformation of Energy World Law of conservation of energy Energy efficiency Distinction between heat and energy Year 2 – Applied Path Earth & Material Space World Living World Technologies: Medical, Multiview orthogonal projection Graphical (general drawing) Language: Functional dimensioning Developments (prism, cylinder, pyramid, cone) Standards and representations (diagrams and symbols) Information, Agricultural, Automotive Law of conservation of energy Energy efficiency Transformation of Distinction between heat and energy Energy Electrical Engineering Technological World Mechanical Engineering Adhesion and friction of parts Linking of mechanical parts (freedom of movement) Guiding controls Construction and characteristics of motion, Transmission systems (friction gears, pulleys and belt, Gear assembly, sprocket wheels and chain, wheel and worm gear) Speed changes, resisting torque, engine torque Construction and characteristics of motion: Transformation systems (screw gear system, connecting rods Cranks, slides, rotating slider crank mechanism, Rack and pinion drive, cams, eccentrics) Approved Version Food Production Residual Materials Approved Version Food Production Residual Materials Math Programs Cycle 2 Mathematics Paths Secondary 3 Common Program 150 Hours Secondary 4 Secondary 5 Cultural (CST) Cultural (CST) (100 hours – 4 credits) (100 hours – 4 credits) Technical Technical (150 hours – 6 credits) (150 hours – 6 credits) Scientific Scientific (150 hours – 6 credits) (150 hours – 6 credits) Mathematics at the Secondary Level General and Applied paths Cycle One Cycle Two Cultural, Social and Technical Second Year 563 404 Third Year 563 504 100 h 100 h Technical and Scientific First Year 563 100 Second Year 563 212 First Year 563 306 150 h 150 h 150 h 2005 2006 2007 Second Year 564 406 Third Year 564 506 150 h 150 h Science Second Year 565 406 Third Year 565 506 150 h 150 h 2008 2009 Key scheduling points TS and S are equivalent in the eyes of CEGEP pathways. There are bridging possibilities between CST and TS between Sec 4 and Sec 5 that are under discussion. Students should not switch between the CST and the Science math path. Competency-based Program Three Competencies in Mathematics Solves a Situational Problem Uses Mathematical Reasoning Communicates using Mathematical Language Each Competency contains: Evaluation Criteria Developmental Profile End-of-Cycle Competency scale (not available yet for Year 2) Mathematics Competency One Plan & Model Decode Share & Reflect Solves a Situational Problem Solve Validate Mathematics Competency Two Uses Mathematical Reasoning TEXT Identifies and analyzes the situation using a variety of strategies Uses learned concepts and algorithms to solve situation Presents the solution using a formal procedure Mathematics Competency Three Communicates Using Mathematical Language Producing Messages Interpreting Messages Using Precision & Rigor Using Multiple Models Elements of a Learning and Evaluation Situation A situation is made up of the following elements: A context linked to a problem A complex task or set of tasks Learning activities linked to knowledge BUT ALSO…it should: Be consistent with the aims of the QEP Be based on students’ interests and offers challenges within their reach Demonstrate the usefulness of knowledge Characteristics of COMPLEX TASKS Called SITUATIONAL PROBLEMS in Math. All Situational Problems have the following characteristics: Calls for all elements of a competency Key Features, Evaluation Criteria, Pedagogical Context, etc… Presents a problem that students have not previously solved Requires an elaborate production Students may use different strategies and create different production (solutions) Evaluated along the criteria outlined for that competency Evaluation is transparent and is adapted to the time of year and to students’ prior learning Characteristics of LEARNING ACTIVITIES In order to solve learning activities students need to mobilize a series of resources. This calls for them to develop and use: Factual Knowledge: Procedural Knowledge: Conditional Knowledge: Facts, concepts, rules Methods, steps, procedures Strategies, transferred knowledge Learning Activities are used to develop and evaluate for Competency 2 & 3 C2: Uses Mathematical Reasoning C3: Communicates Mathematically Application Questions Communication Questions Knowledge-based activities in Mathematics can include: Activities to assimilate a concept, process, rule, formula, theorem, etc… These focus on a specific algorithm or procedure to be assimilated. Training activities that may vary in difficulty. These are the more traditional textbook “exercises” that all Math teachers are familiar with. Activities used to structure knowledge by creating links Summaries, concept maps, charts, diagrams, etc… C2: Application Questions Situations involving APPLICATION: Students are asked to choose and apply the appropriate mathematical concepts and to present a procedure that clearly demonstrates their reasoning. Here the focus is not necessarily a problem-solving process but more one in which the student can demonstrate certain skills or understandings related to the situation. Situations involving VALIDATION: Students are asked to justify a statement, check a result or procedure, take a position, provide a critical assessment or convince, using mathematical arguments. Usually this requires clear and organized thinking from the student. Situations involving CONJECTURE: Students use inductive reasoning, based on observation, manipulation, simulation or a series of examples, to make a proposition or a conjecture. The goal in this case is generalization. C3: Communication Questions Situations involving communication focus specifically on: The interpretation of a message, or The production of a message It is also possible to develop and evaluate this competency by using Situational Problems or Application Questions designed to assess the first two competencies. Pre-requisites for CEGEP, Fall 2010

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