Gr 11 PAT - Phases 1 and 2

Here are examples of my Gr 11 PAT Phases 1 and 2 - Krause and Peterson. We have struggled with this as the learners had difficulty reading the instructions and planning the way ahead. That is the focus of 1 and 2 and they must just learn to focus! Have a look and see where they lost their marks.

Grade 11 PAT - Phases 1 and 2

I have just marked Phases 1 and 2 of the Grade 11 PAT.

• The first challenge, and this part of the PAT is deciding on what is required! My learners had difficulty clarifying what was required.
  
• The table, indicating what questions need to be asked was not complete! They did not add the survey, database or general questions. They also did not indicate the category of each question.
  
• The survey was well done, with a first section and then questions on specific types of social networking applications.
  

I am going to show mine this PowerPoint and make them redo the whole of Phase 1 and 2.

Gr 11 PAT – Phases 1 and 2 – Comments

I have just finished marking phases 1 and 2. Most of my learners created wonderful questions on Cybertracker. But I want to hang my head in shame with respect to the questions relating to Excel, Access and PowerPoint. If the purpose is to show the management of Omewa the wonders and uses of those packages, the learners should have been looking for ways to show what those packages can do for ‘them’. For Excel the learners should have been looking up how to create an Invoice, ways to do the wages, ways to show them how to work out their expenses for their trucks, i.e. show them where Excel can be more useful for them than a calculator or abacus. Well, we can guide them now although we cannot change the marks.
With regard to the survey their questions were wonderful, but I wonder if they have thought how they are going to process the data and present the findings. I must discuss this with them when I return all the Phases 1 and 2.

Gr 11 PAT - Phases 1 and 2

For teachers
Problems encountered
Learners need guidance on designing a survey. That is covered in many places including pages 312-322.
Be sure to have done some Access before you start the PAT to show learners its possibilites in processing information.

Give this information to the learners
THEIR problem - Using technology to help the nature reserve
Definition - Must focus on what YOU want to do with Cybertracker, Survey, Excel, Access and PPT to solve THEIR problem.
Questions - What questions must YOU ask to get get information so that YOU can do the things YOU want to do in each of the 5 sections above, in order to solve THEIR problem.
Questions - Types - clear in the rubric and no problems encountered
Survey - Focus on one thing, e.g. facilities, guides, hours, etc. Show/prove how a survey can help them.

Gr 11 PAT - Phases 1 and 2

I have started with my PAT on Omewa so that I have information to share with others so they do not make the same mistakes as I do.
I gave my learners the PAT today. I explained that Omewa was thinking about getting technology and possibly Cybertracker. They would have to find 1. How such a tracking system could help Omewa 2. How Omewa could use such a tracking system 3. How they can PROVE to management how the tracking system can help Omewa 4. How they can PROVE to Omewa how they can use the tracking system. They had to use Excel, Access, Word, a fourth package and do a survey.
They seemed to take it in their stride! Fine, no problem! All the suggestions of what to do with Excel and Access, and the survey, seemed superfluous. They went online to look at tracking devices and Cybertracker, and on the different web sites they found so many ideas that they can use for databases and spreadsheets and the whole PAT. I know it is going to go well.
On the Cybertracker web site the learners found a picture of a man in the Namib desert using a PDA. They laughed – they were then given a lecture on what is meant by literacy. You guess what the picture was!
They have two weeks to complete Phases 1 and 2, doing it simultaneously while we are continuing with the textbook.