I have marked many PATs and feel irritated. All reports are marked and I am just finishing off a few PPTs.
We must check that the learners actually answer the question or complete the investigation. Finding information on the topic was done well. The survey was done well and analysed. However the survey results were not linked to the theoretical information found on the topic. Problems were not identified in the target group based on the theoretical information found. Solutions were also not based on the habits of the target group.
Put simply the learners investigated … on the Internet and in books. They then looked at the … habits of the learners in their class. They did not make the link that the data on the Internet said xxx and the learners in their class only did xxx, therefore there was a problem. They did not say that x y z in their class who did not do … and should be doing …. The learners did not solve the problem. They gave solutions in general, things we all know. The work was not finished!
As we mark each phase we are meant to tell learners where they need to change and improve. In the planning phase I did indicate to learners there was a part missing but despite much talk and explanation I could not seem to convey to my learners that a huge part was missing. In future the problems and solutions phase needs much greater attention.
8 comments:
I agree with you. They do not listen and did not use the knowledge that they gained through the survey and investigation in their report. Seems to me it is an overall problem
I still feel that the main problem is the fact that the project is done in 3 phases. The students struggle to make the connection that it is ONE project. I don't know how many time this year I have answered the question: "But can we use the stuff we got in Phase 1 and 2?".
I understand the reasoning behind the phases, but who are we kidding. Most of us have at least 3-4 years of university studies behind us. It SHOULD make sense to us. The children struggle with the concept.
I think the time has come for the PAT project to take a different course. Loose the different phases and create ONE project. Almost like we had in Computer Studies SG. A genuine integrated task. Include all of the information management that you want, but do everything in one project. Even if it's a long project, that's fine.
The PAT has been very much refined over the last 3 years, which I am VERY grateful for, but it's still too big! I understand that it counts 25% at the end of the year, but I feel it is more important for my students to finish school knowing how to use a computer, than knowing how to do a project in 3 Phases!
Anyway, that's just my own 2c. I know many people won't agree. But hey, I need to rant somewhere!
Your point valid. I have taken so much time with phase 3. I forced my learners to sit with the rubric and change, read and change again. I am quite surprised with the response. I also started every PAT period with my blog and gave them guidance. Keep up your good work. Johan Barkhuizen
I agree with you, but think the problem is bigger than what you or any of the other comments mention.
Our children are not taught to "Think about thinking". This needs to start in the junior grades, and is a fundamental change in the way learners are asked to tackle projects which teaches them to create something new as opposed to "copy and paste".
Our school has joined the Partnership for 21st Century Skills, and is attempting to implement these changes across all learning areas.
See http://www.p21.org/index.php
also
http://www.solution-tree.com/Public/Media.aspx?ShowDetail=true&ProductID=BKF389
As far as the phases of the PAT are concerned - the idea is good but the implementation is not. It is supposed to be based on the BIG SIX research method, but someone just took a short cut. The rubrics need to be changed for it to work.
Also just my quick 2c worth.
Good luck to all the grade 12 CAT teachers for the upcoming trials - this has not been an easy year.
I also agree with anonymous speaker that a different course should be taken with the 3 phases. Make it a genuine integrated task that includes everything as one whole. The learners tend to differentiate between the phases and then get distracted from the whole concept. Put everything in as one project
I do the PAT as one big task - nothing stops a teacher from doing that. I teach the Information Management content through the PAT and do the PAT in the 3rd term in a continuous time period. It works very well. I start marking the first phase while learners continue with phase 2, etc.
What I have learnt is that the teacher should be actively involved and manage and facilitate the PAT properly. Since I have taken this approach the learners and I enjoy the PAT and I find it very meaningful. What is nice is to see how learners grow from Gr 10 to 12 and how they start organising their thoughts and actually start thinking.
But I agree, this is something that should start in GET
I worked in the corporate world for 10 years and taught adults WOrd, Excel and Powerpoint. I used to do monthly reports every month for my company and I think that a new PAT should be devised. One where the learner will learn valuable business skills (after all that's what CAT is about). The learner should be given statistics and they should process the information and turn it into information that they can use to analyse the business, what suggestions the learner can make about the business and in terms of the research angle, the learner should research a new product that the company can bring in or a new service based on the results or findings from the information. These thesis type PAT do not work as the possibility of the learner actually implementing a research project on this magnitude is very slim. I think that the PAT takes way too much time, is too complicated for learners and teachers and is so discouraging to teachers and learners. I hope this will change.
What has been suggested in the previous comment is just what the PAT is at the level of experience and interest of a young person. They have to create their own statistics on their own topic and analyse them and interpret the findings.
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