Mr. McAsh's Blog

Course Selections - 2011-2012

The Business Department at DCVI is responsible for courses in Business Studies, Computer Studies, and Interdisciplinary Studies.  Being a small school, decisions have been made with respect to the best courses to meet the needs of students at DCVI.  Making informed decisions about which courses to take at high school can be a challenge.  The information below is provided to students / parents with more information about the courses offered by "The Business Department" at DCVI:

Business Studies:
Grade 9 - BTT1O - Information and Communication Technology in Business
Every Grade 9 student is required to take this course.  Why?  To provide each student with a set of Information Technology skills that they will use throughout their time in high school, and in their day to day lives.  The Avon Maitland District School Board provides access to a suite of applications from Google (Google Apps EDU).  Each student is provided an account to access this site.  Students will retain the access for the duration of their time at DCVI.  Google Apps are available on any computer with Internet access.

Grade 10 - BBI2O - Introduction to Business
If you are unsure of what you would like to do as a career, or if you think that you might like to do something related to business, then this is an excellent course for you to take.  You will be introduced to such things as accounting, marketing, entrepreneurship, international business, and human resources.  This course is taught at the open level with evaluation through open-book tests as well as group and individual assignments.  You will build a foundation for further business courses as well as develop knowledge that will help you in your everyday life.  This course satisfies the compulsory credit requirement for group 2 “Business Studies” or you can take it as one of you 12 “Elective Credits”.

Grade 11 - BAF3M - Introduction to Financial Accounting
Math does not have to be your strongest subject in order for you to do well in accounting.  Many things have changed in the field of accounting, and it is no longer a boring, “sit behind a desk all day” type of career.  There are many exiting, well-paid positions if you choose to take a career path that leads to accounting.  By the end of this course, you will have a good understanding of the basic accounting for  service and  merchandise businesses.  Even if you do not pursue a career in accounting, you will benefit personally for the knowledge that you will learn from this course.  This course satisfies the compulsory credit requirement from Group 2 “Business Studies” or you can take it as one of your 12 “Elective Credits”.

Grade 11 - BDI3C - Introduction to Entrepreneurial Studies
Have you ever wondered what is would be like to be your own boss, work your own hours with only the people that you choose to work with?  Well, if you have, then you may be a budding entrepreneur.  This course looks at what it takes to be a successful entrepreneur.  By the end of the course, you will have developed a business plan for a venture that you will actually launch at DCVI.. This course satisfies the compulsory credit requirement from Group 2 “Business Studies” or you can take it as one of your 12 “Elective Credits”.

Computer Studies:
Grade 10 - ICS2O - Introduction to Computer Studies
Computers do not function without software or the term used more commonly now, “apps”  “Apps” or software are computer programs.  The main purpose of this course is to introduce students to computer programming.  The three main concepts of sequence, selection, and repetition are introduced using a programming environment from MIT called Scratch.  The basic techniques and concepts are then re-enforced and expanded using Google App Inventor which is an environment (with Scrach-like features) used to develop applications for Android cell phones.  The course also deals with computers and society (social impact, environmental impact, ethical issues), and an overview of computer hardware, software concepts, operating systems, and computer networks.  Students are not required to take ICS2O before taking a Grade 11 ICS course.  Taking ICS2O helps students make an informed decision about further studies in Computer Studies and having ICS2O “under your belt” prior to taking ICS3C or ICS3U is not a bad thing!

Grade 11
The 2 grade 11 courses share a number of common curriculum expectations.  The two courses are in a combined class.  When the curriculum varies, 3C and 3U students are provided with tasks appropriate for their grade, level, and curriculum.
ICS 3C - Introduction to Computer Programming
This course introduces students to computer programming concepts and practices.  The programing environment used in this course is “Alice3” which is a 3D world populated with various objects and Sims(ElectronicArts®) characters.  Problem solving strategies are applied to various computer programming projects.  Non-programming topics include:  computer hardware, environmental impact, emerging technologies, and post-secondary opportunities.
ICS 3U - Introduction to Computer Science
This course introduces students to computer science.  An introduction to computer science involves learning computer programming concepts and techniques.  The programing environment used in this course is “Alice3” which is a 3D world populated with various objects and Sims(ElectronicArts®) characters.  Problem solving strategies are applied to various computer programming projects.  Non-programming topics include:  computer hardware, software development, environmental impact, current areas of research in computer science, and post-secondary opportunities.
NOTE:  Students taking ICS3C/U in 2011-2012 will be using the Java programming language using the BlueJ IDE.

Grade 12
The curriculum provides for ICS4C and ICS4U.  Unlike 3C and 3U, there are few common curriculum expectations.  We are unable to offer both courses at DCVI.  The only course offered is ICS4C.  Officially, the pre-requisite for ICS4C is ICS3C.  Students who have taken ICS3U are allowed to use that credit as the pre-requisite (this is done with the permission of the principal, and is done automatically at DCVI).
Destinations:
University computer science courses tend to focus on theoretical issues and generally have a strong tie to mathematics.
College computer programming courses tend to focus on coding computer applications that have generally been designed by more senior / experienced programmers / designers.
The focus of ICS4C is programming rather than computer science (theoretical / mathmatical).  Students considering a university destination would not be dis-served by taking ICS4C, as all computer science courses do contain aspects of computer programming.
ICS4C - Computer Programming
This course further develops students’ computer programming skills.  The focus is on object-oriented programming.  The programming language used will be Java within the BlueJ IDE, and/or Python.  The majority of the course is devoted to programming, with an emphasis on project management and teamwork.  The non-programming aspects of the course include:  environmental impact, ethics, emerging technologies, and computer-related careers.

Interdisciplinary Studies:
Interdisciplinary Studies courses provide students with an opportunity to acquire skills and knowledge in more than one discipline (subject area) through the completion of real-world tasks.  Students are given a high degree of freedom to make informed, appropriate choices.  DCVI offers two different Interdisciplinary Studies courses.  The difference between the courses lies in the different focus of each course.  Both courses feature significant integration of computer technology.
Digital Communication
(available as IDC3O, IDC4O, or IDC4U - pre-requisite for IDC4U is any U-level grade 11 course)
The focus of this course is communication that involves a digital component.  The course is divided into 4 units.  Unit 1 explores a number of tools that can be used for digital communication - cloud computing, social networking, information management, graphics, video, geo-location.  Unit 2 allows students to utilize appropriate tools from Unit 1 in the research, design, completion of an infographic.  Unit 3 considers the impact of digital communication on our society - cyber bullying, privacy, digital footprint, etc.  Unit 4 is ongoing during the course, as each student selects a Web2.0 app and presents the app during a “speed geeking” session.  The final assessment for the course is a collaborative project completed during the last few weeks of the course.
Applied Journalism - Yearbook
(available as IDC4O or IDC4U - pre-requisite for IDC4U is any U-level grade 11 course)
The focus of this course is the design and completion of the DCVI Yearbook (grades 9-12).  The course is divided into extensive and intensive curriculum.  The extensive curriculum is the general knowledge that is required by everyone in the course.  This knowledge is taken from a variety of disciplines (subjects) including:  photography, digital image editing, marketing, graphical layout, and journalism.  Intensive curriculum is specific knowledge that is required by individuals (or groups) for the completion of that portion of the yearbook that the individual (or group) is responsible for.  The final assessment (provided to each student on the first day of the course!) is a take-home exam.

Grade 8 Open House

Last night the Grade 8 students and their parents / guardians were invited to DCVI for the annual Grade 8 Open House.  The parents attended a session in the gym while the Grade 8s were kept active in the small gym.  Everyone then toured the school as the various subject areas showcased their subject areas.

In Business we distributed copies of the final assessment that the current Grade 9s had completed last week.  This gives the students a very good idea of the various topics and activities covered in Grade 9 BTT.

I created a very simple survey using Google Docs form for the Grade 8 students to complete.  We used iPads to access the survey.  Senior students (thanks Brooke and Catelyn) gave an iPad to a student then got it back when they were done (we didn't loose a single iPad!).  The survey produced some interesting data - and will likely be the topic of a future Math Data Management class.

If you are a Grade 8 student, or a parent /guardian, it would be great if you'd leave a comment with your feedback.  If you don't want your comment published, make mention of that and I will not publish your comment.

Using Adobe Connect "Locally"

On Friday I replaced the PC from the teacher's (my) desk in Room 242 with an iMac.  If you know me, you know I love Macs (did I mention I have an original Mac from 1984?).  Beside my Mac addiction,  I wanted to be able to record my screen and voice during lessons so students can "play back" the lessons.  My colleague @rgordon has been using this, with great success, and I've used (with his permission) some of his materials with my classes this past semester.  The software he recommends is for a Mac iShowU HD.  Before I purchase the software I was thinking....

Why not use Adobe Connect with my class, even though they are in the same room?  If I use AC, they can access the presentation on their PC screen, rather than watching the projected image on the screen at the front of the room.  I can also "record" the lesson for playback for students to review and/or watch if they were absent.  Questions/answers/discussion would also be part of the recording. 

Anybody else try anything like this with Adobe Connect?  Will it work?  Am I missing something because it seems like a really good idea to me?

Edmodo Parent Accounts

Parent Accounts are now available on Edmodo.  With Parent Accounts, teachers can:

• Exchange messages and maintain open-communication with parents.
• Provide direct access to grades and assignments.
• Send notifications to parents about upcoming due dates and missed assignments.
• Alert families to school events and activities.

The quote above is from the edmodo blog announcing the implementation of parent accounts.  If you are a parent of one of my students, email me (petemcas@ed.amdsb.ca), or send a note in with your child and I'll provide you with the "code" you need to create your account.  Once you have your code, visit dcvi.edmodo.com and click on the link to create your account.

Next semester, on the first day I will send home information with each student to let parents/guardians know how to create their parental account.

 

Keeping a Promise

Last night I tweeted a promise to Mother Nature that if today was another Snow Day (third in a row for those of you who are counting) that I'd make a long overdue post to my blog. 

I envy the dedication of @dougpete who not only makes a meaningful blog post every day but also posts a list of links.  Doug - keep it up!

Here's an overview of what's been happening.

BTT1O - Much to the chagrin of the 2 other teachers who are involved with BTT, I continue to make changes!  We are trying to focus on the essential skills that the students need and are not trying to teach "everything" anymore.  Case-in-point, we decided not to teach APA with report writing for the second group.  Once the students have a grounding in MLA, if, and when, they need APA (likely not until Grade 11), it shouldn't be a difficult transition.  We are also using easybib.com as our electronic citation tool.  There is a cost involved for the full version, but it will be less than the cost of the paper publication we used to provide.  A couple of other web2.0 tools we are using with the Grade 9s in the current unit on researching - primal.com summarity.com paperrater.com

IDC - Every Friday we have been "speed geeking".  One student has a computer and demonstrates a web2.0 app to a small group.  After 5 minutes, each of the small groups moves to another presenter.  I've been pleased with the results.  We also had, what I'm calling an e-visit, from Andy Peterson (@dougpete's son) who is a very talented video editor.  We used Adobe Connect and not only involved the students in IDC but one of the Grade 8 classes joined us as well. Use the link in the "Edmodo McAsh" section for a complete outline of activities in IDC.

ICS - The transition from Alice2.0 to Alice3.0 with ICS2O has been "interesting".  Alice3 is still beta, but it is stable enough to use and is much better than Alice2.  I must thank @rgordon for allowing me access to the work he is doing with Alice3 with his ICS3U students.  Both ICS classes (Grade 10 and 12) are now moving from the programming aspects of the course to the non-programming components.  The Grade 10s decided to use a wiki to collaboratively work on the expectations to be covered, while the Grade 12s are adapting a Google Site that they started at the beginning of the semester to host the material for this section of their course.  Use the link in the "Edmodo McAsh" section for a complete outline of the activities in the two ICS courses.

Mother Nature - promise kept!

Social Media

DCVI uses a variety of social media to keep parents, students, and public informed.  The school's website has been a blog, using typepad, since 2006.  Individual teachers, clubs and organizations have used typepad to create their own blogs.

Starting last year, blog postings were also tweeted using @DCVI_Salukis on Twitter.  

This year we've added a facebook page at facebook.com/stmarysdcvi

What do you think about DCVI's use of social media?  If you are at another school, how does your school make use of social media?  Do you have any suggestions for improvement to our school's use of social media?

#gonegoogle - The Irony of Teaching Report Writing

The main topic for Grade 9 BTT this week was report writing using Google Docs.  This topic drips with irony.  We are teaching our students the technical aspects of how to use Google Docs to, ultimately, print a copy of a report to be handed in to their teacher.  Ironically, Google Docs, with it's ability for collaboration, would be the perfect tool to allow students to submit their work in a paper-less environment.  

For the last 10 years we have provided each of the Grade 9 students at DCVI a copy of On Your Own, produced by the Thames Valley District School Board. This year we decided not to go that route (no reflection on the quality of On Your Own document).

Since the majority of the reports that students will need to produce while at DCVI are for English, we concentrated on the MLA format.  We had each student create his/her own Google document and developed a note about MLA report writing.  It included "how to's" with respect to Google Docs page formatting, printing, headers, margins, etc.  It also contains hypertext links to pages within an online resource recommended by our Teacher-Librarian (Purdue OnLine Writing Lab (OWL)).

Prior to this year, the information the students recorded in their Google document would have been jot notes in their personal copy of On Your Own.  I think the method we used this year is an improvement as their personal document can be updated; if the MLA style changes, the OWL site will update but the page urls will remain constant (I hope!); lastly, students often misplaced their copy of On Your Own, or didn't have it with them when they needed it, if they are using Google Docs to prepare their report, they will have their Google Document about MLA report writing available.

This coming week, we will use the same strategy to cover APA format report writing and the process should take less time since the students are already familiar with MLA.

Report writing using MLA and APA is geared towards the ultimate goal of a printed version of the document.  Granted, the MLA style has just recently been updated, when will there be an academic standard for virtual, hypertext, reports?  

Virtual Photo Club for Students

I want to start a photography club at school this year.  I've spoken to a number of students who are keen to get started.  This morning, there were some Twitter exchanges about a more casual approach to photo challenges than the strictness of the the daily photo shoot process.  I asked if I could get involved and then the morning coffee kicked in and I thought "why not have a virtual photography club?"  I posted a tweet;  a few tweets came in asking for details and this blog post is the result.

My plans for the DCVI version of a photography club were to have some sort of photo challenge, perhaps weekly?, that would encourage interested students.  The photos would be shared (in a virtual space to be determined) for others to enjoy, admire and provide positive feedback.  I am also looking to involve local professional photographers (so far I'm 1 for 1 but haven't contacted others, yet).  The possibility of a public showing of prints of the photos the students are most proud of has also crossed my mind and I was hoping to get the person who runs a local art gallery on-board to host the show.

Having students involved virtually is a logical extension of my initial plans.  In addition to a local print showcase, there could easily be a virtual showcase.  Students would get to interact with other students in a non-academic area of mutual interest.  They would also be visually exposed to different geographical locations.

If you are interested in pursing this project, tweet me @pmcash, email petemcas@ed.amdsb.ca and/or leave a comment.  If you are local to DCVI and I haven't contacted you yet, don't wait - get in touch with me!  I hope to launch the DCVI club within a couple of weeks.

#gonegoogle - Teaching with Google - Tips #1

This is the first of, what I plan to be, a number of posts about teaching with Google.  As I've mentioned earlier, DCVI has #gonegoogle (to borrow the Twitter hashtag).  Every student and teacher has a board assigned Google For Education account.  Every DCVI Grade 9 student takes a half-credit BTT course (Introduction to IT) which uses Google as its focus.  For my next Google Tips posting, I'm not going to provide all this background, so on to the tips.

Tips for teaching Google Documents:

1.  Collaboration
To illustrate to the students how they can collaborate, we had one student create a new Google Document and then share it with the person sitting next to them (and their teacher).  The two students, using only the chat feature within Google Documents, had to complete a task.  The task we used was a really old proofreading exercise (from the days of teaching typing!).  I, as the teacher, would randomly collaborate with different students and observe their work via my computer, make comments in the chat, and occasionally fix an error they had missed.  When students were done, I checked their work online.
The next time we do this exercise, since there are 3 classes at the same time, the teachers are going to start the document and share it with two students from two different classes.  I think this will make the exercise even better!

2.  Sharing / Folders
To start, we have students share individual documents.  After a couple of days, the need to keep things organized becomes obvious.  Perfect opportunity to do a lesson on creating folders.  Since we, their teachers, want to see everything they are doing, we have them share the top-level folder of the class work with their teacher.  This eliminates the need to share individual items within the folder yet allows teacher access to all their work.

3.  Samples / Notetaking
Prior to this year, we would give students sample documents as a hardcopy and have them make written jot-notes on the document.  They were to keep these samples and refer to them (for example, the final assessment is open-book and they could refer to their "notes" during the exam).  
This year, we (teachers) are creating the sample documents and then sharing them (view only) with the students in our class.  The students "make a copy" for themselves.  We then use the "insert comment" feature to make electronic "jot-notes" about the document.  They will be able to refer to these samples not only for final assessment, but during the remainder of their time at high school.  From this course heir collection will included (with respect to documents) - resume, business letters, APA report, and MLA report.

I hope you find these tips helpful.  Please leave your feedback via the comment link below this post.

edmodo

I have used edmodo since it was first available.  It has evolved significantly and is now an even stronger tool for teachers to use with their students.  One of the most recent changes is to allow an entire school or school district to function from one common edmodo site.  I enrolled DCVI and now all staff and students using edmodo can use the common access point of dcvi.edmodo.com

The links to the public pages of my courses can be found in the sidebar to the left.  Coming soon, is a parent component to edmodo.  If you are the parent of one of my students, I will be in contact with you when this feature becomes available to see if you would like to participate.

One of my not-so-secret goals is to get all the teachers of DCVI's grade 7 and 8 students to use edmodo this year.  Most of them have an edmodo account.  At the start of the second week of school I'm going to hold a session to demonstrate edmodo in action.  I might even have to provide food to ensure a high turnout!

This is an excellent opportunity for me to thank the edmodo team.  They are a great group of people.  They respond to concerns in a very timely manner.  edmodo's customer service is outstanding.  I don't think I mentioned the price to DCVI for edmodo - it's FREE.