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Page 1 of 16 BBT 10 (FI).
« Faire votre travail avec le but élevant de vos normes et qui refléter le développement vers un plus haut niveau de compréhension, l'ambition et la citoyenneté morale. Présenter vos accomplissements avec une fierté respectueux avec l'intention d' inspirer les autres ». - M. Corbett
La collection de pages qui suivent, comprend les modules que vous compléterez pour ce cours. Vous serez exigé compléter TOUS modules. Si vous avez complété tous les modules, vous pourriez être invité à traiter sur un un autre projet comme défini par votre professeur.
Cliqueter ici pour voir les compétences que vous devez avoir après avoir complété ce cours
Votre évaluation pour le cours sera composé des catégories et les pourcentages suivants pour chaque
| Category |
Percentage |
| Note de Class |
10% |
| Journals |
10% |
Modules (10 in total)
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60% (worth 6% each) |
| Test Finale (a composé de l'information du dernier 5 modules) |
20% |
L'achèvement des modules n'est pas une option. Le défaut pour compléter un module résulter a un incomplet pour le cours.
Ce cours est approximativement 18 semaine. En moyenne, vous aurez besoin de compléter un module chaque 1,5 semaines. Quelques modules exigeront plus de temps et les autres moins. Les modules 7 + 8 et 9 + 10 sont ensemble groupés à cause du temps impliqué pour les compléter. Ces modules vaudront doubles. Utiliser votre temps sagement.
Votre Marque de Classe sera dérivée utilisant la rubrique suivante :
| Collaborative Work Skills : Class Mark Rubric |
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| Teacher Name: Mr. Corbett |
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| Student Name: |
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| CATEGORY |
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1 |
| Time-management |
Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. |
Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. |
Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. |
Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. |
| Problem-solving |
Actively looks for and suggests solutions to problems. |
Refines solutions suggested by others. |
Does not suggest or refine solutions, but is willing to try out solutions suggested by others. |
Does not try to solve problems or help others solve problems. Lets others do the work. |
| Attitude |
Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). |
Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). |
Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). |
Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). |
| Focus on the task |
Consistently stays focused on the task and what needs to be done. Very self-directed. |
Focuses on the task and what needs to be done most of the time. Other group members can count on this person. |
Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. |
Rarely focuses on the task and what needs to be done. Lets others do the work. |
| Pride |
Work reflects this student's best efforts. |
Work reflects a strong effort from this student. |
Work reflects some effort from this student. |
Work reflects very little effort on the part of this student. |
Compétence : Examiner, la conception, produire et évaluer des solutions technologiques.
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D'une manière indépendante appliquer un modèle de processus de conception qui doit inclure, un rapport de conception, l'examine/recherche, produire des options, choisir la meilleure option, concevoir et produire (développer la solution), évaluer et articuler.
Votre Marque de Journal sera dérivée avec la Rubrique suivante :
| 6+1 Trait Writing Model : Tech Journals |
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| Teacher Name: Mr. Corbett |
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| Student Name: |
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| CATEGORY |
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| Introduction (Organization) |
The introduction is inviting, states the main topic and previews the structure of the paper. |
The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. |
The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. |
There is no clear introduction of the main topic or structure of the paper. |
| Sequencing (Organization) |
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. |
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. |
Some details are not in a logical or expected order, and this distracts the reader. |
Many details are not in a logical or expected order. There is little sense that the writing is organized. |
| Transitions (Organization) |
A variety of thoughtful transitions are used. They clearly show how ideas are connected. |
Transitions clearly show how ideas are connected, but there is little variety. |
Some transitions work well; but connections between other ideas are fuzzy. |
The transitions between ideas are unclear or nonexistant. |
| Accuracy of Facts (Content) |
All supportive facts are reported accurately. |
Almost all supportive facts are reported accurately. |
Most supportive facts are reported accurately. |
NO facts are reported OR most are inaccurately reported. |
| Focus on Topic (Content) |
There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. |
Main idea is clear but the supporting information is general. |
Main idea is somewhat clear but there is a need for more supporting information. |
The main idea is not clear. There is a seemingly random collection of information. |
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