Project D.E.V

Hello.  Welcome to the DEV project.  My name is Richard A.K.A, Ricky and I will guide you through my project.  So sit back, relax and learn a bit while you are at it.

The Assignment
Think back on all the things you have learned so far this semester and create (not copy) four problems that are representative of what you have learned. Provide annotated solutions to the problems; they should be annotated well enough for an interested learner to understand and learn from you. Your problems should demonstrate the upper limit of your understanding of the concepts. (I expect more complex problems from a student with a sophisticated understanding than from a student with just a basic grasp of concepts.) You must also include a brief summary reflection (250 words max) on this process and also a comment on what you have learned so far.

Timeline
You will choose your own due date based on your personal schedule and working habits. The absolute final deadline is May 31, 2007. You shouldn't really choose this date. On the sidebar of the blog is our class Google Calendar. You will choose your deadline and we will add it to the calendar in class. Once the deadline is chosen it is final. You may make it earlier but not later.

Format
Your work must be published as an online presentation. You may do so in any format that you wish using any digital tool(s) that you wish. It may be as simple as an extended scribe post, it may be a video uploaded to YouTube or Google Video, it may be a SlideShare or BubbleShare presentation or even a podcast. The sky is the limit with this. You can find a list of free online tools you can use here (a wiki put together by Mr. Harbeck and myself specifically for this purpose). Feel free to mix and match the tools to create something original if you like.

Summary
So, when you are done your presentation should contain:
(a) 4 problems you created. Concepts included should span the content of at least one full unit. The idea is for this to be a mathematical sampler of your expertise in mathematics.

(b) Each problem must include a solution with a detailed annotation. The annotation should be written so that an interested learner can learn from you. This is where you take on the role of teacher.

(c) At the end write a brief reflection that includes comments on:

• Why did you choose the concepts you did to create your problem set?
• How do these problems provide an overview of your best mathematical understanding of what you have learned so far?
• Did you learn anything from this assignment? Was it educationally valuable to you? (Be honest with this. If you got nothing out of this assignment then say that, but be specific about what you didn't like and offer a suggestion to improve it in the future.)

Experts always look back at where they have been to improve in the future.

(d) Your presentation must be published online in any format of your choosing on the Developing Expert Voices blog.
Experts are recognized not just for what they know but for how they demonstrate their expertise in a public forum.

Levels of Achievement
Instead of levels 1-4 (lowest to highest) we will use these descriptors. They better describe what this project is all about.

Novice: A person who is new to the circumstances, work, etc., in which he or she is placed.

Apprentice: To work for an expert to learn a skill or trade.

Journeyperson: Any experienced, competent but routine worker or performer.

Expert: Possessing special skill or knowledge; trained by practice; skillful and skilled.

Copyright (D.E.V. Assigmnent Rubric 2007, Mr. Kuropatawa) 

Achievement	Mathematical Challenge (25%)	Annotation (40%)	Solutions (15%)	Presentation (20%)
Novice	Problems illustrate only an introductory knowledge of the subject. They may be unsolvable or the solutions to the problems are obvious and/or easy to find. They do not demonstrate mastery of the subject matter.	Explanation does not "flow," may not be in sequential order and does not adequately explain the problem(s). May also have improper mathematical notation.	One or more solutions contain several errors with insufficient detail to understand what's going on.	Presentation may or may not include visual or other digital enhancements. Overall, a rather uninspired presentation. Doesn't really stand out. It is clear that the student has invested little effort into planning their presentation.
Apprentice	Problems are routine, requiring only modest effort or knowledge. The scope of the problems does not demonstrate the breadth of knowledge the student should have acquired at this stage of their learning.	Explanation may "flow" well but only vaguely explains one or more problems. Some parts of one or more solutions are difficult to follow. May include improper use of mathematical notation.	One or more solutions have a few errors but are understandable.	The presentation style is attractive but doesn't enhance the content; more flashy than functional. It is clear that the student has invested some effort into planning their presentation.
Journeyperson	Problems showcase the writer's skill in solving routine mathematical problems. They span an appropriate breadth of material. One or more problems may require careful thought such as consideration of a special case or combine concepts from more than one unit but not necessarily.	Explanation "flows" well and explains the problems step by step. Solution is broken down well and explained in a way that makes it easy to follow. May have minor use of improper mathematical notation. May point out other ways of solving one or more problems as well.	All solutions are correct and easy to understand. Very few or no minor errors.	The presentation may use multiple media tools. The presentation style is attractive and maintains interest. Some of the underlying message may be lost by some aspects that are more flashy than functional. It is clear that the student has given some forethought and planning to their presentation.
Expert	Problems span more than one unit worth of material. All problems are non-routine. Every problem includes content from at least two different units. Problems created demonstrate mastery of the subject matter. Showcases the writer's skill in solving challenging mathematical problems.	Explanation "flows" well, explains the problems thoroughly and points out other ways of solving at least two of them.	All solutions correct, understandable and highly detailed. No errors.	The presentation displays use of multiple media tools. The presentation style grabs the viewer's or reader's attention and compliments the content in a way that aids understanding and maintains interest. An "eye opening" display from which it is evident the student invested significant effort.

Creativity (up to 5% bonus)
The maximum possible mark for this assignment is 105%. You can earn up to 5% bonus marks for being creative in the way you approach this assignment. This is not a rigidly defined category and is open to interpretation. You can earn this bonus if your work can be described in one or more of these ways:

• unique and creative way of sharing student's expertise, not something you'd usually think of;


• work as a whole makes unexpected connections to real world applications;


• original and expressive;


• imaginative;


• fresh and unusual;


• a truly original approach; presentation method is unique, presented in a way no one would expect, e.g. song, movie, etc.

Copyright D.E.V. Blog 2007