Economics students demonstrated their learning from throughout the class using a magazine format. Summarizing the whole class in one place, they included:
- A reflection on their investment plan
- Market system advertisements
- Supply and demand project results
- Economic indicators infographic
- Argumentative article about Inside Job
Students in Economics recently took on the role of lead analysts in a prestigious economic forecasting firm. In this project, students were hired to produce an infographic describing the current state of the economy and forecasting the next year’s economic performance of select countries. Students were required to collaborate to collect and analyze information from reliable sources of economic data. They also read articles about the different perspective on the country's
used NoodleTools to create an annotated bibliography while researching and synthesizing ideas. They created artwork based on their research and emotional response. They presented their work as a poster with their artwork and artistic response in Spanish or English. Using a tutorial video for assistance, they recorded their written response in the opposite language and created a QR code to place on their poster. Students were engaged throughout this project by investigating across the curriculum.
prepared and practiced their presentation. The AP course designates specific time limits for presentations. Exclusive of the oral defense questions, 8 to 10 minutes is specified
for the Team Multimedia Presentation; and 6 to 8 minutes is specified for the Individual Multimedia Presentation. In order to ensure that all team members have acquired a solid understanding of all research performed by the team, the guidelines also state that during the oral defense, “each team member should be prepared to answer questions about any part of the presentation.” This comprehensive course provides many opportunities for students to use technology. See the previous post for more details.
This project examines the theme of injustice through the lens of literature (English and Spanish), Geography and History. Each students is doing research on a historical personal account and using that to create a multi-media art piece. As part of the process, students are using NoodleTools to create an annotated bibliography to research, evaluate and synthesize ideas for developing the project. NoodleTools allows teachers to give quick and effective feedback while in the formative stages of student thinking.
presented in the auditorium. In addition to the in-class competition, students in 10th grade created videos using meaningful imagery to accompany their recitation. Students were encouraged to use images licensed for re-use and required to cite their sources. Creating the video provided an opportunity to practice and engage with their poems before presenting to the class. Congratulations to all students and teachers who participate in this exciting event.
The ASFG 2016 Science Fair will be held on Thursday, March 3rd, 2016 in the auditorium. Every year, teachers work hard to provide quality resources and guidance for students participating in the science fair. The purpose of the event is to serve as a springboard for students to be able to participate in highly recognized national and international science fairs. This year, the Science Fair website provides access to all the resources students need from links to research topics to a demonstration video for creating a great poster.
Through participating in the ASFG Science Fair, students practice important work and life skills such as time management, collaborative work, critical thinking, effective communication, interaction with peers, and citizenship. ASFG Science Fair involves open and guided inquiry, poster making, creation of effective figures and tables, referencing, experimental design, and ability to identify reliable sources of information.
Seniors in AP English class have recently read the book Grendel by American author John Gardner. It is a retelling of part of the Old English poem Beowulf from the perspective of the antagonist, Grendel. The novel deals with finding meaning in the world, the power of literature and myth, and the nature of good and evil. Students used Glogster to create an interactive poster based on a chapter from the book emphasizing the astrological connections to the characters and themes throughout the book. They identified heroic and philosophical values as well as including sound and video in their posters. See the rubric to learn how this project was assessed or click on the following links to interact with posters from chapter 6 and chapter 2. Students were engaged in learning about analyzing and interpreting text for their interactive posters.
online using the same powerful tools as the desktop version. Learn more about Mexico's independence by reading the news from September 1829 as written by ASFG Juniors. This project motivated students by engaging them in quality research and collaboration.
Students in the new AP Cambridge Capstone Seminar are using various technology to complete this rigorous course, which requires students to use and expand their information literacy skills to engage in rigorous scholarly practice of core academic skills. They are using NowComment to discuss contemporary articles on political, social and economic issues. Students respond individually to each paragraph of the article or to the entire text. This works well for homework assignments to introduce the next day's topic. Students engage with the text, make some analytical judgments and written comments. It facilitates a more in-depth discussion or essay or research assignment in class. See more about NowComment in an earlier post.
in addition to the rigorous AP assessment at the end of the year. Student work is even evaluated by TurnItIn for plagiarism. Students in this class are using truly technology in sophisticated ways to prepare for success in college.