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
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.
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.
Students in 12th grade English class have been discussing newspapers and journalism in class. Reading online newspapers, students identified hard news and soft news stories and discussed journalistic styles. Students researched important events from the 19th century, wrote and designed newspapers.
Students collaborated on Google Documents to write and edit their stories. Then they used Pages on iCloud to create the newspapers. Pages allowed students to create sophisticated page layouts to mimic newspapers of the past. Read The St. Louis Daily from November 4, 1856 or The Bravo Times from April 6, 1848 to learn more about how this interdisciplinary project engaged students in learning writing, research, history and technology skills.