Two teams from high school participated in the Infomatrix Latinoamerica Competition. Each team had a stand to present their project. On average, each project was evaluated by five judges from the technology community. The judges used a rubric to assess the projects, and they came to meet and exchange opinions with the young exhibitors. Over 300 projects were presented at the event. Teams who achieved gold or platinum status will continue on to participate in global events. One of our ASFG teams will be going to World Wide Final in Romania and the other is going to compete in Colombia. Learn more from the article accompanying this post.
After viewing the movie Awakenings based on the book by Oliver Sacks, 9th grade students reflected on big issues raised by the movie. If you're not familiar with the book or movie, you can see the original trailer here. Students chose how to respond to the following questions:
Throughout this year, seniors have been working hard to complete their senior project. This largely independent project is motivated by each student's interests and supported by senior mentor teachers, the upper school librarian and the senior project website. Throughout the project, students reported on their progress using blogs as described in a previous post. In addition to their obligation to blog, students chose to use a variety of technology throughout their projects.
process by the ability to choose their focus and determine how to approach the problem. It is wonderful to see so many students choose to use a wide variety of technological tools in order to achieve their goals.
análisis crítico que tuvo como producto la escritura de diversos prólogos. Los estudiantes son motivados a hablar con claridad y emoción, ya que saben que tendrán una audiencia pública para sus podcasts. Por favor, visite la comunidad y dar comentarios a los estudiantes.
Week Without Walls provides an opportunity for high school students to study, explore and learn outside of the typical classroom. Students are offered travel to diverse international or national destinations, or they may choose to stay in Guadalajara and participate in cutting-edge workshops. Throughout the planning and implementation of WWW, students and teachers use a lot of technology. Although we are only on the second day, students are already sharing and reflecting on their learning. In the Minecraft workshop, students are using a website to record daily reflections. In the online learning and Comida Mexicana workshops, students are using blogs to reflect. Students are engaged in learning in the workshops that they choose to participate in.
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.
electricity from renewable sources. These scientific and technological investigations are preparing students for a future in a world impacted by climate change. They were engaged in thinking about ways they can make a difference in the world.
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.