Image by Subhashish Panigrahi
The 3D printing class is learning about different ways this new technology is impacting culture and society. Students research different applications and describe the technical difficulties designers and engineers overcome and the benefits and drawbacks to the economy, environment and society. One student presented about the applications of 3D printing in the food industry - can you imagine printing your dinner in the near future? Other presentations include the history of 3D printing (it is older than you think) and 3D printing and gun control. Students are engaged in learning more about the technology they work with in this elective class and get inspired by the possibilities. More students will soon have access to 3D printing opportunities as well when the library printer comes online sometime in November.
Image by Subhashish Panigrahi
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email add-on, FormMule. Before the fair began, students met with their mentors to look at the list of colleges attending the fair and prepare questions to ask. The mentoring lessons for grades 9&10 and 11&12 were slightly different, but the shared Google Docs helped all of the teachers provide consistent preparation for the event. Finally, at the end of the day, students completed the College Fair feedback survey so we can continue to improve this important event.
Generation 2016, this years' seniors, recently took photos and wrote reflections from their years at ASFG. This was a formative, in-class assignment connecting the novel the class is reading, Ishiguro's Never Let Me Go, to students' lives. The purpose was to help students see the characters as real people; in the novel, the narrator recounts her time as a student, focusing on different memories of her friends and school. For this assignment, students took a photo of something special about ASFG and then wrote 50 words explaining the significance of the place or person. They submitted their work through Google Classroom, and their teacher copied some of the responses into the document below to share. Students were engaged in taking great photos, connecting to the novel and writing about their life experience.
In 9th grade Spanish classes, students develop an understanding of different types of text. They learn how to interpret, analyze, identify and produce different genres, journalistic styles, scientific and historical texts. Students are expected to read outside of class and come in ready to discuss and work with the text. In class, students answer questions using Google forms to determine whether the readings were completed and to assess the level of understanding. In addition to multiple choice type questions, there are long answer questions that provide information for the teacher to assess writing skills and focus teaching on misconceptions. Students are motivated to read their text in order to do well on these assessments. See an example assessment here. In AP English Language and Composition students are using NowComment. NowComment allows groups of students to read and have an online "conversation" about a piece of writing. Every week, groups read a magazine or journal article and discuss it among themselves, commenting on the argument(s) and the rhetorical strategies within the piece, focusing on concepts recently studied in class. Students ask each other questions and clarify misunderstandings about the piece, coming to class prepared to discuss, write about, or take a test on the piece. By reading the student comments, their teacher is able to gauge their reading comprehension and see which concepts are giving them difficulty. Below is a screenshot of a recent conversation. NowComment engages students in learning by providing a different way to contribute to class conversations and demonstrate understanding.
teachers submit their assessment and comments about a student's post, the form automatically emails the student with the information. This will provide students with the feedback they need to be successful in the project and save teachers time. If you're interested using forms as rubrics to provide feedback automatically to students, check out the post on our PD page.
Ninth grade science students are not only learning fundamentals of science and chemistry, they are getting a lesson in thinking about learning. Students complete ungraded quizzes about science content. Then students complete reflections commenting on their preparation relative to their quiz score. How do they know their score? Flubaroo allows their teacher to send each student a personal grade report via email instantly. Students can immediately address their misunderstandings and misconceptions about the content by asking good questions. They can also reflect on how their study habits influenced the outcome of the quiz. Their teacher learns which topics are causing students trouble as well. Students are engaged in these formative assessments and gain insight about their own learning process. Simple solutions can provide great rewards. Learn more about using Flubaroo on the Teacher Resources site. As a final project for Creative Writing, students worked in teams to create a short film. This project allowed students to apply their learning about narrative time techniques and film script formats and components. Writing a script and producing a short film requires a lot of planning and revision. Students used mind maps to organize their thinking and created a document with the following elements: ● Log line (trama) ● Personajes (personajes) ● Tratamiento (resumen) ● Escaleta (esquema) ● Pitch (promocional) Students continued to develop their characters and plot in their first and second drafts before they finalized their script. Each team created and shared a folder with their teacher with their mind maps, drafts and other resources. The final submission is a teaser trailer for the film, a final script and their finished short film. Students were inspired by the freedom to flex their creative writing muscles to create funny, romantic, and suspenseful films. Enjoy! Students in 11th grade Literatura Latinoamericana wrote a short play for their final project of the quarter. Before beginning to write their scripts, students brainstormed about problems in Mexico such as corruption, bullying, obesity, etc. As a group, they chose a problem to investigate and learn more about the issues causing or contributing to the problem. They presented this information and received feedback before beginning their script. Students collaborated on writing and editing their script using Google Docs. They chose and prepared their costumes, sound, music and other staging elements to present on June 4th. This creative freedom motivated students to engage with current issues and writing to produce impactful plays. Students even designed a poster to promote their play and draw attention to Mexico's problems. Finally, they self and co-evaluated their work using a Google form. Learn more about these issues by reading student scripts about obesity and the effects of violence and corruption. Seniors in chemistry class recently used the PBS Interactive tool Tales from the Poisoner's Handbook to learn about the impacts of poisons on the human body. Students were pulled in by the comic book stories of murder and engaged with the forensics experiments to discover the culprit. PBS provides a variety of teacher resources to use with the interactive tool including lesson plans and chemistry labs based on the material. In addition to this chemistry lesson, teachers can find interactive and engaging material about history, science, literature and more on the PBS Learning Media site. |
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