Just a few resources for teaching kids about the global issue of HUNGER.
http://www.feedingminds.org/fmfh/hunger-and-malnutrition/primary-level/en/
Excellent primary lessons plans developed to start discussions on global hunger.
How to help
http://www.feedingminds.org/yw/pdf/8_lev.pdf
The Right to Food - A window on the world
http://www.feedingminds.org/cartoon/rtf_en.htm
What it means to be healthy and well-nourished
http://www.feedingminds.org/fmfh/nutritionlessons/healthy/en/
FreeRice.com
Tuesday, February 19, 2013
Friday, February 15, 2013
What is Project Based Learning?
PROJECT BASED LEARNING
Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.
These are the STAGES of a Project.
1. A NEED TO KNOW
If you have a NEED, then you have RELEVANCE. -it matters to you – it will matter to others
If you don't feel like you need to know what you are studying, researching, reading, or watching then you don't have a NEED TO KNOW – and I would guess you won't be motivated to do your best.
2. DRIVING QUESTION - STEP ON THE GAS!
The question you come up with will LITERALLY DRIVE your project.
If the Project is a Car, the Driving Question is the Gas.
YOU ARE THE DRIVER.
If you don't put in the gas, your PROJECT WILL NOT GO ANYWHERE
If you can dream it, you can do it.
Driving Questions make us think, make us wonder, and drive us to learn and discover.
They are not easy to answer. They might never be answered.
There are three types of Driving Questions.
3. STUDENT VOICE and CHOICE
(The Goldilocks dilemma) Either too hot or too cold.....
TOO COLD (NONE) – Total Teacher Led - Teacher provides a Driving Question, a List of Key Terms, Time Line Events, web resources and a due date. Teacher says, “I want 500 words, typed, double spaced. I want 3 visuals, a Bibliography and a 3-5 slide power point presentation. Teacher provides a checklist, a rubric.
TOO HOT (TOO MUCH) – Total Student Choice - Students create a driving question on a topic of great personal interest – They work when they want and to whatever personal standard they have for themselves. They choose the product and tell the teacher when they are done. Teacher checks in but does not provide background knowledge through mini lessons.
JUST RIGHT – Student creates a driving question on a topic or theme of great personal interest that directly relates to the topic or theme in the seminar or course. Teacher approves the driving question. Student starts to investigate the world of the topic or theme, and weigh the different perspectives it presents under the guidance of the teacher. Student then proposes, using a project proposal form, coming up with several essential questions, key terms or vocabulary that need to be defined or investigated, determines tools and resources needed and creates a detailed step by step explanation of their project. Teacher helps them perfect the proposal form and together they agree on a due date. Together they create a checklist. Together they set goals for achieving multiple outcomes at a proficient or advanced level. Together they plan an authentic audience for a presentation.
Follow the information wherever it leads you.
Do not expect to end up in a particular place. You are not out to prove what you already think you know. You are on an Exploration.
4. Develop Skills
GET BUFF
21st Skills ----Collaborate. Communicate. Creativity.Use Technology. Manage Time. Set Goals.
Humanities Skills --- Use Maps. Create Time Lines. Recognize Perspectives. Use Primary Sources.
M.L Skills – Language Conventions. Cite Sources. Read. Write.
5. Present/Publish/Reflect
What have I done?
Let them know what Advanced/ Proficient/Basic/Below Basic LOOK LIKE
Peers should also let each other know.
Present it
You did not do this project for the teacher or the test.
Presentation must be public and polished.
This should not be the only time you present your project.
Present along the way, to peers, to parents, to teacher.
Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.
These are the STAGES of a Project.
1. A NEED TO KNOW
If you have a NEED, then you have RELEVANCE. -it matters to you – it will matter to others
If you don't feel like you need to know what you are studying, researching, reading, or watching then you don't have a NEED TO KNOW – and I would guess you won't be motivated to do your best.
2. DRIVING QUESTION - STEP ON THE GAS!
The question you come up with will LITERALLY DRIVE your project.
If the Project is a Car, the Driving Question is the Gas.
YOU ARE THE DRIVER.
If you don't put in the gas, your PROJECT WILL NOT GO ANYWHERE
If you can dream it, you can do it.
Driving Questions make us think, make us wonder, and drive us to learn and discover.
They are not easy to answer. They might never be answered.
There are three types of Driving Questions.
- Abstract - “Why is the sky blue?” “When is war justified?” “
- Concrete - “Is our water safe to drink?” “Why won't Tennessee recognize MLK day?” “What does modern architecture owe to the Italian Renaissance?”
- Problem-solving - “How can we help to stop the use of Child Soldiers?” “How have you ' hugged the world'?”
3. STUDENT VOICE and CHOICE
(The Goldilocks dilemma) Either too hot or too cold.....
TOO COLD (NONE) – Total Teacher Led - Teacher provides a Driving Question, a List of Key Terms, Time Line Events, web resources and a due date. Teacher says, “I want 500 words, typed, double spaced. I want 3 visuals, a Bibliography and a 3-5 slide power point presentation. Teacher provides a checklist, a rubric.
TOO HOT (TOO MUCH) – Total Student Choice - Students create a driving question on a topic of great personal interest – They work when they want and to whatever personal standard they have for themselves. They choose the product and tell the teacher when they are done. Teacher checks in but does not provide background knowledge through mini lessons.
JUST RIGHT – Student creates a driving question on a topic or theme of great personal interest that directly relates to the topic or theme in the seminar or course. Teacher approves the driving question. Student starts to investigate the world of the topic or theme, and weigh the different perspectives it presents under the guidance of the teacher. Student then proposes, using a project proposal form, coming up with several essential questions, key terms or vocabulary that need to be defined or investigated, determines tools and resources needed and creates a detailed step by step explanation of their project. Teacher helps them perfect the proposal form and together they agree on a due date. Together they create a checklist. Together they set goals for achieving multiple outcomes at a proficient or advanced level. Together they plan an authentic audience for a presentation.
Follow the information wherever it leads you.
Do not expect to end up in a particular place. You are not out to prove what you already think you know. You are on an Exploration.
4. Develop Skills
GET BUFF
21st Skills ----Collaborate. Communicate. Creativity.Use Technology. Manage Time. Set Goals.
Humanities Skills --- Use Maps. Create Time Lines. Recognize Perspectives. Use Primary Sources.
M.L Skills – Language Conventions. Cite Sources. Read. Write.
5. Present/Publish/Reflect
What have I done?
Let them know what Advanced/ Proficient/Basic/Below Basic LOOK LIKE
Peers should also let each other know.
Present it
You did not do this project for the teacher or the test.
Presentation must be public and polished.
This should not be the only time you present your project.
Present along the way, to peers, to parents, to teacher.
Aveson Home Stay Program welcomes Chinese students.
February, 2013 January 28 - February 8th Aveson Global Leadership Acadmey hosted 45 students and staff from China. ESL4Asia partnered with our school to bring these students, middle and high school age, to our community. The tour has Chinese students touring Washington D.C, Boston, New York and San Francisco for over a month. According to ESL4Asia representatives, it is the two weeks the students spend in Pasadena that is repeatedly noted as their favorite. It could be the Norton Simon Museum, or Old Town, or even the Apple Store. We visited all those places, as well as the Pasadena Museum of History, Eaton Canyon and The Rose Bowl. But I think it is the home stay aspect of the program that sets our community apart.
Aveson families, ASL and AGLA, stepped up to participate in the home stay program. Chinese youth spent 13 days as members of the Aveson family.
If you have not had a chance to participate in such a program I really can't explain how rewarding it is. Before the students arrived, I found myself wondering if I would be a good host, if I could handle the responsibilities, or if the home stay would be a burden on my family. As the two weeks came to an end my wife and our two kids found ourselves in tears as we said goodbye to our new friends/honorary family members.
We cooked "American" meals for them, including spaghetti and meatballs and the infamous breakfast burrito. We dined at Claim Jumper and Johnny Rockets, even went to "Chinese" in Arcadia. We visited the Santa Anita mall, marveled at the beauty of the Huntington and the Arboreteum and ate deep fried ice cream at the Santa Monica Pier. We played board games, Wii, played laser tag and visited Best Buy three times. Technology is a favorite of teenagers worldwide.
Our young visitors played piano for us, shared stories of their family and schooling, and even read bed time stories to our children.
During the day, Chinese students went to school along side Aveson students. The first week was Celebration of Learning week. Perhaps you were wondering why so many Chinese youth were celebrating alongside your children. One stand out moment was an ASL student presenting a project on the Great Wall of China to four Chinese visitors.
They were also able to participate in finalizing projects for the COL, Fitness class with Mr.Eric, electives, such as Cal Arts Sculpture and Yearbook at AGLA, and were given a tour of ASL by Ms. Carey's 4th and 5th graders.
Aveson will continue to build on this partnership with ESL4Asia. Ideas for a true exchange of students are being discussed, as well as future home stay opportunities.
Aveson families, ASL and AGLA, stepped up to participate in the home stay program. Chinese youth spent 13 days as members of the Aveson family.
If you have not had a chance to participate in such a program I really can't explain how rewarding it is. Before the students arrived, I found myself wondering if I would be a good host, if I could handle the responsibilities, or if the home stay would be a burden on my family. As the two weeks came to an end my wife and our two kids found ourselves in tears as we said goodbye to our new friends/honorary family members.
We cooked "American" meals for them, including spaghetti and meatballs and the infamous breakfast burrito. We dined at Claim Jumper and Johnny Rockets, even went to "Chinese" in Arcadia. We visited the Santa Anita mall, marveled at the beauty of the Huntington and the Arboreteum and ate deep fried ice cream at the Santa Monica Pier. We played board games, Wii, played laser tag and visited Best Buy three times. Technology is a favorite of teenagers worldwide.
Our young visitors played piano for us, shared stories of their family and schooling, and even read bed time stories to our children.
During the day, Chinese students went to school along side Aveson students. The first week was Celebration of Learning week. Perhaps you were wondering why so many Chinese youth were celebrating alongside your children. One stand out moment was an ASL student presenting a project on the Great Wall of China to four Chinese visitors.
They were also able to participate in finalizing projects for the COL, Fitness class with Mr.Eric, electives, such as Cal Arts Sculpture and Yearbook at AGLA, and were given a tour of ASL by Ms. Carey's 4th and 5th graders.
Aveson will continue to build on this partnership with ESL4Asia. Ideas for a true exchange of students are being discussed, as well as future home stay opportunities.
Thursday, February 14, 2013
NED is coming to ASL
Monday, March 4th. ASL will hold a whole school special assembly.
When:Start Time: 8:30am - End Time 9:15am
Where: ASL Theatre. (floor seating as in past assemblies.)
Why: NED is coming!
The NED Show® produced by All for KIDZ®, Inc., is an innovative,
character education assembly. Using humor, storytelling, audience
participation and amazing object lessons including yo-yo and magic tricks students learn through the adventures of NED, a character kids (and adults) can relate to. His name is an acronym for:
Never Give Up Encourage Others Do Your Best
The NED Program uses a multi-sensory learning model to motivate,
encourage and inspire students to become Champions at school and in life.
The YO YO's used in the show will be available for purchase through the main office for the week following the assembly. STAFF WILL NOT be asked to assist in the sales or distribution. Refer all questions regarding YO YO purchases to Tom Hyatt and the Main Office.
The program includes grade-level curriculum, written by teachers, to use after the performance. Their website, www.thenedshow.com provides free resources that can be easily printed and used in hallways and classrooms.
Tuesday, February 12, 2013
OPPORTUNITIES for EDUCATORS. TEACHERS FOR GLOBAL CLASSROOMS
Last year, a Colorado teacher gained valuable insights on teaching agriculture from her fellowship in Indonesia. A Connecticut teacher who created new lessons to encourage his students to explore real-world problems following his fellowship in Ghana was named state teacher of the year. Teachers from across the US affirmed thatglobal education is critical to student success as a part of the Teachers for Global Classrooms program.
The Teachers for Global Classrooms (TGC) Program is now accepting applications from qualified U.S. middle and high school teachers for professional development grant opportunity to internationalize teaching and learning in their classes. Application materials and complete eligibility information is available online. Deadline to apply is Monday March 4, 2013 at 11:59pm Eastern Time.
U.S. citizens currently teaching full-time at the secondary level with five or more years of classroom experience may apply. Teachers from all disciplines are eligible including: English as a Second Language, English language or literature, mathematics, and science.
The Teachers for Global Classrooms Program activities include:
• An online course on globalizing teaching and learning
• Two Global Education Symposiums in Washington, DC
• A Two – three week international field experience fellowship (current countries of travel include Brazil, Ghana, India, Indonesia, Kazakhstan, Morocco or Ukraine).
The Teachers for Global Classrooms (TGC) Program is funded by the U.S. Department of State Bureau of Educational and Cultural Affairs and administered by IREX.
Home Study GOES GLOBAL
On April 10, an educator from the STAR Eco Station will visit Mrs. Carraway and Mrs. Rodgers in their home study classroom with a selection of confiscated wildlife to teach their scholars about the global issue of wildlife trafficking and the exotic animal trade.
They will educate them on the needs of the animals and the needs of their organization, and ask students for help toward their cause.
After the visit, home study is planning a project to support the STAR Eco Station, probably with some drives to collect needs from their wish list.
On May 22, home study students and parents will travel as a group to the STAR Eco Station where they will have a tour, meet resident animals and deliver their goods.
Look for more on this project coming soon. Reach out to me or Mrs. Carraway if you have a connection.
They will educate them on the needs of the animals and the needs of their organization, and ask students for help toward their cause.
After the visit, home study is planning a project to support the STAR Eco Station, probably with some drives to collect needs from their wish list.
On May 22, home study students and parents will travel as a group to the STAR Eco Station where they will have a tour, meet resident animals and deliver their goods.
Look for more on this project coming soon. Reach out to me or Mrs. Carraway if you have a connection.
Saturday, February 9, 2013
Multi Age K.2 continues to investigate the world of Africa and Asia
The Multi age classroom had great success 1st semester investigating the world of Africa, including issues of deforestation. (See previous posts on all the amazing things they did)
2nd semester they will continue to focus on Sub Saharan Africa for another week or two.
Following this, from late February until late March, the classroom will have a short unit on Eastern Europe. it will mainly revolve around present day Poland and Russia. The team plans to organize a day of sampling crafts and games from Eastern Europe.
Eastern Europe Celebration Day will be on Friday, March 22, from 1-2:30 (the day before Spring Break) - mark your calendars!
Following Spring Break, the multi age will move into their final unit for the year on Ancient Asia.
The primary focus will be Ancient China, but they will also touch upon contemporary China and other countries in the region (Japan, India...). There will be another "family project" during this unit, and it will culminate in our second COL and the Ancient Asia Banquet.
If parents have connections for any of these units, feel free to contact me on their behalf to run ideas by the teachers as they plan activities. (The earlier the better for planning.)
Also, if you hear of any upcoming music or art exhibitions/experiences related to Eastern Europe or Asia, please let me know.
Friday, February 8, 2013
Righteous Conversations
Monday, January 28th Aveson Global held a special assembly. Helen Freeman, who is 91 years old spoke briefly to the students. Helen is a survivor of Auchwitz Concentration Camp, which some consider the worst of all camps concerning human rights violations during World War II.
Helen spoke clearly and with such passion. She was accompanied by Aveson students Purag Moumdjian and Trey Carlisle, who had met Helen while working with Righteous Conversations last summer as part of a service learning project. There was not a sound in the room while Helen spoke. Everyone sat in silent awe, showing the utmost respect for Mrs. Freeman. She left the microphone briefly, only to return for one last message. Helen rolled up her sleeve and showed the class the number that the Nazi's had tatooed on her forearm. "There I was only a number. But I am not a number. No one is just a number. And I ask you to never forget what happened then and to never let it happen again."
The Righteous Conversations Project brings together Holocaust survivors and teens to speak up about injustice in today’s world through new media workshops and community engagements. Launched at Harvard-Westlake School in February of 2011, the Project works in partnership with schools and local non-profits to empower teens in collaboration with Holocaust survivors to imagine and shape a better world.
Helen spoke clearly and with such passion. She was accompanied by Aveson students Purag Moumdjian and Trey Carlisle, who had met Helen while working with Righteous Conversations last summer as part of a service learning project. There was not a sound in the room while Helen spoke. Everyone sat in silent awe, showing the utmost respect for Mrs. Freeman. She left the microphone briefly, only to return for one last message. Helen rolled up her sleeve and showed the class the number that the Nazi's had tatooed on her forearm. "There I was only a number. But I am not a number. No one is just a number. And I ask you to never forget what happened then and to never let it happen again."
The Righteous Conversations Project brings together Holocaust survivors and teens to speak up about injustice in today’s world through new media workshops and community engagements. Launched at Harvard-Westlake School in February of 2011, the Project works in partnership with schools and local non-profits to empower teens in collaboration with Holocaust survivors to imagine and shape a better world.
Samara
Currently, I am working with Samara and Righteous Conversations to bring their work directly to our campus.
The Value of Water CONTEST
Orange County Water Awareness
Poster & Slogan Contest
The Municipal Water District of Orange County (MWDOC) and the Family of Orange County Water Agencies present the 2013 Water Awareness Poster & Slogan Contest. The goal is to get students thinking about Orange County's most valuable natural resource - water - and the many ways in which clean, fresh drinking water improves our daily lives. Orange County students in grades K-5 are encouraged to create posters and slogans that reflect this theme.
2013 Contest Theme:
"The Value of Water"
What Can I Win?
One grand prize winner in grades K-2 will receive a Nintendo DS
One grand prize winner in grades 3-5 will receive an iPad Mini
Every teacher whose student submits a poster or slogan will be entered into a drawing to win a $100 gift card for teaching supplies
All twenty winning students (and their parents and teachers) will be invited to attend a special Awards Ceremony with Ricki Raindrop at Discovery Science Center.
Contest Deadline: March 29, 2013
Questons? Contact Melissa at:
(714) 963-3058 x5054 or
mcovarrubias@mwdoc.com
All entries will become the exclusive property of MWDOC for reproducton/promotonal purposes.
*Free paper available upon request - contact Melissa.
Poster & Slogan Contest
The Municipal Water District of Orange County (MWDOC) and the Family of Orange County Water Agencies present the 2013 Water Awareness Poster & Slogan Contest. The goal is to get students thinking about Orange County's most valuable natural resource - water - and the many ways in which clean, fresh drinking water improves our daily lives. Orange County students in grades K-5 are encouraged to create posters and slogans that reflect this theme.
2013 Contest Theme:
"The Value of Water"
What Can I Win?
One grand prize winner in grades K-2 will receive a Nintendo DS
One grand prize winner in grades 3-5 will receive an iPad Mini
Every teacher whose student submits a poster or slogan will be entered into a drawing to win a $100 gift card for teaching supplies
All twenty winning students (and their parents and teachers) will be invited to attend a special Awards Ceremony with Ricki Raindrop at Discovery Science Center.
Contest Deadline: March 29, 2013
Questons? Contact Melissa at:
(714) 963-3058 x5054 or
mcovarrubias@mwdoc.com
All entries will become the exclusive property of MWDOC for reproducton/promotonal purposes.
*Free paper available upon request - contact Melissa.
Thursday, February 7, 2013
Ms. Shay GOING GLOBAL at the Ronald Reagan Museum
Ms. Shays students are heading to the Ronald Reagan museum in late February, and check out the amazing connection to the global competencies
This field trip not only teaches leadership skills, research skills, communicating skills, collaborating skills and presentation skills, but showcases each global competency.
....written by Ms. Shay
This project is considered a class mini project which all students will be participating in...
1) Investigating the world - We will be researching and investigating the Presidents and their life styles. Specifically how they were/are leaders. We will be gathering information on the field trip as well as using resources in the classrooms.
2) Weighing perspectives - We will be comparing and contrasting different presidents. We will weigh different perspectives with how we would lead our country. We will be talking about leadership and the responsibilities of being a leader of our nation and how this affects the entire world. We will present our ideas and listent to others about their thoughts and perspectives. (If time...we will investigate leaders from around the world)
3) Communicating ideas - We will be making presentations to each other as well as other classes. We will be writing a letter to our current president about what we think it is to be a leader and what skills are important to be a good leader. We may even offer strategies and solutions on some U.S or world problems.
4) Taking Action - This is two fold. First, one student completed a project on Presidents. He wants our class to go to this museum so that they can learn from the museum as much as he did. This is to inspire other students to create field trips as part of their projects as well as to inspire others to be leaders. He is asking 5th graders to be leaders and this student has created a scavenger hunt for his peers to go through as they tour the library.
AMAZING, MS. SHAY. Your students are trendsetters in the area of global competencies. Aveson, keep an eye out for this project work, and feel free to get involved wherever and whenever you can.
--
Saturday, February 2, 2013
What is Global Learning?
GLOBAL LEARNING is....
Not another subject, rather skills and understandings that run through
every subject.
Learning about people and cultures locally and globally
Making links between local and global issues
Cooperation, communication,
critical thinking
Enabling students to examine their values, attitudes, and perceptions
Open-mindedness to listen to different voices.
Creating an interest in
social matters and
human rights issues
Respect, concern, and responsibility for the environment
Knowing that equality is not sameness but fairness
Exploring the interdependence between nations; what links us together, what divides us.
Promoting social justice
Not another subject, rather skills and understandings that run through
every subject.
Learning about people and cultures locally and globally
Making links between local and global issues
Cooperation, communication,
critical thinking
Enabling students to examine their values, attitudes, and perceptions
Open-mindedness to listen to different voices.
Creating an interest in
social matters and
human rights issues
Respect, concern, and responsibility for the environment
Knowing that equality is not sameness but fairness
Exploring the interdependence between nations; what links us together, what divides us.
Promoting social justice
Subscribe to:
Posts (Atom)