Sunday, September 8, 2019

IJWC adviser completes Global Education 101

To enhance his expertise in global education, the adviser of the International Junior Writers Club participated in Global Education 101, an online course sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA), with funding provided by the U.S. Government and administered by the International Research and Exchanges Board (IREX). The course objectives for educator participants include: (1) define global competence and connect it to student success, (2) begin to understand the themes and concepts of global education and global competence, (3) develop instructional strategies to incorporate global competence into lessons and units, and (4) build resources for further learning and networking for global competence. The IJWC adviser shared with other participants what was done with the IJWC initiative to promote global education and competence.



Friday, May 24, 2019

IJWC members design their dream house

IJWC members from Odessa, TX designed their individual dream house after writing a descriptive essay detailing the kind of house they wished to have in the future. During the presentation of their final design, students explained every part of their house and discussed their future career in order to realize their dream house. The activity was the students' final project for their engineering design lesson in Geometry. The students used Planner5d to design their house. Their descriptive essays were sent to their international partners for editing and revising activity.



Wednesday, May 1, 2019

Spanish, American students complete a fiction story

Students from Instituto de Educación Secundaria IES Prado Mayor in Totana, Spain and students from Alternative Education Center, Odessa, TX, USA completed a fiction story about a secret passage in an Egyptian Pyramid. Spanish students, under the mentorship of Mrs.Trini Serrano Diaz, studied Egyptian Pyramids. Using a scenario where they pretended to have a field trip at the Pyramid of Giza and were curious about a secret passage in the pyramid, Spanish students completed a fiction story, describing what they would see inside the secret passage. On the other hand, as an introductory activity for their research lesson, American students researched Egyptian Pyramids online. Using the same material and scenario that the Spanish students used, American students completed the unfinished fiction story, describing their experiences after they opened the secret passage in the Pyramid of Giza while on a class field trip. After completing their fiction stories, American students compared their stories with the stories of Spanish students using a Venn diagram, analyzing if there were cultural features or elements in their stories. 



Saturday, April 27, 2019

Philippine, Texan students share unique culture

Philippine Science High School students from Dipolog City, Philippines and Alternative Education students from Odessa, TX, USA shared their unique cultures with each other using Padlet. As part of their lesson in Social Science under the mentorship of Mr. Araibo Elumba, Social Science teacher, Philippine Science High School students studied globalization and the cultural influences on globalization. On the other hand, as part of their paired texts lesson in English, Alternative Education students read Tehuelche and Linguist on Mission to Save Inuit "Fossil Language" Disappearing with the Ice and studied the cultures of the Tehuelche people and the Inughuits and analyzed how the loss of language as a cultural element important in both texts. After their respective lessons, as an enrichment activity, both student groups shared their unique cultures with each other online. Texan students enjoyed learning about some Philippine cultures and traditions such as bayanihan (strong spirit of communal unity, work and cooperation), harsh discipline, kamayan (eating with a hand), bahala na (come what may), mano (pressing one's forehead on an elder's hand as a sign of respect), parent-mediated courtship, kuya and ate as terms of endearment for older brother and older sister respectively, fiesta, extreme hospitality, extreme generosity, superstitious beliefs, 9-day funeral novena, and many others. Philippines students, on the other hand, were amazed learning about some Texan cultures and traditions such as quinceañera, Día de Muertos, Mexican food, Thanksgiving, 4th of July, Easter, and many others.


 Culture




Thursday, April 11, 2019

American students revise Spanish “for” or “against” essays

Alternative education students of Odessa, TX revised essays of students from Instituto de Educación Secundaria IES Prado Mayor in Totana, Murcia, Spain under the advisorship of Mrs. Aranzazu Mouriño Loretto. Students from Spain explained if they were for or against technology, plastic use, or mainstream media, under very catchy topic titles: “Where is My Charger,” “No Straw, Please,” and “Too Mainstream.” Just like any other countries, Spain and U.S.A. do not only benefit but also suffer from the effects of technology, plastic use, and media. Some of the societal realities Spanish students discussed were cyberbullying, fraud, plastic pollution, marine hazard, harassment, fake news, and many others. Common advice Spanish students gave was to use technology, plastic, and media wisely and in moderation. Alternative Education students revised the essays using ARMS strategy. The activity was a good revising and editing practice for the Alternative Education students in preparation for their statewide testing in English.