Saturday, February 29, 2020

Alternative Education students comment on Asian math videos

Alternative Education students of Odessa, TX gave their feedback on mathematics videos created by students of Dapitan City National High School, Dapitan City, Philippines. Alternative Education students watched the videos and wrote their comments about the videos. The videos were part of the math project in the mathematics classes of teachers Jasmin Balladares and Julie Anne Gallosa. Asian students were videotaped while demonstrating and explaining mathematical processes on topics such as dividing polynomials, arithmetic and geometric sequences, permutations and combinations, dependent and independent events, angles and arcs, etc. American students explained in writing what they had learned from the videos and what they could suggest to improve the videos. As an extension of the activity, American students used no-face and password-protected Flipgrid to record their comments on Asian math videos and interact with their international learning partners.




Friday, January 31, 2020

Alternative Education students edit Spanish freestyle stories

Students from the Alternative Education Center, Odessa, TX revised and edited freestyle stories of students from Murcia, Spain. Under the mentorship of teacher Trini Serrano Diaz, Spanish students wrote stories about themselves, their travels, and other fiction and nonfiction stories. Emphasis was their use of simple past tense and past continuous tense. Aside from looking at the correct usage of the focused tenses of the verb, Alternative Education students revised and edited the stories using ARMS and CUPS strategy.


Sunday, December 15, 2019

US students study Spain floods

Alternative students of Odessa, TX studied flash floods in Eastern Spain, addressing one of the global goals for sustainable development -- climate action. Odessa students researched news online, collected data, and described the winds that caused the recent flash floods in the regions of Murcia, Valencia, and Andalucia using equations, tables, graphs, and verbal descriptions. They also compared Eastern Spain flooding with the worst flooding they had experienced locally. Odessa, TX is in the Chihuahuan Desert, and it seldom rains in the area. However, heavy rains and winds sometimes cause floods and hail storms in the city and neighboring towns. After their study, US students shared with Spain through Padlet some feasible climate actions to help combat Spain's climate change. Students from Murcia, Spain read US students' suggestions and responded to the recommendations.





Saturday, November 23, 2019

Candles from trash turned into cash

Students from Dapitan City National High School, Dapitan City, Philippines, recycled candle waxes from a local cemetery by turning them into decorative candles for sale. Every year after the observance of All Souls' Day by Christians all over the world, candle waxes are scattered everywhere in Christian cemeteries. Contributing to the global goal of responsible consumption and production, mathematics teachers Jasmin Balladares and Julie Anne Gallosa initiated the project by having their students gather waste candle waxes from a cemetery adjacent to the school and made them into decorative candles using different geometric shapes. With expenses ranging from 10-80 Philippine pesos, each candle was sold for 80-150 Philippine pesos. The project earned a profit of more or less 4,000 Philippine pesos, which was used to fund a local scholarship. Learning partners from Odessa, TX, USA, helped figure out possible scenarios to reach the target profit. Alternative Education students used the data to represent said scenarios using equations, tables, graphs, and verbal descriptions. Students explained their algebraic processes in writing.



Monday, October 28, 2019

IJWC adviser certified as global educator

The adviser of the International Junior Writers Club (IJWC) was officially certified as a global educator by the U.S. Department of State after completing the IREX-administered professional development, Foundations of Global Education, on October 27, 2019. The IJWC adviser was a member of the original small cohort selected from across the U.S. to participate in this professional development to help promote global education and global competence in U.S. classrooms in order to help address global goals for sustainable development. As part of its specific objectives, the professional development allowed the participants to build an understanding of frameworks for global and cultural competence; identify and explain cross-cultural communication; incorporate global activities and teaching methods into their classrooms, schools, and communities; engage with experts in the field of global education; and build a network of global educators in their content and geographic area. As a follow-up activity, the cohort will meet this coming December to discuss the process of and planning for implementing global education and to debrief, share reflections, and plan for the future.

The IJWC adviser shared some successful IJWC activities with the cohort. He also learned more strategies from global education-related activities and ideas of other cohort members. Global education experts that substantiated the professional development by sharing their expertise included Dana Mortenson, Chief Executive Officer of World Savvy; Sydney Chaffee, CCSSO 2017 National Teacher of the Year; Mohamed Abdel-Kader, Executive Director of the Stevens Initiative at the Aspen Institute; Heather Singmaster,  Director in the Center for Global Education at the Asia Society; and Fulbright Teachers for Global Classrooms Program alumni LaureĆ©  Akinola-Massaquoi, Ellen Kraft, Matthew Cottone, Todd Noyes, and Maria Zelaya.