IJWC’s participation in the Great Global Project Challenge signifies Alternative Education Center's commitment to promoting globally connected learning. Win or lose, IJWC commits to sustain international writing partnerships among its participating schools. Neither lack of technology nor language challenge can hinder Alternative Education Center and its international partners from providing their students with opportunities for international learning collaboration.
Tuesday, December 20, 2016
International Junior Writers Club (IJWC) has officially been qualified for the Great Global Project Challenge for this school year 2016-2017. Sponsored by Partnership for 21st Century Learning (P21) and VIF International Education, the Great Global Project Challenge is an initiative of the Global Education Conference Network that challenges teachers and students all over the world to engage in globally connected learning opportunities, meeting Asia Society's Pillars for Global Competence, International Society for Technology in Education's (ISTE) Standards, or P21's Global Education Framework. The objective is to create and present as many globally connective projects for students and educators as possible from December 1, 2016 to April 1, 2017.
Monday, December 19, 2016
Access scholars of Dapitan City, Philippines literally supported students of the Alternative Education Center (AEC) in completing their Christmas project called Santa Claus Editor before the Christmas break this year. Alternative Education students created a face of Santa Claus using cardstock paper. Each of them edited 25 sentences printed on strips from the previous essays of Access scholars and made paper chains out of the sentence strips as the beard of Santa Claus. This seasonal arts-based editing project was one of the activities AEC students did in preparation for their 2016 Fall Final Exam in English Language Arts (First Semester Major Exam).
Sunday, December 18, 2016
Students from Murcia, Spain improved selected writing classwork of Alternative Education Center (AEC) students early this month by revising and editing the classwork and adding an artwork that depicts its message. Spanish students specifically improved the ideas of AEC writing pieces and mechanics in terms of grammar, capitalization, punctuation, and spelling. The activity was a great practice for the Spanish students to improve their English writing skills. Discovering some mechanical corrections from an English speaker's writing output helps boost the self-confidence of non-English speakers like the students from Murcia, Spain. This opportunity surely motivates non-English speaking students to practice writing in English even more. Ms. Maria Aranzazu Mouriño Loretto, the Spanish students' teacher, claimed that it was not easy for her students to accomplish the English writing task, but they were really motivated to doing it, knowing that their learning partners from the US were waiting for their response.