贝博体育
马萨诸塞州南堡的幼儿园-九年级
马萨诸塞州南堡的幼儿园-九年级
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展示你所知道的
贝博体彩app的冬季学期是高年级学生通过实践项目和创造性评估来展示他们学习的时间。
What do a doctored copy of Dr. Seuss’ 绿鸡蛋火腿, an eight-foot Roman arch made out of recycled cardboard, 和 a music video about the 1968 Democratic Convention set to Graham Nash’s “Chicago” have in common? They’re 艾尔l examples of assessments assigned to 上学校 students during Winter Term this year.
虽然秋季和春季学期在传统的期末考试周达到高潮，但冬季学期是高年级学生通过各种项目展示他们学习成果的时间。 有些要求学生将他们的知识应用到解决问题的任务中，而另一些则要求学生创造出一些突出他们创造力的原创作品。 这些项目通常是跨学科的，让学生综合他们在贝博体育的其他课程中发展起来的知识、技能和才能。
“Sometimes, these projects are a better demonstration of under- st和ing than a written test,” says Director of the Education艾尔 Program Julie Porazzo, “because students have to take what they’ve learned to the next level 和 communicate it in a creative or compelling way.”
解决问题
当乔·布托（Joe Buteau）向他的几何学生提出挑战，要求他们建造一座横跨根楼走廊的独立拱门时，一些学生惊慌失措。 “The open-ended nature of the task rattled some kids who didn’t think they had enough information,” says Joe.
然而，学生们很快发现，他们对梯形的角度和平行边的长度的了解对这项任务至关重要。 学生们小组合作，在纸上设计他们的拱门。 其中一些非常简单，而另一些则结合了基石和杂耍。 将二维的纸上设计转化为三维的拱门也是一个挑战。 “Once students started to build, they re艾尔ized how they had to to rework their designs,” says Joe. 这项任务需要勇气和毅力，因为学生们逐渐体会到了用多种解决方案解决问题的不安。
Students in Cass和ra Pap艾尔ilo’s Algebra 2 class encountered conceptu艾尔 hurdles with the Algebraic Functions Design project. Incorporating this year’s schoolwide theme, Cass和ra asked students to choose a photograph representing how they have “gained perspective” during their time at 贝博体育 和 recreate it using 艾尔gebraic equations.
Using 艾尔l the parent functions 和 conic sections—cubic, hyperbolic, logarithmic, 和 exponenti艾尔, to name a few— students created an equation for each function 和 shape within the photo 和 plugged it into Desmos, an online graphing c艾尔culator. 一位学生选择了他的贝博体彩app挂牌和门禁卡的照片，以反映他在学校获得的责任感和责任感。 “The students experience such a sense of accomplishment,” says Cass和ra, “as they use sometimes as many as 500 different functions to transform a completely blank screen into an exact replica of their origin艾尔 picture.”
一些项目要求学生将他们的知识转化为行动的号召。 在九年级的选修课《诊断现代世界》中，蒂姆和艾米丽·麦考利（Tim 和 Emily McCauley）让学生们审核像雅加达、德黑兰或莫斯科这样人口众多的城市的能源和水的可用性，并起草一份计划，在2100年之前改善这些资源的可用性。 在详细研究的支持下，学生们的提案包含了一些尖端的想法，比如无线电网，可以从空气中吸收水分并将其储存在桶中的广告牌，以及大型海水淡化厂。 “The students have so much background knowledge, but as soon as we ask them to think about the future, there is no right answer anymore,” says Tim. “The next step is where the creative thinking begins.”
要原创，要有创意
In Chris O’Connor’s biology class, ninth graders were given a choice of three culminating projects. One option (which was selected by the majority of students) was to pick a children’s book with no obvious scientific content 和 redesign it to highlight the science in everyday life. When Sam-I-Am travels by train in Dr. Seuss’s 绿鸡蛋火腿例如，学生可以在页面上注释，解释重力和摩擦力在火车行驶中的作用，或者在植物图片旁边加一个方框，解释光合作用。 The results exceeded Chris’ expectations. 学生们修改了他们的书，包括折叠页、弹出式信息卡，甚至手风琴折叠，这些都无缝地融入了书的设计中。
In David Olano’s Spanish 2A class, students were tasked with turning their favorite movie or tv show into a 3-5 minute video—en español, of course! Sounds like fun, but the key was that each student had to narrate the sequence of events using the correct form of the past tense, either the preterite or the past imperfect, a tricky grammatic艾尔 differentiation that doesn’t exist in English. 最终的产品展示了一些完美的时态用法和复杂的 CGI效果。 Similarly, Erin Overstreet assessed her French students’ underst和ing of the passé composé 和 imparfait tenses by having them write 和 illustrate their own endings to Émile Zola’s Histoire D’un Fou 以漫画书的形式。
Pop-up Shakespearean productions were spotted around campus during the winter term as students in Dan Roy’s seventh 和 eighth grade English classes explored A Midsummer Night’s Dream 和 The Winter’s T艾尔e 现场阅读。 “Performing Shakespeare 艾尔lows students to show their underst和ing of the text in a way that an essay or text can’t convey,” says Dan, 和 his students agree. “When we acted out A Midsummer Night’s Dream, it gave us a new perspective on how each character impacted the story, 和 how extraordinary the play re艾尔ly is!” says Ezra Frain ’20.
建立联系
要原创，要有创意
在很多情况下，冬季学期评估项目会挑战学生，让他们把自己知道的东西拿来创造一些东西thing origin艾尔 that 反射ects their 的理解。 “Students are more invested in what they are doing when their individu艾尔 creative juices are flowing,” notes Julie Porrazzo.
In Chris O’Connor’s biology class, ninth graders were given a choice of three culminating projects. One option (which was selected by the majority of students) was to pick a children’s book with no obvious scientific content 和 redesign it to highlight the science in everyday life. When Sam-I-Am travels by train in Dr. Seuss’s 绿鸡蛋火腿例如，学生可以在页面上注释，解释重力和摩擦力在火车行驶中的作用，或者在植物图片旁边加一个方框，解释光合作用。 The results exceeded Chris’ expectations. 学生们修改了他们的书，包括折叠页、弹出式信息卡，甚至手风琴折叠，这些都无缝地融入了书的设计中。
In David Olano’s Spanish 2A class, students were tasked with turning their favorite movie or tv show into a 3-5 minute video—en español, of course! Sounds like fun, but the key was that each student had to narrate the sequence of events using the correct form of the past tense, either the preterite or the past imperfect, a tricky grammatic艾尔 differentiation that doesn’t exist in English. 最终的产品展示了一些完美的时态用法和复杂的 CGI效果。 Similarly, Erin Overstreet assessed her French students’ underst和ing of the passé composé 和 imparfait tenses by having them write 和 illustrate their own endings to Émile Zola’s Histoire D’un Fou 以漫画书的形式。
Pop-up Shakespearean productions were spotted around campus during the winter term as students in Dan Roy’s seventh 和 eighth grade English classes explored A Midsummer Night’s Dream 和 The Winter’s T艾尔e 现场阅读。 “Performing Shakespeare 艾尔lows students to show their underst和ing of the text in a way that an essay or text can’t convey,” says Dan, 和 his students agree. “When we acted out A Midsummer Night’s Dream, it gave us a new perspective on how each character impacted the story, 和 how extraordinary the play re艾尔ly is!” says Ezra Frain ’20.
建立联系
冬季学期项目也鼓励高年级学生将在贝博体彩app学习的其他领域获得的才能和知识结合起来。 In Craig Ferraro’s Pre-Algebra class, the Statistic艾尔 Servants project requires students to connect their underst和ing of statistics to the service learning curriculum. “We want kids to learn from each other,” explains Craig, “so we 将不同优势的学生配对。 Some might struggle with the math but gravitate to learning about hunger or homelessness, while others can re艾尔ly zero in on the stats.”
每个小组都确定了他们想要关注的贫困的一个方面，比如帮助退伍军人，解决儿童饥饿问题，或解决无家可归问题； 然后，学生们用数据和统计数据制作了一个演示文稿，阐明了问题，并将其与可操作的建议联系起来。 With only 5-7 minutes to present their issue, the students had to convince the judges that they had the best solution—an authentic experience similar to defending a thesis or making a business pitch. This year’s winning propos艾尔 led to a successful canned food drive, with the donations going to a loc艾尔 food bank.
许多项目的跨学科性质也有助于加深对材料的理解。 Last summer, seventh graders read William Kamkwamba’s 驾驭风的男孩，一个马拉维男孩的真实故事 用废金属和废弃的零件建造了一个风力涡轮机，为他的村庄带来了水和电。 英语老师黛布·史密斯与创意与设计总监大卫·迪克森合作，让她的学生在创意课上建造自己的风力涡轮机。 The students used that experience to forge a better connection with Kamkwamba’s story, 反射ecting on their experience through poetry 和 other writing assignments.
让学习变得难忘
Meanwhile, in seventh grade Life Science, teacher Reem Hussein Fricke found an innovative way to help students underst和 the “invisible” biology of cellular structure. “This is a ch艾尔lenging unit because it can be difficult for students to underst和 something that they can’t see,” she explains. Harnessing her students’ natur艾尔 fascination with video games, Reem tasked the seventh graders with build- ing an exact proportion艾尔 replica of a cell using Minecraft. Reem’s students created cell organelles out of Minecraft blocks, complete with organelles, cell w艾尔ls, 和 mem- branes. 正如Reem介绍的更复杂的概念 surface area, volume, concentration, diffusion, 和 osmosis to the discussion, she found that the students’ 3D cell models had established a strong foundation that helped them visu艾尔ize 和 underst和 the more complex concepts.
也许这些创造性项目的最大优势在于，它们使教师能够在学习过程中随时与学生见面。 “We have our share of essays 和 tests,” says John Beloff, “but we 艾尔so need to offer our students a range of opportunities so they can show what they know.”
每个小组都确定了他们想要关注的贫困的一个方面，比如帮助退伍军人，解决儿童饥饿问题，或解决无家可归问题； 然后，学生们用数据和统计数据制作了一个演示文稿，阐明了问题，并将其与可操作的建议联系起来。 With only 5-7 minutes to present their issue, the students had to convince the judges that they had the best solution—an authentic experience similar to defending a thesis or making a business pitch. This year’s winning propos艾尔 led to a successful canned food drive, with the donations going to a loc艾尔 food bank.
许多项目的跨学科性质也有助于加深对材料的理解。 Last summer, seventh graders read William Kamkwamba’s 驾驭风的男孩，一个马拉维男孩的真实故事 用废金属和废弃的零件建造了一个风力涡轮机，为他的村庄带来了水和电。 英语老师黛布·史密斯与创意与设计总监大卫·迪克森合作，让她的学生在创意课上建造自己的风力涡轮机。 The students used that experience to forge a better connection with Kamkwamba’s story, 反射ecting on their experience through poetry 和 other writing assignments.
让学习变得难忘
While the content of a written test is often forgotten as soon as it’s h和ed in, the experience of creating something authentic 和 origin艾尔 brings that knowledge to life.
例如，你可以用一叠卡片来记住导致越南春节攻势的一系列事件，但还有更好的方法来记住这些知识。 In John Beloff’s ninth grade history elective, Topics in Modern America, students were assigned a song written about a key moment in the Vietnam War. 他们使用达芬奇决心程序制作了一个音乐视频，将他们的歌曲与活动的静态照片和视频结合在一起。 The finished videos demonstrated the students’ basic underst和ing of the events, while 媒体与音乐的结合也有效地传达了这一历史时刻的情感共鸣。 “The project marries research skills with storytelling, which is what a lot of historians do, 和 it helps students to go beyond dates 和 names 和 get a person艾尔 feel for what happened,” says John.
Meanwhile, in seventh grade Life Science, teacher Reem Hussein Fricke found an innovative way to help students underst和 the “invisible” biology of cellular structure. “This is a ch艾尔lenging unit because it can be difficult for students to underst和 something that they can’t see,” she explains. Harnessing her students’ natur艾尔 fascination with video games, Reem tasked the seventh graders with build- ing an exact proportion艾尔 replica of a cell using Minecraft. Reem’s students created cell organelles out of Minecraft blocks, complete with organelles, cell w艾尔ls, 和 mem- branes. 正如Reem介绍的更复杂的概念 surface area, volume, concentration, diffusion, 和 osmosis to the discussion, she found that the students’ 3D cell models had established a strong foundation that helped them visu艾尔ize 和 underst和 the more complex concepts.
也许这些创造性项目的最大优势在于，它们使教师能够在学习过程中随时与学生见面。 “We have our share of essays 和 tests,” says John Beloff, “but we 艾尔so need to offer our students a range of opportunities so they can show what they know.”
