ELL students and others who struggle with reading issues feature an uphill battle for skill mastery that’s compounded by the social stigma and real-world functional problem that language deficits present. While they’re trying to learn from textbooks they’re also missing out on social interactions that a) could otherwise bootstrap their skills and b) put them at higher risk for bullying behavior.
Are you looking for a more video game style approach to teaching sustainability?
I remember fondly the days of playing Oregon Trail in my middle school computer class. The game exposed players to the harsh realities of pioneer life, while also teaching us about resource management and the correlation of compiled risky decisions. Check out some (much) newer games that teach sustainability.
Local educators and students presenting at Vermont state conference
“Do Make Create: Exploring Creative Ideas for the Classroom”
If you’re one of the many folks planning on attending Dynamic Landscapes 2014, the annual state-wide conference for Vermont’s education scene, be sure to check out these Edmunds and Essex students and educators! They’re presenting at this year’s conference.
Kathy Gallagher, Carole Renca and their students will be presenting “Creating a 21st Century School-wide Reading Community” Thursday at 1:30pm. They’ll be joined by Geoff Gevalt from the Young Writers Project.
Also Thursday morning are Eric Schoembs (Edmunds) and Dan Trenis (Lyman C. Hunt Middle School), presenting on “3D Printing: Prototype, Products, and Processes”.
At the ARIS session, we’ll be playing “Shape Invaders”, a game of geometry and aliens created by GEMS technologist Angelique Fairbrother.
And Friday during the noon hour, students and facilitators from the Edge Academy at Essex Middle School will be talking “Engagement to Empowerment: Students at the Center of Change”. As we recently saw with the second full year of Edge’s Wild City Project, this is a truly effective and dynamic group of school game-changers. Do NOT miss this session.
Congratulations to both the educators and students for taking this opportunity to share their experiences at the state-wide level!
ELL students and others who struggle with reading issues feature an uphill battle for skill mastery that’s compounded by the social stigma and real-world functional problem that language deficits present. While they’re trying to learn from textbooks they’re also missing out on social interactions that a) could otherwise bootstrap their skills and b) put them at higher risk for bullying behavior.
