Ballroom B – Breakout Segment B
Presenter 1: Emmanuel Anama-Green Jr.
Connecting Kids to the World-Global Connections Using Technology
Students in Spanish classes at our school most likely will not be able to complete a study abroad program while in high school. This is due to a number of factors, ranging from socioeconomic disadvantages to a lack of desire to explore other cultures. Unfortunately, students who do not see a reason to learn Spanish will also sometimes have lower willingness to communicate (WTC). This year I will conduct an intervention that will allow the students to “place themselves” in a Spanish-speaking country while still in class. By incorporating tablets with voice capabilities, I hope to increase the willingness to communicate (WTC) levels of my students by allowing them to communicate in live time with businesses and individuals abroad. My research question for this study is, “Do novice-level students’ willingness to communicate (WTC) levels increase after they participate in an activity where they communicate with businesses and individuals in Spanish-speaking countries?” I will administer pre and post WTC surveys and engage my students in a focus group to measure the success of my intervention. Using these results and anecdotal field note observations from class sessions, I will then holistically analyze the data to see if other variables might have played a role in the students’ increases or declines in WTC.
Presenter 2: Jarrod Coots & Madilynn Smoot
Jackson Independent High School Student Senate Plan
Presenter 3: Donna Combs
Math Skills Take a New Shape
Many of the students struggle to not only understand the different math concepts but also how to apply these to real-world situations. My project is how to improve our Math skills while trying to help the community. My project will begin by reteaching Math concepts that the students were taught such as fractions, percentages & shapes. Then show them how they can be used in different way such as making 50 pillowcases for the Nursing home and show them how to calculate a percentage for a tip at a restaurant. Many of our students do not know how to order/purchase their meal and calculate a tip. So the students will use menus from local restaurants to add and calculate not only the tip but also the taxes. Some of the resources that I will need to implement this project will be: sewing machines, rotary cutters/mats, menus, material, thread, tape measures, bus for transportation, fabric pencils and sewing needles. Throughout my years of teaching, my students have been my guide to find different ways to create hands-on activities in order to make a real-world connection with math skills. This project will be successful when the students see their finished projects and the enjoyment that they will see when they deliver the 50 pillowcases to the Nursing Home for the patients. Once the students see how productive they have been because of applying their Math Skills to make a productive product for a generation that is sometimes forgotten, they will continue to use these skills after their high school years at BHS. It also allows these students to provide community service while applying their math skills.
Presenter 4: Pike County Schools Community Challenge Team
Through the use of numerous real-life printmaking examples, I will peak their curiosity (t-shirts, newspapers, magazines, fine art prints, to mention a few). Investigation and research into various printmaking techniques throughout history (study and learning). Printmaking, of course, is a hands-on technique which produces a visual product/s (demonstrations and practice). Students will aid each other in learning about techniques and in producing art individual art pieces Students will create various individual products of which skill and aesthetic critiques will be applied (class critique and individual critique). Students individual art prints will be exhibited at the school of which our student body will get to participate and interact with displayed art pieces. And finally, the possibility of individual art pieces entered into juried art shows and art contest (pride and accomplishment).
Presenter 5: Tommy Judd
The permaculture shed will be a structure that will fulfil several needs. The shed will be used to educate not only how food is produced, but how it can be done in a small area. The students will learn about permaculture through research, and learn the economics and environmental aspects of it, along with developing the hands-on skills required to bring the project to fruition. On the surface, it looks to be a simple carpentry project, but in reality, it is a problem-based learning activity. The students will need to use problem-solving skills and will utilize various academic knowledge-based content to design the project. The students will be making decisions based on a budget, and the requirements of space limitations. The students will be researching on the needs of animals and plants life. The students will also the skills need to run a business. The permaculture shed/buildings could be produced in our local area in Eastern Kentucky and transported to urban areas, where often the smaller spaces are needed for growing plants. The students will also learn about family economics and how to provide for a family. The students will be exposed to environmental issues through lessons and do their own research about how people even in the cities are concerned about the food they consume. The scope of the project or problem based learning will incorporate technical as well academic skills. Students will be using and learning real-world application to produce a product that could be turned in to a small business.
Presenter 6: Terri Tackett
Lights, Camera, Action: Teaching 21st Century Skills through Project Based Learning
The shift in education to 21st century skills has been a slow ride with technology easily taking the front seat. However, the need for schools to provide students with real world learning environments that foster the skills of collaboration, creativity, and character is imperative in a work force that focuses on innovation and critical thinking skills. Through the use of a video production program, students are able to connect with one another and their community in a project based, purposed filled learning experience that will encourage teamwork, time management, and problem solving.
Presenter 7: Angel Mobley
Heart for the Art 2
Last year I received a grant to create a student organization for the arts. We were unable to hire an art teacher, so this grant helped to fill a void for our students. The students that were affected by this grant last year really want to continue Heart for the Arts- Patriotivity. With the purchases from last year’s grant, we already have a printer and scanner in place; however, we would still need the grant to help cover the cost of production of the anthology. So we would like to continue our club and our anthology with the help of this grant. We would also like to expand our grant to include art supplies and drama purchases for less fortunate students to give students even more opportunities to interact through the arts through art galleries and children’s theater productions. During last year’s work with the grant of Heart for the Arts, I learned so much about many students I had never encountered.
Presenter 8: Jessica Bowling-Stacy
I teach a yearbook/media class, but we do not have a class camera. The camera we used in the past is now over twelve years old and is outdated. The students and I have been using our cell phones to take photos. We cannot take quality photos in many cases, such as in our school’s gym, where most of our schools’s major events take place, because the gym has poor lighting. Also, any action shots, such as sports photos, are low-quality because we do not have an appropriate camera. We also do not have video equipment to record interviews, but the camera I have chosen has video capability.