Concourse C – Segment C
Presenter 1: John Handshoe
Kentucky Kemistry
Science students at Hazard High School often fail to integrate scientific principles into everyday situations. We believe that the level of their engagement may be a contributing factor. While in the classroom, engagement varies greatly, both within science and individual classes themselves. Utilizing the framework of Bloom’s Taxonomy, this project intends to expose students to all six levels. Students for the project will be selected based on interest and their ability and willingness to present what they learn to a public audience. The project itself will be based on various activities that were part of everyday life decades ago with the twist of including the modern chemistry on which these activities were based.
Presenter 2: Caleb Ashley & Brenna Early
KVEC Student Senate
Presenter 3: Floyd County ATC
Tiny House Project
Presenter 4: Dixie Combs
Thriving Tigers General Store-Claws for a Cause
The Thriving Tigers General store, managed by students supervised by their teacher/sponsor, will streamline Financial Literacy efforts school-wide. Students and teams wishing to “rent” the general store will have to complete financial literacy curriculum. Students will peer-coach students in other grades on early financial awareness. Students will design business models based on identified need and financial goals, while practicing good business ethics.
Presenter 5: Shannon Shepherd
Old School Innovation – Animation
Spurred by student interest and desire the Betsy Layne High School visual arts students are investigating, learning, creating, and producing two-dimensional animation from the old school techniques to the new school techniques.
Presenter 6: Tyler Branham, Jesse Lucas & Sally Carter
3D Transition
VARK is a famous acronym in education. It describes learning styles for each and every student. “V” stands for visual, “A” is aural, “R” is reading/writing, and “K” is kinesthetic. No student will strictly fall under any of the four styles, but will likely be a mix of at least two. Aural (discussion/stories) and kinesthetic (senses) are often tied to active learning and always seem to be forgotten in classrooms. As a new teacher, one of the biggest challenges is creating lessons that hit every student learning styles. Can a classroom effectively incorporate these active learning styles to give the students more wholistic learning experience? With demonstrations, or demos, entwined with successful driving questions, the students will be able to experience the lessons in new and very efficient ways.
Presenter 7: Amber Tackett
Virtual Reality: Learning Beyond the Classroom
For the 19-20 school year, AP Art History students at Paul G. Blazer High School will learn about a variety of architectural works through “visiting” those locations via virtual reality. Through learning about these structures in a simulated 3d experience, students will be able to see the work in their original context and will be able to see the layout and details of the building in an innovative way. Rather than learning through a 2d projection via PowerPoint, students will be able to have the experience of seeing the building in 3d as it is meant to be encountered. For instance, in the summer of 2018, I was able to see the Palace of Versailles and the Colosseum (both in my curriculum) and was in awe at how much one misses in just picture representations. The Google Exploration app, which is best experienced via Virtual Reality headsets, has prepared tours of many of the architectural structures that I discuss in my AP Art History class and YouTube has many videos of these locations that you can also watch with Virtual Reality headsets.