Meso America evaluation

Well, after reviewing the completion of work by the four classes I think that it was a good exercise for most students. The cooperation was shown and the people who wished not to participate receive the evaluation of their team leaders. As with a Constructivist approach it shows some students that a hands on project motivates them more than a rote pen and paper exercise. I am sure now that participants are seeing their work on the web that their abilities and energies will multiple. On a whole I think the exercise showed the learners the necessity for cooperation, organization and brain storming.

Finally the end

Picture 1: B. Podriquez shows har knowledge of computer operation.

Picture 2: 406 students researching and brainstorming while reviewing the information from donated computers.

picture 3: L. Franklin shows what that camera shy really means.

picture 4: The use of a human templete alsways seems to work when you want to get the demensions correct as A. Riveria and L. Rojas are demonstrating.

Picture 5: A. Agosto and others from 406 show the proper way of dancing to the mayan music.

More of the same

Picture 1: V. Rios and her group worked and played with enjoyment. L. Riveria from K. Vidro's group again needed computer time.

Picture 2: The star was obvious in Y. Garcia's ability to paint things transparent.

Picture 3: The process of drawing the different picture always seemed to fall in the hands of the better artist in the class as in 419 and A. Padin.

Picture 4: 419 needed alot of computer time to ivestigate the necessary history and technology the Mayan's developed in their civilization.

Picture 5; A. Webb investiagates another section of her groups project perfering to make a collage of there art work.

Picture 1: E. Jackson and E. Alomodovar from 401 enjoy building temple for center of aztec civiliations sacrefics.

Picture 2: A. Webb the leader and creative person in this group from 419 discuss the next step. Brain storming became a big part of projects planning.

Picture 3: 405 is a work in progress. They are unfamilar with group projects and because their academic standing had to develop a leadership role for everyone.

Picture 4: 405 had a strong leader in K. Vidro. the problem was keeping everyone focussed.

Picture 5: With the assistance of V. Gizman and A. Torres 405's project completion and oral presentation showed the assistance of all

More activity coming your way

Picture 1: 401 with B. Simons painting part of her teams project while N. Stewart looks on and gives verbal encouragement.

Picture 2: A. Padin and G. Vargas paint the the warrior of there civilization.

Picture 3: A. Reyes show the example of concentration while cutting out the instruments of warrior for her groups civilization.

Picture 4: A. santiago, T. Solomon and I. Hyman work diligently on explainations of each section for the oral presentation which was to follow the projects completion.

Picture 5: C. Riveria and L. Austin enjoy their part in project with the obvious smiles while working.

Classes 405 & 401 Participation

Picture no.1 the work of 2 very industrious person, J. Shaffer and C. Agosto and in the forground is Y. Reyes and background M. RosarioTo participants in their group.

Picture no.2 shows the most creative individuals F. Rioz, G. Cruz, V. Rios, and A. Pomales were busy making a small community.

Picture 3 is seen using one of the many donated computers from Cristina Foundation as learners are investigating information to add to their project.

Picture 4 is class number 401: I Hyman and S. Wilkerson are concentrating on a document discovered and brainstorming about how to proceed.

Picture 4: Another learner in Book 401. H. Abdelaziz is painting the warrior presented in the first picture. She made from cardboard a sword and symbol carried by the Chief.

Meso American Project

Class participation using technology. My plan is to allow more individual, small group and jigsawing of material using technology available from multiple sources for instruction and entertainment. I would like to make it known that without the help and orginal idea from a Ms. Kathy Borgos fellow teacher from Ohio, along with a professor from Walden University Maryfriend Shepard I probably would have even attempted this. Another helpful participant was the Cristina Foundation and more specifically Megan Barclay. I thank all, who have helped me get this far and I hope the Learners enjoy and participate.

MesoAmerica Project photos

The start of the MesoAmerican project was the building of these life size Native Indians from the different civilizations. On tuesdayI will have this picture looked at and the builders will edit and explain who this person is, what civilization era.

Snow day relieves the pressure

401, 419,406, & 405

The snow day relieves the pressure. Thursday will be presentation Day! Projects will be taped and published. Please make comments.

Early MesoAmerica Project

World History

Desire to use computers, develop creativity, develop cooperation skills, and self directed instruction I developed the classroom MesoAmerican Lesson. This lesson allows students to participate and develop skills. It is a differential instruction for the students who have been having participation problems. I was particularly proud of Class 406, which developed amny skills. I would like to mention a few students and their achievemnts. First a young man named Jose Torres. Pior to starting this project I had not been able to develop a clear understanding of the technics of differential instruction, which motivated him. Upon starting the project Jose developed a creativity and cooperative ability, which was second to non. Along with his cooperation his ability to work well with a partner was remarkable. Secondly, two young women began to devlop. One developed leadership skills and the other developed an ability to come to school on a regular basis. Mariah Torres and Danielle Monteleone continued their work habits throughtout the week. Two of the most remarkable transformations were Johnrobert Hall and Johnathan Matos who showed remarkable skills and the ability to concentrate. The impressive part was that neither student contributed much academically to this point then showed enthusiasm and abilities in construction and creativity. On a whole class 406 out distance all other classes in hteir concentration.