枫叶学子征战世界学者杯 Maple Leaf Scholar’s Win Medals at Scholar’s Cup!
深圳枫叶高中学生访问加拿大大使馆 An Official Consulate Visit
枫叶高中 | Science Fair 科学展
Students at Maple Leaf International Academy – Shenzhen recently had an amazing opportunity to meet a world leader to discuss important global issues. Here is our story about this wonderful event. Thanks to the people at Project Agora for inviting us!
枫叶高中 | Becoming a Global Leader 成为全球领导者
上周六，深圳枫叶10年级学生得到了一次与世界领袖希腊前总理乔治帕潘德里欧会面的机会，直接了解成为全球领袖意味着什么。此次在深圳举行的项目名为爱格学堂，是培养下一代全球领导者这一全球项目的一部分。10年级的学生为申请参加此项目写了一篇250字的名为 “什么是全球领袖” 的散文，然后交学校校长推荐参加。 高中校长波西斯尔陪同十位学生参加了此活动，并与帕潘德里欧先生以及爱格学堂的其他代表进行了一整天的讨论和互动。出席会议的还有来自中国各地的青年学者，他们被选中参加这一知名的领导力发展计划。他们之中还有一位是从大连枫叶国际学校远道而来。
The day started with an icebreaker where all of the students in attendance had to share two facts about themselves – one true and one not. The others had to guess which one was in fact true. The highlight of this session for our school was our scholarship student Harmony “wowing” the crowd with her wonderful singing. It is great to see confidence of our students and their talents and their desire to share this with others in whatever setting.
第一项活动名为“破冰”，所有出席的学生都必须分享两个关于自己的故事 – 一个是真的，一个不是。其他人需要猜测哪一个是真的。我校学生吐玛利兹·克尔江用她的歌声引得全场喝彩，这也成为本活动的一大亮点。很高兴看到他们所具有的自信、才能以及与其他人分享的意愿。
After that, former Prime Minister Papandreau was introduced to the students and began a 90-minute session on world issues, young leaders and how Project Agora is supporting the students that are selected to participate in the program as Junior Fellows. He explained how the project is named after an “Agora” which in ancient Greece was a space used for a marketplace, and for public assemblies where ideas were created and exchanged. He told his story about the difficult choices he had to make when he was the Greek Prime Minister about the national finance system and it’s relationship to the European Union and how events that happened in his small country could have a very large impact on much bigger countries.
Like Greece, we might think of our lives as small, he went on to say, but the impact that our lives can have is enormous if we take the proper steps to reach the Agora ideal of “Know Yourself – Become Yourself – Transcend yourself.”
他还指出，就像希腊一样，我们可能会认为我们是微不足道的个体，但如果我们采取适当的步骤达到爱格提倡的“了解自己 – 成为自己 – 超越自己”的理想状态，我们也能产生巨大的影响。
After that he responded to some very deep questions from the students about world issues. One especially good question was about recovering from mistakes and if that is really possible in our modern world. He said that making mistakes is part of the growth process and is usually a part of the history of any person who has become a success. Some cultures are better at this than others and used his own Greek culture as one that has not been good at allowing people to recover from mistakes. One way to address this problem is to bring together people from different cultures to learn from how difficult issues are handled in their countries which is the approach he used when trying to resolve Greek’s economic problems in the last decade.
After the Prime Minister was finished speaking, the students heard from several distinguished scholars from China who either attended or are currently working at prestigious universities with their views on global issues or their own personal journey with their studies.
It was a memorable day for the students, one of whom said that, “I learned a lot from Mr. Papandreou in today’s session, Mr. Papandreou is a wise leader, he can see the current situation clearly and find the key point and best solution quickly. He shared his experiences, and how he faced difficulties in his life. It is impressive that he resigned his job in order to help his country Greece. I think, a global leader need to have global thinking, and macroscopic thinking. A global leader need to think about everything when he deal with something. And, being kind and considerate of others is also important, they work for world peace and citizens’ better lives.”
Several other students said that they want to continue learning about Project Agora and how it can help them prepare to become a global leader. This kind of experience fits in exactly with how Maple Leaf seeks to provide a “World of Opportunity” and how our school is preparing students to become a part of this world. Come and be a part of our next generation of Global Leaders with Maple Leaf International Academy – Shenzhen!
Face it, everyone loves dropping things off of buildings. Students in Science 10 at Maple Leaf International Academy of Shenzhen recently had a chance to just that as part of a learning activity about gravity. Here’s a story about this memorable assignment.
Dropping in on Science10——记深圳枫叶10年级科学实验
In class, students have been learning about how energy is transformed between states. Combined with our Targeted Learning theme from November of Generating Ideas they were given the opportunity to create and test an actual solution to a problem.
For this hands-on class activity, students were given the task of protecting an uncooked egg when dropped from a height of 15 meters. To do this, they were given simple materials like cardboard boxes, packing tape, Styrofoam and paper.
At the beginning, students designed a prototype and then used that to construct the model that they determined would best protect the egg when dropped from the fourth floor of our school building. Of course, there was a real sense of competition as students worked in pairs to make sure that their creation actually protected the egg。
Once they got to the testing stage, the anticipation was high as students wanted to make sure that their design met the task of protecting the egg. One member of the pair, went on the roof (with the approval of General Affairs and close supervision by the teacher and Principal) and let their invention fall to the ground below to the other partner.
There were some very different designs produced some red flags but all of the designs protected the egg. In the discussion after the experiment was over the teachers and students wondered about increasing the amount of weight of the object they created and how that might affect the results.
This activity is typical of the “Do” step from the Know-Do-Understand model from BC curriculum that students are following in Science 10 and other subjects. Earlier in the semester for their mid-term assessment, students constructed a cell-model out of “Slime” which they had made by themselves. While this was a very different kind of test for our students, it is a good example of how teachers are not only building students “knowledge” but also their ability to apply to a real problem so that their deep understanding of the concepts can be increased. What will these students be doing next?
Publisher’s Notes (me):
- I am keeping the Mandarin translation included in this post in case there are any Chinese followers. Plus, it reminds everyone that we are currently living and working in China!
- For you We Chat users this story was orignally published on We Chat. Check out this link to see the original posting. https://mp.weixin.qq.com/s/SUX70gZfFKJYQj5VBi2NAw
枫叶高中 | 我们的创客日 Our Maker Day
This past Friday, the BC High School program at Maple Leaf International Academy – Shenzhen had our first Maker Day as a part of our Targeted Learning theme for this month. Our theme is Generating Ideas from the Creative Thinking core competency in BC curriculum and a Maker day is simply a day when students are presented with a problem and using simple materials have to build or “make” a solution to the problem. Students were challenged with generating creative ideas to solve each problem and it was fascinating to see how many new ideas they came up with to solve these problems.
First, in “Leaning Tower”students had to build the tallest free-standing tower using toothpicks and plasticine. To pass the judging the tower had to stand on its’ own for 30 seconds. The winners of this activity were the group were Tiffany, Erru, Sherlock and Kyle who build a “Monopole Self Supporting” tower which clearly outdistanced the other entries.
The second activity was the“Marble Drop”where students had to construct series of cardboard and paper ramps which would drop a marble into a paper cup in exactly 15 seconds. The winning entry was by the group featuring Kyle, Yannie, Steven and special guest Kiyla who came in at 16 seconds (with 2 helps) and without the marble dropping out of the ramp.
The final activity called Pinnochio was won by a group featuring Ann, Kryon, Jack, and Jenny with a very creatively designed nose made of straws stretching 510 cm!
In all of these activities, students were encouraged to use their own creative ideas to solve the problems, but of equal importance was helping others to make their ideas better. When working in groups, students (as well as many adults) aren’t always able to encourage others to make their ideas better. They usually either reject them completely, or agree without adding ideas to make the better. Being able to generate your own ideas and then help others make their ideas better is an important skill for life and an important part of the creative thinking competency in the BC curriculum.
It was also great to see students having fun working together demonstrating their abilities with their hands and producing a physical product to show how smart they are.
A special thanks to Darren Spyksma from the Society of Christian Schools of BC for providing the ideas for providing these Maker Activities during his presentation to Maple Leaf administrators in April 2018.
Experiencing a natural event like a Super-typhoon is a reminder that the power of creation is truly awe-inspiring and beyond anything that man can aspire to control. Called the “biggest storm on the planet this year” Mangkhut was an experience I won’t soon forget. Learning what can and can’t be controlled in life is called “humility” as we discover that not all circumstances can be controlled and sometimes you just have to watch “the storm” unfold and wait for it to finish.
Here are some video clips of the rain, wind, and flooding and pictures below from the aftermath. Best thoughts are with those whose lives were lost or impacted by this storm or in the Carolinas dealings with Florence’s aftermath.
Update: Here is a link to a story written by the students who participated in our first competency “strength building”activity. https://mp.weixin.qq.com/s/ogmuCdtvPEyjKAsw1GivdA
We all know people whom we consider as being competent. When I have had encountered a problem that needs to be solved, and it feels beyond my own level of competency to resolve (which happens often according to my wife!), I have usually tried to seek out the most capable person that I can that can help me find an action plan to address the concern. In my years as a school Principal, when I would need help from the school board office with a specific issue or concern, I would usually find the most competent person I could to help resolve the issue, regardless of their job responsibilities or job title. This person is often referred to as the “go to” person within an organization because they are determined to be competent.
Being competent is more than just about job skills. Although skills are often an important part of the mix of attaining competency, limiting our understanding of competency to this word implies a narrow understanding of what the word really means. When I asked our students what it means to be competent, we came up with the simple definition that it means “to be good at something”. Moving from being competent to achieveng competency means that you are good at a number of things but that you can put the whole package together to be seen as “good” or “competent” in a more holistic way.
Becoming competent in preparation for life is the intention of the Core Competencies as presented by the BC Ministry of Education in the renewed curriculum which takes effect this fall. The use of competency in the curriculum is not intended to be narrowly defined as skills, although skills are often part of the definition. More than job skills, competencies comprise the DO part of the KNOW-DO-UNDERSTAND curriculum model and are the most practical outcome of secondary education. The Core and Curricular Competencies are at the centre of the renewed curriculum and have been given equal status with subject matter content as learning standards.
At MLIAS, we intend to become a competency-driven school and will be implementing these competencies as teachers design instruction for our students. To do this, we are using this target wheel developed by the Society of Christian Schools in B.C. which we were able to have translated into Chinese and painted on one of our walls so we can refer to this often when talking to our students.We have also created posters with the question, “What is your learning target?”, and each month we will have a theme built around built around one of the specific targets listed on the poster. Students will gather evidence toward each of the targetsfrom these and other experiences and track it during their years at our school on My Blueprint. When they leave our school they will not only have a high school graduation certificate, they will have an understanding of what it really means to attain competency so that they can better meet the challenges of post-secondary education and the ups and downs of life.
Learn 4 Forever will keep track of our progress in this and share stories about how we are trying to accomplish this task. Our first theme day is this Friday where we will be targeting the “Building Relationships” target from the Social Responsibility competency area. Students will be asked to track the ways in which they are able to build relationships with other students and the adults in the building. They will do some self reflection on what they are good at and where they need to improve to attain competency in this area.
We look forward to our students becoming more and more competent in preparation for success at school and in life!