Career analyst Daniel Pink examines the puzzle of motivation, starting with a fact that social scientists know but most managers don't: Traditional rewards aren't always as effective as we think. Listen for illuminating stories -- and maybe, a way forward.
This is our space to share ideas, collaborate on projects, and reflect on the themes of our World Literatures course. Adding content and sharing has never been easier! We will build the knowledge on this site together by:
Overall, this site should help us reflect on the themes and goals of the 10th grade World Literatures course, celebrate our accomplishments, and streamline how we share and learn information.
Good luck, have fun, and happy posting!
The basic premise of the 20 percent time project is that it is student-driven, passion-based learning. The idea gained traction as more and more people read Daniel Pink’s book Drive. Pink, a former speech writer for Al Gore turned author, cites an idea that started with the 3M company and was expanded by Google. Google encourages its employees to spend one day each work week, 20 percent of their work time, focusing on their own projects. Why? Well, it turns out that when people have autonomy over their work, time to master their skills, and a clear purpose, they are more motivated to learn. And scientific studies and research supports this claim. In fact, Google’s philosophy of 20 percent time is how we now have Gmail!
DISCOVER • QUESTION • REFLECT • TRANSFORM
What do you want to learn? One day each week during the second quarter we will be using our time to research the topic of your choice. You goal is to become an expert on that topic. But this project is not just about researching…it is about doing something with what you learn. To complete this project successfully you will
This is not simply a research project. Once you’ve finished the research phase of this project, you must do something with your new found knowledge. Students will be creating products and presentations (either individually or in small groups) that will extend beyond the classroom, such as documentary videos for H-Vision, web pages, pamphlets, newspaper or magazine editorials, an article for the Fordian, letters, public speaking presentations, fund raising, music, plays…or whatever you can think of to best make our community aware of your research topic. The idea is to reach an audience outside the doors of our classroom in order to share your research.
Your video pitch will be a creative visual presentation that answers the same questions as your written proposal but in a way that engages our larger learning community. Whereas your written proposal is meant for just your teacher, your video project proposal pitch is meant for our entire community to see and respond to. So here are some guidelines and ideas to keep in mind:
Whatcha gotta do is make sure you answer these questions:
Once you have written your proposal, you need to figure out how to produce your pitch video. The video pitch will be organized in the same way as the written proposal; however, you have the freedom to produce your pitch in a way that makes the best sense for your topic. You can elect to screencast a slide or Prezi presentation or you may want to record yourself talking – it is up to you. Your video pitch should
Tools to Consider Using For Your Video:
Throughout the month of December we will be reading, reflecting, and discussing the novel The Kite Runner. Set in Afghanistan, this powerful story focuses on the friendship of two young boys and how betrayal can be devastating and life-change for both boys. We'll be connecting our reading with our previous discussions of themes from our short story unit, our SSR memoirs, and our recent reading of Night. And we'll also be using literary criticism to aid in our interpretation of the pivotal events of this story. Below are resources to supplement your reading of this amazing novel.
Ms. Ward is not an expert on psychology, but she knows some people who are. So when her tenth grade honors students started to learn about psychoanalytic literary criticism, Ms. Ward decided to invite those experts into her classroom. On Thursday, November 21st, second block students had an opportunity to learn from Mr. Siegerman, Haverford High School psychology teacher who introduced students to Freud’s theories of repression and consciousness. Ms. Ward’s fourth block students had an opportunity to Skype with local psychoanalyst, Dr. Robin Ward, who also spoke with students about Freud’s theory of the divided self and shared a case example of repression to illustrate some of Freud’s concepts. Students in both classes will be using this literary approach, among others, as they begin their student of Khaled Hoessini’s The Kite Runner in the coming days.
On Tuesday, November 19th, students in Ms. Ward’s tenth grade English classes used Skype to connect with a variety of experts in the publishing field. Our 10th grade English classes have been working on bringing a writing piece from our Writer’s Notebook to publishable quality which we then submitted to a variety of places for publication this week. But before submitting for publication, students in Ms. Ward’s second block course Skyped with the co-creator and Senior Editor at Teen Ink, Ms. Stephanie Meyer, who shared with students how pieces are selected for publication on both Teen Ink’s online site as well as in their monthly print magazine. Students in Ms. Ward’s third block Skyped with the Production Manager of the Jenkins Publishing Group, Ms. Leah Nicholson in order to learn more about how books reach publication. And Ms. Ward’s fourth block class used Skype to connect with Ms. Christine Weiser, the Executive Director of Philadelphia Stories who shared fantastic advice for revising both short stories and poetry, as well as details about what her editorial board looks for in the pieces that are submitted. Students had the opportunity to hear from and ask questions of someone in the publishing field before submitting their own work for publication this week. What fantastic real world writing connections!
On Monday, October 7th during second block, students, staff, and parents had a rare opportunity to learn about history through the personal account shared with us by Holocaust survivor Michael Herskovitz. With help from the Holocaust Awareness Museum and Education Center, Mr. Herskovitz has been speaking with members of our high school community for the last five years, and has shared his story of survival with over 2,000 students in our community.
Mr. Herskovitz, 84, described growing up in a rural Czechoslovakian area where his Jewish parents owned a grocery store. Herskovitz said he never felt different because people treated each other with mutual respect. But when Herskovitz was in his early teens, the German soldiers came through his town, changing everything her knew.
Nazi soldiers transported Mr. Herskovitz and his family to a ghetto where they were given a tent to live in. But not long after moving into the tents, his family was taken to a railroad station and put them on cattle cars where they were transported to the Auschwitz Death Camp. Auschwitz was the last time he saw his mother, father, grandmother, and youngest sibling alive.
Mr. Herskovitz had been at Auschwitz for one year before he was transferred to Mauthausen, a work camp in Austria, and then to Gunskirchen Extermination Camp, where "there was nothing but mud. You walked in mud over dead bodies." When asked how he survived, Mr. Herskovitz said he wanted to live so he could tell others what happened. Herskovitz has written two books about his experiences, Early One Saturday Morning and Our Cherry Tree Still Stands.