CREATIVE AND CRITICAL THINKING

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Mexican Program 12 Ciclo de conferencias: Migración e indígenas por Cassandra Torres, alumna de noveno grado Los días 5 y 6 de febrero se llevó a cabo el II Ciclo de conferencias Migración e indígenas 2013. En estos días la escuela recibió a grandes invitados como: Berónica Palacios, Ana Paula Uruñuela, Sabrina y Scott Brennan, Eugenia Vignon Castrejón y el fotógrafo José Hernández-Claire. Ellos informaron a los estudiantes y maestros del ASFG sobre la migración. Muchos se podrán preguntar ¿qué es la migración? Y la respuesta es: cuando un grupo social, sea humano o animal, realiza un traslado de su lugar de origen, a otro donde considere que mejorará su calidad de vida. La Lic. Eugenia Vignon Castrejón, del Programa Paisano, habló sobre el tema de riesgos y peligros del migrante. Durante su presentación, la Lic. Eugenia nos relató historias de las cuales ella había sido parte en Programa Paisano. No solo nos dio una idea acerca de su profesión sino que también nos comentó, a fondo, sobre la migración. Se puede decir que la gente emigra en busca de mejores oportunidades de vida, en busca de trabajo, a causa de desastres naturales, la violencia, la globalización, la unificación familiar, por persecución o por aventura. La migración se desglosa en cuatro tipos; interna, estacional, externa y la repatriación. Se considera migración interna cuando se migra dentro del país o de estados, estacional cuando es solo por un periodo de tiempo determinado, externa cuando es fuera del país, y repatriación cuando el march 2013 CON NEX ION migrante es deportado por un país, o este decide regresar a lugar de origen. Durante su viaje el migrante se enfrenta con grandes dificultades y desafíos. Unos son víctimas del tráfico ilícito de personas. Otros son discriminados, defraudados, o pierden sus papeles. Ellos tienen derecho a la vida, a la libertad y seguridad, a la salud, a la justicia, a la libertad de religión, a trabajar, a una unidad familiar y por supuesto, al libre tránsito. Y, sin embargo, sus derechos frecuentemente no son respetados. Organizaciones como Programa Paisano, OPIS y Grupos Beta se encarga de ayudar al migrante en cualquier desafío y peligro que este se encuentre. Es importante estar informado acerca de este tema ya que nos afecta como mexicanos. Si las personas se encuentran informadas se puede ayudar y prevenir varios de los peligros que un migrante puede enfrentar. Como parte de la comunidad del American School nosotros debemos de ponernos en acción y buscar formas para ayudar. Esto solo se puede lograr si estamos informados. Por esta razón me gustaría agradecer a todas aquellas personas que estuvieron con nosotros los días 5 y 6 de febrero platicándonos sobre migración e indígenas. Los invito a todos a ponernos en acción para darles a algunos una mejor oportunidad de vida. From Ordinary to Extraordinary Image above: Cristobal Martinez 4-31 Images on the left from top to bottom: Ana Karina Carrillo 4-28, Emma Arnold 4-31, Hiraku Oda 4-32, Luca Boschetti 4-33, Isabella Roulbet 4-31, Diego Salcedo 4-31, Diego Padilla 4-32. by Jodi Peterson, Elementary Art Elementary ASFG’s fourth grade artists have been flexing their creative muscles this month. Their challenge: to transform an ordinary object into an extraordinary work of art. First, students honed their observational drawing skills. Paying close attention to details and proportions, they rendered an object as realistically as they could. Their choices were a bottle, a hole-punch, or a pair of scissors. Then students put their imaginations to work brainstorming all the ways they could transform their object. Finally, with the goal of surprising the viewer and making them look twice, students focused in on their most unique idea. The results are fun, silly and unexpected. We hope you enjoy! 13 march 2013 CON NEX ION
Library 14 Taking Time to Read march 2013 CON NEX ION by Juliet Evans and Virginia Morgan The ASFG Upper Library has been working with the high school English department to update reading practices among the students. The goal is to direct students back to reading traditional literature. Traditional literature in this article refers to reading that prompts thought and reflection, and goes beyond the classics. Traditional literature includes modern writers, but in general excludes “genre fiction,” a category found on the Amazon book webpage and often features authors such as John Grisham and Danielle Steel. Recent studies have shown that the Internet has changed reading practices in the past two decades. In the 2007 National Endowment for the Arts (NEA) study titled To Read or Not To Read: A Question of National Consequence, it was reported that literary reading is declining among all education levels and all age levels, but particularly among teens and young adults. For the NEA, this “decline in literary reading foreshadows an erosion in cultural and civic participation.” *Did you know that literary readers are more than twice as likely as non-readers to volunteer or do charity work? One of ASFG’s learning goals is to educate students to be community contributors. We need to create literary readers in order to meet this goal. The change in reading practices also impacts ASFG’s learning goal to educate students to be critical and creative thinkers. Superficial reading (like scanning) has increased, and most reading requires less concentration. Reading online lacks depth. (Although it is too early for studies to identify exactly what is going on in the brain while Internet surfing versus reading a novel, it is known that the two processes are very differently neurologically.) Educators worry that students are not reading deeply and are not taking time to develop understanding. Virginia Morgan, ASFG Upper School librarian, believes that time is the biggest concern here: “Students need time to digest what they are reading, to read between the lines, and to reflect on the ideas they have read. When a student reads deeply, he or she is able to reflect and respond independently- and this helps create a critical and creative thinker. I think students are reading widely - on the Internet - but they are not reading well.” The end goal, therefore, is to direct students to literature that promotes deep reading. This fall, an electronic resource list was created for high school English students. It is a recommended reading list compiled from several others, including a College Board list of recommendations for students preparing for the Advance Placement exam in English Literature and English Language, as well as a famous “Great Books” list. The list cross-references all those books available in the library, in both print and electronic form. The books that were missing from the list are being purchased. Newer editions have also been ordered to replace the shabbier ones. The library is also building up resources for access to digital editions. The English department, in turn, has been using the recommended list with its students. How to Encourage Reading with Young Children The foundation of becoming a lifelong reader starts at home. Parents have a critical role to play in the development of reading habits of their child. The example we set at home is highly influential in shaping the extent to which our children value reading and develop the reading skills to become critical and creative thinkers. There are many things you can do to encourage your child to grow as a reader: • Lead by example: make sure your child sees you reading at home regularly. • Create a quiet, cozy place at home that allows a child to focus completely on his/her book without distractions or interruptions. • Read a bedtime story to your preschooler every night & ask questions about the story. • Once your child starts to read by him/herself, be a good listener and ask questions to check for understanding. • If your child is struggling to read a book, take turns reading pages. This way you can explain new words and discuss what’s happening. • Provide a wide variety of reading materials at home. • Look for books to match your child’s passions - sports, movies, animals, heroes, monsters, etc. • Be aware of what your older children are reading - have conversations about the theme and how it relates to real life, or discuss the characters and the choices they make. By setting the example of being a reader and showing interest in what our child is reading, we model that we value reading and the benefits it brings – such as training the mind to comprehend, analyze, criticize, and eventually synthesize information and ideas: in short, to be critical and creative thinkers. * National Endowment for the Arts, USA (2007). To Read or Not To Read: A Question of National Consequence. Retrieved February 17, 2013 from http://www.nea.gov/research/toread.pdf 15 Library march 2013 CON NEX ION
Page 1 and 2: From our LEARNING GOALS Our ASFG co
Page 3 and 4: Editor’s note Joaquin, 5 th grade
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Page 19 and 20: Middle School 34 The Fish Pharaoh:

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