Posts

PreCal PrBL: Cooler Temperatures and Fall Color in the Sky

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Cooler Temperatures and Fall Color in the Sky by Aviel Porzio PreCalculus Facilitator
Last Thursday, Pre-AP Pre-Calculus learners celebrate mathematics and Texas fall weather with a kite flying day! Learners designed and built kites while answering this question: How can we find the dimensions and area of a unique kite design using just two angles and its length?  Learners discovered how accurate their calculations needed to be when working with a tangible product while they enjoyed a collaborative experience.  As the kites rose into the air, so did the laughter and cheers. Helping to remind learners that with the responsibilities that come with rigorous classes, it is still important to be a kid!



Cardboard Boats: An AP Physics Experiment

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“Life is not tried, it’s merely survived when you’re standing outside the fire.”- Garth Brooks
Brock Hesse, Zeph Kenna AP Physics 2 experiment #1 Reflection and Self Assessment
At NTH@C we don’t just teach your children, we try to immerse them  fully in the learning experience.

In this project we set out to learn about static fluids, primarily the relative density of objects, the buoyant force, and Bernoulli's principle.

Driving Question: How much cardboard does it take to float a 140-180 lb person?

We posed this question to our students. The groups researched, experimented, and came away with different strategies. The logic behind all three designs was solid. Our craftsmanship created an opportunity for a few things: to do a field investigation, to have fun, and to learn something new. We did all three!

We don’t always have all the tools we need in order to be completely successful. But when we set out to have fun and learn something anyway, we collect important data, reach new conclu…

10 for Our 10th! Our New Partnership for Leukemia & Lymphoma Society

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Two weeks ago we posted about our partnership with Creech Elementary in the aftermath of Hurricane Harvey. We are excited to report that in our first drive to provide assistance to Creech, we raised a few thousand dollars worth in toys, games, and materials for our "Recess Time Drive".  On the same day that we closed this drive, we also announced our Community Partner for the year.

Each year, the senior class of NTH@C spends the first three days of school choosing, researching, and then presenting about a community or charity partner that our campus can work with for the year. This year, the group that the senior class chose was the Leukemia & Lymphoma Society. In particular we are working with the Dallas area LLS and will participate in the Light the Night Walk and Collect for Cures fundraisers and events. We look forward to sharing more about this partnership throughout the school year!



10 (Community Partners and Charities) For Our 10th!!

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As a campus principal, I am exceedingly proud to be a part of a campus that believes in helping out and contributing to our larger community. In the 10 years that New Tech High @ Coppell has been open, we have partnered with many charities, schools, and organizations. This year, it is our goal to make sure we contribute with our time, money, services, or goods to at least 10 community partners. Our first community partner of the year was chosen in collaboration between our learner leadership groups and one of our facilitators who had family members impacted by Hurricane Harvey. 
When our learners and families saw the devastation unfold in the Gulf Coast, many felt the call to help out in some way. Knowing of course that the healing from the storm would take a significant amount of time, we wanted to make sure that we were very strategic in how we went about our aide efforts. To that end, we have partnered with a parent/teacher organization in the Houston area and will have different dr…

From Learner Feedback to Campus-Wide Implementation

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Last week, we shared a post by one of our Junior Facilitators on the creation and implementation of a first week project that tasked our learners with shaping campus culture. To remind you a little bit about that process, one of our junior learners shares her description of the process:


Daniela Villareal, Junior, writes:
The First Week Project is a sort of icon and trademark of the beginning of the school year at New Tech High. The weeks leading up to the first week of school are usually filled with nerves, but as an incoming junior, I felt more restless and just wanted the school year to begin. In past years, the junior First Week Project has consisted of a college fair in order to better inform and prepare learners for the upcoming decisions they will have to make regarding their future. This year, however, our class was chosen to embark on the task of bettering our school and its culture.
We were given the option to choose which of three topics we wanted to focus on: group dynamics, …

Priming the Pump: Jump Starting Conversations About School Culture With All Learners

Written by Mr. Brian Hussey, Facilitator of American Studies and AP US History
The start of a school year is a time of joy, hope, and anxiety for both teachers and students. The clean slate given to both groups provides the opportunity to rediscover the passion and thrill of learning and to recalibrate approaches to be more successful. Despite the euphoria of possibilities, a sense of unease remains. The momentary burst of positivity confronts the realities of a classroom and the needs of curriculum, instruction and classroom management. We all want to do better and kindle the desire to learn, but the churn of the school year muddies that singular perspective. As a school, we want to find better ways to sustain the joy of learning while providing the structure needed to best help all learners.
Our staff made the commitment to reinvigorating the shared understanding of our school culture as a priority for this year. As an intellectual activity for a group of facilitators over the summer …

Civil Rights Arts Project: A Collaboration Between

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By Brian Hussey: American Studies Facilitator An education professor of mine stressed one basic rule above all others: nothing else matters until you get to know your students. Through four years of teaching, I have returned to this maxim when planning both whole class objectives or devising an individual plan for a student. Moreover, this tenet has held true in the three different contexts I taught. From a charter and magnet school in Philadelphia to a suburban high school outside of Dallas, the need get to know students’ interests, prior knowledge, and personalities remains paramount. In fact, meaningful learning did not happen until I knew more about my students than just their names and faces, and they understood more about me beyond my classroom number and location.
Developing a familiarity between the teacher and learners creates an atmosphere where students are more willing to take risks and accept criticism. Additionally, it places the teacher in a position of constant learning…