Arabic Teachers Assist Design Thinkers at Big Ideas Fest

By Sana El Khattabi, Middle Grades Arabic Teacher

Half Moon Bay, California ... breathtaking views, fire pits, Scottish pipes, beaches, sunsets, succulent food and most importantly- great company with big ideas ... it all seemed like a dream and like a good dream it ended too quickly.

I feel very fortunate to have been chosen by Qatar Foundation to participate in the Great Ideas Fest in the gorgeous Half Moon Bay. This year, Big Ideas Fest was sponsored by Qatar Foundation with the main topic of "How to teach foreign languages, given limited resources."

The Big Ideas Fest is a conference like no other. It involves participants from across the U.S. coming together in the true sense of design thinking, collaboration and innovation to solve a design challenge in education.

To kick off the three day-long conference, five Arabic teachers, including myself, were interviewed by different groups. And we were given Tenants of Improv-rules of the road-by which to abide. These tenants were geared towards allowing our collaboration to be a forum for celebrating each other's ideas, embracing one another and truly accepting and building on each other's thoughts, no matter how erroneous they may seem.

The two tenants that had the most impact on me were: "You can't be wrong" and "Make your partner look brilliant".  This is revolutionary in the field of education. We can only imagine what it would feel like for students to start every class, especially in foreign languages, knowing that they could speak in a foreign language without prospect of being wrong or that they would have people around them trying to make them look brilliant. As Arabic teachers, we are aware of the challenges posed in getting students to speak in the target language. These tenants just might be the change in classroom culture that we need.

As the conference progressed, participants worked in Action Collabs-workshops that spark innovation and transformational change in education-to provide provocative solutions and prototypes to problems that matter. In a structured and thought provoking style of collaboration, participants found opportunities and designed solutions, created prototypes and tested them to see if they would function on a larger scale.

The 3 days program was also filled with RapidFire Talks-speeches from very innovative and inspiring speakers. Each speaker had successfully inspired innovation around them and found joy in doing so. These speakers had limited resources but an unlimited amount of love and passion for their work. A passion that we need when teaching Arabic as a foreign language to correct the stereotypes that haunt this language and its culture.

What makes this process unique is the great sense of encouragement and open mindedness experienced at every step. This conference had so much to offer in terms of self-fulfillment, collaboration, creativity and innovation. The experience we lived and the people we met has profoundly affected us, the beauty of the location could not have been more inspiring, and as we get back to our classrooms, we bring a new sense of creativity, innovation and love for teaching to our students with bigger hopes and aspirations.   

Congratulations to the following students who were nominated by their teachers as Student of the Month Citizen Scholars since the start of the academic year.  These students were chosen because they demonstrated behavior consistent with Amana's Expeditionary Learning Design Princples and our Habits of Work & Learning. 

The Habits of Work and Learning (HOWLs) for our school are based in the language of our Core Values - Respect, Stewardship, Intellect and Curiosity, Success and Failure, and Advocacy. HOWLS demonstrate our ability to put our core values into action on a daily basis in all classes.

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EXPEDITIONARY LEARNING DESIGN PRINCIPLES

• The Primacy of Self Discovery (students undertake tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement)
• The Having Of Wonderful Ideas (curiosity about the world)
• The Responsibility for Learning (responsible for directing their own personal and collective learning.)
• Empathy and Caring (help foster a community of respect and mutual trust)
• Success and Failure (confidence and capacity to take risks and meet increasingly difficult challenges, learn from their failures, to persevere)
• Collaboration and Competition (compete not against each other, but with their own personal best and with rigorous standards of excellence)
• Diversity and Inclusion (Embraces, investigate and values their different histories and talents as well as those of other communities and cultures)
• The Natural World (stewards of the earth and of future generations)
• Solitude and Reflection (ability to explore their own thoughts, make their own connections, and create their own ideas, as well as exchange their reflections with other students and with adults.)
• Service and Compassion (As a crew, students show attitudes and skills to learn from and be of service.

We were unable to include this story in time for our fall edition of The Amana Journal, but we wanted to make sure to recognize our 2014 Teacher, Professional, and Business Partner of the year who were honored along with award recipients from the other 100

The Amana table: from left: Niki Fox (Professional of the Year) and her husband Damon Gardiner; Jarrad Singman and his wife Maria Singman (Teacher of the Year); Cherisse Campbell (Middle Grades Principal); Wanda McClure (Elementary Grades Principal); Mulham Shbeib (Business Partner of the Year Mar-Jac Poultry).

Rocket Students Place 4th in Science Olympiad Competition

On February 14th, fifteen Middle School students from Amana Academy competed in the Science Olympiad competition against 23 other schools at Georgia State University. Science Olympiad promotes student collaboration by designing events that build unity among students. Students practiced, crafted, and honed their particular competition events. Some of the competitions that Amana students participated in included building bottle rockets, experimenting with different powders to find its identity, and becoming detectives for the competition crime busters in which they learned finger printing and blood splatter analysis. 

"Rocket Scientists" Hasan Zulfiqar and Asim Bharde place 4th in bottle rocket competition

At the regional competition, our team got first hand knowledge of the Expeditionary Learning design principle of Success and Failure. They landed in the top-10 in four events and claimed 4th place out of 23 against much more experienced teams in the bottle rocket competition. Enthused by the experience, Amana students vowed to come back stronger next year. 

Many thanks to Ms. Salwa Varachia, Eight Grade Science Teacher and Science Olympiad Coach for her dedication to our team. In addition to the practice sessions during power hour, Ms. Varachia hosted several after school work sessions so that her students could experience the joys of perseverance and hard work, a value that will live on in these students long after they leave Amana.

 

We are proud of Ms. Djaouida Bensaadoun, Elementary Arabic Teacher, for being asked to serve on the Foreign Language Association of Georgia's Board of Directors (FLAG). 

A native of Algeria, Ms. Bensaadoun is ACTFL certified in French and Arabic. On the FLAG Board, she will be representing Foreign Language in Elementary School (commonly known as FLES or ESFL).

Amana Academy is proud to offer our students - starting in kindergarten - the opportunity to learn a foreign language. Research shows a number of benefits to students, including supporting academic achievement, providing cognitive benefits, and affecting attitudes about other cultures.  The benefits extend into high school and to better position students for college admissions and the job market. 

By Ms. Wanda Hopkins-McClure, Elementary Grades Principal

STEM Design Process: Ask, Imagine, Plan, Create, Improve

The Research: Students began their learning expedition by exploring the playground in Wills Park behind our school through the lens of an architect, using a critical eye toward design and ease of use of the equipment itself. They analyzed the entrance to the playground itself and worked individually and in groups to imagine what it is like for students who have physical challenges to use the space. The exploration continued as students worked through case 

studies that allowed them to explore physics and force by creating simple machines by designing, creating, prototyping their own machines to measure speed, distance, and force. Research continued with field work at LegoLand Discovery Center where students explored creating models using Legos.

In one of the case studies of the expedition, students built their understanding and did a deep dive researching how models and machines make work easier using Engineering is Elementary's curriculum as they studied how machines make work easier.  This case study guided students to think like industrial engineers as they explored the surprising variety of simple machines people use every day. Students also explored the pros and cons of assembly lines compared to making things by hand, and then measured the force it takes to complete a task with and without

Using collaboration to explore forces.

 a simple machine to help. Finally, they put their data to the test to create simple machines of their own to understand how physics, motion, and engineering can be combined to serve humanity.

The Partnership and The Product: Research continued with

the input of an architect and mechanical engineer who gave input to students on the process of design and engineering. Aspects of design students were exposed to included the use of blueprints and 3-D models used by architects and engineers which offered an opportunity for teachers to introduce technology into the expedition study. Students used Google Sketchup to create their own blueprints which they then used to build 3-D models of their re-imagined playgrounds. Students deepened their understanding of what would be needed to bring their projects to life by using math to calculate cost effectiveness, budget breakdowns, scale-factors, safety, and use of eco-materials.  Working collaboratively, students created their ideas of what an accessible playground could

Students presenting their final products to other students and parents.

 look like. The product included connections to the new Common Core standards in English language arts which included student-created persuasive essays in the form of proposals for changes to the existing playground based on their research. Students presented their final products to their parents and community at Showcase, Amana Academy's mid-year celebration of student.

Using Expeditionary STEM, Amana students are poised to become change-makers. Teachers are already planning next year's expedition that will include a partnership between the city parks department and the students to create and write a grant proposal collaboratively that teachers hope will produce real-life change to the community.  

As an Expeditionary Learning school, our approach to curriculum makes standards come alive for students by connecting learning to real-world issues and needs. Academically rigorous learning expeditions, case studies, projects, fieldwork, and service learning inspire students to think and work as professionals do, contributing high-quality work to authentic audiences beyond the classroom. 

Click on the image to view an album of photos from Fall Showcase.

Whether you choose to walk or run, you'll join hundreds of participants coming together to support Amana's students. The family-friendly, festival atmosphere transforms the back of the school into a community fun zone, and includes food, games, gardening demonstrations, a silent auction and more!

There are 5 ways to participate: 

1) Form a team and set a fundraising goal - you can set up your own team fundraising page by  clicking on this link  and then clicking on the "become a fundraiser" button on the right-hand side of the donation page.  Then each of your team members can share that page with their friends and family.  Each person only needs to raise $20 to personally participate in the walk, but you can always set a higher goal.  If you reach the Blue and Green Crew Level, you'll have your team's name placed on a permanent plaque in the school's lobby. See if your team can reach the top of the leaderboard!

4) Join us for community fellowship by purchasing a meal ticket for $10 on the day of the event.  We'll have carnival games, healthy chicken BBQ, gardening demonstrations, and a silent auction - plenty of fun for the whole family!

5) Partner your business or company with Amana on the SQUAWK & WALK. We have a couple of ways that you can get involved.  If your company would like to sponsor the event and have your name or logo featured on event t-shirts, on the school's website, and on a plaque in our school's lobby, you can click here for information about the various sponsorship levels.  We are also looking for donations to our silent auction, and you can find that form here.   

Community Leaders See Amana in Action  

These past months, Amana Academy was privileged to host business and community leaders from the state, county, and city levels.  We loved sharing what makes us unique and how our program make learning active, challenging, meaningful, public, and collaborative.  Here are a few examples of the amazing people who have visited.

From upper left:  Alpharetta Mayor David Bell Isle speaking to 5th grade about careers in public office; Representative Rahn Mayo of the Ga General Assembly viewing 3rd grade's "Our Voice Our Anthem" democracy learning expedition;  Senator John Albers (Roswell/Alpharetta) with Elementary Grades Principal Wanda McClure and Amana Board member Ms. Nada Diab learning about 5th grade civil war learning expedition; and Assistant Superintendent of Operations Mr. Patrick Burke, Fulton County Schools, hearing from 6th grade students about their Latin America urban planning expedition.

In line with Amana's commitment to high achievement, active learning, character growth and teamwork, Amana parents are encouraged to be fully invested in their child's leaning environment through volunteering.  What better way is there for parents to teach character, teamwork, and responsibility to our children than by modeling it for them?  As such, we ask that each parent volunteer a minimum of 10 hours per school year (10 hours per single-parent household, 20 hours for two-parent households) as per our charter.  

Ways You Can Volunteer:

• In you child's classroom
• In the media center
• With a club
• Planning or working at special events
• Much more! 

Who to Contact?  Contact your child's teacher or their Crew Parent.  You can also find contacts on our website by clicking HERE.

What it means to be "Data-Informed"

 

Sharing Best Practices with Other Educators

Our 2020 Vision Startgic Plan is informing our work at Amana.  One priority for us is to become a regional & national dissemination leader for innovative programs and practices.  Achieving this aspiration requires that we exchange best practices with other educators.  Here are just a few examples.

Collaborating with Campbell Elementary.  One of the advantages of being part of a charter system in Fulton County Schools is that schools across learning communities can benefit from sharing best practices. Amana Academy elementary and middle grades Principals Wanda Hopkins-McClure and Cherisse Campbell presented a 2-day workshop on the Expeditionary Learning model to Campbell teachers on January 20th and 21st.  Campbell teachers followed up with an on-site visit to Amana.

What I learned from 4 Presidential Scholar Candidates

By Ehab Jaleel, Executive Director 

This past February I was on the Georgia Tech campus for a special event. Elite high school seniors from across metro-Atlanta who had already been accepted to the Institute were there to interview for the coveted national Presidential Scholarship Program (PSP) - only 50 of 12,000 Ga Tech applicants will get the award. The same type of event was being repeated in person or virtually in other parts of the Country, even across the globe. Serving on one of the interview panels for North Fulton seniors gave me insight into what drove these citizen scholars and insight into what role schooling played in their success. I was amazed by what I found out.

Applicants were "academically driven students who seek to lead and to serve, pursuing goals to benefit the world around them", which sounds a lot like our school's mission. The scholarship consists of a full ride to Georgia Tech with all fees included plus $5000 toward a study abroad plus additional leadership training throughout their college career.

My interview panel was made up of two scientists from Kimberly Clark in Roswell and myself. We interviewed four candidates from Milton, Centennial, and Northview high schools. Since these students were already accepted to Tech, our dual role was to: (a) evaluate them for the PSP using a structured interview rubric, and (b) to promote Georgia Tech versus other schools they had been accepted to. For affect, the interviews were hosted in the sky boxes overlooking the football stadium.

Our first interview was a young lady from Centennial High School. In addition to being academically strong, she described how she extended a national science fair project about converting algae into bio-fuel into a full-blown research project involving professors at three universities. She was also involved in many extra-curricular activities, for example she created the school's Model UN club and coordinated competitions for middle school students (she recognized Amana's participation last year). She was also involved in her heritage youth club that did service within her ethnic community and for disadvantaged people of all backgrounds. On top of all this, she was dual enrolled at the University of West Georgia majoring in bio-medical sciences - while in high school - which she wanted to continue at Georgia Tech. In addition to being poised and an excellent communicator, what made her special was that she had a clear vision for synthesizing her experiences and passions into a coherent career path. Our panel was convinced she would someday be involved in global medical policy setting - that's how impressive she was!

Just as impressive was a young man from Northview High School. He was a chess player who answered my "What would you title your autobiography" question with "My Journey from Pawn to King". He was able to seamlessly use the metaphor to explain how his love of learning and the skill sets he has built over the years, from such experiences as Model UN and a Stanford summer camp for computer coding, have allowed him to consider multiple interests and careers in computer science, just like the King piece can move in all directions on the chess board. He answered a question about "what authenticity meant to [him]" in a manner that displayed a level of maturity well beyond his 18 years.

As we debriefed the interviews and I drove home, I reflected on my day with renewed excitement about our school's mission, our use of Expeditionary Learning, and the goals we have set in our Vision 2020 Strategic Plan. These wonderful young people reminded me that we cannot be satisfied that we have prepared Amana students just for success in high school so that they may attend college - that is the minimum aspiration. We must offer intentional opportunities to our students, whether through our internal programming or partners, that set them on the path to be included on future slates of Presidential Scholarship Program finalists.

When I thought about the ingredients of success for the candidates I interviewed, a few things stood out. First, we have a fantastic foundation in hiring passionate teachers that believe in Expeditionary Learning. In all cases, the candidates could point to a teacher who inspired them. The upshot for us is that the EL framework allows teachers to promote active learning with real-world applications that integrate service and compassion, providing our students with ample opportunity to learn collaboration and communication skills; and then to reflect on their learning - that last part is what the  candidates I spoke to did so well. The second ingredient was that the candidates were inspired for curiosity and excellence through clubs they were involved in. To the extent they were exposed to a robust and organized offering of co-curricular enrichment clubs & competitions, they discovered their passions and leadership potential. Lastly, the students were well supported in their home life and at school with a belief they would succeed and sustained encouragement.

The scholarship candidates I met did not just one day become stellar students in high school. It was evident that their journey started in their early years, and so every year counts and every teacher counts. These high school seniors reminded me of the privilege we have been given as educators, and of the impact we can make in developing our students to achieve beyond what they think possible.

If you ever have any questions or concerns, please contact your child's teacher directly, or any one of our Administrative team members.  If your question was not addressed, then feel free to contact our Governing Board.  Amana's main number is (678) 624-0989 and you may also find email contact information for all of our staff by visiting the Amana Staff Directory.

On behalf of the Governing Board, the Amana faculty and staff, and the school Administration, thank you for entrusting your child's education to us.  With your continued support, we will continue to mold the very best and brightest global leaders!