Growing TogetherDec. 2014

Kimora Anderson, a 9th grade Impact Academy/Stockbridge High School student, represented Henry County Schools at the district, state, and national levels of National History Day competition. Kimora was the only student this year from Henry County to advance from state to national competition. Students were tasked with creating a presentation to address the theme of “Rights and Responsibilities”. Kimora explored the 1964 Supreme Court case Heart of Atlanta Motel vs. United States where a motel owner contested the application of the Civil Rights Actto his business.

After visiting the National Archives in Morrow, Ga., and the Atlanta History Center to gather and examine primary documents, Kimora created a website to present her research. In order to advance in the competition, Kimora was also asked to present and defend her research to a panel of distinguished experts in the �eld.

Pullan Library, Georgia State University

CONGRATS

Teacher, Kelley Theodocian Pictured

Did you know?Students who participate in Impact Academy can chooseto learn in themode they learn best; Online, Projects, or F2F (face to face).

New to Impact Academy!The Impact Academy Book Club is was initiated by studentsand meets F2F and online to discuss a commonbook that the group is all reading together.This fall the book being discussed is A Wrinkle in Time by Madelein L’Engle

  

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Guided Learning Projects

Working Outside of EdgenuityGLPs are projects that are student driven and teacher facilitated. Students can work with teachers to create individual or small group projects that replaces what they would have otherwise done in Edgenuity. GLPs are options for students who want to:

- Dig deeper into a topic

- Wants some variety in their coursework that is di�erent than the online content

- Wants to work collaboratively with other students to do really interesting and exciting projects

How do I Start?

- First look through your Edgeunity course for lessons and unit you have not completed yet.

- Find something that sparks some interest with you.

- Think about what kind of project would be good for you to show mastery of these topics.

- Talk with your teacher to help with ideas and he/she will guide you the rest of the way.

- Consider �nding a few other students to do the project with. It is often more fun to work in groups.

Students using video green screen todramatize about types of economic systems.

JoinDid you know that Impact has its own group for you and your parents on Facebook? It's there that you can ask questions to a variety of peers and teachers, occasionally �nd educational tools and tips, and share your accomplishments and thoughts! Get involved and stay connected!

Group: https://www.facebook.com/groups/ImpactAcademy

Join Us on Facebook

 

 

 

  “I try to keep myself focused. I make sure I take my own notes during the teaching video. I use those to help me with my review. If I don't understand something I will go back and rewatch the video. By me taking my own notes it helps me remember the material.”

– Carmen

“I keep an agenda, take notes in every class, and I usually try to spend around an hour in each class. I am trying to make more quality use of my time as well.”

– Lorna

“A couple things that I do to stay on pace are making sure that I get enough sleep, and playing instrumental music while I am working so that I don't get restless.”

– Taylor

“I stick to the same schedule every day, and I don’t change it. I also have to work in a room with other people who help me stay focused. I ask for retakes on quizzes and tests if I don’t make at least an 80.”

– Timothy

“I write down notes during each lecture. Although it takes longer to get through a lecture it is definitely

helpful. Also I look over my notes before my pretests. I have also established a new idea where every other day starting with Monday I wake up at my old scheduled time, which was 6:30 and I work on classes I need to focus on the most until I have to go to school at 10:00.”

– Alexandria “Well, I do keep a notebook and I do have a schedule. My schedule consist of three percentages. The first one is the absolute least amount of work I need to do. The second is usually the percentage of where I need to be that day. Then the third is usually an extra day or two of work. I get all the percentages from the calendar. I take notes for every lesson. I do spend a lot of time on my notes I take anywhere from an hour to an hour and half even once took 2 hours writing down notes per lesson. I do write down what it says on each slide but I also write what he says in between. It is a lot of notes i usually have about three or four pages. I read over them about two or three times before I take the quiz and I usually do pretty good. If I start a lesson I finish it that day. The information is still fresh in my mind. I have a pretty bad memory so I do better if I just

do it all right then and there. When I do my quiz's and if I get a 90 the first time I do the second retake just to see if I can do better. If I know I know the information I ask for a third retake. I am one of those students where every .1 of a point counts and it really adds up in the end if you do a lot of work worth just that .1 !”

- Haley “One thing that helps me a lot is physically writing down everything I need to do for the day on a piece of paper. I will organize it by subject and then right each component of it underneath. For example:

Chemistry -Lecture (Boyle's Law) -Assignment -Online Content -Quiz

For some reason, having a copy of exactly what I need to do, and it all being laid out in front of me makes things seem more manageable. Also, it feels really good to be able to cross out each step and watch the list get shorter and shorter. I know we have the assignment calendar that does exactly this, but I guess it’s just easier for me to see all the subjects together.”

- Summer  

Tips from Successful Impact Academy Student by Impact Students 

Think Outside the Classroom

A math webinar with Ms. Cwetna

A vital component of an online course are the webinar sessions. Webinars include teachers and students joining in an online meeting space where students can ask questions and teachers can clarify concepts.