Tenth Island Project

Project Based-Learning

The Cabo Verde Tenth Island Project is an international enhanced STEM/STEAM  program.  We are helping our students with project based learning that includes science, technology, engineering, visual and performing arts, foreign languages and mathematics.  All of our students have opportunities to be trained as backpack journalists, backpack scientists, backpack engineers and backpack robotic team members.  Students use custom software that include student individual planners, ePortfolios, and backpack science and journalism software.  We base our research and design work on our two islands.  Our islands include the uninhabited island of Santa Luzia, Cape Verde and Santa Catalina Island, California.  Our university partners include California State University, Long Beach, University of Southern California (USC), Super School University and the University of Cabo Verde.

Additional Information:

http://www.KidsTalkRadioLA.com

http://wwwKidsTalkRadioUSA.com

http://www.youtube.com/user/KidsTalkRadio

11 thoughts on “Tenth Island Project

  1. The World Geography Teacher’s Edition has arrived. This is a book published by McDougal Littell. It only has two pages dedicated to the study of Cape Verde. However, it will help our students improve their skills in “World Geography.” This book provides us with lots of English learner support as we reach out to the 34 foreign counties in the Cabo Verde Tenth Island Project. The new textbook has a vibrant visual approach. The text will take you on a exploration of geographic pattens with an extensive coverage of current geographic issues. The text includes extensive teacher’s resource materials and comprehensive assessment support. We feel that the additional English learner support will help will help our students to have better word and passage comprehension skills. There is lots of integrated technology. Technology is integrated through audio, video, online, and computer resources provide students with additional opportunities to explore graphic information. Our world has changed immensely in the past ten years and our new “World Geography” text will help our students to gain a deeper understanding of the world around us.

    Kids Talk Radio Geography Department

  2. Cape Verde Geography:

    Praia is the capital of Cape Verde. Cape Verde has a population of about 507,000 people. The life expectancy is about 71.7. The total area of Cape Verde is 1,557 in square miles. What other facts can you add to this blog?

  3. Droughts and Famines

    In 1747, the Cape Verde Islands were hit with the first of the many droughts that have plagued them ever since, with an average interval of five years. The situation was made worse by deforestation and overgrazing, which destroyed the ground vegetation that provided moisture. Three major droughts in the 18th and 19th centuries resulted in well over 100,000 people starving to death. The Portuguese government sent almost no relief during any of the droughts. Keep this information in mind when working on the Cabo Verde Tenth Island Project. What will it take to avoid droughts or to survive a period national famines? What are your thoughts on these concerns?

  4. FISHERIES

    Spain plans to fund projects in the fishing sector in Cape Verde and the Spanish council of ministers has already approved a loan of 12.8 million euros. The loan will pay for two projects to design and build facilities for processing, freezing and canning fish, and the coordination centres for these activities, which will be based in Mindelo on the island of São Vicente, will also provide support to Spanish companies operating in Cape Verde (Macauhub).

  5. Cabo Verde Tenth Island Project Brain-Storming: How can we get the most out of project-based learning? What are some tips that teachers can be thinking about? How can we get our students ready to be highly productive?

    Here are eight tips to borrow from classrooms where teachers are reinventing yesterday’s schools as tomorrow’s idea factories. by Suzie Boss

    1. WELCOME AUTHENTIC QUESTIONS.

    Good projects start with good questions. Listen closely to students to find out what makes them curious. Instead of presenting them with ready-made assignments, invite student feedback when you are designing projects. Make sure your driving questions for projects involve real-world issues that students care about investigating.

    2. ENCOURAGE EFFECTIVE TEAMWORK.

    Projects offer an ideal context to develop students’ collaboration skills, but make sure teamwork doesn’t feel contrived. If projects are too big for any one student to manage alone, team members will have a real reason to rely on each other’s contributions. Teach students how to break a big project into manageable pieces and bring out the best ideas from everyone on the team. Offer them examples of innovations (from the Mars rover to the iPad) that wouldn’t have been possible without team efforts.

    3. BE READY TO GO BIG.

    Innovators have a tendency to think big. They know how to use social networking tools to make a worthy idea go viral. Encourage students to share their projects with audiences beyond the classroom, using digital tools like YouTube or online publishing sites. Help them build networks to exchange ideas with peers and learn from experts around the globe.

    4. BUILD EMPATHY.

    Innovation doesn’t happen in a vacuum. Innovators who have empathy can step outside their own perspective and see issues from multiple viewpoints. Approaching a problem this way leads to better solutions. Teach students strategies for making field observations, conducting focus groups or user interviews, or gathering stories that offer insights into others’ perspectives.

    5. UNCOVER PASSION.

    Passion is what keeps innovators motivated to persist despite long odds and flawed first efforts. Find out what drives students’ interests during out-of-school time, and look for opportunities to connect these pursuits with school projects. Ask students: When you feel most creative, what are you doing? What tools or technologies are you using? Their answers should set the stage for more engaging projects.

    6. AMPLIFY WORTHY IDEAS.

    In today’s flat world, where access to information is ubiquitous, innovation can happen anywhere. Opportunities to support good ideas are also getting flattened. Philanthropy and venture funding, once reserved for the wealthy, have been crowdsourced with online platforms like Kiva (www.kiva.org) and Kickstarter (www.kickstarter.com). To participate fully in the culture of innovation, students need to be able to do more than generate their own ideas. They also need to know how to critically evaluate others’ brainstorms and decide which ones are worth supporting. Develop classroom protocols for students to critically evaluate each other’s ideas. They may decide to throw their collective energy behind one promising idea or pull components from multiple teams into a final project.

    7. KNOW WHEN TO SAY NO.

    Being a critical thinker also means being able to spot ideas that aren’t ready for prime time. Bold new ideas may have bugs that need to be worked out. An approach that appears to be a game-changer may be too expensive for the benefits it affords or may have unanticipated consequences. Give students opportunities to look for potential pitfalls and know when to say no.

    8. ENCOURAGE BREAKTHROUGHS.

    Will students come up with breakthrough ideas in every project? Probably not, but you can encourage them to stretch their thinking by setting ambitious goals. What would students be able to do or demonstrate if they were truly operating as innovators? Provide them with real-world examples by sharing stories of innovators from many fields, including social innovators who tackle wicked problems like poverty or illiteracy. Share the back stories of breakthroughs to show how much effort went into each inspired idea. Let students know they can’t expect to reach breakthrough solutions to every problem they tackle. Finding out what doesn’t work can be a useful outcome, too. Genuine innovation is indeed rare—but worth recognizing and celebrating when it happens.

  6. What does the future look like for those studying STEM and STEAM?

    Just read this statistic in the latest copy of the USC alumni magazine that
    I thought our international team would like to know:

    “50% is the salary advantage of college-educated minorities working
    in science, technology, engineering or mathematics (STEM) field,
    as compared with non-scientist peers, according to a study
    Tatiana Melguizo of the USC Rossier School of Education.”

  7. Kids Talk Radio Science: We are working on a special project to get our Nao humanoid robot to take a trip into inner space. This is part of our STEAM++ science program. We will keep you posted.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s