LANGUAGE AND LITERATURE
Use the skills of the mother tongue in social interaction from the initial stage through high school, creating inquisitive, bold, critics, entrepreneurs and communication to function fully as competitive society individuals.
The area of Language Arts uses a social constructivist approach in a learning community where teachers of the students’ use prior knowledge to create new teaching processes. Constructivist methodology allows student learning to be fun, creative, and meaningful, that is a main support in education.
Skills to develop:
Students of Colegio Americano de Guayaquil are able to:
Orally and spontaneously express thoughts and feelings.
Express in written form their ideas in an orderly fashion, to make judgments and criteria of read texts in a communicative situation.
Promote adjustment among academics, human values and global context.
Develop the skills, ethical, moral, and habits of mind, needed to understand and know how to handle the complexity and interconnectedness of the modern world.
The study of mathematics in our institution has a high reputation both nationally and internationally. Colegio Americano de Guayaquil offers its students Mathematics and Mathematical Studies according with the Standard Level International Baccalaureate programs. Students of these programs have been preparing since early education with IB philosophy. To meet these challenges teachers are constantly updated in order to offer their students the best training and obtain satisfactory results in the IB program.
Develop from an early age to understand the processes and the nature of mathematics, enhancing the logical, critical and creative thinking of our future graduates so that they can communicate clearly and confidently in different contexts, appreciating the international dimension of mathematics and recognizing its universality and its cultural and historical perspectives.
The methodologies used to achieve the above objectives are: Deductive, Inductive, Comparative, Heuristic, and Dogmatic … among others.
The Macro Skills to develop in the area are grouped into three categories: Conceptual, Calculative or Procedural, and Modeling.
Social Studies is a dynamic set of disciplines and critical evidence-based, involving a challenging commitment to social and historical reality. These matters involve academic rigor, focusing on historical and cultural concepts such as change, causality, theoretical and historical analysis.
Their disciplines enable students to develop skills and discover the origins of investigation and political and socio-cultural transformations. They are also a compendium of interpretative disciplines that establish relationships between multiple perspectives, developing an understanding of the history and change, besides providing access to a plurality of views to understand in a deeper way human nature and the contemporary world.
The Social Studies curriculum at all levels emphasizes the importance of motivating students to think historically and develop skills, thus obtaining concrete knowledge through the development of critical thinking and understanding of multiple interpretations and theories of social and cultural reality.
To do this we need our students to develop knowledge, be Thinkers, be Communicators, principles practicing actors, open-minded, caring and empathic, Bold, thoughtful, balanced and Critical.
METHODOLOGY AND STRATEGY
The methodology is active and permits to attend the needs in theoretical practices of teachers.
Matrix model for the design of the different plans in each study area are used, the lectures are supported with media and participatory workshops.
Priority knowledge is given, as far as possible in strategies based on cooperation, interaction and participation, even in classes where the teacher dominates the exhibition, because these strategies facilitate the social construction of knowledge.
By renewing methods it seeks to achieve that new generations are the social science subjects as a framework for learning to reason, question and criticize, and to do work with real cases, problems, simulations, etc.
Social science as a constantly renewed construction is presented, as its own evolution, formulating new questions, issues or new approaches incorporates other approaches and the emergence of other issues and interpretations. We also consider of great concern working with primary sources in the classroom GBE and BGE, at least in most of the agenda items.
To develop their own capacities of social thought (interpret, classify, compare, formulate hypotheses, synthesizing, predicting, evaluating) and critical thinking (evaluate ideas and viewpoints, understand to act, make decisions, produce alternative ideas and solve problems) is strengthened in social and communication skills, recovering the idea of a social science to help students to understand, to stand and act.
SOCIAL STUDIES / ENG & SPAN
Presentation (including justification):
History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a Rigorous intellectual discipline, focused around historical key concepts: such as change, causation and significance.
History is an exploratory subject that fosters a sense of inquiry. Also it is an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.
The IB Diploma Program (DP) of world history course is based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, treats including political, economic, and social culture that provides balance and flexibility of structure. The history course emphasizes the Importance of encouraging students to think historically and to develop key historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In This way, the course is challenging, demanding and evolving a critical exploration of the past.
Educational goals of the area:
- The Aims of the history course are:
- To Develop an understanding of, and continuing interest in, the past
- To Encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and Developments
- To Promote international-mindedness Through the study of history from more than one region of the world
- To Develop an understanding of history as a discipline and to Develop historical consciousness Including a sense of chronology and context, and an understanding of different historical perspectives
- To Develop key historical skills, Including Effectively Engaging With sources
- To Increase students’ understanding of themselves and of a contemporary society by encouraging reflection on the past.
- IB Profile of the area of: BGU Social Studies: (relates to IB)
Assessment objective 1:
Knowledge and understanding Demonstrate detailed Relevant and accurate historical knowledge. Demonstrate understanding of concepts and historical context. Demonstrate understanding of historical sources.
Assessment objective 2:
Application and analysis Formulate clear and coherent arguments. Use Effectively Relevant historical knowledge to support analysis. Analyze and interpret a variety of sources.
Assessment objective 3:
Synthesis and evaluation
- Integrate evidence and analysis to produce a coherent response.
- Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response.
- Evaluate sources as historical evidence, recognizing their value and limitations.
- Synthesize information from a selection of relevant sources.
Assessment objective 4:
Use and application of appropriate skills
- Structure and develop focused essays that respond effectively to the demands of a question.
- Reflect on the methods used by, and challenges facing, the historian.
- Formulate an appropriate, focused question to guide a historical inquiry.
- Demonstrate evidence of research skills, organization, referencing and selection of appropriate
Contribution of the area
The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world.
IB learners strive to be:
- Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
- Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
- Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
- Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
- Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
- Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
- Caring: They show empathy, compassion and respect towards the needs and feelings of others.
- They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
- Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
- Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
- Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
The area of the experimental sciences is a group of subjects throughout the curriculum whose mission is to bring in young children to the development of new knowledge and its own natural environment and the development of skills, abilities and values of the natural sciences that will allow them to cope successfully in the scientific world.
EDUCATIONAL GOALS OF THE AREA:
Observing and interpreting the natural world in which they live through the search for explanations, to propose solutions and propose strategies for the protection and conservation of ecosystems.
Evaluate the role of science and technology through critically reflective awareness in relation to their role in the environment and to improve their quality of life and that of other beings.
Identify and understand the basics of running your own body and the consequences for the individual and collective health through the evaluation of the benefits habits like exercise, hygiene and healthy eating to improve its quality of life.
Guide the process of scientific training through the practice of values and attitudes of scientific thinking, to adopt a critical and proactive attitude. Implement coherent strategies with the procedures of science to the great problems that arise today the relations between science and society.
Demonstrate an open mind through awareness of the human condition that unites and responsibility shared guardianship of the planet, to contribute to the consolidation of a peaceful and better world.
Design strategies for the use of information technology and communications to implement the study of science.
IB Profile of the area of experimental science:
Through the study of experimental areas subjects the student is able to develop all the attributes of the IB profile of the IB community and international-mindedness. When finishing this program an average college student of Colegio Americano of Guayaquil will have improved skills and abilities in the experimental science area that will allow the student to navigate the scientific community successfully. They will be able to apply scientific methods and techniques to interpret the information and generate new knowledge, without neglecting the ethical and moral implications of the use of scientific knowledge.
AESTHETIC EDUCATION AREA
Educational objectives of the area
– Encourage students to study and practical understanding of the various branches of art.
– Perceive and critically sensitive to the outside world and artistic creations to assess personal, cultural differences and to respond to these as an active citizen.
– Apply various creative processes to develop a flexible mind to innovate and solve problems creatively in daily life.
– Create artistic products that express themselves, sensitive and innovative visions through the conscious use of elements and principles of the various branches of art.
– Appreciate the similarities, differences and new proposals on personal and cultural artistic expressions through the implementation of the creative process and recovery works to respond to an individual, informed and meaningful way.
– Understand and apply different materials, tools, concepts, techniques and mental processes of artistic languages by developing a rigorous process for creating artworks.
– Enjoy, experience and feel the music and perform art in its various manifestations.
BUSINESS STUDIES MISSION
Contribute to the academic, professional and ethical training of bilingual HIGH SCHOOL STUDENTS “BUSINESS STUDIES” suitable for the challenges of the labor market, and able to successfully develop in their college career.
BILINGUAL OBJECTIVES FOR THE BACHELOR IN BUSINESS
Apply knowledge, techniques and methodology provided in a challenging and competitive work environment with a high level of success. Develop highly effective learning processes in areas of domestic and foreign higher education with high performance and professionalism. Manage and activate their abilities and positive qualities in their role as managers of social change, sustained in their creativity, initiative, critical thinking and decisions. Value and promote ethical foundations and excellent interpersonal and group relations.
- Practical classes
- Individual works
- Group work
- Use of computers
- Kolb cycle
Company Building Projects
Current Business Talks
Visits to local Industries
Business Forum internships
The IB Business Management student delves into two similar but distinct social sciences; economics and business management.
The economics program encourages the student to develop an international perspective, foster a concern for global issues and raise their awareness of their own responsibilities at a local, national and international level. The student develops values and attitudes that will enable him/her to achieve a degree of personal commitment in trying to resolve these issues, appreciating the shared responsibility as citizens of an increasingly interdependent world.
The business management program develops the student’s knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. The student will learn to analyze, discuss and evaluate business activities at a local, national and international level. The student learns about the range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate.
PURPOSE AND METHODOLOGY
Provide our students with the concepts and skills to enable them to cope effectively and successfully in an increasingly digital world, where the computer has an impact on virtually all aspects and activities.
Applying Flipped Learning constructivism as technical tools we provide to students (generate scaffolding) that allow you to build your own procedures to resolve any situation that involves the use of ICTs
Profiles of students:
- Creativity and Innovation
1.a. Apply existing knowledge to generate new ideas, products or processes.
- b. Create original tasks as means of personal or group expression.
1.c. Use models and simulations to explore complex systems and issues.
1.d Identify trends and forecast possibilities.
- Communication and Collaboration
2.a. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media.
2.b. Communicates information and ideas effectively to multiple audiences using a variety of media and formats.
2 c. Develop cultural understanding and global awareness by engaging students from other cultures.
2.d. Helps teams to produce original tasks or solve problems of the project.
- Fluency Research and Information
3.a. Plan strategies to guide inquiry.
3.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3.c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4.Critical thinking and problem solving
4.a. Identify and define authentic problems and significant questions for investigation.
4.b. Plan and manage activities to develop a solution or complete a project.
4.c. Collects and analyzes data to identify solutions and / or make informed decisions.
4.d Use multiple processes and diverse perspectives to explore alternative solutions.
5.a. Advocates safety practices, legal and responsible use of information and technology.
5.b. Has a positive attitude toward using technology that supports collaboration, learning and productivity.
5.c. Demonstrates personal responsibility for lifelong learning.
5.d. Leads exhibitions for the digital citizenship.
Technology Operations and Concepts
6.a. Understand and use technology systems.
6.b. Select and use applications effectively and productively.
6.c. Solves systems and applications.
6.d. Transfer current knowledge to learning of new technologies.