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Learn about Avenues’ four-year-long partnership with Pangaea Educational Development in the Imvepi Refugee settlement in Uganda to help bring basic education to children thousands of miles away, and what that is teaching us about how we approach learning here.\\n\\nJoin us for a short film about Project Backpack followed by a discussion and Q&A with founder and CEO of Pangaea Educational Development and his key support team on the Avenues Research & Development team and here on the Avenues New York campus.\\n\\nPangaea’s refugee learning program was recently selected as part of Solve - MIT's LEAP Program, which seeks to support organizations whose innovations bridge learning gaps for underserved children ages 2–12.\\n\\nAvenues is proud to support and highlight Pangea's efforts to address learning poverty through making and selling local books, training teachers and managing free reading programs for refugee learners.\\n\\n\\n*The event will be live-streamed for those unable to attend in person.\\n\\n*In-person attendance is limited. 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Registrations open 2 hours before each session, and close 30 minutes before the event time (or when the event reaches maximum capacity).\\n\\n- Donate a book: support local library initiatives and bring a children's book in great condition.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"rel\":[],\"url\":{\"id\":\"\",\"url\":\"https://www.sympla.com.br/evento/avenues-read-festival-the-power-of-story/1943796\",\"target\":\"_blank\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://www.sympla.com.br/evento/avenues-read-festival-the-power-of-story/1943796\"},\"_uid\":\"0305f677-8749-4cc3-8ed4-f5b6b889aa98\",\"size\":\"big\",\"text\":\"Click here to SIGN UP\",\"type\":\"green\",\"target\":[],\"new_tab\":false,\"component\":\"button\",\"withArrow\":false,\"arrow_style\":\"white\",\"button_accent\":\"\",\"withUnderline\":false,\"position_mobile\":\"left\",\"position_desktop\":\"left\"},{\"_uid\":\"c2fadf99-0a4f-449e-ad83-459166b16a29\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"rel\":[],\"url\":{\"id\":\"\",\"url\":\"https://open.avenues.org/uploaded/SP_Campus/2022-23/READ_Festival_Schedule.pdf\",\"target\":\"_blank\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://open.avenues.org/uploaded/SP_Campus/2022-23/READ_Festival_Schedule.pdf\"},\"_uid\":\"287a1efa-d5b1-4c86-af5f-6b06c8e144ff\",\"size\":\"big\",\"text\":\"Click here to SEE THE FULL SCHEDULE\",\"type\":\"green\",\"target\":[],\"new_tab\":false,\"component\":\"button\",\"withArrow\":false,\"arrow_style\":\"white\",\"button_accent\":\"\",\"withUnderline\":false,\"position_mobile\":\"left\",\"position_desktop\":\"left\"}],\"text\":\"\",\"styles\":\"\",\"anchor_id\":\"\",\"component\":\"banner\",\"max_width\":\"1200\",\"cta_button\":[{\"rel\":[],\"url\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"_uid\":\"7dca4f4e-b3e9-4ef1-9ff2-273dbcdb961f\",\"size\":\"standard\",\"text\":\"\",\"type\":\"standard\",\"target\":[],\"new_tab\":false,\"component\":\"button\",\"withArrow\":false,\"arrow_style\":\"white\",\"button_accent\":\"\",\"withUnderline\":false,\"position_mobile\":\"left\",\"position_desktop\":\"left\"}],\"text_align\":\"left\",\"text_color\":\"dark\",\"padding_top\":\"40\",\"section_name\":\"Intro Section\",\"padding_top_m\":\"40\",\"padding_bottom\":\"40\",\"background_color\":\"\",\"background_image\":\"\",\"padding_bottom_m\":\"40\",\"text_align_mobile\":\"left\"},{\"_uid\":\"bce4d263-2a7d-4090-97eb-be9934a0b0a2\",\"body\":[{\"_uid\":\"6a9f6b32-2469-4412-acad-8341567221f0\",\"body\":[],\"sizes\":{\"_uid\":\"26fb02da-c088-4954-b6e8-ddc4839d22e4\",\"large\":\"\",\"small\":\"6\",\"medium\":\"4\",\"plugin\":\"example_plugin\",\"xlarge\":\"\",\"xsmall\":\"12\"},\"styles\":\"\",\"heading\":\"\",\"component\":\"grid_inline\",\"remove_gap\":false,\"text_color\":\"Black\",\"align_items\":\"\",\"description\":\"\",\"padding_top\":\"0\",\"elements_gap\":\"30\",\"remove_margin\":false,\"padding_bottom\":\"0\",\"justify_content\":\"\",\"padding_top_mobile\":\"0\",\"padding_bottom_mobile\":\"0\"},{\"_uid\":\"64fd7dc9-579b-4d1d-8f22-8964ef0ab597\",\"body\":\"#### **NEW GUEST CONFIRMED!**\\n\\n**IBERÊ THENÓRIO from Manual do Mundo**. \\nWith over 17 million YouTube subscribers, this is one of the largest learning channels in the world. Young people know it and love it and they recognize their commitment to learning. Iberê will be joining us to tell us the story of his journey.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"black\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"text\":\"\",\"styles\":\"\",\"anchor_id\":\"\",\"component\":\"banner\",\"max_width\":\"1200\",\"cta_button\":[],\"text_align\":\"left\",\"text_color\":\"dark\",\"padding_top\":\"40\",\"section_name\":\"\",\"padding_top_m\":\"40\",\"padding_bottom\":\"40\",\"background_color\":\"gray\",\"background_image\":\"\",\"padding_bottom_m\":\"40\",\"text_align_mobile\":\"left\"},{\"_uid\":\"835b8558-b61b-4886-a342-90aea379a519\",\"body\":[{\"_uid\":\"983849a1-14a0-4b88-bae5-f6a168de8d0f\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"white\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"1bcd752c-10c5-44d5-97cd-2fe57bc675a4\",\"body\":\"##### Here's what you'll see at the READ Festival:\\n\\n##### **Book fair with Casa de Livros (Portuguese) and Jamer Books (English)**\\n\\n- 10% of the proceeds will be directed to purchase books to support students of the LEAP program, an Avenues tutoring initiative with students from Jardim Panorama.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"white\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"903df6ea-a2d2-43e7-8fac-b84bfa8504f7\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"white\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"rel\":[],\"url\":{\"id\":\"\",\"url\":\"https://www.sympla.com.br/evento/avenues-read-festival-the-power-of-story/1943796\",\"target\":\"_blank\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://www.sympla.com.br/evento/avenues-read-festival-the-power-of-story/1943796\"},\"_uid\":\"00047a33-1ab9-4f2c-a754-d0b37dde0912\",\"size\":\"big\",\"text\":\"Click here to SIGN UP\",\"type\":\"green\",\"target\":[],\"new_tab\":false,\"component\":\"button\",\"withArrow\":false,\"arrow_style\":\"white\",\"button_accent\":\"\",\"withUnderline\":false,\"position_mobile\":\"left\",\"position_desktop\":\"left\"},{\"_uid\":\"70cedb2f-3b0b-4c6d-b077-959e7760fb24\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"white\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"3c23e6ae-f626-473e-adac-4fd9ae196c9c\",\"body\":\"##### **<br> Author talk/roundtable**\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"white\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"25a7084e-da65-4484-976b-5c3dd66bd291\",\"body\":[{\"_uid\":\"cf14f5f4-dbac-4737-814d-de6135c7b222\",\"body\":[{\"alt\":\"\",\"_uid\":\"f68e85ce-012c-4b1a-9cfe-4d82a898c8d5\",\"media\":\"//a.storyblok.com/f/112543/666x708/4d63898ff5/read_festival_andrezza_2.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"job\":\"\",\"_uid\":\"ffb5b0ba-083e-4c44-ad06-ce84701d8ecd\",\"person\":\"Andreza Felix\",\"component\":\"profile_heading\",\"description\":\"Author, educator, and pedagogue, Andreza is the author of two amazing children's books; Taraxacum and Meia Curta, which was selected by PNLD to be adopted at public schools in Brazil. We are proud to count Ms. Felix as one of our Avenues authors. \"}],\"header\":\"\",\"padding\":\"10\",\"component\":\"box_card\",\"font_color\":\"black\",\"accent_color\":\"\",\"border_color\":\"\",\"border_radius\":\"\",\"justification\":\"flex-start\",\"on_click_event\":[],\"background_color\":\"white\",\"is_full_width_image\":true,\"padding_image_bottom\":\"\"},{\"_uid\":\"dac4aea0-ecdc-4d3c-aca5-e602d841a67f\",\"body\":[{\"alt\":\"\",\"_uid\":\"2d831ff2-098d-46b4-bd87-979a37949785\",\"media\":\"//a.storyblok.com/f/112543/666x708/38b2768b80/charlesxavier.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"job\":\"\",\"_uid\":\"95d509ca-286a-4e35-a19c-1bc6a0a7519a\",\"person\":\"Charlie Xavier\",\"component\":\"profile_heading\",\"description\":\"Join Charlie Xavier to hear more about his amazing interactive book about neuroplasticity, a phenomenon that describes children's ability to rewire their brains. He'll be working with some of our students and parents during the event. \"}],\"header\":\"\",\"padding\":\"10\",\"component\":\"box_card\",\"font_color\":\"black\",\"accent_color\":\"\",\"border_color\":\"\",\"border_radius\":\"\",\"justification\":\"flex-start\",\"on_click_event\":[],\"background_color\":\"white\",\"is_full_width_image\":true,\"padding_image_bottom\":\"\"},{\"_uid\":\"a9a20cbe-b912-4e10-9c06-80f422e1c394\",\"body\":[{\"alt\":\"\",\"_uid\":\"6ff62ad4-064e-418c-9b74-d9e9e26a6c78\",\"media\":\"//a.storyblok.com/f/112543/666x708/798faac191/ibere.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"job\":\"\",\"_uid\":\"7ef1a2fb-28e7-43d5-ac21-e71767a55611\",\"person\":\"Iberê Tenório from Manual do Mundo\",\"component\":\"profile_heading\",\"description\":\"With over 17 million YouTube subscribers, this is one of the largest learning channels in the world. Young people know it and love it and they recognize their commitment to learning. Iberê will be joining us to tell us the story of his journey. \"}],\"header\":\"\",\"padding\":\"10\",\"component\":\"box_card\",\"font_color\":\"black\",\"accent_color\":\"\",\"border_color\":\"\",\"border_radius\":\"\",\"justification\":\"flex-start\",\"on_click_event\":[],\"background_color\":\"white\",\"is_full_width_image\":true,\"padding_image_bottom\":\"\"},{\"_uid\":\"bad64113-517a-4a7d-af25-0210a2e1dc86\",\"body\":[{\"alt\":\"\",\"_uid\":\"82e3b06e-95b2-4ee7-96b1-c48722c7ed38\",\"media\":\"//a.storyblok.com/f/112543/666x708/614979ebf3/read_festival_jimanotsu_2.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"job\":\"\",\"_uid\":\"fcd7c5ab-df21-443a-802f-36d7d42cf28d\",\"person\":\"Jim Anotsu\",\"component\":\"profile_heading\",\"description\":\"An award-winning author, translator and scriptwriter, Jim is most famous for his Minecraft novels and fantasy books. He has been translated into 13 languages and hails from Minas Gerais. 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Hatoum is one of Brazil's most eminent contemporary writers. Among other honors, Hatoum was awarded Brazil's most prestigious literary award, the Jabuti Prize, three times for best novel. His novel Dois Irmãos has also been adapted into a television miniseries and graphic novel.\"}],\"header\":\"\",\"padding\":\"10\",\"component\":\"box_card\",\"font_color\":\"black\",\"accent_color\":\"\",\"border_color\":\"\",\"border_radius\":\"\",\"justification\":\"flex-start\",\"on_click_event\":[],\"background_color\":\"white\",\"is_full_width_image\":true,\"padding_image_bottom\":\"\"},{\"_uid\":\"751eb78d-188b-49a3-be2b-bf8e46841a6f\",\"body\":[{\"alt\":\"\",\"_uid\":\"355eb7b9-442a-4883-92c5-a2822454033d\",\"media\":\"//a.storyblok.com/f/112543/666x708/5c309a2d72/read_festival_panotavio_2.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"job\":\"\",\"_uid\":\"fc3bd2b6-5c5f-4359-b5f9-a4967735f70e\",\"person\":\"Olavo Costa and Felipe Pan\",\"component\":\"profile_heading\",\"description\":\"Olavo Costa is a comic book artist and illustrator who has worked with many big names in the business. Felipe Pan is an educator and author of novels and graphic novels. His recent work with Olavo Costa titled Gioconda, was a nominee for the Jabuti prize. We are proud to count Mr. Pan as one of our Avenues authors. We are pleased to have this duo at the event. \"}],\"header\":\"\",\"padding\":\"10\",\"component\":\"box_card\",\"font_color\":\"black\",\"accent_color\":\"\",\"border_color\":\"\",\"border_radius\":\"\",\"justification\":\"flex-start\",\"on_click_event\":[],\"background_color\":\"white\",\"is_full_width_image\":true,\"padding_image_bottom\":\"\"},{\"_uid\":\"dd2fd122-ed2d-4987-9111-9fc7846c47e7\",\"body\":[{\"alt\":\"\",\"_uid\":\"9f905bb5-5d94-4bec-8ed1-0dd8a5c060a7\",\"media\":\"//a.storyblok.com/f/112543/666x708/8c9758c769/read_festival_otaviojr_3.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"job\":\"\",\"_uid\":\"b86eafc5-355d-44d9-9c42-5df9934d0cd6\",\"person\":\"Otávio Jr.\",\"component\":\"profile_heading\",\"description\":\"Since discovering an old book in a rubbish pile when he was eight years old, Otávio has never stopped reading. Today he is a writer, actor, storyteller and theatrical producer in Rio de Janeiro. 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Comics.\"}],\"header\":\"\",\"padding\":\"10\",\"component\":\"box_card\",\"font_color\":\"black\",\"accent_color\":\"\",\"border_color\":\"\",\"border_radius\":\"\",\"justification\":\"flex-start\",\"on_click_event\":[],\"background_color\":\"white\",\"is_full_width_image\":true,\"padding_image_bottom\":\"\"}],\"sizes\":{\"_uid\":\"26fb02da-c088-4954-b6e8-ddc4839d22e4\",\"large\":\"\",\"small\":\"6\",\"medium\":\"3\",\"plugin\":\"example_plugin\",\"xlarge\":\"\",\"xsmall\":\"12\"},\"styles\":\"\",\"heading\":\"\",\"component\":\"grid_inline\",\"remove_gap\":false,\"text_color\":\"Black\",\"align_items\":\"\",\"description\":\"\",\"padding_top\":\"0\",\"elements_gap\":\"30\",\"remove_margin\":false,\"padding_bottom\":\"0\",\"justify_content\":\"\",\"padding_top_mobile\":\"0\",\"padding_bottom_mobile\":\"0\"},{\"rel\":[],\"url\":{\"id\":\"\",\"url\":\"https://www.sympla.com.br/evento/avenues-read-festival-the-power-of-story/1943796\",\"target\":\"_blank\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://www.sympla.com.br/evento/avenues-read-festival-the-power-of-story/1943796\"},\"_uid\":\"8127214d-59dc-45eb-bc80-7fad7065461e\",\"size\":\"big\",\"text\":\"Click here to SIGN UP\",\"type\":\"green\",\"target\":[],\"new_tab\":false,\"component\":\"button\",\"withArrow\":false,\"arrow_style\":\"white\",\"button_accent\":\"\",\"withUnderline\":false,\"position_mobile\":\"left\",\"position_desktop\":\"left\"}],\"text\":\"\",\"styles\":\"\",\"anchor_id\":\"\",\"component\":\"banner\",\"max_width\":\"1200\",\"cta_button\":[],\"text_align\":\"left\",\"text_color\":\"dark\",\"padding_top\":\"40\",\"section_name\":\"\",\"padding_top_m\":\"40\",\"padding_bottom\":\"40\",\"background_color\":\"gray\",\"background_image\":\"//a.storyblok.com/f/112543/1526x570/07a4e2cb18/read_blue.png\",\"padding_bottom_m\":\"40\",\"text_align_mobile\":\"left\"},{\"_uid\":\"5efbcd59-c423-4bd9-9e7b-f1d87b39d2a9\",\"body\":[{\"_uid\":\"7b6f43b9-8a62-4111-996f-6e4ed8add4be\",\"body\":[{\"_uid\":\"ee0d1736-3d9b-4018-ad37-268bd10dcd66\",\"body\":[{\"_uid\":\"1612ecb3-643d-408c-8aed-1de053b3bfef\",\"body\":\"### ![](https://a.storyblok.com/f/112543/666x708/9d8b656cf4/read_festival_biabedran_2.png)**Pocketshow and storytelling workshop with Bia Bedran**.\\n\\nAuthor of 18 books, musician, and performer, Bia weaves songs, stories, and performances together to make a special connection with younger children. She won the Jabuti Prize in 2016 for her book, *O Mundo dos Livros*.\\n\\n<br>\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"black\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"Styles\":\"\",\"header\":\"\",\"padding\":\"30\",\"component\":\"box_card\",\"font_color\":\"black\",\"accent_color\":\"\",\"border_color\":\"gray\",\"border_radius\":\"0\",\"justification\":\"space-between\",\"margin_bottom\":\"0\",\"on_click_event\":[],\"background_color\":\"blueDark\",\"is_full_width_image\":false,\"padding_image_bottom\":\"\"},{\"_uid\":\"31486be5-94b5-49a3-be79-f97e67bcff5e\",\"body\":[{\"_uid\":\"a76db700-764f-4e92-a4bf-c7ac7b506be5\",\"body\":\"##### ![](https://a.storyblok.com/f/112543/666x708/722401b7d2/stefanie.png)**Korean Calligraphy Workshop with Stephanie Kim**\\n\\nStephanie Kim graduated in Marketing (EACH-USP) and now works creating content about Korean culture on social media. A friend of the Korean Embassy, she has a Korean bookshop and teaches Korean Calligraphy classes.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"black\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"Styles\":\"\",\"header\":\"\",\"padding\":\"30\",\"component\":\"box_card\",\"font_color\":\"black\",\"accent_color\":\"\",\"border_color\":\"gray\",\"border_radius\":\"0\",\"justification\":\"space-between\",\"margin_bottom\":\"0\",\"on_click_event\":[],\"background_color\":\"blueDark\",\"is_full_width_image\":false,\"padding_image_bottom\":\"\"},{\"_uid\":\"b5eac2e6-09b8-432a-adc1-d48b0b8cd781\",\"body\":[{\"_uid\":\"c555af52-c415-49c8-aca9-778df315d6db\",\"body\":\"![](https://a.storyblok.com/f/112543/666x708/517dd0d7ae/patriciatucci.png)\\n\\n### **Self-Image Workshop with Patricia Tucci**\\n\\nDiscover what your image says about you and how you can best leverage it to create opportunities and overcome challenges. Patricia is a speaker, teacher, author and entrepreneur in the area of communication and personal development. A specialist in communication and connection for 25 years, she holds a degree in Social Communication from ESPM with a specialization in Connection, Neuroscience, Communication and Negotiation.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"black\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"Styles\":\"\",\"header\":\"\",\"padding\":\"30\",\"component\":\"box_card\",\"font_color\":\"black\",\"accent_color\":\"\",\"border_color\":\"gray\",\"border_radius\":\"0\",\"justification\":\"space-between\",\"margin_bottom\":\"0\",\"on_click_event\":[],\"background_color\":\"blueDark\",\"is_full_width_image\":false,\"padding_image_bottom\":\"\"}],\"sizes\":{\"_uid\":\"26fb02da-c088-4954-b6e8-ddc4839d22e4\",\"large\":\"\",\"small\":\"6\",\"medium\":\"4\",\"plugin\":\"example_plugin\",\"xlarge\":\"\",\"xsmall\":\"12\"},\"styles\":\"\",\"heading\":\"\",\"component\":\"grid_inline\",\"remove_gap\":false,\"text_color\":\"Black\",\"align_items\":\"\",\"description\":\"\",\"padding_top\":\"0\",\"elements_gap\":\"30\",\"remove_margin\":false,\"padding_bottom\":\"0\",\"justify_content\":\"\",\"padding_top_mobile\":\"0\",\"padding_bottom_mobile\":\"0\"},{\"_uid\":\"6a80eff2-5a51-4571-b783-cd006168efb1\",\"body\":\"##### **Book Launches & Book Signings**\\n\\n- **Lalau & Laurabeatriz**: this powerful writing duo have written and illustrated dozens of children's books. 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Please email [admissions-ny@avenues.org](mailto:admissions-ny@avenues.org) to register.\\n\\n##### This event provides a detailed overview of the Early Learning Center (nursery through kindergarten) and the Lower Division (grades 1–5) at Avenues New York.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\n- Learn more about the immersion years at Avenues\\n- Meet our school leadership, faculty, students and parents\\n- Go on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"the-immersion-years-an-introduction-to-nursery-grade-5-11-1-23","full_slug":"zh/global/events/ny/2023/the-immersion-years-an-introduction-to-nursery-grade-5-11-1-23","uuid":"274eab27-7a8b-4f9c-9d97-cfddc90f6ad5","lang":"zh"}},{"node":{"content":"{\"_uid\":\"b041a173-5881-491a-93d8-abad06fb2abd\",\"body\":[],\"date\":\"2023-11-01 10:00\",\"name\":\"Rethink Math (Grades 6–11)\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2023-11-01 11:30\",\"location\":\"Silicon Valley\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"target\":\"_blank\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"San Jose\",\"hide_event\":false,\"max_guests\":\"120\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"What does a problem- and discussion-based math class look and sound like? 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From sharing information about how we make decisions, to what stands out, to how to submit a financial aid application, whether you're applying to just Avenues, or several independent schools, you'll leave this event more informed about the process.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"navigating-the-independent-school-admissions-financial-aid-process-11-1-23","full_slug":"zh/global/events/ny/2023/navigating-the-independent-school-admissions-financial-aid-process-11-1-23","uuid":"bd1c7acd-fc9d-4dc3-865c-7afaf27bf343","lang":"zh"}},{"node":{"content":"{\"_uid\":\"b041a173-5881-491a-93d8-abad06fb2abd\",\"body\":[],\"date\":\"2023-11-04 10:00\",\"name\":\"Saturday Mornings with Avenues (Grades 6–11)\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2023-11-04 11:30\",\"location\":\"Silicon Valley\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"target\":\"_blank\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"San Jose\",\"hide_event\":false,\"max_guests\":\"120\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Curious about the learning experience in Avenues Silicon Valley classrooms? \\n\\nJoin us at Saturday Mornings with Avenues and discover firsthand what it's like to learn in an authentic, interactive environment.\\n\\nDuring this event, you'll have the chance to connect with our leadership team and faculty and engage in discussions with current students and parents. Your children will have the opportunity to engage in an activity led by our expert teaching team. \\n\\nWe are excited to connect with you!\\n\\n*Space at these events is limited. \",\"event_intro\":\"Curious about the learning experience in Avenues Silicon Valley classrooms? \\n\\nJoin us at Saturday Mornings with Avenues and discover firsthand what it's like to learn in an authentic, interactive environment.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"22d40e60-675b-4967-a796-79c46e688145\",\"event_details\":\"During this event, you'll have the chance to connect with our leadership team and faculty and engage in discussions with current students and parents. Your children will have the opportunity to engage in an activity led by our expert teaching team. \\n\\nWe are excited to connect with you!\\n\\n\\\\*Space at these events is limited. \",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"95126\",\"timezone_override\":\"\",\"event_state_region\":\"California\",\"event_street_address\":\"570 Meridian Ave\",\"hubspot_form_override\":\"\"}","slug":"sv-2023-11-04","full_slug":"zh/global/events/sv/2023/sv-2023-11-04","uuid":"7b67b460-e3c2-4cde-b769-578ca43b41e6","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2023-11-07 09:00\",\"name\":\"It’s a Small World Introduction\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2023-11-07 11:00\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":true,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"82\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Families are invited to visit campus to learn more about Small World, our program for 1- and 2-year-olds. \\n\\nDuring the event, you’ll have the opportunity to:\\n\\nLearn more about life in Small World and what comes next at Avenues \\n\\nMeet our school leadership, faculty, parents and students\\n\\nGo on a campus tour\\n\\n Please note: This event is geared towards adults.\",\"event_intro\":\"\",\"grade_level\":\"sw\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"715d46b1-9b04-4d75-b236-e6d7dfe8140e\",\"event_details\":\"##### Online registration for this event is closed. Please email [admissions-ny@avenues.org](mailto:admissions-ny@avenues.org) with questions.\\n\\n##### Families are invited to visit campus to learn more about Small World, our program for 1- and 2-year-olds.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\n- Learn more about life in Small World and what comes next at Avenues\\n- Meet our school leadership, faculty, parents and students\\n- Go on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"it-s-a-small-world-introduction-11-7-23","full_slug":"zh/global/events/ny/2023/it-s-a-small-world-introduction-11-7-23","uuid":"82a9dee1-a652-4c54-a890-db3645933fef","lang":"zh"}},{"node":{"content":"{\"_uid\":\"c5affa94-0d37-4e91-ac12-c3ce462885b0\",\"body\":[],\"date\":\"2023-11-07 13:00\",\"name\":\"Avenues Online Office Hours (Toddler–Grade 12)\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2023-11-07 13:45\",\"location\":\"Online\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/j/94828879646\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/j/94828879646\"},\"event_city\":\"\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Join us for a discussion about the unique educational programming available at Avenues Online, the virtual campus of Avenues The World School.\",\"event_intro\":\"Join us for a discussion about the unique educational programming available at Avenues Online, the virtual campus of Avenues The World School.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"87883a0b-909e-42ab-938a-65ebc86210a4\",\"event_details\":\"Avenues provides families with a world-class education personalized to meet the needs of each student, including opportunities to collaborate with classmates in over 25 countries around the world. Our students create customized course schedules and responsive learning plans, working under the guidance of expert faculty.\\n\\nThis event will include a short presentation by a member of our admissions team, but will mostly focus on questions from our attendees. 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Please email [admissions-ny@avenues.org](mailto:admissions-ny@avenues.org) to register.\\n\\n##### This event provides a detailed overview of the Early Learning Center (nursery through kindergarten) and the Lower Division (grades 1–5) at Avenues New York.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\n- Learn more about the immersion years at Avenues\\n- Meet our school leadership, faculty, students and parents\\n- Go on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"the-immersion-years-an-introduction-to-nursery-grade-5-11-14-23","full_slug":"zh/global/events/ny/2023/the-immersion-years-an-introduction-to-nursery-grade-5-11-14-23","uuid":"eacc3d19-1b6b-4db1-8b72-51748d6414c3","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2023-11-14 09:15\",\"name\":\"Upper Grades Tour\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2023-11-14 10:30\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"30\",\"waitlisted\":false,\"button_text\":\"RSVP in Parent Portal\",\"description\":\"Applicant families are invited to visit campus for a student-led tour during the school day. 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You'll have the opportunity to peer into classrooms and meet members of the Avenues community along the way.\\n\",\"grade_level\":\"9-12\",\"signup_link\":{\"id\":\"\",\"url\":\"https://avenues-nyc.schooladminonline.com/users/sign_in\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues-nyc.schooladminonline.com/users/sign_in\"},\"subheadline\":\"(Grades 9-12)\",\"hide_details\":false,\"hubspot_form\":\"059dea0d-3f3c-410f-87d2-7171f3eb0db4\",\"event_details\":\"Due to limited capacity for these tours, families are limited to two guests per family.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"upper-grades-in-person-tour-grades-9-12-11-14-23","full_slug":"zh/global/events/ny/2023/upper-grades-in-person-tour-grades-9-12-11-14-23","uuid":"3a2ac91c-d5fa-4fdf-bfbe-c39f59bab769","lang":"zh"}},{"node":{"content":"{\"_uid\":\"b041a173-5881-491a-93d8-abad06fb2abd\",\"body\":[],\"date\":\"2023-11-14 12:00\",\"name\":\"Learn About the Lower Division (Grades 3–5)\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2023-11-14 12:45\",\"location\":\"Silicon Valley\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/s/97543179959\",\"target\":\"_blank\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/s/97543179959\"},\"event_city\":\"San Jose\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Join Avenues Silicon Valley’s Lower Division team and our admissions team to learn more about our curriculum for the 2024–25 school year.\\n\\nDuring this webinar, parents will hear about the academic and student experience of the Lower Division followed by a Q&A session where participants are encouraged to ask questions live. 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Geared towards parents, these events introduce Avenues' mission and educational approach and provide a summary of each division.\",\"event_intro\":\"Our parent introductory events provide a vivid overview of a student’s journey through Avenues, from the Early Learning Center through Upper Division. 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Our students create customized course schedules and responsive learning plans, working under the guidance of expert faculty.\\n\\nThis event will include a short presentation by a member of our admissions team, but will mostly focus on questions from our attendees. 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For its first edition, the theme is \\\"Visions of a Better City.\\\" \\n\\nDuring the event, K–12 students and educators will have a chance to share their projects and debate important topics on the current issues and the future of cities with architects and urbanists. \\n\\nVisitors will be able to attend panels with experts, appreciate transformative student work from public and private schools in an interactive fair, and engage in a variety of workshops. Invite your family and friends and come enjoy the day with us!\\n\\nCheck the full schedule below:\\n\\n11:00–3:00 p.m.: Exhibition and Workshops (Where: Food, Express and Multipurpose room on ground flood)\\n11:10 a.m.: Opening and Music Performance by Avenues Advanced Music Program (Where: Atrium)\\n11:30-12:30 a.m.: Panel 1 \\\"Cidade para crianças: cidade para todos\\\" (Where: Perform - theater)\\n1:00–1:30: Panel 2 \\\"Urban Lab: Visions of a Better City\\\" (Where: Perform - theater)\\n2:00-3:00 p.m.: Panel 3 \\\"Escolas transformadoras: a cidade como sala de aula\\\" (Where: Perform - theater)\\n\\n*Simultaneous translation will be available for panels happening in the theater.\\n\\nFood\\nThere will be food trucks with a variety of food and beverages and our parent café will be open throughout the day. \\n \\nCo-created by Avenues São Paulo, Laboratório de Cidades Arq Futuro and BEI Educação.\\n\\nSchools participating: Avenues São Paulo | CEPI Dom Cândido Penso (Aruanã-GO) | CEPI Gomes de Souza Ramos (Anápolis, GO) | CEPI Moisés Nunes Bandeira (Alto Paraíso de Goiás-GO) | Colégio Bandeirantes (SP) | Colégio Nacional (Uberlândia-MG) | Colégio SER (Sorocaba-SP) | Dante Alighieri (SP) | EE Raul Cortez (SP) | Liceu Jardim (Santo André-SP) | Ovídio Edgar de Albuquerque (Maceió - AL) | Raul Cortez (SP) | Elvira Brandão (SP)\\n\\nNote: By registering for this event, you declare that you are aware of and agree to abide by the provisions stated in Avenues' Visitor Conduct Agreement. If you have any questions, please contact security-sp@avenues.org in advance. \",\"event_intro\":\"\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"1e96fbd5-2c73-4a62-b0aa-699d09568757\",\"event_details\":\"![](https://a.storyblok.com/f/112543/880x361/a6c4e87aae/avenues_urbe_header_v2.png)\\n\\nURBE is an architecture and urbanism festival, open for anyone interested in these subjects, created in a partnership between Avenues, ArqFuturo and BEI Educação. For its first edition, the theme is \\\"Visions of a Better City.\\\"\\n\\nDuring the event, K–12 students and educators will have a chance to share their projects and debate important topics on the current issues and the future of cities with architects and urbanists.\\n\\nVisitors will be able to attend panels with experts, appreciate transformative student work from public and private schools in an interactive fair, and engage in a variety of workshops. Invite your family and friends and come enjoy the day with us!\\n\\nCheck the full schedule below:\\n\\n- **11:00–3:00 p.m.**: Exhibition and Workshops (Where: Food, Express and Multipurpose room on ground flood)\\n- **11:10 a.m**.: Opening and Music Performance by Avenues Advanced Music Program (Where: Atrium)\\n- **11:30-12:30 a.m**.: Panel 1 \\\"Cidade para crianças: cidade para todos\\\" with Marília de Santis, Paola Ricci and Roni Hirsch. Moderated by Tomás Alvim (Where: Perform - theater)\\n- **1:00–1:30 p.m**: Panel 2 \\\"Urban Lab: Visions of a Better City\\\" with Rodrigo Mindlin Loeb, Mauro Calliari and Avenues teachers Cristiano Cairoli and Pedro Ramos (Where: Perform - theater)\\n- **2:00-3:00 p.m.**: Panel 3 \\\"Escolas transformadoras: a cidade como sala de aula\\\" with Ester Carro, Mauro Calliari, Cadu Vilela, Rodrigo Mindlin Loeb, Yasmin Silva Ferreira, and a student from EE Ovídio de Albuquerque (Maceió - AL). Moderated by Tomás Alvim (Where: Perform - theater) \\n \\n \\\\*Simultaneous translation will be available for panels happening in Perform.\\n\\n**Food** \\nThere will be food trucks with a variety of food and beverages and our parent café will be open throughout the day.\\n\\n**Co-created by Avenues São Paulo, Laboratório de Cidades Arq Futuro and BEI Educação.**\\n\\n**Schools participating:** Avenues São Paulo | CEPI Dom Cândido Penso (Aruanã-GO) | CEPI Gomes de Souza Ramos (Anápolis, GO) | CEPI Moisés Nunes Bandeira (Alto Paraíso de Goiás-GO) | Colégio Bandeirantes (SP) | Colégio Nacional (Uberlândia-MG) | Colégio SER (Sorocaba-SP) | Dante Alighieri (SP) | EE Raul Cortez (SP) | Liceu Jardim (Santo André-SP) | Ovídio Edgar de Albuquerque (Maceió - AL) | Raul Cortez (SP) | Elvira Brandão (SP)\\n\\n###### **Note:** By registering for this event, you declare that you are aware of and agree to abide by the provisions stated in Avenues' [Visitor Conduct Agreement](https://open.avenues.org/uploaded/SP_Campus/Resources/SP_Visitor_Conduct_Agreement.pdf). If you have any questions, please contact [security-sp@avenues.org](mailto:security-sp@avenues.org) in advance.\\n\\n---\\n\\nPartners:\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"05679-160\",\"timezone_override\":\"\",\"event_state_region\":\"Brazil\",\"event_street_address\":\"Rua Pedro Avancine, 73\",\"hubspot_form_override\":\"\"}","slug":"test-kb-urban-based-education-festival","full_slug":"zh/global/events/sp/2023/test-kb-urban-based-education-festival","uuid":"2434b268-0fb1-4db2-96be-19a47d9a40d1","lang":"zh"}},{"node":{"content":"{\"_uid\":\"c5affa94-0d37-4e91-ac12-c3ce462885b0\",\"body\":[],\"date\":\"2024-01-04 17:00\",\"name\":\"Avenues Online Office Hours (Toddler–Grade 12)\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2024-01-04 17:45\",\"location\":\"Online\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/j/93175100843\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/j/93175100843\"},\"event_city\":\"\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Join us for a discussion about the unique educational programming available at Avenues Online, the virtual campus of Avenues The World School.\",\"event_intro\":\"Join us for a discussion about the unique educational programming available at Avenues Online, the virtual campus of Avenues The World School.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"87883a0b-909e-42ab-938a-65ebc86210a4\",\"event_details\":\"Avenues provides families with a world-class education personalized to meet the needs of each student, including opportunities to collaborate with classmates in over 25 countries around the world. 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You'll have the opportunity to peer into classrooms and meet members of the Avenues community along the way.\\n\\nDue to limited capacity for these tours, families are limited to two guests per family.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"upper-grades-in-person-tour-grades-9-12-9-24-24","full_slug":"zh/global/events/ny/2024/upper-grades-in-person-tour-grades-9-12-9-24-24","uuid":"c5bad7b8-1a0d-4720-b952-4b8c7e69cb3d","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-09-25 09:00\",\"name\":\"The Immersion Years:\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2024-09-25 11:00\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":true,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"80\",\"waitlisted\":true,\"button_text\":\"RSVP in Parent Portal\",\"description\":\"This event provides a detailed overview of the Early Learning Center (nursery through kindergarten) and the Lower Division (grades 1–5) at Avenues New York.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\nLearn more about the immersion years at Avenues \\n\\nMeet our school leadership, faculty, students and parents\\n\\nGo on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"event_intro\":\"This event has reached capacity. Please email admissions@avenues-ny.org to join the waitlist.\\n\",\"grade_level\":\"n-5\",\"signup_link\":{\"id\":\"\",\"url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\"},\"subheadline\":\"An Introduction to Nursery–Grade 5\",\"hide_details\":false,\"hubspot_form\":\"16586a91-7938-429a-8ded-d964ae024039\",\"event_details\":\"##### This event provides a detailed overview of the Early Learning Center (nursery through kindergarten) and the Lower Division (grades 1–5) at Avenues New York.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\n- Learn more about the immersion years at Avenues \\n- Meet our school leadership, faculty, students and parents\\n- Go on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"the-immersion-years-an-introduction-to-nursery-grade-5-9-25-24","full_slug":"zh/global/events/ny/2024/the-immersion-years-an-introduction-to-nursery-grade-5-9-25-24","uuid":"c4639b9e-a918-4bad-a6a7-df9377965669","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-09-26 16:00\",\"name\":\"Virtual School Visit\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2024-09-26 16:45\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/j/96138518446\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/j/96138518446\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Led over Zoom by the Upper Division Admissions team as well as parent and student ambassadors, the virtual school visit consists of a brief presentation followed by Q&A. 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From sharing information about how we make decisions, to what stands out, to how to submit a financial aid application, whether you're applying to just Avenues, or several independent schools, you'll leave this event more informed about the process.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"navigating-the-independent-school-admissions-financial-aid-process-9-30-24","full_slug":"zh/global/events/ny/2024/navigating-the-independent-school-admissions-financial-aid-process-9-30-24","uuid":"1e0bd915-1370-43eb-8259-583cd235face","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-10-08 09:15\",\"name\":\"Upper Grades Tour\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2024-10-08 10:30\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"40\",\"waitlisted\":true,\"button_text\":\"Join the Waitlist\",\"description\":\"Applicant families are invited to visit campus for a student-led tour during the school day. 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You'll have the opportunity to peer into classrooms and meet members of the Avenues community along the way.\\n\\nDue to limited capacity for these tours, families are limited to two guests per family.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"upper-grades-in-person-tour-grades-9-12-10-8-24","full_slug":"zh/global/events/ny/2024/upper-grades-in-person-tour-grades-9-12-10-8-24","uuid":"129210ac-7660-47a0-aa6b-5741756d089a","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-10-09 09:00\",\"name\":\"It’s a Small World Introduction (1- and 2-year-olds)\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2024-10-09 11:00\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"80\",\"waitlisted\":true,\"button_text\":\"Join the Waitlist\",\"description\":\"Families are invited to visit campus to learn more about Small World, our program for 1- and 2-year-olds. \\n\\nDuring the event, you’ll have the opportunity to:\\n\\nLearn more about life in Small World and what comes next at Avenues \\n\\nMeet our school leadership, faculty, and parents \\n\\nGo on a campus tour\\n\\n Please note: This event is geared towards adults.\",\"event_intro\":\"\",\"grade_level\":\"sw\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"715d46b1-9b04-4d75-b236-e6d7dfe8140e\",\"event_details\":\"##### This event has reached capacity. Please complete the RSVP form to join the waitlist.\\n\\nFamilies are invited to visit campus to learn more about Small World, our program for 1- and 2-year-olds.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\n- Learn more about life in Small World and what comes next at Avenues\\n- Meet our school leadership, faculty, and parents\\n- Go on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"it-s-a-small-world-introduction-10-9-24","full_slug":"zh/global/events/ny/2024/it-s-a-small-world-introduction-10-9-24","uuid":"e73ef7ff-2330-419c-ae20-af31f53f4680","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-10-15 09:00\",\"name\":\"The Immersion Years:\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2024-10-15 11:00\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"100\",\"waitlisted\":false,\"button_text\":\"RSVP in Parent Portal\",\"description\":\"This event provides a detailed overview of the Early Learning Center (nursery through kindergarten) and the Lower Division (grades 1–5) at Avenues New York.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\nLearn more about the immersion years at Avenues \\n\\nMeet our school leadership, faculty, students and parents\\n\\nGo on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"event_intro\":\"\",\"grade_level\":\"n-5\",\"signup_link\":{\"id\":\"\",\"url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\"},\"subheadline\":\"An Introduction to Nursery–Grade 5\",\"hide_details\":false,\"hubspot_form\":\"16586a91-7938-429a-8ded-d964ae024039\",\"event_details\":\"##### This event provides a detailed overview of the Early Learning Center (nursery through kindergarten) and the Lower Division (grades 1–5) at Avenues New York.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\n- Learn more about the immersion years at Avenues \\n- Meet our school leadership, faculty, students and parents\\n- Go on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"the-immersion-years-an-introduction-to-nursery-grade-5-10-15-24","full_slug":"zh/global/events/ny/2024/the-immersion-years-an-introduction-to-nursery-grade-5-10-15-24","uuid":"7fc5bcf8-d943-4d0f-aeab-190c9cebaa32","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-10-15 17:30\",\"name\":\"Parent Introductory Event\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2024-10-15 18:30\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/webinar/register/WN_CvBw5T1lT72o3i4crww9fA#/registration\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/webinar/register/WN_CvBw5T1lT72o3i4crww9fA#/registration\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Our parent introductory events provide a vivid overview of a student’s journey through Avenues, from the Early Learning Center through Upper Division. 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Geared towards parents, these events introduce Avenues' mission and educational approach and provide a summary of each division.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"(All Grades)\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"parent-introductory-event-all-grades-10-15-24","full_slug":"zh/global/events/ny/2024/parent-introductory-event-all-grades-10-15-24","uuid":"4950e46f-4640-4fc4-8736-7844e778298f","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-10-19 09:30\",\"name\":\"Open House: \",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2024-10-19 12:30\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"300\",\"waitlisted\":false,\"button_text\":\"RSVP in Parent Portal\",\"description\":\"Applicant families are invited to visit campus for a tour and an opportunity to learn more about what makes Avenues unique. Families will have the opportunity to meet and hear from various community members including leadership, faculty, current students, and parents.\\n\\nWe look forward to welcoming you to campus!\",\"event_intro\":\"\",\"grade_level\":\"6-12\",\"signup_link\":{\"id\":\"\",\"url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\"},\"subheadline\":\"An Introduction to the Upper Division (Grades 6–12)\",\"hide_details\":false,\"hubspot_form\":\"90307667-5e87-455c-861d-ed79de5c06be\",\"event_details\":\"##### Applicant families are invited to visit campus for a tour and an opportunity to learn more about what makes Avenues unique. 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This is a great opportunity to learn in-depth about the Middle Grades' academic and extracurricular programs, as well as get to know our campus and facilities from the comfort of home.\",\"grade_level\":\"6-8\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"(Grades 6–8)\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"Aviators\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"virtual-school-visit-grades-6-8-10-22-24","full_slug":"zh/global/events/ny/2024/virtual-school-visit-grades-6-8-10-22-24","uuid":"107ceb58-e95e-4092-8f75-600eca2300c1","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-10-24 16:00\",\"name\":\"Virtual School Visit\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2024-10-24 16:45\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/j/96138518446\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/j/96138518446\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Led over Zoom by the Upper Division Admissions team as well as parent and student ambassadors, the virtual school visit consists of a brief presentation followed by Q&A. 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From sharing information about how we make decisions, to what stands out, to how to submit a financial aid application, whether you're applying to just Avenues, or several independent schools, you'll leave this event more informed about the process.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"navigating-the-independent-school-admissions-financial-aid-process-11-4-24","full_slug":"zh/global/events/ny/2024/navigating-the-independent-school-admissions-financial-aid-process-11-4-24","uuid":"9c4d355a-cc11-405d-b018-169026c6533a","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-11-06 09:00\",\"name\":\"It’s a Small World Introduction (1- and 2-year-olds)\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2024-11-06 11:00\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"105\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Families are invited to visit campus to learn more about Small World, our program for 1- and 2-year-olds. \\n\\nDuring the event, you’ll have the opportunity to:\\n\\nLearn more about life in Small World and what comes next at Avenues \\n\\nMeet our school leadership, faculty, and parents \\n\\nGo on a campus tour\\n\\n Please note: This event is geared towards adults.\",\"event_intro\":\"\",\"grade_level\":\"sw\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"715d46b1-9b04-4d75-b236-e6d7dfe8140e\",\"event_details\":\"##### Families are invited to visit campus to learn more about Small World, our program for 1- and 2-year-olds. \\n\\nDuring the event, you’ll have the opportunity to:\\n\\n- Learn more about life in Small World and what comes next at Avenues \\n- Meet our school leadership, faculty, and parents \\n- Go on a campus tour\\n\\n Please note: This event is geared towards adults.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"it-s-a-small-world-introduction-11-6-24","full_slug":"zh/global/events/ny/2024/it-s-a-small-world-introduction-11-6-24","uuid":"c450d8d0-1e95-42fe-a509-19ec3771c279","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-11-07 17:00\",\"name\":\"Inside Look:\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2024-11-07 18:00\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/webinar/register/WN_P4a5TmqaQV2CY0PTnPTTsQ#/registration\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/webinar/register/WN_P4a5TmqaQV2CY0PTnPTTsQ#/registration\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"In this live, virtual event, you will hear from Avenues students, faculty, and parents, about what it means to belong to a school community. Join us to learn more about our unwavering commitment to diversity and belonging.\",\"event_intro\":\"In this live, virtual event, you will hear from Avenues students, faculty, and parents, about what it means to belong to a school community. Join us to learn more about our unwavering commitment to diversity, equity, and inclusion.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"Diversity and Belonging at Avenues (All Grades)\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"inside-look-belonging-and-diversity-equity-and-inclusion-dei-at-avenues-11-7-24","full_slug":"zh/global/events/ny/2024/inside-look-belonging-and-diversity-equity-and-inclusion-dei-at-avenues-11-7-24","uuid":"77cd5a74-8cce-496d-8406-070215578869","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-11-12 09:15\",\"name\":\"Upper Grades Tour\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2024-11-12 10:30\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"50\",\"waitlisted\":false,\"button_text\":\"Join the waitlist\",\"description\":\"Applicant families are invited to visit campus for a student-led tour during the school day. 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You'll have the opportunity to peer into classrooms and meet members of the Avenues community along the way.\",\"grade_level\":\"9-12\",\"signup_link\":{\"id\":\"\",\"url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\"},\"subheadline\":\"(Grades 9-12)\",\"hide_details\":false,\"hubspot_form\":\"059dea0d-3f3c-410f-87d2-7171f3eb0db4\",\"event_details\":\"Due to limited capacity for these tours, families are limited to two guests per family.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"upper-grades-in-person-tour-grades-9-12-11-12-24","full_slug":"zh/global/events/ny/2024/upper-grades-in-person-tour-grades-9-12-11-12-24","uuid":"aace5d35-6d02-4382-8f51-7fc0c3b733bd","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-11-14 16:00\",\"name\":\"Virtual School Visit\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2024-11-14 16:45\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/j/97401692022\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/j/97401692022\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Led over Zoom by the Upper Division Admissions team as well as parent and student ambassadors, the virtual school visit consists of a brief presentation followed by Q&A. 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This is a great opportunity to learn in-depth about the Middle Grades' academic and extracurricular programs, as well as get to know our campus and facilities from the comfort of home.\",\"grade_level\":\"6-8\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"(Grades 6–8)\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"Aviators\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"virtual-school-visit-grades-6-8-11-14-24","full_slug":"zh/global/events/ny/2024/virtual-school-visit-grades-6-8-11-14-24","uuid":"3dd5c35a-5d2d-4645-b9f7-970b319cbd6b","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-11-19 17:30\",\"name\":\"Parent Introductory Event\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2024-11-19 18:30\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/webinar/register/WN_wnf78dcARm-DYAcNpnWg7Q#/registration\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/webinar/register/WN_wnf78dcARm-DYAcNpnWg7Q#/registration\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Our parent introductory events provide a vivid overview of a student’s journey through Avenues, from the Early Learning Center through Upper Division. Geared towards parents, these events introduce Avenues' mission and educational approach and provide a summary of each division.\",\"event_intro\":\"Our parent introductory events provide a vivid overview of a student’s journey through Avenues, from the Early Learning Center through Upper Division. Geared towards parents, these events introduce Avenues' mission and educational approach and provide a summary of each division.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"(All Grades)\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"parent-introductory-event-all-grades-11-19-24","full_slug":"zh/global/events/ny/2024/parent-introductory-event-all-grades-11-19-24","uuid":"b07a47f7-731d-4190-a1eb-dc3228bd85b5","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-11-20 09:00\",\"name\":\"The Immersion Years:\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2024-11-20 11:00\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"126\",\"waitlisted\":true,\"button_text\":\"Join the waitlist\",\"description\":\"This event provides a detailed overview of the Early Learning Center (nursery through kindergarten) and the Lower Division (grades 1–5) at Avenues New York.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\nLearn more about the immersion years at Avenues \\n\\nMeet our school leadership, faculty, students and parents\\n\\nGo on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"event_intro\":\"\",\"grade_level\":\"n-5\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"subheadline\":\"An Introduction to Nursery–Grade 5\",\"hide_details\":false,\"hubspot_form\":\"715d46b1-9b04-4d75-b236-e6d7dfe8140e\",\"event_details\":\"##### This event provides a detailed overview of the Early Learning Center (nursery through kindergarten) and the Lower Division (grades 1–5) at Avenues New York.\\n\\nDuring the event, you’ll have the opportunity to:\\n\\n- Learn more about the immersion years at Avenues \\n- Meet our school leadership, faculty, students and parents\\n- Go on a campus tour\\n\\nPlease note: This event is geared towards adults.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"the-immersion-years:-an-introduction-to-nursery-grade-5-11-20-24","full_slug":"zh/global/events/ny/2024/the-immersion-years:-an-introduction-to-nursery-grade-5-11-20-24","uuid":"b81f3d7e-e3b9-45aa-81ac-944200f138a4","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-11-21 16:00\",\"name\":\"Virtual School Visit\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2024-11-21 16:45\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/j/96138518446\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/j/96138518446\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Led over Zoom by the Upper Division Admissions team as well as parent and student ambassadors, the virtual school visit consists of a brief presentation followed by Q&A. 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Families will have the opportunity to meet and hear from various community members including leadership, faculty, current students, and parents.\\n\\n##### We look forward to welcoming you to campus!\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"open-house-an-introduction-to-the-upper-division-grades-6-12-12-9-24","full_slug":"zh/global/events/ny/2024/open-house-an-introduction-to-the-upper-division-grades-6-12-12-9-24","uuid":"c7a1f73e-f22d-447a-ac93-6c28b7b1182c","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2024-12-18 17:30\",\"name\":\"Parent Introductory Event\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2024-12-18 18:30\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/webinar/register/WN_CIUrMcfqRVCuQmkdrm5GcQ#/registration\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/webinar/register/WN_CIUrMcfqRVCuQmkdrm5GcQ#/registration\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Our parent introductory events provide a vivid overview of a student’s journey through Avenues, from the Early Learning Center through Upper Division. Geared towards parents, these events introduce Avenues' mission and educational approach and provide a summary of each division.\",\"event_intro\":\"Our parent introductory events provide a vivid overview of a student’s journey through Avenues, from the Early Learning Center through Upper Division. Geared towards parents, these events introduce Avenues' mission and educational approach and provide a summary of each division.\",\"grade_level\":\"all\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"(All Grades)\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"parent-introductory-event-all-grades-12-18-24","full_slug":"zh/global/events/ny/2024/parent-introductory-event-all-grades-12-18-24","uuid":"2f2514b3-a150-47ae-a4a1-7d102b2ea9bc","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2025-01-09 09:00\",\"name\":\"It’s a Small World Introduction (1- and 2-year-olds)\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2025-01-09 11:00\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"100\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Families are invited to visit campus to learn more about Small World, our program for 1- and 2-year-olds. \\n\\nDuring the event, you’ll have the opportunity to:\\n\\nLearn more about life in Small World and what comes next at Avenues \\n\\nMeet our school leadership, faculty, and parents \\n\\nGo on a campus tour\\n\\n Please note: This event is geared towards adults.\",\"event_intro\":\"\",\"grade_level\":\"sw\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"subheadline\":\"\",\"hide_details\":false,\"hubspot_form\":\"715d46b1-9b04-4d75-b236-e6d7dfe8140e\",\"event_details\":\"##### Families are invited to visit campus to learn more about Small World, our program for 1- and 2-year-olds. \\n\\nDuring the event, you’ll have the opportunity to:\\n\\n- Learn more about life in Small World and what comes next at Avenues \\n- Meet our school leadership, faculty, and parents \\n- Go on a campus tour\\n\\n Please note: This event is geared towards adults.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"it-s-a-small-world-introduction-1-9-25","full_slug":"zh/global/events/ny/2025/it-s-a-small-world-introduction-1-9-25","uuid":"bb641dbb-afe2-4266-ad8b-58708c1d4b77","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2025-01-14 16:00\",\"name\":\"Virtual School Visit\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2025-01-14 16:45\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/j/97401692022\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/j/97401692022\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Led over Zoom by the Upper Division Admissions team as well as parent and student ambassadors, the virtual school visit consists of a brief presentation followed by Q&A. This is a great opportunity to learn in-depth about the Middle Grades' academic and extracurricular programs, as well as get to know our campus and facilities from the comfort of home.\",\"event_intro\":\"Led over Zoom by the Upper Division Admissions team as well as parent and student ambassadors, the virtual school visit consists of a brief presentation followed by Q&A. This is a great opportunity to learn in-depth about the Middle Grades' academic and extracurricular programs, as well as get to know our campus and facilities from the comfort of home.\",\"grade_level\":\"6-8\",\"signup_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"subheadline\":\"(Grades 6–8)\",\"hide_details\":false,\"hubspot_form\":\"f279499f-3d5f-4cee-a036-ae98c52ea178\",\"event_details\":\"\",\"zoom_passcode\":\"Aviators\",\"event_category\":\"Virtual\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"virtual-school-visit-grades-6-8-1-14-25","full_slug":"zh/global/events/ny/2025/virtual-school-visit-grades-6-8-1-14-25","uuid":"899679f4-21d2-46f7-a70d-ffd6d4cbfa05","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2025-01-16 09:15\",\"name\":\"Upper Grades Tour\",\"type\":\"inperson\",\"pinned\":false,\"date_end\":\"2025-01-16 10:30\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"50\",\"waitlisted\":false,\"button_text\":\"Join the Waitlist\",\"description\":\"Applicant families are invited to visit campus for a student-led tour during the school day. You'll have the opportunity to peer into classrooms and meet members of the Avenues community along the way.\\nDue to limited capacity for these tours, families are limited to two guests per family.\",\"event_intro\":\"Applicant families are invited to visit campus for a student-led tour during the school day. You'll have the opportunity to peer into classrooms and meet members of the Avenues community along the way.\",\"grade_level\":\"9-12\",\"signup_link\":{\"id\":\"\",\"url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues-nyc.fsenrollment.com/users/sign_in\"},\"subheadline\":\"(Grades 9-12)\",\"hide_details\":false,\"hubspot_form\":\"059dea0d-3f3c-410f-87d2-7171f3eb0db4\",\"event_details\":\"Due to limited capacity for these tours, families are limited to two guests per family.\",\"zoom_passcode\":\"\",\"event_category\":\"In-Person\",\"date_alternative\":\"\",\"speaker_headline\":\"\",\"event_postal_code\":\"10001\",\"timezone_override\":\"\",\"event_state_region\":\"NY\",\"event_street_address\":\"259 Tenth Avenue\",\"hubspot_form_override\":\"\"}","slug":"upper-grades-in-person-tour-grades-9-12-1-16-25","full_slug":"zh/global/events/ny/2025/upper-grades-in-person-tour-grades-9-12-1-16-25","uuid":"a54fe04d-3677-4ed9-8f96-c9269569e20b","lang":"zh"}},{"node":{"content":"{\"_uid\":\"4782db97-6c02-49cc-b9be-9bd0c5635a31\",\"body\":[],\"date\":\"2025-01-21 16:00\",\"name\":\"Virtual School Visit\",\"type\":\"virtual\",\"pinned\":false,\"date_end\":\"2025-01-21 16:45\",\"location\":\"New York\",\"speakers\":[],\"component\":\"event_new\",\"hide_form\":false,\"zoom_link\":{\"id\":\"\",\"url\":\"https://avenues.zoom.us/j/96138518446\",\"linktype\":\"url\",\"fieldtype\":\"multilink\",\"cached_url\":\"https://avenues.zoom.us/j/96138518446\"},\"event_city\":\"New York\",\"hide_event\":false,\"max_guests\":\"\",\"waitlisted\":false,\"button_text\":\"\",\"description\":\"Led over Zoom by the Upper Division Admissions team as well as parent and student ambassadors, the virtual school visit consists of a brief presentation followed by Q&A. 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While taking mommy-and-me classes from birth or attending the “best” toddler program in the neighborhood can be fun for parents and children, these are not prerequisites for starting school as a three-year-old. In preparing your child for school, it is important to understand the particular expectations of the early learning program that your child will be attending – requirements might vary by class size, length of the school day, and teacher-student ratio.\\n\\nThe most important factor that determines a child’s readiness for school is their parent’s attitude towards the child’s growing independence. Regardless of the type of program you’ve chosen for your child, there are three areas where parents can help children feel ready and confident about starting school:\\n\\n1. **Separation**\\n\\n One of the first steps in being ready for school is being able to separate from a parent or caregiver. For children who have never left their parents’ care before, this is a huge leap. It takes time—sometimes weeks, but more often months—for young children to separate with ease from their parent at the beginning of the school day. Early learning programs certainly have a role in facilitating stress-free separation, but before school starts, parents must fully commit to the idea that their child will benefit from an enriching experience with teachers and other children away from home. Of course, this requires parents to trust the teachers and administrators of their child’s early learning program. Talking openly with teachers and soliciting their advice about the separation process will help parents feel more confident and comfortable with daily separation from their child.\\n\\n When children are at school and away from their parents, they begin the process of becoming independent individuals. In the environment of the classroom, they can choose with whom to play, whether they want to paint a picture, do a puzzle, be alone or play with a friend or teacher. The self-reliance children learn from this experience leads to a greater awareness of themselves as individuals, empowering them to feel independent and confident in their ability to manage the world outside home. In this respect, separation is also fun for a child, as they take pleasure in adventure, exploration and the satisfaction of their growing curiosity about the world.\\n2. **Independent self-help skills**\\n\\n In their first year in school, children acquire and master various self-help skills. Without over-burdening their children or expecting instant success, parents can help prepare their child for these challenges by modeling them at home and encouraging children to get more involved in their own care. Some skills that we expect three- and four-year-olds to develop for themselves at our school include:\\n * Taking off and putting on their coats\\n * Taking their shoes and socks off and on\\n * Putting toys away\\n * Helping set and clear the table for lunch\\n * Pouring water from a pitcher\\n * Using the bathroom,\\n * Washing their hands\\n * Wiping their nose with a tissue\\n * Coughing into their elbow\\n3. **Routines**\\n\\n School days are organized to allow for a balance of active and quiet times so children will have the focus and energy they need to participate fully at all times. The daily schedule, structure and routine of school are very important for young children. Children feel safe and secure when they can predict the sequence of the day and anticipate what comes next. Home should be no different. Before children start school for the first time, parents should ensure that they have developed routines for the morning, evening and mealtimes. 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To help with the transition of becoming a big pre-K kid, children and teachers have been talking a lot about their emotions.\\n\"}],\"_uid\":\"c8bebd91-3d72-4a2c-a938-0bae7df7f90b\",\"body\":\"\",\"hide\":true,\"title\":\"Little Bodies, Big Feelings: Real Life Emojis\",\"excerpt\":\"When it comes to saying goodbye to grownups, learning new routines and accepting that you can no longer have your pets all the time, life gets real. To help with the transition of becoming a big pre-K kid, children and teachers have been talking *a lot* about their emotions.\",\"new_body\":[{\"_uid\":\"0cfdf3b9-3a2a-4360-a2b3-8af5071dc6d1\",\"body\":\"*Written by Alexandrea Gerba, Associate Pre-K Teacher at Avenues New York*\\n\\nLittle kids have big feelings, especially during the first few weeks of school. When it comes to saying goodbye to grownups, learning new routines and accepting that you can no longer have your pets all the time, life gets real. To help with the transition of becoming a big pre-K kid, children and teachers in the Orange/Chengse rooms have been talking *a lot* about their emotions. We asked the kids to share what they know about emotions, and then generated a list of all the feelings we know. One child made a quick connection and said, “Hey! Emojis, emotions. They’re like the same thing!” We used this observation to help us draw facial expressions for our own class emojis and then thought about how and why we feel the ways we do.\\n\\n![](https://a.storyblok.com/f/112543/1200x1243/47c8e57107/emojis-prek-3-min.jpeg)\\n\\n![Students created a list of the feelings they know. ](https://lh5.googleusercontent.com/iQEB_FXBIQJSDL1aANLxHSyoUtzcm8pucpZ6roj2HGw6XAXzoFx2Wp8NGx_NR9pcFw2MvIkTkZcBMeKtKx98CabpAfkFy2R9lJEUPOoz1V1ut9-lQYG98RTd4brcUFzev_NW2Y7f)\\n\\nThings that make us Happy: Candy, surprises, school!, playing, hugs\\n\\nThings that make us Sad: when you feel sick, when someone says “you can’t play,” when I’m tricked, when I don’t get to watch T.V., when I have to say goodbye to my grownup\\n\\nThings that make us Angry: when people don’t share, when someone hits me\\n\\nThings that make us Frustrated: timeouts, when people don’t pick up\\n\\nThings that make us Calm/Peaceful: naps, going to school, showers, massages\\n\\nThings that make us Silly: spinning like a tornado, when I hear a funny joke\\n\\nThings that make us Excited: candy, mommy and daddy, my birthday!\\n\\nThings that make us Scared: lightning, monsters under the bed\\n\\nThings that make us Worried: first day of school, trying new things, night-night\\n\\nThings that make us Embarrassed: Accidents, spills\\n\\n![Practicing facial expressions! ](https://lh5.googleusercontent.com/k7ApiXHN3Y0YSEhrujbL5TTvB0PnmH5pp3XG5ENZo3XU1Yi7BqTJ4lFX_Ng9JXzMnupU-n4cz5uBpDCg3JD1HjjbqiRjswDjq63ez_P0Ijqyes44x42rlvfX4WfzMEzQ8rFs4Ahn)\\n\\n![Making a sad face. ](https://lh5.googleusercontent.com/Id8ZOOiZE2_j2G08UaoRdsBh7_QWJqRQtedz22lgedneeodw06U-3g_S_RNmzsJF5qb4l4Nv8evx7UUrH__O0lmGzY4VkyiZjIiJP8_wVbSBnINPekryDbe1KPDYwqNp5ft8LAcf)\\n\\nAs a group, we practiced making different facial expressions that captured the different feelings. We also talked about ways that we can change our feelings, like how we might go from being sad to happy, or frustrated to proud. “You can give a hug,” one child suggested. “You can just try it again until you get it,” suggested another.\\n\\nDuring storytime, we read *On Monday When It Rained*, by Cherryl Kachenmeister, and related to how the little boy in the story felt each day. To further help students identify their feelings and recognize when their emotions are changing, we began to use a tool we call “Feeling Sticks.” It consists of eight cups labeled with a different emotion.\\n\\nAfter drop off, as part of our morning routine, children move a Popsicle stick with their name on it to the cup that best corresponds with their emotion that morning. Children are encouraged to move their feelings stick throughout the day according to their mood. The process helps children correctly identify their feelings, and helps friends and teachers get a better understanding as well.\\n\\nWhile the Feelings Study started off as a unit to help us transition back to school, we know the conversations won’t stop once our study is over, nor should they. In an ever-changing world, it’s more important than ever for us to feel safe talking about how we really feel, and what better place to start those conversations than in the early childhood classroom? 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The learning experience was a profound one—students uncovered a new curiosity about the universe and the breathtaking scope of life and humanity within it. This program was part of [Global Journeys](https://www.avenues.org/nyc/extended-learning), which offers Avenues middle and upper grades students educational experiences all around the world.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"f95474f7-bfec-43af-8501-09be92020da2\",\"video\":{\"_uid\":\"0c20b67d-8af6-484e-827b-f6a2f7eb88ad\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://player.vimeo.com/video/356183791\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/386093689\",\"_uid\":\"e1aae446-4c59-4711-966c-2927a55355d9\",\"response\":{\"uri\":\"/videos/386093689\",\"_uid\":\"9d009f6f-13d7-49a3-86f9-5cefa0e1d5e6\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/386093689?app_id=122963\\\" width=\\\"426\\\" height=\\\"240\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen\\\" allowfullscreen title=\\\"Awareness Day 2020 at Avenues New York\\\"></iframe>\",\"type\":\"video\",\"title\":\"Awareness Day 2020 at Avenues New York\",\"width\":426,\"height\":240,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":210,\"video_id\":386093689,\"author_url\":\"https://vimeo.com/avenuesworld\",\"author_name\":\"Avenues: The World School\",\"description\":\"\",\"upload_date\":\"2020-01-20 17:57:12\",\"account_type\":\"live_premium\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/879865897_295x166.jpg\",\"thumbnail_width\":295,\"thumbnail_height\":166,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F879865897_295x166.jpg&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"\",\"video_thumbnail\":\"//a.storyblok.com/f/59501/2452x1360/f4a4cbb98e/hawaii.png\"},{\"_uid\":\"ce10ee0e-d20c-4a3b-b5e4-6731c723203d\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/f6e9228adf/thrivingathometn2.jpeg\"}","slug":"kindergarteners-interview-peers-in-sao-paulo","full_slug":"zh/global/open-ed/kindergarteners-interview-peers-in-sao-paulo","uuid":"c5f8ff8f-742f-4787-93e7-5118300b149e","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"64a7836b-a4f1-4136-bbf4-48b2782b6429\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Seed Bank\",\"component\":\"seo\",\"description\":\"Avenues: The World School is one school with many campuses, providing transformative, world-focused learning experiences to students around the globe.\"}],\"_uid\":\"57eac06a-72de-4271-847d-e6a0d49a97e2\",\"body\":\"\",\"hide\":true,\"title\":\"Avenues Seed Bank\",\"excerpt\":\"The world’s problems will be solved by audacious and courageous young people. Seed Bank is a global program for Avenues students in grades 6-12 to start or continue their journey of making the world a better place.\",\"new_body\":[{\"_uid\":\"e4359218-1ad4-4a1b-80a8-afab7501a60a\",\"body\":\"#### WORLD CHALLENGES\\n\\nThe world’s problems will be solved by audacious and courageous young people. Seed Bank is a global program for Avenues students in grades 6-12 to start or continue their journey of making the world a better place. Students apply through a process that prepares them for future funding meetings, pitch competitions, and accelerator programs. Upon acceptance, students receive funds, a host of services, mentors, and a real opportunity to understand and solve global-scale problems. 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These cohorts are divided into two different tracks.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"aeace8cc-9217-4462-8b40-a200e440c74c\",\"body\":[{\"_uid\":\"bed76e85-c261-4920-81a9-2ba44f18a361\",\"body\":\"**Rights of Nature & Global Health**\\n\\n![Img](https://a.storyblok.com/f/59501/438x246/21c9a3d178/protest.jpg)\\n\\nThese issues challenge our perceptions of the fundamental nature of beings on this planet. These include (but are not limited to) racial equality, poverty, access to quality education, animal rights, gender equality, global health, and nutrition.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"a87d7199-6d97-4a77-b107-245e703cbb50\",\"body\":\"**Imminent Global-Scale Problems**\\n\\n\\nThese are problems that are systematic and immediately threaten our world. These include, but are not limited to climate change, artificial intelligence, nuclear disarmament, and government accountability.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"sizes\":{\"_uid\":\"d188b8f7-8022-457d-806e-6f86293bc73c\",\"large\":\"\",\"small\":\"\",\"medium\":\"6\",\"plugin\":\"example_plugin\",\"xlarge\":\"\",\"xsmall\":\"12\"},\"heading\":\"\",\"component\":\"grid_inline\",\"text_color\":\"blueDark\",\"description\":\"\",\"padding_top\":\"0\",\"remove_margin\":false,\"padding_bottom\":\"0\",\"padding_top_mobile\":\"0\",\"padding_bottom_mobile\":\"0\"},{\"_uid\":\"52edac62-930e-4677-8bec-b0e73eddd7a4\",\"body\":\"#### PARTICIPANTS\\n\\nAny student grades 6-12 in the Avenues ecosystem is eligible to apply for Seed Bank. Students can bring ideas incubated in classes or clubs, and they can apply with or without a faculty sponsor. Students applying from outside classes should schedule office hours with someone from the Seed Bank team to get feedback on their application so they are on an even playing field with other students. To be in Seed Bank, we just ask that students are passionate about a problem, are ready to contribute to a community of supportive and equally passionate people, and are interested in developing a solution that can grow to make a lasting, positive impact.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"a1aafa1d-0a62-4849-a759-e345da7ded1a\",\"body\":\"#### PROGRAM\\n\\nStudents enter the program in the fall and join a community that helps them succeed in developing and implementing their solution. With the support of the Seed Bank team, students will conduct beneficiary/customer research, develop their theory of change, conduct pilots to test hypotheses, and monitor and evaluate their impact. The ultimate goal: students build and grow an organization through this program and see that they are capable of developing solutions to the pressing problems of the world.\\n\\nThroughout the year stu\\\\*dents can access services and support, including:\\n\\n**Funding** \\nParticipants receive access to prototype and acceleration funding to build initial ideas and help them flourish. New teams in the initial stage receive funds to support customer/beneficiary research and to manifest their ideas as proof-of-concept prototypes. Teams with traction and evidence supporting their projects receive funds to support implementation, program delivery, and pilot studies.\\n\\n**Community** \\nStudents are part of a global cohort of other Seed Bankers working on similar issues who can offer support, differing perspectives, and cross-pollination of ideas.\\n\\n**Space** \\nStudents have access to a supervised space during and after the school day to meet with partners, stakeholders, mentors, and others.\\n\\n**Guidance** \\nThe Avenues team and mentors provide students with expert mentorship and programming.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"69108e1b-d199-4530-b824-ff486caf0d5b\",\"body\":\"#### APPLYING TO SEED BANK\\n\\n* Download and read the [application prep packet](https://docs.google.com/document/d/1geyYCK7Tyx1gCnyQkx9HmuUSL1yM4ZPYXzTZVloQxdo/edit?usp=sharing).\\n* Complete and submit the application below—including the video pitch—by October 1, 2020.\\n* The Seed Bank panel will review the application and provide feedback.\\n* Students who are eligible for accelerator grants have individual meetings with the panel.\\n* Students eligible for prototype grants enter the program.\\n* Students are accepted and enter program on October 15, 2020.\\n* Students test, iterate and scale.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"054bf022-38cb-438f-a4d8-284acdd2c6bf\",\"body\":\"#### Leadership Team\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"fd7e24b5-d951-4f07-8b07-44027fedac6e\",\"body\":[{\"_uid\":\"5312bd41-135f-4c89-819c-3564bd2f8ac7\",\"body\":\"![Img](https://a.storyblok.com/f/59501/350x473/8459d8917b/leadership-jeremy-bhatia.jpg)\\n\\n**Jeremy Bhatia** \\nManager, Global Social Impact\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"780bfbab-8c2b-4644-abc1-30fe06160dd3\",\"body\":\"![Img](https://a.storyblok.com/f/59501/350x473/3df648b6c5/leadership-drew-edwards.jpg)\\n\\n**Drew Edwards** \\nContributor, Global Social Impact\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"a7b0ef15-f436-448d-afda-90f7156417d4\",\"body\":\"![Img](https://a.storyblok.com/f/59501/350x473/6a55f5b0dc/leadership-sylvia-guimaraes.jpg)\\n\\n**Sylvia Guimarães** \\nDirector Community Engagement, São Paulo\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"dfc473b5-3e90-4d08-95e4-5896f862f4bc\",\"body\":\"![Img](https://a.storyblok.com/f/59501/350x473/8ed2f3eb4d/leadership-morgan-jones.jpg)\\n\\n**Morgan Jones** \\nDirector Community Engagements & partnerships, New York\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"1b9a3e63-60fa-40ae-8d96-510ec6c67022\",\"body\":\"![Img](https://a.storyblok.com/f/59501/350x473/1a9897d27a/leadership-steven-dracht.jpg)\\n\\n**Steven Dracht** \\nLX Designer & Faculty, Avenues Online\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"sizes\":{\"_uid\":\"affc88e5-7e76-4e1c-aa05-c70288c97241\",\"large\":\"\",\"small\":\"6\",\"medium\":\"4\",\"plugin\":\"example_plugin\",\"xlarge\":\"\",\"xsmall\":\"12\"},\"heading\":\"\",\"component\":\"grid_inline\",\"text_color\":\"blueDark\",\"description\":\"\",\"padding_top\":\"0\",\"remove_margin\":false,\"padding_bottom\":\"0\",\"padding_top_mobile\":\"0\",\"padding_bottom_mobile\":\"0\"}],\"component\":\"news\",\"categories\":[],\"cover_image\":\"//a.storyblok.com/f/59501/1600x830/15635948c2/cover-forest.jpg\"}","slug":"avenues-seed-bank","full_slug":"zh/global/open-ed/avenues-seed-bank","uuid":"6d95bc98-d4bf-4a0d-8a1e-971afa6dab70","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"\",\"title\":\"Avenues | COVID-19’s Impact on Schools: What Lies Ahead?\",\"component\":\"seo\",\"description\":\"The first Open.Ed event hosted from Silicon Valley features three incredible leaders across the Bay Area. Join in on an engaging conversation on the impact of COVID-19 from their perspective and what the next steps are for schools, what does the future look like now that we're hopefully coming out of the pandemic.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"COVID-19’s Impact on Schools: \",\"excerpt\":\"The first Open.Ed event hosted from Silicon Valley features three incredible leaders across the Bay Area. Witness an engaging conversation on the impact of COVID-19 from their perspective and what the next steps are for schools, and what does the future look like now that we're coming out of the pandemic.\",\"new_body\":[{\"_uid\":\"ac562aa5-e904-41b3-ba0b-c6927870ad2f\",\"m_row\":false,\"col_gap\":\"\",\"reverse\":false,\"col1_body\":[{\"_uid\":\"48cc6ef0-622d-4618-9b5c-9dd0cba166a5\",\"body\":\"The first Open.Ed event hosted from Silicon Valley features three incredible leaders across the Bay Area. Witness an engaging conversation on the impact of COVID-19 from their perspective and what the next steps are for schools, and what does the future look like now that we're coming out of the pandemic.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"col1_size\":{\"_uid\":\"177dfb37-6a27-4404-84cd-9e96c92455c1\",\"large\":\"\",\"small\":\"\",\"medium\":\"6\",\"plugin\":\"example_plugin\",\"xlarge\":\"\",\"xsmall\":\"6\"},\"col2_body\":[{\"alt\":\"\",\"_uid\":\"969a736b-6546-40ee-9c2e-6d9697e4e278\",\"media\":\"//a.storyblok.com/f/112543/288x180/11dbbc5513/opened-logo.png\",\"component\":\"image\",\"max_width\":\"\"}],\"component\":\"row_two_col\",\"align_items\":\"stretch\"},{\"_uid\":\"3f8551e3-b5f4-415a-ac88-85038818c0a9\",\"body\":\"##### **Panelists**\\n\\n**Jeff Lippman -** Head of School at Avenues Silicon Valley \\n**Rachel Skiffer -** Head of School at Khan Lab School \\n**Lee Fertig** - Head of School at The Nueva School\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"delete_margin\":false,\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"515f8849-59db-4b1b-8134-ddbdc0417abb\",\"video\":{\"_uid\":\"bdd6a04c-b4ac-4c64-b4e2-7ed3b4a188de\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/647887691/a8087c2e47\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/647887691/a8087c2e47\",\"response\":{\"uri\":\"/videos/647887691:a8087c2e47\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/647887691?h=a8087c2e47&app_id=122963\\\" width=\\\"640\\\" height=\\\"360\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen; picture-in-picture\\\" allowfullscreen title=\\\"Avenues OpenEd &ndash; COVID-19&rsquo;s Impact on Schools: What Lies Ahead?\\\"></iframe>\",\"type\":\"video\",\"title\":\"Avenues OpenEd – COVID-19’s Impact on Schools: What Lies Ahead?\",\"width\":640,\"height\":360,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":4883,\"video_id\":647887691,\"author_url\":\"https://vimeo.com/avenuesworld\",\"author_name\":\"Avenues: The World School\",\"description\":\"\",\"upload_date\":\"2021-11-19 15:24:41\",\"account_type\":\"live_premium\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/1304765018-7ae160ac1b4adaf8824610797185df424bb08329d6ddceae6_640\",\"thumbnail_width\":640,\"thumbnail_height\":360,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F1304765018-7ae160ac1b4adaf8824610797185df424bb08329d6ddceae6_640&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"\",\"video_thumbnail\":\"//a.storyblok.com/f/112543/1517x856/7fbc6a75d0/opened-covid19impact.png\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"> “The pivot was really about being all hands on deck. 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fullscreen; picture-in-picture\\\" allowfullscreen title=\\\"Avenues OpenEd &ndash; The Future Landscape of College Admissions\\\"></iframe>\",\"type\":\"video\",\"title\":\"Avenues OpenEd – The Future Landscape of College Admissions\",\"width\":640,\"height\":360,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":5556,\"video_id\":656314027,\"author_url\":\"https://vimeo.com/avenuesworld\",\"author_name\":\"Avenues: The World School\",\"description\":\"\",\"upload_date\":\"2021-12-13 16:14:18\",\"account_type\":\"live_premium\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/1326367478-1c8280a3707abbd3ccc7c805d5936f0aaf0f06d7af54040a7999013cf95c3d61-d_640\",\"thumbnail_width\":640,\"thumbnail_height\":360,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F1326367478-1c8280a3707abbd3ccc7c805d5936f0aaf0f06d7af54040a7999013cf95c3d61-d_640&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"\",\"video_thumbnail\":\"//a.storyblok.com/f/112543/3840x2157/21e2aba70c/primary-3840x2160college.jpg\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"> “There is a narrative that says that if you didn't get into one of our schools it's because you're not smart enough… I could build an entire class out of my deny pool that replicates my admit pool… so it's one of these things where I think it's important for people to just know that.”- **Olumfemi Ogundele**\\n>\\n> “How you assess rigor what the definition of rigor even is… that's something that's a really interesting conversation that we are having right now....” - **Mark Moody**\\n>\\n> “Students advocate for themselves and it is really, really encouraging and I think it's setting them up for success post high school.” - **Tamar Adegbile**\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"delete_margin\":false,\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/3840x2157/21e2aba70c/primary-3840x2160college.jpg\"}","slug":"the-future-landscape-of-college-counseling","full_slug":"zh/global/open-ed/the-future-landscape-of-college-counseling","uuid":"d16215fb-27f3-47f4-951c-a46822f551c2","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | How Global Citizenship Comes to Life at Avenues \",\"component\":\"seo\",\"description\":\"Câline Fonteneau, admissions associate at Avenues São Paulo, was born in Miami, Florida to a Cuban mother and French father and later moved to Brazil. In this article, she reflects on the importance of global citizenship and how Avenues enacts it through its mission, vision and curriculum. (320)\\n\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"How Global Citizenship Comes to Life at Avenues \",\"excerpt\":\"Câline Fonteneau, admissions associate at Avenues São Paulo, was born in Miami, Florida to a Cuban mother and French father and later moved to Brazil. In this article, she reflects on the importance of global citizenship and how Avenues enacts it through its mission, vision and curriculum.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"**By Câline Fonteneau, Avenues São Paulo Admissions Associate**\\n\\nI was born in Miami, Florida to a Cuban mother and French father. Growing up, my family spoke Spanish and French, and experienced two distinct cultures, all while residing in the United States. Later on, we moved to Brazil and added a fourth culture and language to our mix!\\n\\nI can think of no better time to emphasize the importance of [global citizenship](https://www.weforum.org/agenda/2017/11/what-is-global-citizenship/) than this current moment.The notion that we all have rights and responsibilities as citizens of the same world, *global citizenship* is something that has taken on greater meaning and importance during this challenging time we are all living through.\\n\\nGlobal citizenship is something that requires an open mind, empathy, and humility. The same can be said of learning a new language, embracing a new culture or understanding an issue affecting a community beyond your own. Which leads to the question, can global citizenship be taught? As a multinational, multilingual, multicultural individual raised with an open, curious and world-focused mindset, I can say Avenues: The World School brings global citizenship to life.\\n\\nHere are three ways:\\n\\n1. **IMMERSION**\\n\\nThanks to advances in neuroscience research, continued globalization and innovation, [multilingualism](https://www.youtube.com/watch?v=MMmOLN5zBLY) is critical for a future-forward education. (It’s surprising to think that before the 1960s, bilingualism was considered a disability!) In addition to the extensive [research ](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6813428/)demonstrating [the benefits of cognitive flexibility](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3583091/) achieved in learning an additional language, Avenues’ immersion setting offers an effective and authentic learning environment--the type of authentic learning environment that a child of a multilingual household grows up experiencing.\\n\\n1. **EXPERIENTIAL LEARNING**\\n\\nAs an extension of project-based learning, Avenues seeks to make learning as authentic and transferable as possible. As students embark on a project, they are encouraged to go beyond their classroom to find real-world, real-life opportunities to deepen their learning. An investigation into the environment led young students to plant, care for and observe different biomes on campus. A venture into research and primary sources took upper grades students to a storied city library to understand how information is organized and stored. Travel experiences--from visiting a local recycling plant to learn about sustainability and entrepreneurship to studying astronomy and indigenous rights in Hawaii--are intentionally designed to support curriculum and growth.\\n\\nYet, at Avenues, we know global citizenship is so much more than learning a new language and traveling. It is, in the words of our mission statement, being “at ease beyond our borders.”\\n\\n1. **PROJECT-BASED LEARNING**\\n\\nProject-based learning is designed to build on students’ natural curiosity, which motivates them to reach goals, cross borders to understand connections between disciplines, ideas and the world around them. As they progress through school and beyond, students will benefit from developing a flexible mindset, a confident approach to skill-building and problem-solving, and find themselves to be natural collaborators--all strengths that will help graduates navigate the world.\\n\\nIn our increasingly interconnected world, it is fundamental that our children have the ability to navigate new realities, cultures, communities and societies. Respecting and valuing diversity and learning what shapes a society and community are critical to our commitment to embracing diversity, equity and inclusion and cultivating the ability to think globally, act locally.\\n\\nWhen we expand our perspective to see people across the world as inhabitants of the same planet, we begin to understand how environmental issues, human rights and social inequality affects us all. When we humbly learn to connect across differences defined by race, culture, physical ability, socio-economic backgrounds and any other measures of identity, we glean invaluable insights about people who may appear very different from ourselves, but with whom our future is inextricably linked.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/2d899797dd/global_citizenship_tn.png\"}","slug":"how-global-citizenship-comes-to-life-at-avenues","full_slug":"zh/global/open-ed/how-global-citizenship-comes-to-life-at-avenues","uuid":"1d66d033-c0c9-42cb-a1ee-8ace2ebd1685","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Level Up: How Avenues' First Graduates Prepare to Change the World\",\"component\":\"seo\",\"description\":\"Meet the first graduates of Avenues: The World School as they prepare to step into an unimagined future. 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Amy Young, head of school for Avenues Online moderates a panel of Avenues alum primed to make a positive impact on a world where learning never stops.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"515f8849-59db-4b1b-8134-ddbdc0417abb\",\"video\":{\"_uid\":\"bdd6a04c-b4ac-4c64-b4e2-7ed3b4a188de\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/583508353/65fa1ceb35\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/583508353/65fa1ceb35\",\"response\":{\"uri\":\"/videos/583508353:65fa1ceb35\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/583508353?app_id=122963\\\" width=\\\"640\\\" height=\\\"360\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen; picture-in-picture\\\" allowfullscreen title=\\\"210805_Open ED Alumni Rebranded\\\"></iframe>\",\"type\":\"video\",\"title\":\"210805_Open ED Alumni Rebranded\",\"width\":640,\"height\":360,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":2674,\"video_id\":583508353,\"author_url\":\"https://vimeo.com/avenuesworld\",\"author_name\":\"Avenues: The World School\",\"description\":\"\",\"upload_date\":\"2021-08-05 14:43:36\",\"account_type\":\"live_premium\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/1207609387_640\",\"thumbnail_width\":640,\"thumbnail_height\":360,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F1207609387_640&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"46b4ca769354ec3ca3122b7632e943ed_4\",\"video_thumbnail\":\"//a.storyblok.com/f/59501/1919x1075/8597ff2764/open-edalumnipanel.png\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"• **Sophie Potter**, Yale University, Architecture, Class of '20 \\n• **Lucas Whitaker Hornsby,** Symbolic Systems and East Asian Studies, Stanford University, Class of '21 \\n**• Zaira Apolinario Chaplin,** Pomona College, International Relations and Affairs Class of '20\\n\\n**Amy Young** \\nAmy joined Avenues in its opening year, 2012, as the director of college counseling for the New York campus. There she launched the deans program and introduced Avenues to the most well-respected colleges and universities around the world. Amy now brings her invaluable expertise and leadership to Avenues Online.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"How Avenues’ First Graduates Prepare to Change The World\",\"cover_image\":\"//a.storyblok.com/f/112543/3840x2157/3c5c971b3f/primary-3840x2160student-well.jpg\"}","slug":"level-up","full_slug":"zh/global/open-ed/level-up","uuid":"1ca7e959-7405-46fe-8b99-487796187997","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | What Makes a Society? Understanding Systemic Challenges to Human Rights\",\"component\":\"seo\",\"description\":\"In this much-needed OPEN.ed session, our series returns to discuss the complexities associated with building a cosmopolitan community intent on improving education and health, reducing poverty and the myriad deprivations associated with it, and, perhaps most importantly, eliminating inequality and injustice for all.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":false,\"title\":\"What Makes a Society?\",\"excerpt\":\"In this much-needed OPEN.ed session, our series returns to discuss the complexities associated with building a cosmopolitan community intent on improving education and health, reducing poverty and the myriad deprivations associated with it, and, perhaps most importantly, eliminating inequality and injustice for all.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"“Respect and uphold society’s moral order as you would have society respect and uphold your autonomy to live a full life.” –Amitai Etzioni, The New Golden Rule\\n\\nWhat happens when the autonomy to live a full life is denied? In this much-needed OPEN.ed session, our series returns to discuss the complexities associated with building a cosmopolitan community intent on improving education and health, reducing poverty and the myriad deprivations associated with it, and, perhaps most importantly, eliminating inequality and injustice for all. Avenues Director of Global Journeys Kevin Murungi leads an esteemed panel of passionate experts as they address systemic challenges to basic human rights as we imagine and design for a better tomorrow.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"515f8849-59db-4b1b-8134-ddbdc0417abb\",\"video\":{\"_uid\":\"bdd6a04c-b4ac-4c64-b4e2-7ed3b4a188de\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/428515732/3e6eaa1164\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/428515732/3e6eaa1164\",\"response\":{\"uri\":\"/videos/428515732:3e6eaa1164\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/428515732?app_id=122963\\\" width=\\\"426\\\" height=\\\"240\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen\\\" allowfullscreen title=\\\"OpenEd_What Makes A Society_Full Cut\\\"></iframe>\",\"type\":\"video\",\"title\":\"OpenEd_What Makes A Society_Full Cut\",\"width\":426,\"height\":240,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":4984,\"video_id\":428515732,\"author_url\":\"https://vimeo.com/avenuesworld\",\"author_name\":\"Avenues: The World School\",\"description\":\"\",\"upload_date\":\"2020-06-12 10:47:37\",\"account_type\":\"live_premium\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/907991285_295x166.jpg\",\"thumbnail_width\":295,\"thumbnail_height\":166,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F907991285_295x166.jpg&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"\",\"video_thumbnail\":\"//a.storyblok.com/f/59501/1424x732/d86dfa254a/2006_society.png\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"**Dr. Ali Michael** \\nAli Michael works with schools and organizations across the country to help make research on race, whiteness, and education more accessible and relevant. Dr. Michael has authored a number of bestselling and award winning books, including Raising Race Questions: Whiteness, Inquiry and Education. In addition to her work as the Co-Founder and Director of the Race Institute for K-12 Educators, Dr. Michael teaches in the Diversity and Inclusion Program at Princeton University as well as the Equity Institutes for Higher Education from the University of Southern California. When she is not writing, speaking, or training, Ali is striving to be an anti-racist co-parent to two amazing young kids.\\n\\n**Kym Ward Gaffney** \\nKym joined Avenues with more than 20 years of coaching and consulting experience with global companies in varied industries. For the past eight years, she led PricewaterhouseCoopers' coaching strategy, where she created curriculum to enhance leaders' ability to \\\"coach across differences\\\" and developed a team that resulted in a meaningful increase of women and people of color admitted into U.S. and global partnership. 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In this article, Avenues’ director of diversity, equity and inclusion, Kym Ward Gaffney, reflects on how all schools can uphold their commitments to a more just and compassionate future.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"5 Questions to Ask a School About Their Commitment to Diversity, Equity and Inclusion\",\"excerpt\":\"Schools also have a role in breaking down barriers defined identity and embracing access for all. In this article, Avenues’ director of diversity, equity and inclusion, Kym Ward Gaffney, reflects on how all schools can uphold their commitments to a more just and compassionate future.\",\"new_body\":[{\"_uid\":\"f020bbc9-2cb9-4806-8c04-6dc112b4c80b\",\"body\":\"*By Kym Ward Gaffney, current Avenues New York parent and renowned diversity expert*\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"alt\":\"\",\"_uid\":\"03ef1f3c-3dc4-406d-be5d-5c7481c878b8\",\"media\":\"//a.storyblok.com/f/59501/1280x720/c1e2887824/dei_tn.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"Educators know that empathy, patience and compassion are necessary to create environments where students can thrive. Schools also have a role in breaking down barriers defined by race, culture, physical ability, socio-economic background or other measures of identity and embracing access for all–both in and out of the classroom. In this article, Avenues’ global director of diversity, equity and inclusion, Kym Ward Gaffney, reflects on some critical questions a family may want to ask when exploring a school’s commitment to diversity, equity and inclusion.\\n\\n**<br> Is there a *mission* which adapts to the ever-evolving identities when discussing diversity?**\\n\\nYears ago, many schools did not have the affinity groups that we have today. While school clubs may have been organized around shared interest, many may not have been focused on key identifiers for individuals. Mission statements should provide inspiration, vision, anchored around the school’s values and yet fluid enough to allow for identities to emerge. When you look at the mission statement, does it resonate? Is it reflective of your values? Is there flexibility so that your child is able to be themselves?\\n\\n**<br> Is the school committed to *safeguarding* your child, solely dedicated to ensuring that your child is physically safe while in school?**\\n\\nWe are all clear that a physical structure of a school should be safe. We consider the building as the safe envelope that we take our children to learn, explore and become critical thinkers. Safeguarding children is beyond the physical structure and protecting your child from physical harm. Safeguarding is also protecting the dignity and self-esteem of children. A school which does not tolerate hate speech or acts of unkindness which can hurt one’s spirit is a function of safeguarding. It’s a holistic approach in that all children have equal rights to be protected from harm of their bodies, minds, and spirits so that they are healthy and emotionally unafraid.\\n\\n<br> Does the school have a ***dedicated, experienced DEI practitioner***?\\n\\nThe work of DEI is just that work; it takes time and **energy**, commodities that are precious for everyone. It is difficult to be in a position of influence when it is a part of an assignment. A practitioner has had experience in developing cultural intelligence, knowledge of tools, credentialing and experience in shifting cultures. Having a fully dedicated person demonstrates the school’s commitment to have the courageous and informed conversations about diversity, equity, inclusion and justice.\\n\\n**<br> Does *professional development* include a DEI lens?**\\n\\nInvestment in infrastructure is great; investment in people is essential. Schools who continually invest in their leaders and educators developing in the art and skill of teaching serve as the heartbeat to engaging *all* students in their learning. The ability to develop relationships with their students, understand pedagogy within their area of focus and proactively embrace a curriculum where representation of identities, characters, perspectives are recognized and celebrated - that’s an inclusive approach to development. This can only be done when developing people is a school’s priority.\\n\\n**<br> How willing is the school desire to have *courageous conversations*?**\\n\\nCourageous conversations are a part of the work needed by all schools to create a just, inclusive, safe environment for all. A school which expands conversations from an exchange of ideas to conversations which respects moral, intellectual, social and emotional sharing gives us the practice to be courageous. Margaret Wheatley captures the impact of these conversations: “Human conversation is the most ancient and easiest way to cultivate the conditions for change–personal change, community and organizational change, planetary change. If we can sit together and talk about what’s important to us, we begin to come alive. We share what we see, what we feel, and we listen to what others see and feel.” This type of learning provides inspiration and aspiration to help students believe, “I belong here.”\\n\\n---\\n\\n**Kym Ward Gaffney**, an Avenues parent and renowned diversity expert, has more than 20 years of coaching and consulting experience with leading global companies in varied industries. Kym also sits on the board of MESA (Math Engineering Science Academy) High School and is an adjunct professor at Georgetown University's Institute for Transformational Leadership. She holds a bachelor's degree in electrical engineering from Howard University and an MBA double major in international business and marketing from NYU Stern Graduate School of Business.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/c1e2887824/dei_tn.png\"}","slug":"5-questions-to-ask-a-school-about-their-commitment-to-diversity-equity-and-inclusion","full_slug":"zh/global/open-ed/5-questions-to-ask-a-school-about-their-commitment-to-diversity-equity-and-inclusion","uuid":"1f145151-f32b-4b98-ae6d-af7a0f1b0ee1","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Little Children, Big Feelings: Pedagogy for Supporting Social-Emotional Growth at Home\",\"component\":\"seo\",\"description\":\"These days, many families are extending their children’s education at home, and this applies no less to their social-emotional development! When your child encounters a challenge and presents challenging behavior, here are three valuable pedagogical approaches you can use to navigate the moment together.\\nYou can also see our Back to Campus website for detailed plans and protocols. \"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Little Children, Big Feelings: Pedagogies for Supporting Social-Emotional Growth at Home\",\"excerpt\":\"These days, many families are extending their children’s education at home, and this applies no less to their social-emotional development. The next time your child encounters a challenge, try using one of these three pedagogical approaches to more effectively navigate the moment together.\",\"new_body\":[{\"alt\":\"\",\"_uid\":\"45ea431e-244d-4d24-b2b9-47c6470f358a\",\"media\":\"//a.storyblok.com/f/59501/1280x720/cea45792f1/ny-ld-sel-post.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"In the early years at Avenues, the desire to help students be “emotionally unafraid and at ease beyond their borders” is the bedrock of all we do. We refer to research-driven social emotional learning (SEL) pedagogies to teach students key skills they need to become caring and contributing members of the diverse, inclusive and ever-expanding communities to which they belong. We use mindful moments, morning meetings, closing circles, the creation of community agreements and plenty of intentional modeling, to help students become confident, independent, resilient, empathetic, mindful and culturally aware as they discover who they are and all they are capable of.\\n\\nThese days, many families are extending their children’s education at home, and this applies no less to their social-emotional development! When your child encounters a challenge and presents challenging behavior, here are three valuable pedagogical approaches you can use to navigate the moment together.\\n\\n**Connection Before Correction**\\n\\nChildren first need to feel a sense of belonging and trust before they can begin to listen and connect with others. As teachers, we work hard to build strong classroom communities where children feel seen, heard and known so that there is a culture of trust that can help us better address challenging behavior down the road. In moments of conflict and stress, it may seem easier to correct your child. Instead, focus on building trust and connection:\\n\\n* **Listen** before asking to be listened to.\\n* **Validate your child’s feelings** by naming them without judgment “You seem really frustrated (or angry, anxious, nervous, disappointed) and letting them feel those feelings.\\n* **We ask questions before offering answers** in an effort to better understand our students’ experiences and their impact.\\n\\n**The Power of “Yet”**\\n\\nThere has been a lot of talk about “growth mindset”, a concept developed by psychologist Carol Dweck. In an [article](https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means#:\\\\~:text=To%20briefly%20sum%20up%20the,their%20talents%20are%20innate%20gifts).) for the Harvard Business Review, Dweck sums up her findings:\\n\\n“Individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a growth mindset. They tend to achieve more than those with a more fixed mindset (those who believe their talents are innate gifts). This is because they worry less about looking smart and they put more energy into learning. “\\n\\nPeople with a fixed mindset are convinced that any lagging skill will always lag. They tend to say things like “I’m just not a math person”, or “I can’t do this.”, or “This is too hard.” In our classrooms, we help students cultivate a growth mindset by encouraging them to see challenges as opportunities and mistakes as keys to learning:\\n\\n* First and foremost, we resist the temptation to jump in and “make things better”;\\n* We model how we make mistakes and move on;\\n* We read books with characters who persevere;\\n* We display posters that remind students of what they can do or say when the going gets tough.\\n* We often complete our students’ sentences with the word yet:\\n * I can’t do this... **yet**\\n * I don’t know this... **yet**\\n * I’m not good at this… **yet**\\n * This doesn’t make sense… **yet**\\n\\n**“They aren’t giving you a hard time, they are having a hard time”**\\n\\nI first heard these words in 2008 when touring nursery schools for my now-8th grader. The director who welcomed us asked us to remember these words when tantrums erupted and buttons were pushed: “they aren’t giving you a hard time, they’re having a hard time.”\\n\\nThe point she was making, and that we educators always work to remember, is that children don’t misbehave because they want to, but because they lack the skills to do otherwise. Our job, as the adults in their lives, is to take a deep breath and try to figure out what is making it hard for them. This is not unlike the way we would ask ourselves what is making it hard for a struggling reader to learn to read.\\n\\nThis approach to behavior lies at the heart of what Dr. Stuart Ablon, director of [Think:Kids](http://www.thinkkids.org/) and an associate professor of child and adolescent psychology at Harvard Medical School, refers to Collaborative Problem-Solving. Dr. Ablon came to work with Avenues faculty and presented to families as well. At its core, Collaborative Problem-Solving helps teachers work *with* students in identifying a lagging social or behavioral skill and then co-creating and implementing a plan to strengthen that skill. When you look at your child’s missteps, consider that *they would do it if they could do it*. You will see that you can show them how to do it and help them get back on track–together.\\n\\nWhen we remind ourselves of the complexity of children’s social-emotional lives, we as adults are better able to understand, support and guide them through their behavioral development. By listening, modeling, persevering and collaborating, we are giving them tools to be “emotionally unafraid and at ease beyond their borders” at home, in the classroom, in their communities and beyond.\\n\\n*If you are interested in hearing more about how we support social-emotional learning in the early years, please not hesitate to reach out to us at [admissions-ny@avenues.org](mailto:admissions-ny@avenues.org).*\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/cea45792f1/ny-ld-sel-post.png\"}","slug":"little-children-big-feelings-pedagogy-for-supporting-social-emotional-growth-at-home","full_slug":"zh/global/open-ed/little-children-big-feelings-pedagogy-for-supporting-social-emotional-growth-at-home","uuid":"e71fc5d8-f75b-4ac0-bc1a-32faa63db39f","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/770x505/4c832e51ee/making-a-difference.png\",\"title\":\"Avenues | What Does it Mean to “Make a Difference” at Avenues?\",\"component\":\"seo\",\"description\":\"We see our students deeply affected by problems relating to environmental sustainability, public health and social justice, and eager to engage in activism and mobilize. In this article, Morgan Jones, director of community engagement at Avenues New York, explains how we turn passion into action.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"What Does it Mean to “Make a Difference” at Avenues?\",\"excerpt\":\"We see our students deeply affected by problems relating to environmental sustainability, public health and social justice, and eager to engage in activism and mobilize. In this article, Morgan Jones, director of community engagement at Avenues New York, explains how we turn passion into action.\",\"new_body\":[{\"alt\":\"\",\"_uid\":\"45ea431e-244d-4d24-b2b9-47c6470f358a\",\"media\":\"//a.storyblok.com/f/59501/1280x720/4832aad633/making-a-difference_x.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"These days, we see our students deeply affected by environmental sustainability, population health and wellness and social justice, and are eager to engage in activism and mobilize. At Avenues, we constantly ask ourselves, “How can our children turn that passion into action?”\\n\\nThere are established approaches in education: “Community service” can be defined as assisting the community, giving to the less fortunate, and helping those that serve to learn about compassion, commitment, and empathy. “Service-learning” is when students align the aspects above with learning objectives and curricular goals. These methods have made a difference at Avenues locally through volunteering at our neighborhood soup kitchen, building robots in partnership with a local community organization, or using writing and design to build connections at a nearby public school.\\n\\nAs a World School, Avenues also developed an approach that combines community service and service-learning with local and global connections. \\n\\n<br>We utilize five guiding principles:\\n\\n- Engage with partner organizations and communities with humility, courage, and awareness of our privilege.\\n- Through pilots and research, build or find evidence of programs that will achieve the most effective and efficient results and select projects that maximize the impact of resources invested.\\n- Build sustainable and mutually beneficial relationships with communities and organizations to build capacity and create an impact greater than the reach of the individual campuses.\\n- Given Avenues’ global footprint, projects with a focus on service should be both global and local in nature, the split of these should be roughly 50/50, skewing towards global in the future.\\n- Promote, incentivize, and celebrate exemplars of social impact work.\\n\\nExamples of social impact work can include:\\n\\n- Leading a three-month-long community mask-making campaign for local groups in need in response to a global pandemic.\\n- Supporting homebound community seniors during a global pandemic by writing cards making phone calls in their target language.\\n- 6th graders striking up a relationship with a local activist passionate about rising sea-levels to drive their World Course and Science curriculum.\\n\\nThe examples above require a proactive, meaningful, and painstaking approach to ensure action and learning profoundly authentic and impactful - and that’s what making a difference is all about.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/4832aad633/making-a-difference_x.png\"}","slug":"what-does-it-mean-to-make-a-difference-at-avenues-","full_slug":"zh/global/open-ed/what-does-it-mean-to-make-a-difference-at-avenues-","uuid":"ce00e136-145d-4d11-8545-44ebf9ffc63a","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Three Ways Avenues Supports Students\",\"component\":\"seo\",\"description\":\"Student wellbeing is at the core of the Avenues experience. Learn three ways we support each of our students on their unique learning journey.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Three Ways Avenues Supports Student Wellbeing\",\"excerpt\":\"Student wellbeing is at the core of the Avenues experience. Learn three ways we support each of our students on their unique learning journey.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"alt\":\"\",\"_uid\":\"03ef1f3c-3dc4-406d-be5d-5c7481c878b8\",\"media\":\"//a.storyblok.com/f/59501/1280x720/e554ce096c/supportingstudents_2.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"c87227b8-676a-4b65-8db8-d2d76f922d98\",\"body\":\"**Student wellbeing is at the core of the Avenues experience.** We believe that students must feel supported in order to be able to develop the self-awareness, confidence, curiosity and empathy to thrive in collaborative, dynamic and innovative learning environments. Here we highlight three ways Avenues is there for its students and families:\\n\\n1. **A Culture of Welcome**\\n\\n Avenues is a global school and “welcome” is one of our core values. As we open our doors, and grow our global network of campuses, we work to make every individual feel at home and like they truly belong.\\n\\n **Students new to the Primary Division (2 years old–5th grade)** are welcomed with great care and intention. New families are given opportunities to meet their teachers and explore their classrooms before starting school. Adaptation periods are supported by a team of teachers highly attuned to the needs of young children. Throughout the year, the whole class begins their day together with morning meetings, which builds community and allows for each child to feel seen, acknowledged and heard by others.\\n\\n **New students in the Secondary Division (6th–12th grade)** are welcomed by a dynamic team of student ambassadors for a day-long orientation. Throughout the year, ambassadors and deans connect frequently through mentorship programs, checking in on how students are navigating life academically, socially and emotionally.\\n2. **Strong Home-School Partnerships**\\n\\n At Avenues, faculty, staff and parents work as a team for the wellbeing of our students. Avenues has an open-door policy and encourages families to partner with their children’s teachers in all aspects of their education. We want parents to **understand how their children are growing and how they can support and contextualize that growth at home**.\\n\\n We also know that many of our families chose Avenues because they themselves are profoundly interested in progressive pedagogy and are eager to learn more about educational topics. With that in mind, we host weekly parent engagement events, including our OPEN.ed series, which brings together thought leaders for deep discussions of relevant topics.\\n\\n The **Avenues Parent Association (APA)** also serves to strengthen the partnership between the school and parent community. Besides working to support the school’s mission, the APA is committed to fostering a sense of school spirit while promoting an atmosphere of cooperation, inclusion, partnership and volunteerism in the community.\\n3. **Expert, Collaborative and Well-Supported Faculty**\\n\\n As the proverb goes, “it takes a village to raise a child.” At Avenues, every adult plays a role in supporting students’ growth. Our educators are experts in their field and are as skilled at promoting holistic student wellbeing as they are academic growth. **Avenues teachers are highly collaborative**, and our faculty meets regularly to share ideas and resources that may support any student in their classes.\\n\\n The **Student Success Team (SST)**, which includes an occupational therapist, speech therapist, and educational psychologists, provides expert, clinical support as needed for specific areas of development. The SST works closely with faculty, deans and parents to implement individualized, sustainable strategies that encourage student adaptability, growth and resilience.\\n\\nAvenues São Paulo has quickly emerged as a highly connected and nurturing community that seeks to promote growth and development in all its students. We look forward to welcoming new students and families to our vibrant global community, and supporting each student on their own unique learning journey.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/8f038efc09/supportingstudents_2.png\"}","slug":"3-ways-avenues-supports-students","full_slug":"zh/global/open-ed/3-ways-avenues-supports-students","uuid":"99491dba-686f-464a-9546-a66a823ba417","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues Open.Ed | What Do Students Learn in Mastery?\",\"component\":\"seo\",\"description\":\"Mastery students are given time and space during the school day to pursue interests and attain deeper levels of learning, consequently developing passion, expertise and a powerful sense of purpose. But, what do Mastery students really learn?\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"What Do Students Learn in Mastery? \",\"excerpt\":\"Mastery students are given time and space during the school day to pursue interests and attain deeper levels of learning, consequently developing passion, expertise and a powerful sense of purpose. But, what do Mastery students *really* learn?\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"*Mark Gutkowski, Global Academic Dean*\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"alt\":\"\",\"_uid\":\"03ef1f3c-3dc4-406d-be5d-5c7481c878b8\",\"media\":\"//a.storyblok.com/f/59501/1280x720/4e115cfdd8/mastery.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"c87227b8-676a-4b65-8db8-d2d76f922d98\",\"body\":\"Do you remember sitting through long classes, staring out the window and thinking you could be spending that time on something more useful and meaningful? Doing something that stirred your soul and inspired you to learn more? We remember, too. That’s why we created the Mastery program at Avenues.\\n\\nWhen we use the word ‘Mastery’ at Avenues, we are referring to a rigorous learning experience that engages intrinsic motivation in the cultivation of one’s interests. Mastery students are given time and space during the school day to pursue interests and attain deeper levels of learning, consequently developing passion, expertise and a powerful sense of purpose.\\n\\nBut, what do Mastery students *really* learn?\\n\\n**The Power of Autonomy**\\n\\nStudents learn how to handle the freedom and responsibilities that come along managing their learning. Further, we encourage our students to develop their work in collaboration with others. This way, students learn how their interests, initiative and work can profoundly impact their peers, communities, environments and the world.\\n\\n**How Deep Knowledge Gets**\\n\\nIt has been said that traditional education can be a mile wide and an inch deep, meaning students learn broad surface knowledge but never achieve depth in their schooling. Because Mastery begins in 9th grade and culminates in 12th grade, students develop multi-year projects that compel them to push further into research and project work. The more we learn about something, the more we learn there is to learn. This is how Mastery students learn how deep knowledge gets and achieve bigger goals than they ever thought possible\\n\\n**Who They Are and Who They Might Become**\\n\\nThe motto of the Mastery program comes from the ancient Greek poet, Pindar: “To learn and become who you are.” We ask our students to form visions of their futures and we support their work towards achieving those goals. While Pindar was somewhat deterministic in his quote, we celebrate the multitudes of experience. We encourage exploration, knowing that life is rarely a straight path and that road itself informs us. Through their work in Mastery, students begin to experience life on their own terms and define their identity in authentic ways.\\n\\n**What It Means to Inspire the World**\\n\\nThe Mastery program at Avenues aims to inspire a world of happier, more meaningful lives through the engagement of one’s passions. Mastery students learn that their ideas have value and that their work--whatever it is--can be imbued with a sense of purpose. The quality of the work that our students produce is extraordinary and has gained the attention of professionals in their fields. That work inspires the next generation of Mastery work, which inspires the next generation, ad infinitum.\\n\\n**Their Unique Creative Capabilities Are Superpowers**\\n\\nMastery students are required to develop a senior capstone project. At the same time, they explore academic research on creativity, with an eye to how it manifests itself in their field of interest. We help our students draw the roadmap towards achieving a level of professional creativity (Pro-C). It will take years for them to ge there, but we help them strategize towards that goal. Our program is a springboard for their futures and a high percentage of the students in college are pursuing studies related to what they did as seniors at Avenues.\\n\\nIn short, ours is a program that develops future world-wise leaders, who are uniquely equipped to understand and solve global-scale problems.\\n\\nThat is what students learn in Mastery and that is who our students become.\\n\\n---\\n\\n*Mark Gutkowski is an award-winning educator and program designer, recognized by both Princeton University and by the New Jersey Department of Education. Mark joined Avenues in 2015 and is a Global Academic Dean responsible for the strategic development of the Mastery program at Avenues. You can view his TEDx Talk “Let’s Start Taking Genius Hour Seriously” [here](https://www.ted.com/talks/mark_gutkowski_let_s_start_taking_genius_hour_seriously).*\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/4e115cfdd8/mastery.png\"}","slug":"what-do-students-really-learn-in-mastery","full_slug":"zh/global/open-ed/what-do-students-really-learn-in-mastery","uuid":"2554fdbf-59c9-42eb-b1fb-a4de08729e4a","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues Open.Ed | Seniors Reflect on the Mastery Program\",\"component\":\"seo\",\"description\":\"Mastery is a rigorous learning experience that allows students to pursue interests and attain deeper levels of learning, expertise and a powerful sense of purpose. Students discuss their experiences, from building particle accelerators to starting the country’s first high school law review.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Seniors Reflect on the Mastery Program\",\"excerpt\":\"Mastery is a rigorous learning experience that allows students to pursue interests and attain deeper levels of learning, expertise and a powerful sense of purpose. Students discuss their experiences, from building particle accelerators to starting the country’s first high school law review.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"Mastery is a rigorous learning experience that allows students to pursue interests and attain deeper levels of learning, expertise and a powerful sense of purpose. 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Learn how PBL promotes intrinsic motivation, collaboration and a meaningful transfer of skills that students carry with them throughout their time at school. \"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Sparking Interest and Building Skills: How Young Students Thrive Through Project-Based Learning\",\"excerpt\":\"Learn how PBL promotes intrinsic motivation, collaboration and a meaningful transfer of skills that students carry with them throughout their time at school.\",\"new_body\":[{\"alt\":\"\",\"_uid\":\"03ef1f3c-3dc4-406d-be5d-5c7481c878b8\",\"media\":\"//a.storyblok.com/f/59501/1280x720/2aadad14d3/181011_shadows_063_x.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"c87227b8-676a-4b65-8db8-d2d76f922d98\",\"body\":\"Many years ago, as a science teacher, I shared a classroom with a math teacher. One day, I arrived early and watched the end of the 3rd grade math lesson, which was on geometry—specifically, the area of shapes. The students were calculating the areas of squares and rectangles drawn on the board.\\n\\nLater the same day, I taught a science lesson to the same students. The topic was air resistance. I asked them to predict which piece of paper would reach the floor first: a flat piece of paper or a smaller one that was folded many times. I got excited when I remembered they had just been studying area in mathematics. I traced the two pieces of paper on the board and asked them what they noticed. They replied that one of the rectangles was smaller than the other. I then asked them to tell me how I could work out their area. To my surprise, no one in the room was able to tell me! It had not occurred to the students that they could apply their understanding of area in mathematics to shapes in science—it was as though the names of the subjects were more important than what was taught in them.\\n\\n**Flexible Mindset and Deeper Understanding**\\n\\nOn that day, I had an epiphany about how critical an interdisciplinary approach is for learning and understanding. From then on, I have studied as much as I can about how to make learning meaningful to students so that their understanding goes deeper than simply knowing something. Project-based learning (PBL) builds on interdisciplinary learning–encouraging students to think across disciplines––to make connections between math and science and languages and World Course. I want students to be able to think about new information in the context of past experiences and apply what they know to other academic disciplines. [David Perkins’ ](https://www.amazon.com/Future-Wise-Educating-Children-Changing/dp/1118844084)definition of understanding sums this up beautifully: “*Understanding is the ability to think and act flexibly with what one knows*.”\\n\\n**Reaching Goals Through Authentic Interest**\\n\\nIn project-based learning, learning is designed to be authentic, intrinsically motivated and goal-oriented. Instead of an endless series of assignments with pre-set parameters, teachers design projects that spark students’ interests while working towards clearly defined learning goals. These learning goals typically entail the development of certain skills and content knowledge. As students progress through their projects and meet their goals, they will often encounter big, essential questions that deepen their interest and understanding even further. Building on children’s natural curiosity, project-based learning motivates them to reach goals and helps them understand connections between disciplines, ideas and the world around them.\\n\\n**Meaningful Transfer of Skills and Problem-Solving**\\n\\nProject-based learning is very different from rote learning and memorization. Projects are wonderful motivators for learning and practicing reading, writing and math skills. The skills students build in their projects become part of the way they approach problems, resulting in a meaningful transfer––a highly effective pedagogical practice. As they progress through projects, they also spend time thinking about the different ways problems can be solved. They come to understand that a flexible mindset and a willingness to take risks are important dispositions for everyday life.\\n\\n**Collaboration and Connection**\\n\\nProjects provide a great platform for collaboration. For example, when working with peers at other Avenues campuses across the globe, students have found the need to polish their written and spoken communication skills in order to more effectively collaborate.\\n\\nFor teachers, project design itself is a collaborative process. Teachers work together to develop, plan and implement projects, incorporating feedback from students as well as their colleagues. This highly inclusive process ensures that both teachers and students are authentically engaged throughout the process.\\n\\nWith collaboration, projects can become wonderfully expansive and ambitious. We welcome that, while keeping our learning goals in sight and insisting that projects meet certain requirements.. At Avenues, all projects must:\\n\\n* **Have robust learning outcomes** aligned to the intended curriculum as defined in the [Avenues World Elements](https://awe.avenues.org/table.aspx)\\n* **Equally engage all students**: we work to ensure that all the projects will be equally relevant and compelling to all students.\\n* **Demonstrate quality and rigor:** through careful planning, projects are fine-tuned to assure appropriate rigor and include opportunities for students to develop high-quality work.\\n\\nOne defining, remarkable feature of project-based learning is that the problems at the heart of the projects students undertake are constantly evolving. This is because we design learning to reflect the world beyond the school. When they pursue projects that are connected to the real world and aligned with their interests, students learn more content, think more critically and transfer their learning more confidently to new contexts. When children feel autonomous and competent, when they know that they belong to a group learning and working together, they become more [motivated](https://heartmindonline.org/resources/the-abcs-of-self-motivation) to play, explore and learn. This is one of the ways that we fulfil our purpose as educators, to equip our students “to understand and solve global-scale problems.”\\n\\n---\\n\\n**Anne Taffin d’Heursel Baldisseri** is head of the Primary Division at Avenues São Paulo. Anne has an M.S. and Ph.D. in zoology from Universidade Estadual Paulista (UNESP) and is currently part of a research group at Universidade Federal de São Paulo (UNIFESP), where she aims to complete a post-doctorate degree related to bilingualism, reading and motivation. Anne runs national and international workshops centered on differentiated instruction and formative assessment, as well as courses to help teachers and parents to build a sustainable culture of high performance. Prior to joining Avenues, Anne served as head of pre-preparatory at St. Paul’s School in São Paulo from 2007 to 2016.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"*Anne Baldisseri, Head of School, Avenues São Paulo*\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/2aadad14d3/181011_shadows_063_x.png\"}","slug":"sparking-interest-and-building-skills-how-young-students-thrive-through-project-based-learning","full_slug":"zh/global/open-ed/sparking-interest-and-building-skills-how-young-students-thrive-through-project-based-learning","uuid":"0954273a-25f2-42c8-b210-7b43c021f418","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Thriving at Home through Play\",\"component\":\"seo\",\"description\":\"No matter where they are, children are constantly learning. 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Gone were the days of spacing out during class and mindlessly completing math problems from a textbook, and in were constant group discussions and real-world problems to solve.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Project-Based Learning: A Student's Perspective\",\"excerpt\":\"“At first, I found it unnerving; I wasn’t used to that level of engagement with the course material and the academic autonomy I had been given.” Didi Jin ‘20 describes the transformative shift from traditional learning to Avenues’ interdisciplinary, project-based approach. \",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"![](https://lh4.googleusercontent.com/mrHzFA63hfVBV6w4UUlMnYhjCpadVSrSVjORovylduoROUFBUD_M7M_3DmQ14GWWY28Nbv1QQJSv4TKFpISYp0VKWKzEzOV9j-V63FbTTR6Ehdf7IbWBEqV-kXWpkBRcdVXNtsVy)\\n\\n*Written by Didi Jin, Avenues New York ‘20*\\n\\nGrowing up, I had never heard of project-based learning. I came from a typical public school where I was used to a pretty straightforward style of learning. I’d be assigned homework—usually in the form of a packet to fill out or a slideshow to prepare— and have a test to study for. Then the process would repeat itself over and over again.\\n\\nWhen I started at Avenues as a high school freshman, all of that changed. Gone were the days of spacing out during class and mindlessly completing math problems from a textbook, and in were constant group discussions and real-world problems to solve. At first, I found it unnerving; I wasn’t used to that level of engagement with the course material and the academic autonomy I had been given. To clarify: project-based learning is generally defined as a teaching method in which students learn by actively engaging in projects, with the goal of students acquiring a deeper knowledge through active exploration of real-world challenges and problems.\\n\\nIn my freshman year World Course class, I wrote and performed a standup routine on the 2016 presidential election after learning about how elections operate, how they’re influenced, and the role the media plays in politics. During my sophomore year, my science class wrote a bill aimed at reducing carbon emissions after learning about climate change, what causes carbon emissions, and its impact on New York. In my junior year, I created a mock-historical memorial for Andrew Jackson; I learned about his complicated past and the plight of the Native Americans under his presidency while learning about the significance, history, and importance of the monuments that are around us today. During my senior year, I worked with three other students to dive into social entrepreneurship and design thinking. By connecting with community members, we worked to identify genuine local problems and needs in order to facilitate a process where community members could brainstorm ideas and offer feedback.\\n\\n**![](https://lh6.googleusercontent.com/qtKkhLFJuY8gl--EPUrJUP4cSjxcMWDgMmxlHjocuM6YlKI84H0z19bvkj0OZQqeR_GczAWFtz_G4dpSZUZSpj8F_iQyhCdk5QCRloPd4R-Crk09iMjoAJCEH99_J48S_BEAjJPn)**\\n\\nI came to understand that while the way in which I previously learned was simpler and more straightforward, it wasn’t particularly effective or intentional: I was doing a lot memorizing, regurgitating, and busywork. I never really had a deep or high-level understanding of what I was studying and why it mattered. Through project-based learning and lively classroom discussions, I was pushed to actually engage with the content I covered, and I learned about its relevance in the world we live in today.\\n\\nAll of this isn’t to say that project-based learning is magical; by completing projects that emphasize depth over breadth, some areas are covered more deeply at the cost of covering less overall content. However, learning real-world skills and developing genuine interests in subject matters across different academic fields has been much more valuable than memorizing a few extra dates and names only to forget it all by the time I enter the ‘real world’.\\n\\nProject-based classes have given me a new perspective on *how* to learn, *how* to work in a team, *how* to imagine from other perspectives, and *how* to persevere. Creating board games based on historical events and pitching a bill on reducing carbon emissions in New York City has prepared me not just for college, but for the real world in more ways than I could have imagined as a 14-year-old high school freshman. I feel prepared for any challenge that may come my way as I leave high school and enter higher education, knowing that I have my Avenues experience and education to guide me along the way.\\n\\n*If you’d like to read more about project-based learning and if it can adequately prepare students for standardized tests, check out [our article](https://www.avenues.org/open-ed/gray-matters-issue-03-can-project-based-learning-adequately-prepare-students-for-ap-type-tests-) on the Knowledge in Action (KIA) study on the topic.*\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/2019306755/didi_x.png\"}","slug":"project-based-learning-a-student-s-perspective","full_slug":"zh/global/open-ed/project-based-learning-a-student-s-perspective","uuid":"c7310331-3e37-4582-9296-08838ac3410f","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | The Masks That Show Who We Are\",\"component\":\"seo\",\"description\":\"There’s no question that the future our students are preparing for—a future that starts now—will require mastery in social impact and a passion for global competency.\\n\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"The Masks that Show Who We Are\",\"excerpt\":\"São Paulo students set up a fundraising and production system to produce a stunning 150,000 (and counting!) masks and face shields.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"*This article was originally published in [Agora](https://avenuesagora.squarespace.com/content), Avenues' intercampus student publication led by students in São Paulo and New York. This article was also featured in the prestigious [World Teenage Reporting Project > COVID-19 Showcase](https://www.globalyouthandnewsmediaprize.net/project-stories-3).*\\n\\nBy Manuela A. (SP ‘21), Manuela V. (SP ‘21) and Ana B. (SP ‘22)\\n\\nIllustration by Sayuri I. (SP ‘21)\\n\\nSix weeks ago, our lives changed out of the blue. On March 6th, a Friday night, we learned of the first COVID-19 case in our school. As a result of this diagnosis, the school campus closed for an undetermined amount of time. There were fewer than a hundred cases confirmed in São Paulo, but the situation grew worse as the days went by, and soon, we saw newscasts and newspapers publishing articles about hospitals suffering from high demand and lack of protective gowns and masks.\\n\\nMany members of our community were upset by the situation, specially Rui Zanchetta (teacher of Coding, Programming Studio and Mastery), Ana Paula Giorgi (Science teacher), Sabrina Steyer (Dean of Student Life and\\n\\nCollege Counselor), Bianca Guimarães (Avenues parent), Muriel Matalon (Avenues parent) and the student Eduardo F. ('21), who decided to use their free time at home in a productive way. They began designing and producing 3D and fabric protective face masks as well as visors for health professionals and low income communities. This grew into a community-wide project called *Máscaras 3D*.\\n\\nThe initiative started big. Rapidly, several other families of the school got involved by donating money to buy materials, offering themselves to manufacture the masks, or even buying 3D printers to accelerate the production. The movement *Makers Contra Covid,* founded by Kadu Braga, became a partner of the initiative on the manufacturing and distributing the masks to hospitals of the São Paulo State. \\n\\n**“It’s surreal to hear people saying we are saving lives” — Sabrina Steyer**\\n\\nZanchetta says that the group started to print models and improve the format of the masks each time more. Counting on health professionals' responses, \\\"The students who are working on the 3D designs are understanding in a practical way the importance of specific and useful feedback\\\". All their work was recognized and appreciated: \\\"health professionals from recognized hospitals such as São Luís praised the masks' design\\\", says Bianca Guimarães, besides infectious disease doctors from Hospital das Clínicas.\\n\\n*Máscaras 3D* have been receiving each day more orders, not only from hospitals in the capital but also from nursing homes, communities that need help, and health institutions in other cities in the state of São Paulo, such as the Hospital de Câncer de Barretos (Hospital do Amor) and Hospital de Campanha. Student Geórgia C. ('21), involved in the project's marketing campaign, adds that not only doctors but NGOs volunteers and residents of communities were helped and benefited: \\\"The health of those who live in less fortunate economic situations is also extremely important but most times, neglected due to system failures\\\".\\n\\nWith the help of the many volunteers, *Máscaras 3D* extended their production in order to attend the demand and is now divided into three different operations:\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"alt\":\"\",\"_uid\":\"6533426e-4f9f-43a4-94a9-8c7a1b5c911e\",\"media\":\"//a.storyblok.com/f/59501/653x476/5a4ab2c891/masksillustration.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"alt\":\"\",\"_uid\":\"0586ac20-e279-46bd-8173-223462fae56e\",\"media\":\"//a.storyblok.com/f/59501/655x428/5a1d2b0761/masksillustration3.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"alt\":\"\",\"_uid\":\"a1fa1f88-9de6-4a6e-8a7a-58dca101502b\",\"media\":\"//a.storyblok.com/f/59501/639x469/3a8938d021/masksillustration2.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"e9481ba3-2df0-4c56-859d-dd4d60f5acd1\",\"body\":\"After the first month since the project was created, the volunteer network has distributed more than 80 thousand masks to different organizations, always protecting those who are involved and their families along the entire process, as Muriel Matalon (mom of an Avenues student and responsible for the distribution of the materials) assures. \\\"I always asked the drivers and motoboys who came to my house to pick up materials: 'how many people live in your house?', and handed them masks from a reserved stock.\\\" This strategy created a \\\"butterfly effect\\\", says Muriel \\\"since each time more, people are becoming aware of the importance to protect themselves and others in times like this.\\\"\\n\\nCertainly the group has been going through some challenges along the way. But \\\"in times and conditions where group work and cooperation seemed impossible, by some way, we are doing it\\\", assures Mateus I. ('21). He says that, one of the many motivations they had to continue working on the project even faced with challenges, is the fact that \\\"It is exciting seeing something so positive being created from a situation that hard. I know that putting masks together is not accelerating the process of developing a vaccine for example, but it surely does help those who are treating and taking care of the people who need health assistance. If there is anything that may help in this situation, I would readily do it.\\\" Geórgia added: \\\"Besides that, the feedback that we received from the doctors and NGOs showed how we were acting for something with great importance, which kept us even more motivated.\\\"\\n\\n**“It is definitely something to be proud of. It seems as if we are a lot closer because we are fighting together against this pandemic” — Mateus I. ('21)** \\n \\nOn April 22nd, less than a month after initiating the project, *Máscaras 3D* reached the target of collecting 100,000 reais. The initiative has been counting on generous donations from businessmen, but also on modest collaborations: \\\"We received R$ 1 and R$5 of donations, and it is possible to see from where does the money come from, and, sometimes it comes from someone from the periphery that had received a mask that day\\\", says Sabrina Steyer, who is also a part of the coordination team. 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Twice a month, Robert has been teaching a virtual class on music and music history completely in Mandarin Chinese at Selfhelp Virtual, an online senior center that aims to reduce social isolation among older adults.\\n\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"New Ways of Reaching Out\",\"excerpt\":\"Through these times, our students have found unique and meaningful ways to reach out. Twice a month, Robert has been teaching a virtual class on music and music history completely in Mandarin Chinese at Selfhelp Virtual, an online senior center that aims to reduce social isolation among older adults.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"Through these times, our students have found unique and meaningful ways to reach out. 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In this article, she reflects on the gift of languages, the research-backed benefits of multilingualism and the boundless cultural, intellectual, and professional pathways that second languages open up for students.\",\"new_body\":[{\"alt\":\"\",\"_uid\":\"03ef1f3c-3dc4-406d-be5d-5c7481c878b8\",\"media\":\"//a.storyblok.com/f/112543/1696x1137/7458827207/230207_ny_elc_dragons_55-lowres.jpg\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"I first learned about Avenues: The World School in 2012 and I was instantly captivated by this part of the [mission statement](https://www.avenues.org/about/mission):\\n\\n*We will graduate students who are accomplished in the academic skills one would expect; at ease beyond their borders; truly fluent in a second language…*\\n\\nI am a half-Taiwanese and half-Puerto Rican American and have grown up surrounded by three languages: Mandarin, Spanish and English. The moment I learned there was an educational program grounded in both Mandarin and Spanish immersion, I knew I wanted to be a part of it.\\n\\nGrowing up across countries, cultures and languages, you never quite realize the benefits of multilingualism. When I immigrated to the US at the age of 5 I just wanted to assimilate American culture as quickly as possible, so I would mask my ability to speak other languages. It wasn’t until I was older that I came to appreciate what my parents gave me - the gift of languages.\\n\\nLater, as a graduate student at Teachers College, Columbia University, I had the opportunity to research the science behind second language acquisition, and now I have the privilege to see the benefits every day in our students at Avenues.\\n\\nOne of the distinguishing aspects of Avenues is our commitment to language immersion. **We don’t teach Chinese and Spanish; we teach *in* Chinese and Spanish.** At Avenues, students in nursery–grade 5 spend 50% of their time learning content in English and the other 50% learning in either Chinese or Spanish.\\n\\nResearch has shown that there are [many benefits associated with immersion education](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3583091/). Knowing more than one language opens up boundless cultural, intellectual, and professional pathways and is an essential skill in our modern world. This is a fantastic [high-level NPR summary of the benefits of bilingualism](https://www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-benefits-of-bilingual-education). Digging deeper, scientific research has shown a number of specific benefits:\\n\\n- [**Social benefits**](https://www.nytimes.com/2016/03/13/opinion/sunday/the-superior-social-skills-of-bilinguals.html?\\\\_r=0) – Multilingual exposure has been shown to facilitate the basic skills of interpersonal understanding, increasing a child’s empathy; a trait in ever increasing demand.\\n- [**Increased attentional control**](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4044912/) – Using the Attention Network Test (ANT), researchers found that early bilingual children responded significantly better than monolingual or later bilingual children.\\n- [**Doubled vocabulary**](https://www.huffpost.com/entry/bilingual-learning-double_b_9267438) – Studies show that children can learn 2,000 words across two languages at the same rate as a monolingual child would learn 1,000 words.\\n- [**Enhanced working memory**](https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00265/full) – Specific cognitive skills develop to cope with the demands of controlling two languages that directly enhance working memory functions.\\n- [**Superior problem solving skills**](https://www.bbc.com/news/uk-scotland-glasgow-west-19109883)** **–Bilingual children outperform children who speak only one language in problem-solving skills based on the brain pathways.\\n\\nMany parents ask whether or not immersion education could be detrimental to their child’s English language skills. Research shows that “the effect of learning a second language on first-language skills has been positive in all studies done… \\\\[and\\\\] the loss of instructional time in English has never been shown to have negative effects on the achievement of the first language.” (Bournot-Trites & Tellowitz, 2002) This is what we see in our students at Avenues. Each year our upper elementary students match or often surpass their monolingual peers in their English language results on the [International Schools Assessment](https://www.acer.org/au/isa).\\n\\nAt Avenues, students in the Early Learning Center (ELC) and Lower Division are not only receiving a bilingual education, but are being immersed in multiple cultures. 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We’ve put together some tips that we hope will help you and your family navigate the process while COVID-19 safety measures are in place.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"How to Get to Know Schools When You Can’t Visit\",\"excerpt\":\"Social distancing presents unique challenges for the school search. 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Many schools have found new ways to welcome inquiring families. Here are a few things that you can do:\\n\\n 1. **Attend multiple virtual events.** Schools will be offering virtual events to showcase their school. These events will cover different topics and expose you to different voices from the community. By stacking up these virtual events, you can gain a full picture of the school and its community.\\n 2. **Learn about the school’s response to COVID-19 and its preparedness plan.** How schools have supported families and implemented their reopening strategy during this challenging time says a lot about how the school solves problems and behaves in the face of adversity.\\n 3. **Talk to current families.** If you have friends or colleagues whose children attend a school that you are considering, be sure to pick their brains. Are their children happy? What’s their favorite and least favorite aspect of the school? If they were doing it over again, would they do anything differently? Please know our admissions officers are always happy to put you in touch with current families.\\n 4. **Follow the school’s social media channels.** Instagram, Facebook and Twitter will provide yet another glimpse into the school community. The insights that you glean from these posts, which often reflect the school’s ethos, add another layer to what you see in virtual events.\\n 5. **Ask for what you need!** If you feel like you’re missing key information or perspectives about the school, ask your admissions contact to fill that void. Want to connect with current students to learn about their experience? Want to observe a class virtually? Admission officers want to help; all you need to do is ask!\\n 6. **Connect with student or parent ambassadors.** Most schools have a group of dedicated ambassadors. In addition to connecting with ambassadors at an event, try to meet them regularly throughout the season. Ask the tough questions, share what’s on your mind and be open to learning about their experience.\\n 7. **Reflect on the process.** Be attuned to each school’s application process. Often, the application process is a reflection of the larger school community and values, so take time to consider how the school is engaging you. What does the school want to know about your family through student or parent essays? Are the virtual events unique or more of the same? Pay attention to moments that stand out and what they might mean to you.\\n 8. **Focus on the people.** One of the benefits of coming to campus is the opportunity to meet people beyond the admissions process. While we are connecting online, chat with people at virtual events–it can be a great way to get a sense of the community.\\n 9. **Take the virtual tour.** Most schools have a virtual tour which showcases the campus. Don’t miss it!\\n10. **Focus on fit.** There are many independent schools out there and each offers something different. Don’t let that overwhelm you, rather embrace that you have a lot of good options. Learn about what makes each school unique and if their approach aligns with your values. Will their style of teaching and the curriculum inspire and engage your child? Does the school offer extracurriculars that spark enthusiasm and motivation? What does the school value, and will the community be a place where you and your child feel that they belong?\\n\\nAdmission officers are keenly aware of what your family may be thinking and experiencing as you take on the school search from afar. We are committed to being flexible and supporting you throughout the journey ahead. We encourage you to contact us at [admissions-ny@avenues.org](mailto:admissions-ny@avenues.org) if we can be of any assistance.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/714bdcc428/admissionsteam_xx.png\"}","slug":"How-to-Get-to-Know-Schools","full_slug":"zh/global/open-ed/How-to-Get-to-Know-Schools","uuid":"acc1e2de-8ff9-4cd7-bc1b-3c6b5328a3c8","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Making Interdisciplinary Music in 7th Grade\",\"component\":\"seo\",\"description\":\"Blending history, science, music, technology, carpentry and art, 7th grade students constructed kalimbas, a 3,000-year-old musical instrument from Zimbabwe. 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Watch abbreviated versions of the talks below. \\n\\n**The Road to Resilience: Helping Young Children Manage the Bumps Along the Way** (10:10)\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"515f8849-59db-4b1b-8134-ddbdc0417abb\",\"video\":{\"_uid\":\"bdd6a04c-b4ac-4c64-b4e2-7ed3b4a188de\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/434155696/8d703e60c1\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/434155696/8d703e60c1\",\"response\":{\"uri\":\"/videos/434155696:8d703e60c1\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/434155696?app_id=122963\\\" width=\\\"426\\\" height=\\\"240\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen\\\" allowfullscreen title=\\\"OpenEd - Lisa Damour - The Road to Resilience: Helping Young Children Manage the Bumps Along the Way\\\"></iframe>\",\"type\":\"video\",\"title\":\"OpenEd - Lisa Damour - The Road to Resilience: Helping Young Children Manage the Bumps Along the Way\",\"width\":426,\"height\":240,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":610,\"video_id\":434155696,\"author_url\":\"https://vimeo.com/avenuesworld\",\"author_name\":\"Avenues: The World School\",\"description\":\"\",\"upload_date\":\"2020-06-30 17:57:53\",\"account_type\":\"live_premium\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/917085365_295x166.jpg\",\"thumbnail_width\":295,\"thumbnail_height\":166,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F917085365_295x166.jpg&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"\",\"video_thumbnail\":\"//a.storyblok.com/f/59501/1427x795/4ec3522041/lisadamour-tn-1.png\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"**Under Pressure: Confronting the Epidemic of Stress and Anxiety in Adolescents** (12:23)\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"9c686ce4-4774-49ff-9cac-6934aa063a24\",\"video\":{\"_uid\":\"9c37a2b8-cb91-425e-b577-5518826d8c09\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/434156409/77c4056473\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/434156409/77c4056473\",\"response\":{\"uri\":\"/videos/434156409:77c4056473\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/434156409?app_id=122963\\\" width=\\\"426\\\" height=\\\"240\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; 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As educators of all ages, we find ourselves teaching the generation that has been described as “the one that needs to change the world.”\\n\\nThis past year, my team and I found some success in this realm, and we believe it was grounded in a provocation that activated our students’ emotions and ignited their intrinsic motivation, which they carried with them the entire year. Unlike the goal of many traditional lessons and experiences, the purpose of a provocation is simply to be memorable and get the students to think and to feel deeply.\\n\\nIn 2nd grade the theme of the year is biomes. We use biomes as a vehicle to learn about how living things survive and meet their wants and needs. In the first three to four months of the school year the students learned about the world’s biomes and the plants and animals that live within them. As they gained knowledge, they would solidify their learning by creating a biome in our classroom. For example, if a student read a book about cheetahs, they would draw and color a cheetah and put it up somewhere in the classroom. Next, students had to think about what the cheetah would need to survive in its biome, so they would create a gazelle. After making the gazelle, they would think about what the gazelle would need to survive and they would make grass or other plant life around the gazelle, and so forth.\\n\\nAfter doing this for several months the classroom became an interconnecting web of biomes with animals and plants. The students were knowledgeable and passionate about their creation and had ownership over their work. At any point in this phase, anyone could ask any student what their contribution to the classroom biome was and they would explain in great detail exactly what they created and how it is connected to other makings in the classroom. They loved the biome deeply, and it was a colorful cornucopia of learning and life.\\n\\nThe learning eventually shifted from simply learning about biomes, plants and animals to learning about how our actions are connected to our world’s ecosystems.\\n\\nOne day, when the students came back from their Wellness and Movement lessons, they were shocked to find their beloved biome “destroyed.” Everything from their Venus flytraps to baobab trees were off the walls and scattered throughout the hallway. The classroom they once knew as a vivid display of life within ecosystems was now a barren display of white walls. Shocked, and a little confused, the students eagerly scoured the classroom for evidence of why their biome was destroyed. The only clue—a message left on the whiteboard at the front of the room that read, “This biome was clear cut to make products for the United States.”\\n\\nThis moment of emotional activation marked a dramatic shift in mindsets and lines of inquiry. It ignited student-led action to persuade others to make choices that respect our world’s biomes. Initiatives ranged from an upcycled fashion line to a recycled paper-making campaign. Outside of the classroom, the students continued to plan sustainable businesses, which involved everything from zero-emission airplanes to farm-to-table snacks. Most recently, a group of students hosted a Tiny Bites bake sale out of their home driveway. Parents reported they chose to donate their earnings to [the Ocean Cleanup](https://theoceancleanup.com/). More importantly, they infused practices of conscious consumerism into their stand, where reusable mason jars were cheaper than paper cups and no plastic products were employed. Like their classmates, their knowledge surrounding most-good, least-harm lifestyles was grounded in deep conceptual understanding of their relation to biomes.\\n\\n![Biomes 1](https://lh4.googleusercontent.com/ExBmVLG6bXXTRV3mQX-fiVepQNk3rjsPAJxat4B01k0jdsQuB3TJXRgM_HhDk_Sg3utK88hNSzZAhR1hsMXyok9xSLWPk0ydl6TCXmDeIiIKAyAvEFsSXHGjiE5M_xH9K_ruXpS9)\\n\\n![Biomes 2](https://lh4.googleusercontent.com/eloDbGbj-Hb5iXYr68Y4qru3rsIcI8153o1IDORf8Z8KAtkb0IxuQkZJj-bvFJRoJSgnTbCz6mncGyB6Kv2N4aNLQKAMb6rVM3cvbIoZtDWiuaNvqZ7RZlJa8kOlH6EHdjyw1dug) \\n**![Biomes 3](https://lh4.googleusercontent.com/fyWqK7CawCd0SW7pJ_f-R5eIjAaciFmqMWw5n55BoXOpqbWUgaeHX9lPI7vy--BvJMvqRTHMDYIaDkolzdKkWLciaEtV4kfh44Y1X7FiYhnAKDGEulUND-7h30iHZy0Ex2Eed6A8)**\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/f6e9228adf/thrivingathometn2.jpeg\"}","slug":"igniting-student-led-action-in-2nd-grade","full_slug":"zh/global/open-ed/igniting-student-led-action-in-2nd-grade","uuid":"6ec5304f-f404-460c-bdb9-085e7d937396","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Helpful Tips for the Admissions Interview Process\",\"component\":\"seo\",\"description\":\"The Avenues New York admissions team always looks forward to speaking with prospective parents and students during an interview. Below, we offer a few tips that can help the interview process go more smoothly.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Helpful Tips for the Admissions Interview Process\",\"excerpt\":\"The Avenues New York admissions team always looks forward to speaking with prospective parents and students during an interview. Below, we offer a few tips that can help the interview process go more smoothly.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"![Img](https://a.storyblok.com/f/59501/1280x720/b091501742/admissions_tips.png)\\n\\n**Our admissions team always looks forward to speaking with prospective parents and students during an interview, so we can get to know one another better. Below are a few suggestions for getting the most out of your meeting.**\\n\\n- **Do a bit of homework.** Prior to your appointment, spend some time on the school’s website, and come prepared to share messages from the school that resonate with you, and ask questions that may have come up during your exploration. . Not only does it show a level of commitment and interest in the school, but it will also give you clarity about the areas of the school that are important to you.\\n- **Communicate what is important to you in a school.** Be clear about your goals or hopes for your child’s education. Fit is a two-way street, and it needs to be mutual from both your perspective and the school’s. Sharing your educational priorities will create an opportunity for an open conversation, in which each party can share their values, and both sides can assess if the school is a good fit.\\n- **Share helpful information.** Admission officers first and foremost want to bring students to their schools that they feel they can serve best. Families can help in this effort by being honest and forthcoming about their child’s strengths, weaknesses and previous school experiences, including any additional support they received or disciplinary issues. Own your child’s narrative, and don’t wait for the admission officers to find out the real scoop after you’ve left the conversation.\\n- **Have a practice run.** In addition to preparing yourself or your child for their interview with some casual dinner time conversations the night prior (“What’s something you’re proud of?” or “Why are you interested in Avenues?”), you can also be strategic about the order in which you schedule your school visits. One approach is to save your number one choice until after you’ve interviewed at a few schools, so you arrive at your top choice school comfortable with the interview process.\\n- **Following up.** Although it’s not required, following up is an easy way to stay top of mind in the admission office, and it deepens the connection between your family and the school.\\n\\nAs always, our admissions team is here to help you through this process. Please feel free to call 646.664.0800 or email [admissions@avenues-ny.org](mailto:admissions@avenues-ny.org) with any questions.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"delete_margin\":false,\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/b091501742/admissions_tips.png\"}","slug":"helpful-tips-for-the-admissions-interview-process","full_slug":"zh/global/open-ed/helpful-tips-for-the-admissions-interview-process","uuid":"aee1d6c5-d062-4099-88db-143770b03973","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Language Immersion: A Learning Journey from Nursery through Grade 5\",\"component\":\"seo\",\"description\":\"At Avenues, students engage deeply in academic content in both English and their immersion language. Students build fluency as they progress through—rather than repeat—academic material while switching daily between languages.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Language Immersion: A Journey from Nursery through Grade 5\",\"excerpt\":\"At Avenues, students engage deeply in academic content in both English and their immersion language. Students build fluency as they progress through—rather than repeat—academic material while switching daily between languages.\",\"new_body\":[{\"_uid\":\"515f8849-59db-4b1b-8134-ddbdc0417abb\",\"video\":{\"_uid\":\"bdd6a04c-b4ac-4c64-b4e2-7ed3b4a188de\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/503160112/27c2b8cbba\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/503160112/27c2b8cbba\",\"response\":{\"uri\":\"/videos/503160112:27c2b8cbba\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/503160112?h=27c2b8cbba&app_id=122963\\\" width=\\\"640\\\" height=\\\"360\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen; picture-in-picture\\\" allowfullscreen title=\\\"Language Immersion Master REBRAND\\\"></iframe>\",\"type\":\"video\",\"title\":\"Language Immersion Master REBRAND\",\"width\":640,\"height\":360,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":265,\"video_id\":503160112,\"author_url\":\"https://vimeo.com/avenuesworld\",\"author_name\":\"Avenues: The World School\",\"description\":\"\",\"upload_date\":\"2021-01-21 13:41:16\",\"account_type\":\"live_premium\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/1211370246-a4a2c852654b9106cb03e11615160d195e497023da308f1a9f464efa8bfed4fd-d_640\",\"thumbnail_width\":640,\"thumbnail_height\":360,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F1211370246-a4a2c852654b9106cb03e11615160d195e497023da308f1a9f464efa8bfed4fd-d_640&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"\",\"video_thumbnail\":\"//a.storyblok.com/f/59501/1280x720/0b5d9f6f75/immersiontn_1_xx.png\"},{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"Students in Avenues’ language immersion program, which extends from nursery through 5th grade, spend half their time in an English-speaking classroom and the other half in a Spanish- or Mandarin-speaking classroom. The teachers in these partner classrooms coordinate on complementary curricula for their students. For example, if students are learning about angles in their English-speaking math period, they are learning about them in Spanish too—and expanding their vocabulary along the way. As Avenues language specialist Julie Yankowitz explains, “We teach language through content, and we teach content through language.”\\n\\nAnother key aspect of the program is an emphasis on speaking. “Our goal in immersion is to always have the students talking,” says 5th grade head teacher Raina Gilchrist. Students don’t just write biographies in Mandarin, they deliver monologues in Mandarin. By the time they reach 5th grade, immersion students no longer have to think before speaking in their target language. “It just comes to me; it just clicks,” observes Ransom, a 5th grader who has been in our immersion program since pre-kindergarten. See our video above to learn more about how Avenues approaches language immersion.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/6518x4345/a65d3059b5/ny_elc-language-immersion.jpg\"}","slug":"language-immersion-a-learning-journey-from-nursery-through-grade-5","full_slug":"zh/global/open-ed/language-immersion-a-learning-journey-from-nursery-through-grade-5","uuid":"c7acf67d-8284-48a2-9c41-86adc2de7619","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/112543/500x400/2e55712544/amark-500px.png\",\"title\":\"Avenues Open.Ed | Global Journeys: Hawaii\",\"component\":\"seo\",\"description\":\"Students from Avenues New York and São Paulo met in Hawaii to study connections between the island’s ecosystem, its indigenous community and the cosmos above.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Global Journeys: Hawaii\",\"excerpt\":\"Students from Avenues New York and São Paulo met in Hawaii to study connections between the island’s ecosystem, its indigenous community and the cosmos above.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"[Global Journeys](/ny/extended-learning) provides Upper Division students with custom-designed, educational experiences all around the world.\\n\\nFor example, students from Avenues campuses met in Hawaii to study connections between the island’s ecosystem, its indigenous community and the cosmos above. The learning experience was a profound one—students uncovered a new curiosity about the universe and the breathtaking scope of life and humanity within it. Check it out!\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"delete_margin\":false,\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"515f8849-59db-4b1b-8134-ddbdc0417abb\",\"video\":{\"_uid\":\"bdd6a04c-b4ac-4c64-b4e2-7ed3b4a188de\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/360638753\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/360638753\",\"response\":{\"uri\":\"/videos/360638753\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/360638753?h=71c1a75c5d&app_id=122963\\\" width=\\\"640\\\" height=\\\"360\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen; picture-in-picture\\\" allowfullscreen title=\\\"Avenues Global Journeys: Hawaii\\\"></iframe>\",\"type\":\"video\",\"title\":\"Avenues Global Journeys: Hawaii\",\"width\":640,\"height\":360,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":198,\"video_id\":360638753,\"author_url\":\"https://vimeo.com/avenuessaopaulo\",\"author_name\":\"Avenues São Paulo\",\"description\":\"\",\"upload_date\":\"2019-09-17 16:05:59\",\"account_type\":\"pro\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/1292752895-8828681a2e9fa82107621476cc8ef0e1641cc0ab5408cb546_640\",\"thumbnail_width\":640,\"thumbnail_height\":360,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F1292752895-8828681a2e9fa82107621476cc8ef0e1641cc0ab5408cb546_640&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"\",\"video_thumbnail\":\"//a.storyblok.com/f/59501/2452x1360/f4a4cbb98e/hawaii.png\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/2452x1360/f4a4cbb98e/hawaii.png\"}","slug":"global-journeys-hawaii","full_slug":"zh/global/open-ed/global-journeys-hawaii","uuid":"2b7400ce-6b1e-42e7-9a4a-5f148192c19c","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"129f2533-060d-4458-8a0d-98fcce02c3d4\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Why Mastery?\",\"component\":\"seo\",\"description\":\"The Mastery program is a cornerstone of the Avenues Upper Division experience, allowing students time and space to identify and pursue their passions, in-depth and over multiple years. Read the speech that inaugurated the program at Avenues New York in 2014. \"}],\"_uid\":\"67c15aba-5f11-4e1b-aa30-f1e256932c9a\",\"body\":\"By Todd Shy, Head of Upper Division at Avenues New York\\n\\nThe Mastery program is a key component of the Avenues Upper School curriculum and is a reflection of the school’s commitment to graduating students who, as outlined in the mission statement, are “confident because they excel in a particular passion.” The goal of the program is to allow students the opportunity to engage in a field of activity or study that is of particular interest to them and to provide support and guidance as they pursue those passions.\\n\\n*Teacher Todd Shy (who was then the Director of the Mastery Program and is now head of the Upper Division) inaugurated the Mastery program in this speech to Upper School students at their first assembly on September 3, 2014:*\\n\\n“What is the Avenues mastery program? At its simplest level, it begins with the belief that all of us learn the most when we care about what we’re learning. That seems so simple. We learn the most about what we care about the most. Now, obviously, all of our learning is important. Your teachers aren’t in this tough job because they enjoy piling huge burdens on you—testing your shoulders like a game show stunt to see how much you can hold before you buckle. But, here’s a little secret about school: if all the things you do here are important, they’re not equally important *to you*, and that is not only okay, it’s how it has to be, because you get your one life, and you can’t do everything with it. You certainly can’t master everything. Part of your education is figuring out what, in the midst of all your obligations, you really care about and are energized by such that it starts to feel like something that’s part of you and about you, not just something we’re asking you to do. We sometimes call this intrinsic motivation. You’re motivated from the inside. I’d call it very simply, figuring out what makes you feel alive and engaged in the world. And when that thing begins to grow inside you, it starts to feel like real passion, real investment. It even starts to feel like identity, who you really are.\\n\\nOne writer, trying to help us see what passion like this looks like, framed it as the Saturday morning rule: What do you do when you have an unplanned, unorganized Saturday morning free, and there aren’t any restrictions or demands on you—what do you want to do with that time? The unlucky person can’t think of a single thing. The unlucky person just turns on the TV or logs on to random web sites. The lucky person pulls out the pages of a story or screenplay on which she’s been working and can’t quite figure out how to move forward but can’t stand not to try. Or the lucky person goes into the garage and works on the surfboard he’s been designing and crafting, or the golf putter, or the model of a building. Or the lucky person heads off to an exhibit at the Natural History Museum because, while she isn’t quite sure what to do with it, something about astronomy fascinates her like nothing else, and she wants to see a new film at the planetarium, even though she has no idea to what it might lead or to what it connects. She’s just interested. Or whatever else, right? Or maybe you’re browsing books or letting yourself daydream or running, but still you’re after something. You’re on the way. You’re starting your journey. Even if you’re not sure where you’re going, you’re moving. Something is pulling you forward, and you respond to it.\\n\\nI was reading recently about Vincent van Gogh. We think of the genius pouring out those incredible late paintings like the ones at MoMA, but in earlier years, he had to learn how to draw. And in a letter to his brother he described an afternoon out in the woods making sketches of dug-up earth. Van Gogh had a tough life. He was always broke, always hitting up his brother for money. But on his Saturday morning, he was out sketching piles of brown and gray earth. He’d been there sketching for quite a while one time when a violent thunderstorm struck, and it went on for at least an hour. In a letter to his brother, Van Gogh wrote this: “I was so keen to resume work that I stayed at my post and sheltered myself as well as I could behind a large tree.” Setting aside for the moment the wisdom of standing against a tree in a thunderstorm, it’s lovely to think of Van Gogh there, eager to get back to drawing chunks of earth, waiting out the rain *in the rain*. The Saturday morning rule for him would be a no-brainer.\\n\\nThe power of a life filled with a sense of real engagement like this is the beginning of real passion. The beauty of the mastery program, if we’re lucky—the mission of the mastery program—is to take seriously your quest to discover an interest that holds you deeply over a long period of time, that draws you to do it on that Saturday morning when nothing is scheduled, that makes a thunderstorm insignificant, that allows you to be happily lost in an activity or a function. What a gorgeous thing that is. In the midst of all you have to learn here—and all of it is important—we want to support your quest to find that thing that matters most, and that, if you’re lucky, begins to feel like a passion and maybe a calling, and that may play a big part in shaping your life, or that at least shapes this stage of your life—the Avenues stage.\\n\\nThis isn’t just about what kind of transcript you’re going to have when you apply to college—although we do think you can make yourself look impressive with a thoughtful mastery experiment; this is about what kind of person you want to be and what kind of trajectory you want your life to be on, whether you’ll be a lucky one with fire inside for something or just the beginning of fire, little sparks, and not someone who can’t think of a thing in the world he wants to do on that open Saturday morning. The adult world is filled with people who are lost to themselves because they never figured this out. Maybe the infamous mid-life crisis is a delayed attempt to find a mastery project.\\n\\nSo, that’s the idea behind the mastery program. Discover something meaningful. Chase it for a while. Chase it in depth and with crazy zeal. At its highest level mastery will involve in-depth projects or portfolios or performances or what we might call mastery experiments that reflect your journey, the path you followed a while. These projects or experiments will reflect a lot of experiences, a lot of interactions with people and with books or films or other media, or even other cultures—China comes to mind—and then you produce something that shows you’ve really given yourself over to one thing for a long period of time. You tell us about that journey, whether it involved politics or shoe design or playwriting or something entrepreneurial or music production or filmmaking or community engagement or cosmology or math, or something so quirky and interdisciplinary we can’t even conceive of it until you describe it to us. Something made you stand out in the rain, something woke you up on Saturday mornings, something absorbed your best attention over a long period of time. And you’ll share it with us. We’ll probably be dazzled. But you won’t really care about that, because the reward for you will have been in the process of finding and expressing something that held your attention for all the right reasons.\\n\\nI think that’s probably more than enough for now. The school is excited about mastery. So am I. It’s an incredible opportunity Avenues is offering you. I remember the first hint I had in high school that I might want to be a writer. I was reading novels that seemed to me to matter more than anything else in the world. They were on a different plane of existence for me. I saw the world through a new set of eyes, and it was thrilling. And while I was a good student and did all my work across the board, whenever I had time, whenever I could, I wasn’t pushing on with economics or science, I was reading novels. I remember taking *Moby-Dick* to a wedding one time, to read before things started. Something in me was stirring, and I had no idea whatsoever what to do with that. Mastery exists to give you space, support and advice on what to do with things that feel like they’re moving inside you and like they might lead to something interesting, even if you don’t yet know what that will be. That’s probably why I took on this job. The most important thing that happened to me in high school was my discovery of powerful fiction. I could have used a mastery program. The most important thing to you will be something else. But there are ways to give that tiny fire lots of oxygen, and that’s what I hope we can do for you. So, some Saturday morning in your next two or three or four years, may you stand in a downpour in Central Park staring at a piece of earth, wondering how to draw it.”\",\"hide\":true,\"title\":\"Why Mastery?\",\"excerpt\":\"The mastery program is a key component of the Avenues Upper School curriculum and is a reflection of the school’s commitment to graduating students who, as outlined in the mission statement, are “confident because they excel in a particular passion.”\",\"new_body\":[{\"_uid\":\"35c812ae-ad71-40bf-b858-84a87193bdf5\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"Avenues Mastery Academy\"],\"cover_image\":\"//a.storyblok.com/f/59501/5760x3840/5bd9501788/article-mastery-1.jpg\"}","slug":"why-mastery","full_slug":"zh/global/open-ed/why-mastery","uuid":"2054f860-9068-423f-9ed2-dec99ea0620f","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"5fa22254-efc4-4c39-8736-adb5d5a8066b\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: What Role Should Homework Play in Learning?\",\"component\":\"seo\",\"description\":\"The R&D department of Avenues: The World School breaks down the research on the role that homework can and should play in learning.\"}],\"_uid\":\"042a9513-0af9-47ad-9ae0-d9099701c25a\",\"body\":\"**Historical Background** \\nIn the U.S., debates about the value of homework have been steady over the past century. In the beginning half of the 1900’s, homework was not nearly as common. Many school districts banned homework at the elementary and middle school levels in the belief that it only facilitated rote learning. That changed in the 1950’s when the Soviet Union launched Sputnik, creating the perception that the U.S. needed to increase the amount of students’ homework to be competitive in the space race. Over the next 50 years until the present, the popular view of homework switched every 15 years or so between support and condemnation. Today research has enhanced our understanding, but the debate continues.\\n\\n**Homework: What’s the Point?** \\nNumerous benefits are attributed to homework: better retention of factual knowledge, development of study habits, increased ability to manage time effectively, and heightened parental involvement. Evaluating exactly what of these benefits can be attributed to homework versus inherent differences in students or the quality of assignments presents obvious challenges. Further confounding research, homework often exacts costs in the form of increased stress and reduced sleep, which can negate potential benefits. Nonetheless, research to date provides guidance on homework’s role in achieving some of these goals.\\n\\n**Research Examples** \\n*How much homework should be assigned?* \\nAlthough not unanimous, multiple studies on the relationship between homework time and academic achievement have shown that it is not a linear relationship: more homework does not equal more learning. One study of 7,451 13- year-old students administered a test of science and mathematics in addition to a survey of effort spent on homework, homework time, homework frequency, and the general circumstances around how homework was done. Results: student academic gains were associated with homework time up to 1 hour a day, after which increased homework time was associated with worse performance. This result varies with students’ ages.\\n\\n*How does the influence of homework change in different grades?* \\nWhile empirical studies have not yet explicitly compared the role of homework in different ages, a review of the literature reveals clear trends. A meta-analysis of 4,400 studies up until 2003 found that homework time had different effects depending on the grade of students. Results: up to two hours of homework showed the most benefit for high school students, up to an hour of homework showed some benefit for middle school students, and almost no benefit was found among elementary school students.\\n\\n*What homework factors contribute to academic performance?* \\nStudies that focus on the circumstances in which students complete homework have found that autonomy and effort are more important predictors of performance than homework time alone. One study of 483 eighth-graders from 20 classes analyzed students’ grades and standardized test scores in mathematics in relation to survey responses on homework effort. Students responded once in November and once in May of the academic year. Results: academic gains in grades and test scores were positively correlated to homework effort. However, other studies suggest that since effort and autonomy are highly correlated with students’ prior achievement, it’s difficult to say if this is a trait of the homework or of a certain kind of student.\\n\\n*How can homework best facilitate learning?* \\nPractices from the “[How can I improve longterm learning](http://research.avenues.org/how-can-i-improve-long-term-learning/)” edition of Gray Matters 01 should be implemented in homework design to facilitate learning. For instance, using homework to continue practice on material and skills learned in previous weeks uses distributed practice to improve recall. Homework that offers adequate practice of important skills also helps reinforce skills in a variety of contexts. A survey of school leaders around homework best practices found similar results: homework can facilitate engagement when it is an authentic, engaging extension of the class. Results: homework should be designed intentionally, with reference to most effective forms of practice.\\n\\n*Does the effect of homework change when instruction occurs at home and exercises are done in class?* \\nIn this case, the question is essentially if homework facilitates learning when it is done as a part class rather than at home. One model that represents this circumstance is the flipped classroom. Case studies done with ninth to twelfth-graders across a variety of subjects showed that achievement increased after implementing a model where students watched videos at home and practiced learning in class. In these schools the percentage of students passing standardized exams increased by up to 12%. Empirical studies comparing in-class work and at home work have repeated research design flaws, however, they generally indicate that in-class exercises have a positive effect for older students. Results: the research is inconclusive, but generally indicates that flipped classroom approaches have positive net benefits for high school students.\\n\\n*How frequently should homework be assigned?* \\nThe research on frequency is not conclusive, however most studies suggest that classes that receive homework frequently tend to do better on tests of achievement. One such study administered standardized mathematics examinations to 2,939 grade 7 and 8 students across 20 classes. In addition to the exam, students answered questions on frequency of homework and the average amount of time spent on homework each evening. Results: Classes that had more frequent homework assignments had overall higher averages on the achievement tests.\\n\\n*Does homework change students’ attitudes towards school?* \\nStudies comparing the attitudes of students who received homework with those who did not receive homework generally found no significant results across a variety of grade levels. One study compared three different models for assigning arithmetic homework to 342 third-graders across twelve classrooms: teachers assigned no homework, assigned homework as usual, and were required to assign a constant amount of homework every night. Students answered questions measuring their attitudes towards school, teacher, arithmetic, spelling, reading, and homework. Results: no significant differences were found between the attitudes of the different groups.\\n\\n**Conclusion** \\nThe quality of homework and the students who complete it vary significantly, however the general research trends suggest that assigning homework does have benefits at the middle and upper school levels. Frequency of assignment and students’ autonomy in finishing homework were also correlated with student achievement. These results provide guidelines on the appropriate quantity of homework, but how best to incorporate homework content into an overall progression of students’ learning remains for teachers to judge.\\n\\nSources\\n\\n“Adolescents’ Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices” by Rubén FernándezAlonso, Javier Suárez-Álvarez, and José Muñiz, *Journal of Educational Psychology*, 2015, 107(4), 1075.\\n\\n“Ask the Cognitive Scientist Allocating Student Study Time” by Daniel T. Willingham, *American Educator*, 2002, 26(2), 37-39.\\n\\n“Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003” by Harris Cooper, Jorgianne Civey Robinson, and Erika A. Patall, *Review of Educational Research*, 2006, 76(1), 1-62.\\n\\n“Does Homework Improve Learning?” by Alfie Kohn, AlfieKohn.org, 2006. “Effects of Arithmetic Homework upon the Attitudes of Third Grade Pupils Toward Certain School-related Structure” by Norbert Maertens, *School Science and Mathematics*, 1968, 68(7), 657-662.\\n\\n“Flipped Learning Model Dramatically Improves Course Pass Rate for At-Risk Students, Clintondale high School, MI: A Case Study” by Pearson Education, May, 2013.\\n\\n“Flipped Learning Model Increases Student Engagement and Performance, Byron High School, MN: A Case Study” by Pearson Education, June, 2013.\\n\\n“Homework. Research on Teaching Monograph Series, Homework Versus In-class Supervised Study” by Harris Cooper, 1989, 77- 89.\\n\\n“If They’d Only Do Their Work!” by Linda Darling-Hammond and Olivia Ifill-Lynch, Educational Leadership, 2008, 63(5), 8-13.\\n\\n“Research Trends: Why Homework Should Be Balanced” by Youki Terada, Edutopia, 2015, July 31.\\n\\n“Synthesis of Research on Homework” by Harris Cooper, Educational leadership, 1989, 47(3), 85-91.\\n\\n“The Homework–Achievement Relation Reconsidered: Differentiating Homework Time, Homework Frequency, and Homework Effort” by Ulrich Trautwein, Learning and Instruction, 2007, 17(3), 372-388.\\n\\n*Gray Matters is dedicated to providing research-based answers to questions commonly raised by faculty and within the education community. 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Many of these events feature voices from the community, Q&A and deep-dives into specific areas of the school. Pick one (or several!) of these events to get a better understanding of each school’s offerings.\\n\\n**Talk to current families.** If you have friends or colleagues whose children attend a school that you are considering, be sure to pick their brains. Are their children happy? What’s their favorite and least favorite aspect of the school? If they were doing it over again, would they still choose the same school? Our admissions officers are always happy to put you in touch with current parents.\\n\\n**The admission office is a great resource.** Admission officers are here to help you navigate the independent school admissions process. Don’t hesitate to call or email if you have any questions about the school or the application process. We want this process to be exciting for you, not stressful.\\n\\n**Manage your time.** An important part of a seamless application process is planning ahead. Submitting your initial application form sooner rather than later is a good idea. Then you can start planning the remainder of the application requirements, like student and parent statements and gathering school reports. Also, once you submit the initial form, you can schedule meetings and design challenges at times that are convenient for your family, since time slots tend to fill up.\\n\\n**Focus on fit.** There are many wonderful independent schools in Silicon Valley, and each offers something different. Don’t let that overwhelm you, rather embrace that you have wonderful options. Learn about what makes each school unique and if their approach aligns with your educational values. Are the style of teaching and the curriculum going to inspire and engage your child? 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Many of these events feature voices from the community, Q&A, and deep-dives into specific areas of the school. Pick one (or several!) of these events to get a better understanding of each school’s offerings. This fall, we are excited to offer a variety of events and look forward to inviting those who have submitted a preliminary application to visit campus.\\n\\n**Talk to current families.** If you have friends or colleagues whose children attend a school that you are considering, be sure to pick their brains. Are their children happy? What’s their favorite and least favorite aspect of the school? If they were doing it over again, would they still choose the same school? Our admissions officers are always happy to put you in touch with current students and parents.\\n\\n**The admission office is a great resource.** Admissions teams are here to help you navigate the independent school admissions process. 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Please feel free to call 646.664.0800 or email [admissions@avenues-ny.org](mailto:admissions@avenues-ny.org) with any questions.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"delete_margin\":false,\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/92a68934b8/admissions_tips_x.png\"}","slug":"helpful-tips-for-navigating-the-independent-school-search-process-2022","full_slug":"zh/global/open-ed/helpful-tips-for-navigating-the-independent-school-search-process-2022","uuid":"58f9cbe6-cac4-411a-b3a2-5c1f9e674372","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Helpful Tips for Navigating the Independent School Search Process\",\"component\":\"seo\",\"description\":\"The Avenues New York admissions team offers a few tips for navigating the independent school admissions process.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Helpful Tips for Navigating the Independent School Search Process\",\"excerpt\":\"The Avenues New York admissions team offers a few tips for navigating the independent school admissions process.\",\"new_body\":[{\"alt\":\"\",\"_uid\":\"f96b2716-1a02-44ce-9e0c-338c7f0417a7\",\"media\":\"//a.storyblok.com/f/59501/1280x720/92a68934b8/admissions_tips_x.png\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"**Attend a virtual event.** Schools have thoughtfully designed virtual events and experiences to allow your family to learn more about the school in the absence of being able to physically visit campus. Many of these events feature voices from the community, Q&A, and deep-dives into specific areas of the school. Pick one (or several!) of these virtual events to get a better understanding of each school’s offerings.\\n\\n**Talk to current families.** If you have friends or colleagues whose children attend a school that you are considering, be sure to pick their brains. Are their children happy? What’s their favorite and least favorite aspect of the school? If they were doing it over again, would they still choose the same school? Our admissions officers are always happy to put you in touch with current parents.\\n\\n**The admission office is a great resource.** Admission officers are here to help you navigate the independent school admissions process. Don’t hesitate to call or email if you have any questions about the school or the application process. 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Please feel free to call 646.664.0800 or email [admissions-ny@avenues.org](mailto:admissions-ny@avenues.org) with any questions.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/92a68934b8/admissions_tips_x.png\"}","slug":"helpful-tips-for-navigating-the-independent-school-search-process","full_slug":"zh/global/open-ed/helpful-tips-for-navigating-the-independent-school-search-process","uuid":"a2f6d0fe-0bc0-4927-a5fd-c2d74829bbf8","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"36e26132-bd30-40b4-a2ee-244aec274bf1\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Problem-Based Learning in Math Takes a Student-Centered Approach\",\"component\":\"seo\",\"description\":\"In the Upper Division at Avenues: The World School, math is problem-based and collaborative. Students present and discuss their solutions with peers as they develop and deepen their mathematical thinking. \"}],\"_uid\":\"7c9f6d20-047f-4e93-8f76-d421d7ea7e41\",\"body\":\"*By Fanny Sosenke, Upper Division Math Teacher, Avenues New York*\\n\\nStarting in 8th grade math and continuing into the upper grades, the math curriculum is centered around having students learn mathematics by solving and discussing a well- organized set of problems that leads students into mastering content in a student-centered way. These problems are carefully chosen so that content and skills are connected and build on each other. This approach is different from the one in a traditional math class, where a teacher is the “owner” of the knowledge and his or her task is to pass that knowledge to the students. Learning by solving problems and discussing solutions results in students owning their learning, which makes mathematics meaningful to them.\\n\\nWhen I first started teaching this course in September, we worked together to build a unique culture in the classroom where the feeling was, “we are all in this together.” This student-centered and collaborative approach to learning mathematics has been shown to have lasting results. \\n![Img](//a.storyblok.com/f/59501/1600x1066/1c46fd13d6/article-math.jpg)\\n\\nThe problems we tackle are open-ended and can be solved in a variety of ways. They are problems that will lead students to learn a specific algebra skill, problems that strengthen students’ number and visual sense. There is great emphasis on proportional reasoning and patterns – two crucial component of mathematical thinking.\\n\\nHere are some examples of the problems students explore:\\n\\n“On a road map of Uganda, the scale is 1 : 1, 500, 000. The distance on the map from Kampala to Ft. Portal is 17 cm. What is the real-world distance in km between these two cities?” (proportional reasoning/open ended)\\n\\n“Davis says that adding a two-digit number to the two-digit number formed by reversing the digits of the original number results in a sum of 65. Avery says that’s impossible. Is it impossible?“ (number sense/open ended)\\n\\n“You have seen that multiplication distributes over addition. Does multiplication distribute over subtraction? Does multiplication distribute over multiplication? Does multiplication distribute over division? Use examples to illustrate your answers.”\\n\\n“Jess has just finished telling Lee about learning a wonderful new algebra trick: 3 + 5x can be simplified very neatly to just 8x, because a + bx is the same as (a + b)x. Now Lee has to break some bad news to Jess. What is it?“ (exploring algebra skills)\\n\\nGemma, one of my students, offers her point of view of the class in the following narrative: “This class is taught where you go home and try your homework and try to understand and interpret it, and put as much as you can down on the paper (it doesn't always have to be the right answer). Then when you get to class the next day you get taught how you do it using the strategies of your classmates or your teacher, which I like much better than just being told what to do and how to do it.” According to Jack: “This year, math was definitely different from the years before but in a good way. It allows students to share their homework in an open and non-judgmental space, giving them time to help and support any students who don’t fully understand the work and get them back on track as quick as possible with the help of your peers always available at any time during class.”\\n\\nOne of the new and crucial topics in the year was linear functions, one of the foundations of Algebra I. This topic was new to students and it took them longer to make connections. This is explained again by Jack and Gemma: “At first I a had a really hard time with linear functions, memorizing the different forms of equations of lines (y=mx+b, y-y1=m(x-x1)) and connecting them with problems. Then in the second day of learning it in class I just connected them, I can't really explain how, but someone was presenting and it just clicked.” And, “There was one problem that I really struggled with about linear equations and it took me around a week to understand it but then during presentations a student explained it one way which just made everything seem like it made so much sense and that was through the help of all of my peers pitching in and doing their job to ensure that the class understood the concepts.”\\n\\nIf you visit an 8th grade math classroom, it may look chaotic at first. You might see some students writing solutions on the board and others working on a puzzle or a study guide. It may seem as if nobody is in charge. That’s because we are all in charge, in an organic way. Students call on each other to offer alternative solutions or to ask clarifying questions. Students disagree with each other and try hard to prove their points. And my role as a teacher is to guide students into their learning by asking them clarifying questions, making them expand and deepen their thinking, rephrasing their thoughts using more accurate mathematical terms and developing assessments that help them evaluate their learning.\\n\\nIf you are reading this and you are in 7th grade, here is some advice from an 8th grader: “Just do your homework; always be open to asking questions if you don’t understand a concept; and take risks. You have nothing to worry about because you will always have your peers around you at any time there to give you the help you need.”\",\"hide\":true,\"title\":\"Problem-based Learning in Math Takes a Student-centered Approach\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"200d8946-3125-4a89-8fb5-48f90ac5af3f\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"New York\"],\"cover_image\":\"//a.storyblok.com/f/59501/1024x575/490a46ed62/sp-slider-ug-math.jpg\"}","slug":"problem-based-learning-in-math-takes-a-student-centered-approach","full_slug":"zh/global/open-ed/problem-based-learning-in-math-takes-a-student-centered-approach","uuid":"4cb246ba-43e0-42d3-8023-3cc583cfacdd","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"36e26132-bd30-40b4-a2ee-244aec274bf1\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Teaching Compassion to 4-Year-Olds Through Reading\",\"component\":\"seo\",\"description\":\"At Avenues New York’s Early Learning Center, teachers use reading and storytelling to foster the social-emotional development of their students. Read how exposure to age-appropriate stories of the suffering caused by natural disasters allowed our youngest students develop sympathy and compassion.\"}],\"_uid\":\"7c9f6d20-047f-4e93-8f76-d421d7ea7e41\",\"body\":\"Liz Salegumba, Pre-K Teacher\\n\\nThe earthquakes and storms that devastated Mexico and Puerto Rico last year deeply affected members of the Avenues New York community, including teachers with personal connections to those places. In the midst of difficult emotions, teacher Daisy Vivar saw an opportunity for children in pre-K to learn compassion with the help of **[Alvaro F. Villa’s](https://www.amazon.com/Flood-Capstone-Young-Readers-Alvaro/dp/1623700019) *[Flood](https://www.amazon.com/Flood-Capstone-Young-Readers-Alvaro/dp/1623700019)***, a moving and wordless eBook that describes one family’s experience of a catastrophic flood.\\n\\nThe book opens to the wide-open terrain of fields and a farmhouse, where a family live. Ms. Vivar asked the children to spend several seconds simply looking at each page on the classroom screen. She then invited them to comment on what they saw. Each page includes many details. One child described: “There’s a TV and a light and there’s a bed and it’s dark and a mommy and daddy.” On the following pages, there is a weather forecast, a parent barring up windows, a car getting loaded up with boxes, and a home surrounded by sand bags—all clues of the coming storm. “There’s a pink cloud! It’s going to be a big wind! There’s a lot of wind-things, it’s blowing!” Children drew on their previous experience and knowledge to make predictions regarding the storm: “If the clouds go on the house, it’s going to rain on the house!” Some children knew about storms that had hit Houston, San Antonio and parts of Florida in fall 2017. One student mentioned Hurricane Irma, which made history in September last year as the most powerful Atlantic storm in a decade.\\n\\nThe book’s depiction of the storm’s arrival does not shrink back from showing the truth. Huge waves rush into the home and tear pictures off the walls, upending chairs and tables. The children understood clearly that the family was not hurt but that they were forced to spend the night in a motel. One student described the scene: “They are driving away from the house cause they have to go somewhere in the car. The daddy is driving and the kids are in the back and there’s a storm and the trees and the flowers are dead.” Another child observed, “The kids are crying cause they miss the house.”\\n\\nThe author, Alvaro F. Villa, uses restraint in his illustration of the height of the storm. The water flows back out of the home and the family drives back to see it. They stand stupefied and silent in front of the damaged house. At this moment, Teacher Vivar asked her students an important question, linking the scene in the book to real-life events: “How do you think the families in Puerto Rico feel when they see their homes broken?” In unison, almost all of the children responded: “Sad.” One child suggested that even after the home was fixed, the family could still be sad about the flood. By exposing the children to age-appropriate depictions of human suffering, Ms. Vivar provoked their sympathy—an important manifestation of emotional intelligence or “E.Q.”\\n\\nWith each page of the book, Ms. Vivar encouraged thoughtful observation from the children. One student summed up the repair efforts: “They were making a house and painting it, and someone’s standing on the ladder painting and the girl is mixing up the paint and the mommy is planting the flowers and the daddy and the big kid is making a big tree.”\\n\\nSympathy leads naturally to compassion. Next, the teacher asked: “What do our friends in Puerto Rico need?” One child said: “They need to fix their houses, they need to paint the houses.” Another suggested that they need “chairs and food and water to drink.” The children were invited to participate with their parents in the Avenues Parent Association-sponsored event “Tables for Relief”—an opportunity to donate money, bottled water and other essential items to victims of natural disasters in North America, Mexico and the Caribbean. Ms. Vivar’s lesson is reminds us of the power of storytelling to create sympathy and compassion for our fellow human beings—no matter your age.\",\"hide\":true,\"title\":\"Teaching Compassion To 4-Year-Olds Through Reading\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"b1276b55-5eb2-490d-9d9a-b071341a0c8f\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[],\"cover_image\":\"//a.storyblok.com/f/59501/1024x575/ff0155f412/sp-slider-lp-world-course.jpg\"}","slug":"teaching-compassion-to-4-year-olds-through-reading","full_slug":"zh/global/open-ed/teaching-compassion-to-4-year-olds-through-reading","uuid":"707d0b04-6ef9-4fa1-8b38-e70e02df3dd8","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"36e26132-bd30-40b4-a2ee-244aec274bf1\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Chinese Immersion through the Eyes of an Adult Learner\",\"component\":\"seo\",\"description\":\"In language immersion, students don’t learn a language, they learn in that language. An adult who learned Chinese in a conventional classroom visits the Early Learning Center at Avenues New York and reflects on what makes immersion different. \"}],\"_uid\":\"7c9f6d20-047f-4e93-8f76-d421d7ea7e41\",\"body\":\"By Grace Jackson, Editor and Translator for China-related Media\\n\\nAs someone who began learning Chinese at 22 out of a desire to become fluent in a second language and a curiosity about Chinese culture, I was excited to wander through the corridors of the Early Learning Center when I first joined the Avenues staff last fall. Touring Chinese immersion classrooms was a gleeful experience: every object—from a box of crayons to the classroom sink—was labelled in Chinese. But, I wondered to myself, how do these classrooms function day to day? What happens when you place a group of very young children into a foreign language environment and ask them to go on as usual? And how is their experience of learning Chinese different from mine?\\n\\n![Img](//a.storyblok.com/f/59501/1000x667/05cf3f1603/article-immersion-1.jpg)\\n\\nEarlier this year, I spent a day in a pre-K Chinese immersion classroom at the Early Learning Center trying to find the answers to these questions. I arrived at 8:05 in the morning to find Teacher Zhuo and Teacher Li preparing for the imminent arrival of 16 zise de niao, or “purple birds.” (In the ELC, classrooms are identified by color, and classes are named after animals.)\\n\\nSoon after their arrival at 8.30am, the children were absorbed in a playtime activity of their choosing. During this first hour, the purple birds were reluctant to respond to me in Chinese. It was clear, however, that they understood every syllable that their teachers and I spoke to them. I asked one boy, who was concentrating fiercely on the paper in front of him, what he was drawing. “Ni zai hua shenme?” “A restaurant,” he replied. Sometimes the process seemed attritional, a quiet battle of wills: the children were never chastised for speaking English, but the teachers, gently persistent, spoke nothing but Chinese.\\n\\n![Img](//a.storyblok.com/f/59501/1000x750/538a79b16e/article-immersion-3.jpg)\\n\\nSoon enough, those efforts paid off. During the second play session of the day, I witnessed several children play a round of the card game Go Fish, supervised by Teacher Li. Seeing the children use Chinese to ask each other breezily if they had a dolphin or an octopus card, and respond, “meiyou, qing diaoyu” was exhilarating. The stimulation of play combined with the raised stakes of competition seemed to inspire a very pure form of focus in them. I also got to brush up on my marine biology vocabulary and learned the word for “jellyfish.”\\n\\nI began learning Chinese in 2009 as a visiting student at Harvard. At that time, I had no idea that my desire to become fluent in a second language—I regretted not taking languages more seriously at high school—would lead me to spend two years in Taiwan and another two at graduate school. When I told people that I was going to begin studying Chinese in my early twenties, they responded with incredulity. Encouraging smiles gave way to mumbled references to the fact that it’s hard—really hard—for monolingual adults to become fluent in a second language.\\n\\nThose people were right. It was hard—at times, excruciating—and often humiliating. At Harvard, first-year Chinese meets for one hour, every day of the week, at 8:00 am. I was the token graduate student in a room full of preternaturally industrious, shiny-bright Harvard freshmen not yet addicted to coffee. By the end of the second week, I realized that there was a tangible difference between the rate at which an 18-year-old brain and a 22-year-old brain absorb new information. It simply took me longer—sometimes days longer—to internalize all those strange new sounds and attach them, in my mind, to the even stranger symbols in the textbook. In order to add a syllable to our vocabularies, we had to write a character over and over again while speaking it aloud. Ni, ni, ni, ni. Hao, hao, hao, hao.\\n\\n![Img](//a.storyblok.com/f/59501/1000x667/7452d817b0/article-immersion-2.jpg)\\n\\nThe purple birds, however, approach Chinese like Chinese children do. They don’t study Chinese, as I did, with flash cards, taped dialogues and endless notebooks; they learn Chinese, by observing and mimicking adults who support them through work, rest and play. Children in the ELC are not made to practice writing characters, but spend their days learning Chinese as though the whole language were a song. Freed of the obligation to visualize the characters while speaking, the children can attend fully to the rhythms and melodies of speech—a crucial advantage in a language that relies on tonality to convey meaning. By the time they get to Lower School, they’ve already internalised the spoken vocabulary necessary to see them through their daily lives. Then, like their Chinese counterparts, they are ready to begin connecting familiar sounds to unfamiliar symbols.\\n\\nCrucially, in the immersion classroom, children acquire the new language as a communication tool and not a performance piece. Chinese is not a foreign language, but a means of getting what you want (water, more blue beads, a cheese sandwich instead of a ham sandwich) or need (a trip to the bathroom, help tying your shoes, a napkin to clean up the cake that you just dropped on the floor). I spent two years staging various versions of Chinese for my teachers in Taiwan before I became truly comfortable riding the bus or calling a native speaker on the phone. I got there in the end, but only after a period of anxiety and self-doubt, which it seems the purple birds will simply bypass on their way to fluency. And while I don’t regret the long and winding path that I took to my second language, I hope that one day such a path will be rendered obsolete by immersion, and that every school will be able to follow the example of Avenues.\",\"hide\":true,\"title\":\"Chinese Immersion through the Eyes of an Adult Learner\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"d9e328ce-4ddd-4131-af3a-4324b864064d\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"São Paulo\"],\"cover_image\":\"//a.storyblok.com/f/59501/1000x750/538a79b16e/article-immersion-3.jpg\"}","slug":"chinese-immersion-through-the-eyes-of-an-adult-learner","full_slug":"zh/global/open-ed/chinese-immersion-through-the-eyes-of-an-adult-learner","uuid":"fedcfb7d-5f1e-427f-ba75-b3e5e9509dae","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"36e26132-bd30-40b4-a2ee-244aec274bf1\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Building a Math Mindset\",\"component\":\"seo\",\"description\":\"In the Lower Division at Avenues New York, teacher Stacy Rezos helps her students approach math with a growth mindset (instead of a fixed mindset), a concept developed by psychologist Carol Dweck. \"}],\"_uid\":\"7c9f6d20-047f-4e93-8f76-d421d7ea7e41\",\"body\":\"By Stacy Rezos, 4th Grade Teacher at Avenues New York\\n\\n“I can’t do this...yet!” and “My math brain just grew!” were just a few comments made during our math mindset activities in 4th grade. All students in the Lower Division spent the first two weeks of school building and strengthening their math mindsets. The purpose behind this important work was to establish a supportive math community that encourages all learners and to build upon the belief that everyone can do math at a high level. Through this work, students engaged in challenging math activities—specifically focusing on the process, rather than correct answers. These math challenges propelled students to use various strategies to solve a problem. After each challenge, students were asked to reflect on the process and discuss the strategies used. The Chang Jiang and Hudson students referenced a classroom chart during their reflective conversations that listed the five key strategies for learning mathematics: draw it out, teamwork, experiment, start with a smaller case and look for different resources. Through this reflection, the students were able to recognize which strategies were most helpful in their process.\\n\\n![Img](//a.storyblok.com/f/59501/550x365/354f9dd168/article-math2.jpg)\\n\\nThe idea behind building a math mindset comes from the groundbreaking work of Carol Dweck, a professor of psychology at Stanford University. She identified “growth mindset” as the belief that basic abilities can be developed through dedication and hard work. In a math classroom, students with a growth mindset are those who keep going even when work is hard, and who are persistent. The first two weeks of math activities this school year focused on changing “fixed” mindsets to “growth” mindsets. This shift in mindsets can help cultivate a love of learning and resilience that can lead to greater achievement in mathematics. We celebrate mistakes and use them as opportunities for future learning and development. We encourage deep thinking and praise perseverance through problems. And we utilize reflective conversations to communicate thinking in a way that others can understand.\\n\\n![Img](//a.storyblok.com/f/59501/1600x1200/13d8c66b9f/article-math3.jpg)\\n\\nSome of the 4th grade math challenges included students working in teams to create various two-dimensional shapes using a piece of string. Those who successfully created 2-D shapes were challenged to work together to create 3-D shapes. A second activity had students create a rectangle that had a border of 14 using square foam tiles. During this activity, the students were prompted to find other ways to show these rectangles and to explain their mathematical thinking. Finally, students participated in an activity called “One-Cut Geometry,” during which they were challenged to cut out various shapes using only one straight cut.\\n\\n![Img](//a.storyblok.com/f/59501/1600x1200/591c2ddedd/article-math-4.jpg)\\n\\nAll of these mindset activities challenged the students’ math brains, allowing them to try out various strategies, and lock in to the growth mindset mentality that we hope to foster this school year.\",\"hide\":true,\"title\":\"Building a Math Mindset\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"35cc6b06-2735-4c2e-8e26-48c9ad010863\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"São Paulo\"],\"cover_image\":\"//a.storyblok.com/f/59501/1600x1200/13d8c66b9f/article-math3.jpg\"}","slug":"building-a-math-mindset","full_slug":"zh/global/open-ed/building-a-math-mindset","uuid":"9bf9d289-03ac-4f78-b265-7678883a4440","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"36e26132-bd30-40b4-a2ee-244aec274bf1\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Can Project-Based Learning Adequately Prepare Students for AP-Type Tests?\",\"component\":\"seo\",\"description\":\"The R&D department of Avenues: The World School breaks down the research on whether project-based learning adequately prepares students for test-focused curricula such as Advanced Placement (AP). \"}],\"_uid\":\"7c9f6d20-047f-4e93-8f76-d421d7ea7e41\",\"body\":\"Project-based learning (PBL), with its focus on solving real-world problems, is frequently advocated in opposition to more test-focused curricula such as Advanced Placement (AP). Teachers in traditional AP courses typically use direct instruction to cover the wide breadth of content students need for the exam. By contrast, teachers in PBL courses use projects that emphasize depth over breadth, which means that certain content is covered more deeply, but at the cost of covering less content. Given this breadth-for-depth tradeoff, PBL skeptics argue that a project-based methodology cannot adequately prepare students for the rigors of college-preparatory testing and coursework. Are there any well-researched examples of rigorous PBL that answer this charge?\\n\\n**The Knowledge in Action (KIA) Initiative**\\n\\nThe Knowledge in Action (KIA) initiative, sponsored by the George Lucas Educational Foundation (GLEF), promotes the design and delivery of rigorous PBL for college-preparatory courses in combination with research on learning outcomes. Five design principles define the KIA approach to PBL:\\n\\n1. Rigorous projects as the spine of courses (“the main dish, not the dessert”);\\n2. Iterative, interleaved project cycles where each project builds on the other;\\n3. Engagement that creates a “need to know”;\\n4. Teachers as co-designers and collaborators;\\n5. Courses that can be scaled and used by others.\\n\\nThis line of research received the 2013 Exemplary Research in Social Studies Award from the National Council for the Social Studies (NCSS). 2\\n\\n**Summary of One KIA Experiment**\\n\\nResearch Question: Can project-based learning be used in a high school AP U.S. Government and Politics course to improve AP test scores?\\n\\nTraditionally taught AP and PBL AP courses were compared across four different class scenarios across four schools: 289 students in total (control group: 114 students received traditional AP courses; experimental group: 175 received PBL courses). Students were compared both in terms of AP score results and in terms of a “scenario” exam that challenged them to apply the course learning to new areas.\\n\\n**Results**\\n\\nAP Exam Scores: Students in the PBL course scored significantly higher on the AP test than those in the traditionally taught courses. Since many more students in the PBL course took the AP exam than in the traditional course (98% vs. 73%), the possible score difference may be even larger than indicated by the results.\\n\\n“Scenario” Exam Scores: No significant difference in performance was found, a result attributed by the authors to a floor effect (i.e., the exam was so difficult and the time given to take it so short that everybody did poorly).\\n\\nThe authors explain the performance difference on the AP exam by suggesting that AP courses traditionally emphasize “fast, superficial learning at the expense of meaningful learning,” which results in low memory retention and low transferability. KIA-PBL, by contrast, emphasizes “deeper conceptual learning and capacity for adaptive transfer,” which results in high memory retention and high transferability.\\n\\n**Conclusion**\\n\\nThe results of the KIA initiative prove that rigorous PBL is possible and that such approaches can effectively prepare students for the rigors of college-preparatory testing and coursework. Accordingly, the KIA methodology and five design principles should be considered when designing project-based courses.\\n\\nDoes this research apply to you, your students or children? We would love to hear your feedback. Please leave us a comment or send us a message.\\n\\n**Sources**\\n\\n1. See [http://www.edutopia.org/knowledge-in-action-PBL-research](http://www.edutopia.org/knowledge-in-action-PBL-research).\\n2. “Rethinking Advanced High School Coursework: Tackling the Depth/Breadth Tension in the AP US Government and Politics Course” by W. Parker, S. Mosborg, J. Bransford, N. Vye, J. Wilkerson, and R. Abbott, J. *Curriculum Studies*, 2011, Vol. 43(4), 533–559.\\n3. “Beyond Breadth-Speed-Test: Toward Deeper Knowing and Engagement in an Advanced Placement Course” by W. Parker, J. Lo, A. Jude Yeo, S. Valencia, D. Nguyen, R. Abbott, S. Nolen, J. Bransford, N. Vye, *American Educational Research Journal*, December 2013, Vol. 50(6), 1424–1459.\\n\\n*Gray Matters is dedicated to providing research-based answers to questions commonly raised by faculty and within the education community. Gray Matters is published by the Tiger Works Research & Development group at Avenues.*\",\"hide\":true,\"title\":\"Gray Matters : Can project-based learning adequately prepare students for AP-type tests?\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"ec27159e-a827-47ab-ac1f-fa428fcc70d9\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"São Paulo\"],\"cover_image\":\"//a.storyblok.com/f/59501/1024x575/e500a2cfbd/sp-slider-ug-math.jpg\"}","slug":"gray-matters-issue-03-can-project-based-learning-adequately-prepare-students-for-ap-type-tests-","full_slug":"zh/global/open-ed/gray-matters-issue-03-can-project-based-learning-adequately-prepare-students-for-ap-type-tests-","uuid":"6bb7f8ef-ebf7-4977-bf70-3ceccab023c4","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"36e26132-bd30-40b4-a2ee-244aec274bf1\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Integrated Science at Avenues, Part 3\",\"component\":\"seo\",\"description\":\"Instead of biology, chemistry and physics, students in the Upper Division at Avenues: The World School take integrated science. Global Academic Dean Mike Maccarone provides an example of this approach in action: the 9th grade study of waves and communication. \"}],\"_uid\":\"7c9f6d20-047f-4e93-8f76-d421d7ea7e41\",\"body\":\"By Mike Maccarone, Global Academic Dean for Science at Avenues: The World School\\n\\nIn parts I and II of this series, I described how we redesigned the Avenues high school science curriculum in response to broader trends in early 21st century scientific thought. Our approach, which blurs the traditional lines between the disciplines of biology, chemistry and physics, encourages students to explore the big questions of science through holistic, hands-on, project-based learning. This week, I’ll illustrate the benefits of this approach by describing an especially successful project that our ninth grade students completed as part of their investigation into waves and communication.\\n\\nIn January 2015, our ninth grade science students entered into the second semester of science with our waves and communication unit. The premise of this unit is to explore the inner (and outer) workings of the most important device in most students’ lives: the cell phone. We began with a study of waves and wave motion by modeling a simple speaker. Students slowed down speakers to a frequency low enough that they could observe the physical motion (a back-and-forth cycle called simple harmonic motion) and then modeled the motion themselves using motion detectors. The students embodied properties of sound waves, traveling back and forth down the hallway at various speeds, and used a program called [GraphicalAnalysis](https://itunes.apple.com/us/app/vernier-graphical-analysis/id522996341?mt=8) on their iPads to plot their position versus time. The result—perhaps no surprise—was the shape we typically think of as a wave (a sine wave, more precisely).\\n\\nThe next step was to observe more meaningful sound waves. Students used [Audacity](http://audacity.sourceforge.net/), a free audio editing program, to record interesting sounds around the school. We looked at these waveform images of many sounds from musical instruments, student voices and the cacophony of the hallways between classes. With a clear picture of these sound waves, students were able to see what makes the sound of a piano different from that of a guitar, even when they play the same note. These waves carry information that is complex and meaningful, yet visually striking and observable. The students were excited by their findings.\\n\\n![Img](//a.storyblok.com/f/59501/550x240/21de1d9222/article-science-2.jpg)\\n\\n*Using Audacity, students looked at the waveform images of many sounds.*\\n\\nMoving from a physical medium to more modern means of communication, students turned their attention toward electronics. They built small circuits on breadboards (learning some basic circuit components and properties along the way) and added a simple microphone to their device. With a basic Radio Shack amplifier to plug in their headphones, the students were able to send audible signals to one another through their circuits. They used their iPad apps to observe the changing current in the circuit as they sent their signals and compared this to their audio signals from Audacity. The results were compelling: these waves had the same shape, but the current seemed to always be moving forward. (It is the *rate* of flow and not the back-and-forth motion of current that causes a wave, the students observed).\\n\\n![Img](//a.storyblok.com/f/59501/550x366/6206762b31/article-science-3.jpg)\\n\\n*The students built small circuits on breadboards and added a simple microphone to their device.*\\n\\nSo how is it that a sound wave is transferred into an electrical wave? The microphone, and its mysterious properties, became our next target. Students worked with solenoids (coils of copper wire) and simple magnets to explore the phenomenon of electromagnetic induction. By applying direct and alternating current to their coils and testing the reaction of small magnets and compasses, students found that the relationship between current and magnetic fields is a unique one. They built crude speakers out of these coils, a small magnet and some simple plastic or paper, and found that moving stronger magnets around and within the coils (changing a magnetic field) induced a current in the coil of wire. Students were able to model and measure the behavior of speakers and microphones with simple lab equipment and apply that knowledge to their model of sound. They could now transmit their sound over further distances by using two of these solenoids as a transmitter and receiver. This led us on a helpful tangent into the study of the electromagnetic spectrum.\\n\\n![Img](//a.storyblok.com/f/59501/400x536/3b9ec7f051/article-science-4.jpg)\\n\\nEquipped with the knowledge that electromagnetic waves take many forms—radio, infrared and visible light for our working purposes—students set out on a new challenge. How could they transmit the signals from their microphones over a greater distance? Students used coils of wire, LED light bulbs and photoreceptors to build signal transmitters. They encountered a problem common to the communications industry, though. These devices worked only over very short distances. They had much more success sending a simpler signal. It was much easier to tell when the signal was on or off than to measure the wave form itself. The on/off messaging system has its advantages; the binary system by which all of our devices communicate relies on similar properties. This was the final piece of the puzzle!\\n\\nAfter a quick study of digital signals and binary coding, students were finally able to design a system to send and receive messages to their teammates across the room. They could send text and even images by encoding numbers, letters and pixels into simple “on” and “off” patterns. Their final assignment was to send and receive a text and explain how the signal traveled through each stage of this primitive “cell phone.”\\n\\nThe six weeks of study took them on a journey through sound and light waves, AC and DC circuits, electromagnetic induction and analog and digital signals. We were impressed by their grit, determination and design prowess. They were relieved, we’re sure, to retire to their iPhones at the end of the unit.\\n\\nWe hope this exercise was as exciting for our ninth grade students as it was for their teachers. At times, we pushed them further than we had anticipated, and they embraced the challenge wholeheartedly. While every teacher hopes his or her students carry the lessons of the classroom with them for the rest of their lives, we are convinced these students will carry an appreciation of the science behind these incredible communication devices with them and not have to sit and wonder, as many of their peers might, how this marvel of modern technology functions.\\n\\n*This is part 3 of a three-part series of articles on integrated science at Avenues. Skip back to [part 1](/open-ed/integrated-science-at-avenues-part-i-a-brief-history-of-science-education-in-the-west) and [part 2.](/open-ed/integrated-science-at-avenues-part-ii-redesigning-science-at-avenues)*\",\"hide\":true,\"title\":\"Integrated Science at Avenues – Part III: Practicing What We Preach\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"c640d87b-eaed-4e30-82ee-67186cc24d81\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"São Paulo\"],\"cover_image\":\"//a.storyblok.com/f/59501/1024x575/8695204e0d/sp-slider-ug-science.jpg\"}","slug":"integrated-science-at-avenues-part-iii-practicing-what-we-preach","full_slug":"zh/global/open-ed/integrated-science-at-avenues-part-iii-practicing-what-we-preach","uuid":"e6c61913-f846-49af-a232-094070dd0316","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"36e26132-bd30-40b4-a2ee-244aec274bf1\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Integrated Science at Avenues, Part 2\",\"component\":\"seo\",\"description\":\"Instead of biology, chemistry and physics, students in the Upper Division at Avenues: The World School take integrated science. Global Academic Dean Mike Maccarone explains how he and his team redesigned science at Avenues. \"}],\"_uid\":\"7c9f6d20-047f-4e93-8f76-d421d7ea7e41\",\"body\":\"By Mike Maccarone, Global Academic Dean for Science at Avenues: The World School\\n\\nIn Part I of this series, I introduced two ideas that emerged in K-12 education in the West in the late-20th century: 1) the need for a science curriculum that builds on foundational knowledge, in a particular sequence, and at a developmentally appropriate rate and 2) the benefits of blurring the lines between the traditional disciplines across the curriculum, including in science, between physics, chemistry and biology. In the science department at Avenues, these ideas have inspired us to update and enrich the experiences we provide our students in the classroom.\\n\\nAt Avenues, we have developed a course of study simply called “Science.” Studying phenomena (currently at the center of Finland’s laudable reform efforts to replace “teaching by subject” with “teaching by topic”), tapping into the innate curiosity of students, identifying patterns and laws that govern the universe and its myriad, diverse constituents, is no small task. In an effort to more adequately address the modern intellectual landscape of science, which is increasingly dominated by research into the origins of life on earth, climate change, drug-resistant bacteria, overpopulation and artificial intelligence, we have developed a program that applies the best principles of a physics>chemistry>biology sequence and includes connections to important modern issues like the environment, communication, adaptation and energy resources, as well as engineering design.\\n\\n![Img](//a.storyblok.com/f/59501/550x411/d2fd46e460/article-science-1.jpg)\\n\\n*Ninth graders work on an exercise related to their waves and communication unit.*\\n\\n**SCIENCE FOR THE CONSUMER**\\n\\nThe theme for our ninth grade course is what we internally call “science for the consumer.” We want students to think about objects in the world around them, ask questions and, more importantly, begin to define on a meaningful scientific level how those objects are structured, what makes them different and what makes them work. Is this physics? Chemistry? Biology? We don’t like to label. The year begins with an in-depth study of the nature of matter. In this “material” science unit, students explore questions about the nature of materials, their atomic and molecular structure and the electrical forces that hold them together. The second half of the year shifts toward a study of waves through communication devices and culminates in a mechanical-engineering design project that requires the study and application of forces and motion.\\n\\n**SCIENCE FOR THE CITIZEN**\\n\\nStudents in the tenth grade follow up this experience with a deep investigation into modern energy sources, including the generation and transformation of energy and the nature of the resources that provide it. This leads naturally into an exploration of the ecosystem in which we live, with a particular focus on the chemical reactions that occur in the atmosphere, biosphere and hydrosphere and other relevant interactions between humans and their environment. We consider this the Avenues take on “science for the citizen.”\\n\\n**SCIENCE FOR THE SELF**\\n\\nThe 11th grade science curriculum culminates in our study of “science for the self,” in which the life sciences take center stage. Students explore the processes that occur within and between living organisms, including reproduction, genetics, evolution, adaptation and disease, while making connections to the chemical environment and physical systems studied in prior coursework.\\n\\n*This is part 2 of a three-part series of articles on integrated science at Avenues. Go back to [part 1](/open-ed/integrated-science-at-avenues-part-i-a-brief-history-of-science-education-in-the-west), or continue reading with [part 3](/open-ed/integrated-science-at-avenues-part-iii-practicing-what-we-preach).*\",\"hide\":true,\"title\":\"Integrated Science at Avenues – Part II: Redesigning Science at Avenues\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"fdfbd4df-55ca-496d-a5ec-006260aa944c\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1024x575/8695204e0d/sp-slider-ug-science.jpg\"}","slug":"integrated-science-at-avenues-part-ii-redesigning-science-at-avenues","full_slug":"zh/global/open-ed/integrated-science-at-avenues-part-ii-redesigning-science-at-avenues","uuid":"c1674425-217e-496e-8862-a18d7b22102f","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"36e26132-bd30-40b4-a2ee-244aec274bf1\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Integrated Science at Avenues, Part 1\",\"component\":\"seo\",\"description\":\"Instead of biology, chemistry and physics, students in the Upper Division at Avenues: The World School take integrated science. Global Academic Dean Mike Maccarone explains how Avenues’ interdisciplinary approach fits into the history of K-12 science education in the west. \"}],\"_uid\":\"7c9f6d20-047f-4e93-8f76-d421d7ea7e41\",\"body\":\"By Mike Maccarone – Global Academic Dean for Science at Avenues: The World School\\n\\nSince before our school opened in 2012, the Upper School science department at Avenues has been working to embody the “New School of Thought” that is at the heart of our mission statement. We began with a physics > chemistry > biology sequence of study in the sciences, but quickly identified the opportunity to innovate by building on the strengths of this sequence and remodeling our approach to address current issues in the study of science. Internationally, the approach to science education is varied and diverse, but many curricula reflect the importance of spiraling both the skills of scientific investigation and inquiry, and the content knowledge of the sciences throughout the education of a high school student. Within the past decade, the [Framework for K–12 Science Education](https://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts) highlighted the need for an enriched program such as the one we have developed at Avenues. Even more recently, in 2013, the [Next Generation Science Standards](https://www.nextgenscience.org/get-to-know) further identified opportunities for application, integration and problem-based, project-based and challenge-based thematic learning in the sciences. At Avenues, we have taken these various calls to action to heart.\\n\\n**Part I: A Brief History of Science Education**\\n\\nIn the early 1990s, Leon Lederman, the Nobel Prize winning physicist, author of *The God Particle* and director of Fermi-Lab, called for a “Physics First” curriculum as a way of restructuring the traditional approach to teaching science. This sequence of physics > chemistry > biology in high schools, Lederman argued, was more coherent in terms of the complexity of scientific concepts and provided better sequential foundations for student learning. Challenging chemistry concepts were bolstered by a basic understanding of atomic structure, forces and motion in physics, while a true biology curriculum necessarily relied on student knowledge of chemical reactions and properties in context. American schools were slow to listen, but those schools that took Lederman’s message to heart found that a “Physics First” sequence (not just teaching physics to ninth graders, but restructuring the curriculum to develop knowledge and skills at an appropriate level of complexity) was indeed richer and more rewarding for science students and teachers alike. Students in “Physics First” programs were making meaningful connections between the sciences in a way that their peers taking a less intuitive, but more familiar, science course sequence, were not.\\n\\nIn the early years of the 21st century, the problems addressed by scientists became less canonical, prescribed and distinct. Most importantly, the boundaries between physics, chemistry and biology became more and more difficult to establish. Over the course of the 20th century, physicists and chemists had grown closer to one another in content knowledge. The technological advances of the end of the 20th century brought studies of the environment, climate and the origin of life into the scope of scientific research and education. Biochemistry, molecular biology, bioengineering and medical physics became courses of study in colleges and universities. Careers in applied sciences became more abundant and diverse. Engineering grew from traditional mechanics and electronics to include areas like robotics and genetics. Purely scientific research institutions began to identify the need for researchers with more diverse academic backgrounds, as experts studying the origins of life called upon their colleagues in other fields for support and explanation. Physicists seeking answers to the largest and smallest questions—astrophysicists and string theorists—reached further into the purely mathematical realm, using equations and computer models to make predictions about possibilities that lie beyond our observation.\\n\\nToday, in the Avenues integrated science program, we continue to strive to blur the lines between the traditional scientific disciplines. This way, we are ensuring that our students not only learn to appreciate the mathematical elegance of physics, the exciting reactions of chemistry or the dynamic life cycles of biology, but most importantly, they grasp the creative possibilities of science.\\n\\n*This is part 1 of a three-part series of articles on integrated science at Avenues. Continue reading [part 2](/open-ed/integrated-science-at-avenues-part-ii-redesigning-science-at-avenues), or skip ahead to [part 3](/open-ed/integrated-science-at-avenues-part-iii-practicing-what-we-preach).*\",\"hide\":true,\"title\":\"Integrated Science at Avenues – Part I: A Brief History of Science Education in the West\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"1743f240-266f-4343-9bfd-fd51c7018c21\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"São Paulo\"],\"cover_image\":\"//a.storyblok.com/f/59501/1024x575/8695204e0d/sp-slider-ug-science.jpg\"}","slug":"integrated-science-at-avenues-part-i-a-brief-history-of-science-education-in-the-west","full_slug":"zh/global/open-ed/integrated-science-at-avenues-part-i-a-brief-history-of-science-education-in-the-west","uuid":"f07c0298-7ab6-4081-863a-b93f37df3b61","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"36e26132-bd30-40b4-a2ee-244aec274bf1\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: The International Schools’ Assessment at Avenues\",\"component\":\"seo\",\"description\":\"The International Schools’ Assessment (ISA) is the standardized test that Avenues: The World School uses to help evaluate the quality of its education across multiple campuses over time. Andy Williams, Global Director of Teaching and Learning, explains the benefits. \"}],\"_uid\":\"7c9f6d20-047f-4e93-8f76-d421d7ea7e41\",\"body\":\"By Andy Williams, Global Director of Teaching and Learning\\n\\n“How is my child doing?” is always an important question for parents. There are three forms of assessment used at Avenues: standardized, summative and formative. Taken together, this assessment system allows us to evaluate multiple aspects of school and curriculum quality, and student growth.\\n\\nThe [International Schools’ Assessment](https://www.acer.org/au/isa) (ISA) is the standardized test Avenues has chosen to assist in evaluating school quality across multiple campuses over time.\\n\\nAvenues students from 3rd grade onward take the ISA once a year. The ISA is based on the [Program for International Student Assessment](http://www.oecd.org/pisa/aboutpisa/) (PISA) developed by the Organization for Economic Co-operation and Development. It is designed and developed in Australia by the Australian Council for Educational Research (ACER). The ISA is an internationally recognized assessment for literacy and mathematics, and for 8th grade, science.\\n\\nFrom year to year, the ISA assesses to what extent the curriculum is facilitating growth in the target skills which prepare our students for college readiness and future success. The ISA affords us the performance data to confirm our alignment with rigorous international academic expectations.\\n\\nAt Avenues, standardized, summative and formative assessments are analyzed in a triangulated fashion in order to fully understand student growth and attainment. Thus the ISA provides one more aspect, a snapshot, of the continuous evaluation that is taking place at Avenues on a day-to-day and week-to-week basis. Evaluations occur via the authentic assessment of student work expressed through projects, and are accompanied by common benchmark assessments centered on progress made towards learning core academic outcomes.\\n\\nEach form of assessment is important, as each provides evidence in order to track growth toward our goal of developing world-wise leaders uniquely equipped to understand and solve global-scale problems.\",\"hide\":true,\"title\":\"The International Schools’ Assessment at Avenues\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"0e5dda6f-a506-4e7d-a500-a2f00e6a55f1\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"São Paulo\"],\"cover_image\":\"//a.storyblok.com/f/59501/1024x575/8a1044021a/sp-slider-ug-college.jpg\"}","slug":"the-international-schools-assessment-at-avenues","full_slug":"zh/global/open-ed/the-international-schools-assessment-at-avenues","uuid":"ec3a7362-4d4a-43e9-b54b-bbf0c173601c","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"858c3d42-078c-4e86-b919-1fb8d52da930\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Writing Between Languages at Avenues\",\"component\":\"seo\",\"description\":\"In 9th and 10th grade HIP (High Intensity Practice) classes, students at Avenues New York explore practice empathy and creativity as they read and translate Spanish and Chinese poems into English. Their teachers explain how this relates to Avenues: The World School’s mission to cultivate global citizens.\"}],\"_uid\":\"aaafd548-241c-4b92-9253-261efa8c532b\",\"body\":\"By Brady Smith and Narcy Carranza, Upper Division Teachers at Avenues New York\\n\\nWhat does it mean to translate a poem? What does translation have to do with being a citizen of the world?\\n\\nIn 9th and 10th grade HIP (High Intensity Practice) Thinking classes, students at Avenues New York have been exploring these questions by reading and translating Spanish and Chinese poems into English. The unit is part of a collaboration between the Upper Division’s intensive language study program and the HIP Thinking program. Its goal is, in part, to help integrate language study more fully into the upper grades experience, where exposure to foreign languages is otherwise limited to students’ Chinese and Spanish classes. But literary translation is also a rich field for teaching foundational parts of the Avenues curriculum. As HIP Thinking teachers, translation interests us for the way it demands both empathy and creativity, asking students to mediate between both an implied writer and an implied reader, balancing faithfulness to the poet’s intentions with the demands of writing smooth, colloquial English. And as teachers invested in developing students both truly fluent in a second language *and* uniquely equipped to solve global-scale problems, translation, as we’ll see, has some important lessons too.\\n\\n![Img](//a.storyblok.com/f/59501/1200x900/aa5678c474/article1-2.jpg)\\n\\nTo kick off the unit, faculty worked with language teachers and Avenues librarians to select a wide range of poets and poetry for students to work with during their HIP writing sessions. Spanish students were able to choose from texts as diverse as children’s books, for students in Spanish 1, to more complex texts by Pablo Neruda, Jorge Luis Borges, Ida Vitale, and Silvina Ocampo. Particularly ambitious students could choose the Castilian epic *El Poema del Mio Cid*. Chinese students were able to choose among texts by major 20th century Chinese poets Gu Cheng, Wang Guozhen, Xu Zhimo and Yu Guangzhong.\\n\\nIn class, students have been using our HIP Thinking problem solving process—orientation, ideation, performance and reflection—to structure their work and guide themselves through the process of developing working translations of their texts. Sharing translations and receiving feedback have been an especially important part of the experience, with students regularly reading their work out loud in both their target language and English. As with all HIP lessons, reflections asked students to reconstruct the thinking behind their work, with a focus on the kinds of thinking involved in translating difficult idioms, words or phrases. “Choose one line and explain what it leaves in and what it leaves out” is a prompt to which our classes often returned.\\n\\n![Img](//a.storyblok.com/f/59501/1200x900/cefab3871b/article1-3.jpg)\\n\\nThroughout the lessons, we have also paired student translation work with readings from Eliot Weinberger’s *19 Ways of Looking at Wang Wei*, a concise survey of 19 different versions of the same poem by the famous 8th century Chinese poet, Wang Wei. In part, Weinberger’s little book is a polemical survey of what translators have gotten right and wrong about this oft-translated Chinese writer, and in this regard it’s a great resource for getting students to think carefully about how subtle shifts in language affect the meaning of a poem. What’s the difference between “Deer Park” and “Deer Enclosure,” to offer two possible versions of the title? Why should we care that one translator describes the moss in Wang Wei’s poem as “shadowy,” and another “green”? Why do some translators invent a third-person narrative voice while others do not? However, Weinberger’s book is also an accessible and engaging primer on the art of translation more generally, which makes it especially important for students regardless of their language of study. “Poetry is that which is worth translating,” he declares at the outset, and the rest of the book reads as a kind of meditation on this initial declaration. What, Weinberger asks, are the literary forms that organize poetry in an original language? How should a translator go about deciding on an English equivalent? Is the point of translation to transform the sensibilities guiding a work in Chinese or Spanish into the idioms of the translator’s own language? Or should translators instead render the form of the original as faithfully as they can, no matter how inscrutable the results?\\n\\nAs students have been practicing their translation skills, they have also been reading about and reflecting on their own translation practice, developing working theories of what they do when they translate, and a deeper sense of themselves as readers and writers as well. The result has been, on one level, the development of a wonderful compendium of student-translated poetry, culminating in a poster project that will include a poem in its original Spanish or Chinese, an English translation, and a short “Translator’s Note” or introductory essay, providing context for their work.\\n\\nBut this collaboration between HIP and the language program has also been instructive for teachers in both programs as we continue to consider what it means to teach our respective disciplines at Avenues. As mentioned above, translating well means thinking both empathetically and creatively, mediating between reader and writer in a way that demands novel uses of language while remaining true to the spirit of the original poem. However, as I also suggested, translation is important for how we pursue some of the other fundamental goals of our school. True fluency in a foreign language, for instance, involves not just ease of conversation but a deep understanding of what a word or a phrase gains and loses as a speaker moves between languages. Global-scale problems look differently depending on where you stand, and the particularities of different languages play a fundamental role in mediating experiences of global issues around the world. Above all, though, we’re drawn to the work of literary translation because of how it upends the boundaries between disciplines, provincializes English in the context of our curriculum, and challenges students to work at the very limit of their language skills.\\n\\n![Img](//a.storyblok.com/f/59501/1200x1600/8307daba77/article1-1.jpg)\\n\\nWhat do you do when confronted with a situation in which the usual rules no longer apply? How do you proceed when you no longer have the words for what you want to say? These are fundamental questions for any translator, but also questions that get to the heart of how we teach students to think at Avenues: The World School. Translation is not, in the end, just a means of enhancing language skills or heightening student abilities for close reading. It’s also practice for the kinds of challenges that will define the future for our students.\",\"hide\":true,\"title\":\"“Poetry Is That Which Is Worth Translating”: Writing Between Languages at Avenues\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"bcea437e-649d-444d-a65a-1c3c809e7353\",\"body\":\"By Brady Smith and Narcy Carranza, Upper Division Teachers at Avenues New York\\n\\nWhat does it mean to translate a poem? What does translation have to do with being a citizen of the world?\\n\\nIn 9th and 10th grade HIP (High Intensity Practice) Thinking classes, students at Avenues New York have been exploring these questions by reading and translating Spanish and Chinese poems into English. The unit is part of a collaboration between the Upper Division’s intensive language study program and the [**HIP Thinking**](https://open.avenues.org/new-york/ny-single-blog-detail/%5C\\\\~board/open-new-york-learning/post/hip-thinking-a-reintroduction) program. Its goal is, in part, to help integrate language study more fully into the upper grades experience, where exposure to foreign languages is otherwise limited to students’ Chinese and Spanish classes. But literary translation is also a rich field for teaching foundational parts of the Avenues curriculum. As HIP Thinking teachers, translation interests us for the way it demands both empathy and creativity, asking students to mediate between both an implied writer and an implied reader, balancing faithfulness to the poet’s intentions with the demands of writing smooth, colloquial English. And as teachers invested in developing students both truly fluent in a second language *and* uniquely equipped to solve global-scale problems, translation, as we’ll see, has some important lessons too.\\n\\nTo kick off the unit, faculty worked with language teachers and Avenues librarians to select a wide range of poets and poetry for students to work with during their HIP writing sessions. Spanish students were able to choose from texts as diverse as children’s books, for students in Spanish 1, to more complex texts by Pablo Neruda, Jorge Luis Borges, Ida Vitale, and Silvina Ocampo. Particularly ambitious students could choose the Castilian epic *El Poema del Mio Cid*. Chinese students were able to choose among texts by major 20th century Chinese poets Gu Cheng, Wang Guozhen, Xu Zhimo and Yu Guangzhong.\\n\\nIn class, students have been using our HIP Thinking problem solving process—orientation, ideation, performance and reflection—to structure their work and guide themselves through the process of developing working translations of their texts. Sharing translations and receiving feedback have been an especially important part of the experience, with students regularly reading their work out loud in both their target language and English. As with all HIP lessons, reflections asked students to reconstruct the thinking behind their work, with a focus on the kinds of thinking involved in translating difficult idioms, words or phrases. “Choose one line and explain what it leaves in and what it leaves out” is a prompt to which our classes often returned.\\n\\nThroughout the lessons, we have also paired student translation work with readings from Eliot Weinberger’s *19 Ways of Looking at Wang Wei*, a concise survey of 19 different versions of the same poem by the famous 8th century Chinese poet, Wang Wei. In part, Weinberger’s little book is a polemical survey of what translators have gotten right and wrong about this oft-translated Chinese writer, and in this regard it’s a great resource for getting students to think carefully about how subtle shifts in language affect the meaning of a poem. What’s the difference between “Deer Park” and “Deer Enclosure,” to offer two possible versions of the title? Why should we care that one translator describes the moss in Wang Wei’s poem as “shadowy,” and another “green”? Why do some translators invent a third-person narrative voice while others do not? However, Weinberger’s book is also an accessible and engaging primer on the art of translation more generally, which makes it especially important for students regardless of their language of study. “Poetry is that which is worth translating,” he declares at the outset, and the rest of the book reads as a kind of meditation on this initial declaration. What, Weinberger asks, are the literary forms that organize poetry in an original language? How should a translator go about deciding on an English equivalent? Is the point of translation to transform the sensibilities guiding a work in Chinese or Spanish into the idioms of the translator’s own language? Or should translators instead render the form of the original as faithfully as they can, no matter how inscrutable the results?\\n\\nAs students have been practicing their translation skills, they have also been reading about and reflecting on their own translation practice, developing working theories of what they do when they translate, and a deeper sense of themselves as readers and writers as well. The result has been, on one level, the development of a wonderful compendium of student-translated poetry, culminating in a poster project that will include a poem in its original Spanish or Chinese, an English translation, and a short “Translator’s Note” or introductory essay, providing context for their work.\\n\\nBut this collaboration between HIP and the language program has also been instructive for teachers in both programs as we continue to consider what it means to teach our respective disciplines at Avenues. As mentioned above, translating well means thinking both empathetically and creatively, mediating between reader and writer in a way that demands novel uses of language while remaining true to the spirit of the original poem. However, as I also suggested, translation is important for how we pursue some of the other fundamental goals of our school. True fluency in a foreign language, for instance, involves not just ease of conversation but a deep understanding of what a word or a phrase gains and loses as a speaker moves between languages. Global-scale problems look differently depending on where you stand, and the particularities of different languages play a fundamental role in mediating experiences of global issues around the world. Above all, though, we’re drawn to the work of literary translation because of how it upends the boundaries between disciplines, provincializes English in the context of our curriculum, and challenges students to work at the very limit of their language skills.\\n\\nWhat do you do when confronted with a situation in which the usual rules no longer apply? How do you proceed when you no longer have the words for what you want to say? These are fundamental questions for any translator, but also questions that get to the heart of how we teach students to think at Avenues: The World School. Translation is not, in the end, just a means of enhancing language skills or heightening student abilities for close reading. It’s also practice for the kinds of challenges that will define the future for our students.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"New York\",\"São Paulo\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1200x900/cefab3871b/article1-3.jpg\"}","slug":"poetry-is-that-which-is-worth-translating-writing-between-languages-at-avenues","full_slug":"zh/global/open-ed/poetry-is-that-which-is-worth-translating-writing-between-languages-at-avenues","uuid":"2d59dc74-4d1d-4034-a3cd-c4e08a1f185d","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"858c3d42-078c-4e86-b919-1fb8d52da930\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | OPEN.ed: Avenues New York and São Paulo Students Collaborate on Policy\",\"component\":\"seo\",\"description\":\"Evan Glazer, Head of School for Avenues New York, explains how students from New York collaborated digitally with their peers at Avenues São Paulo to come up with solutions to social, environmental and cultural issues on both campuses.\"}],\"_uid\":\"aaafd548-241c-4b92-9253-261efa8c532b\",\"body\":\"By Evan Glazer, Head of School, Avenues New York\\n\\nIn August 2018, Avenues opened its second campus in São Paulo, Brazil. With this opening, we’ve set the stage for our vision of one school, many campuses. This is a big reason I joined Avenues – connecting students around the world so they can tackle global-scale problems, engage in different perspectives and explore new opportunities not available anywhere else.\\n\\n![Img](//a.storyblok.com/f/59501/1200x800/5ef0703208/article-policy.jpg)\\n\\nMany of you might recall the group of Os Primeiros 9th graders who spent a month in New York City last spring. They, along with some select teachers, have begun to implant the Avenues culture into a new site – [see a quick tour of the São Paulo campus](/sp/visit-us). Additionally, five Avenues New York 12th grade students last year helped the Os Primeiros students by mentoring the Brazilian students, co-teaching classes and serving as peer ambassadors. Since then, many more New York students have visited Brazil to investigate issues pertaining to environmental sustainability with their Brazilian counterparts. These types of exchanges will continue as a new cohort of NYC peer ambassadors will be headed to Brazil this February to assist and present with Sao Paulo peers at the [AASSA international conference](https://www.aassa.com/page.cfm?p=1).\\n\\nOur collaboration with teachers and students in Brazil, however, shouldn’t be restricted to face-to-face visits. This past December, Avenues New York launched Winter Seminar, a weeklong opportunity for middle grades students to investigate academic topics from a fresh perspective in half-day courses. I had a chance to offer a course that week that intentionally connected New York and São Paulo students to address social and cultural issues in our communities. My partner was Cayo Candido, a World Course teacher at São Paulo, who cleverly involved the São Paulo middle graders who are planning to visit New York in April during Minimester. We communicated by video conference, using one-to-one, small group and whole class forums for discussion.\\n\\nOur journey together during the week revealed untold stories related to challenging global issues – topics included women’s rights, discrimination and prejudice, immigration and refugees, and the environment and sustainability. Brazilian and American students shared perspectives they had discovered through their World Course and interdisciplinary projects. Together, we began a policy simulation that investigated how to reduce waste in our cities and on campus. Students conducted an empathy interview in order to understand multiple viewpoints and the impact of their decisions.\\n\\nThey worked in teams to propose an original solution for our cities and for our campuses. Examples included assessing fees at stores for plastic bags, offering rebates for recycled bags, including different recycling bins at street corners, composting at Avenues, ramping up our education efforts and more. Their proposed solutions were reviewed by experts, both in New York and São Paulo, followed by feedback to make revisions. Because portions of the class were run through video conference, we found it necessary to make the final presentation available electronically so that parents and educators could participate remotely.\\n\\nIn addition to our investigation of global-scale issues, students got to know each other personally by discussing cultural and personal interests. Each day a face-to-face class visitor touched on different perspectives from Brazil, whether it was learning about government, people, food or speaking a little Portuguese. It was a great way to form friendships and look forward to bonding together in the future.\",\"hide\":true,\"title\":\"Avenues New York and São Paulo Students Collaborate on Policy\",\"excerpt\":\"\",\"new_body\":[{\"_uid\":\"d056290b-f028-497b-95cb-260fed3f0294\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\",\"New York\",\"São Paulo\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1200x800/5ef0703208/article-policy.jpg\"}","slug":"new-york-and-sao-paulo-students-collaborate-on-policy","full_slug":"zh/global/open-ed/new-york-and-sao-paulo-students-collaborate-on-policy","uuid":"f469bbaa-80b4-4e21-8392-4129f0a1b66d","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Transformative Learning Experience: Olivia Gross\",\"component\":\"seo\",\"description\":\"This spring, Olivia Gross (‘20) created and acted as editor in chief of Avenues’ first-ever law review, and, quite possibly, the first-ever law review published by an American high school.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Olivia Gross: A Transformative Learning Experience\",\"excerpt\":\"Olivia Gross ‘20, through Avenues’ Mastery program, created and acted as editor-in-chief the first-ever law review in the country.\",\"new_body\":[{\"_uid\":\"515f8849-59db-4b1b-8134-ddbdc0417abb\",\"video\":{\"_uid\":\"bdd6a04c-b4ac-4c64-b4e2-7ed3b4a188de\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/340548865\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/340548865\",\"response\":{\"uri\":\"/videos/340548865\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/340548865?app_id=122963\\\" width=\\\"426\\\" height=\\\"240\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen\\\" allowfullscreen title=\\\"Olivia Explains Avenues: The Path to the Supreme Court\\\"></iframe>\",\"type\":\"video\",\"title\":\"Olivia Explains Avenues: The Path to the Supreme Court\",\"width\":426,\"height\":240,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":292,\"video_id\":340548865,\"author_url\":\"https://vimeo.com/avenuesworld\",\"author_name\":\"Avenues: The World School\",\"description\":\"\",\"upload_date\":\"2019-06-05 18:42:04\",\"account_type\":\"live_premium\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/788940719_295x166.jpg\",\"thumbnail_width\":295,\"thumbnail_height\":166,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F788940719_295x166.jpg&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"\",\"video_thumbnail\":\"//a.storyblok.com/f/59501/1408x788/c62df36939/oliviagross.png\"},{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"At 11 years old, Avenues junior Olivia Gross couldn’t quite pronounce the name Rehnquist, but she knew she desperately wanted a copy of his book, *The Supreme Court*. At more than 300 pages, it’s hard to imagine any 11-year-old getting through it. But Olivia was not intimidated. “I didn’t get a lot out of it back then but I read it until I understood it.”\\n\\nAs a student, and in life in general, Olivia believes strongly in being comfortable with the uncomfortable. It’s where all transformative learning experiences are born. And there’s no better place to sit with the discomfort of challenge, push yourself and discover an outlet for your passions than in the classrooms at Avenues. This spring, with the guidance and support of her teachers, and by sheer will and determination, Olivia created and acted as editor in chief of Avenues’ first-ever law review, and, quite possibly, the first-ever law review published by an American high school.\\n\\n![With Olivia sitting at center, students pose with their copies of the published law review](https://lh5.googleusercontent.com/Cs2J42bjMXcy00s2fzeaOssjQg-BMs5vJKcq9AIxz1eDeUMixqG9AQdSRySCPISu-bdzNCOV0EcufrmlRxjbR6b7Uk23fzKcCEX_nk7HB8yS4eeI6mLAZ72Lkmyvm9FkN92mftb2)\\n\\nOlivia always knew she loved the law, but she wanted to find her niche, her passion. And she found it in the Supreme Court. With an illustration of Ruth Bader Ginsberg tacked to the back of her cellphone case, she doesn’t want you to get any wrong impressions. RBG’s likeness may be seen on everything from coffee mugs, bumper stickers and tattoos, but Olivia is protective of her life-long admiration, poring over any legal writings she could get her hands on. Since her early readings of Rehnquist, she’d gone on to devour writings of other justices, including her favorite—the one who breaks down complex legal topics like no other—Elena Kagan. But it wasn’t until 7th grade that she discovered law reviews.\\n\\nOlivia came to Avenues in 9th grade, after moving across the country from California. Though she admits there were incredible club opportunities on campus, there was nothing that related to constitutional law. “This is Avenues,” she says, “if you can’t find a club that suits your passion, you can start one.” She began her investigative work in Mastery as a freshman with Mr. Gutkowski, a class that allowed her the space and time in school to dedicate to building what would eventually become the Avenues Law Review Club. During this time, she reached out to various professors and law review heads to inform her work and she even began research to see whether a high school law review existed. But what came as a complete surprise was that no such clubs or journals could be found. Again undaunted, Olivia saw this as a challenge to create a publication at a high school level that had never been done before, while also allowing other students on campus to have a voice. After reaching out to friends, naming U.S. history and World Course teacher Ron Widelec as the club advisor and getting approval from administration, in the fall of 2017, the Avenues Law Review Club was born.\\n\\nTraditionally, law reviews are the most impressive publication to be a part of when you’re in law school, containing a litany of responses to pressing legal issues of our times. The goal for each author is to write what has never been written before. Pretty lofty for high school, but to Olivia—captain of the varsity volleyball team with an incredible competitive streak—not at all an obstacle.\\n\\nOpen only to upper grades, the club is comprised of 17 students, many of whom are freshmen. Students gather once a week before school. “The best part for me is seeing how interested some of these kids are in the law. They can’t wait to write the next paper. They read the *New York Times* on their own. Being able to inspire students to do that, to leave something behind once I graduate, is incredible.”\\n\\nWhile the club spent the first year of its existence engaging in planned debates, they spent much of the second year assembling their content for the law review. This is an enormous undertaking that involves a ton of writing and editing hours. The rationale behind going to print with the book is really quite simple. “Adults care about what kids think about,” Olivia says. We pause to reflect on the flurry of interest in student opinions and reactions to school violence and the March For Our Lives movement. “You can’t get a better example of what’s on our minds,” she continues, “than through a law review.”\\n\\nHighlights of this year’s review include pieces on affirmative action, intellectual property of street art, police shooting acquittals, Title IX and Citizens United, among others. All penned, proofed and printed by students.\\n\\nThe long-term goal is to have professors’ work published, not just students’, inviting thought leaders and legal scholars from all over the country to submit. She has already been hard at work curating a law review speaker series and has invited prominent scholars from places like Harvard and the University of Chicago to speak to our students.\\n\\nOf her teachers, Mr. Gutkowski, who is at the helm of the [Mastery program](https://www.avenues.org/en/nyc/mastery-program/), has been incredibly supportive, giving her the space to figure out what the law review and its club was going to look like. She also gives a resounding shout-out to advisor Ron Widelec. “He’s an encyclopedia,” she says, “it’s incredible having him as a resource.”\\n\\nNext year, Olivia will be a senior, which will entail working on a variety of projects, continuing with her work on Law Review and preparing for the college application process. Having known since kindergarten that she wanted to be a Supreme Court Justice—a dream that is still alive today—she plans to study constitutional law. What remains certain is that Olivia will continue to challenge herself no matter what the future holds. One of my favorite quotes comes at the very end of our meeting, while packing up to leave. “If I’m the smartest person in the room,” she says, “I’m in the wrong room.”\\n\\nRegardless, Olivia and her tireless work, her passion and her dedication have made an indelible mark on our campus. We sit and picture bookshelves lined with future volumes of the law review, future students transforming into legal scholars, or, at the very least, embracing challenge, sitting with it, learning from it, and pressing forward into the unknown, undeterred.\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"\",\"text_styles\":\"\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/59501/1408x788/c62df36939/oliviagross.png\"}","slug":"transformative-learning-experience-olivia-gross-law-review","full_slug":"zh/global/open-ed/transformative-learning-experience-olivia-gross-law-review","uuid":"74fecba3-2706-400c-980f-1d1600266b68","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Choosing a School in São Paulo: Brazilian, Bilingual or International?\",\"component\":\"seo\",\"description\":\"In São Paulo, there are a range of fantastic private schools, including Brazilian, bilingual, and international.\\nThe differences between these schools can sometimes be confusing. Some are significant, some are subtle. Let’s talk about some of the key differences:\\n\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Choosing a School in São Paulo: Brazilian, Bilingual or International?\",\"excerpt\":\"In São Paulo, there are a range of fantastic private schools, including Brazilian, bilingual and international. There are significant and subtle differences between them. Read our guide to understand which type might be the right fit for your family.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"Choosing the right school for your child is one of the most important decisions you can make as a parent. I often joke that finding the right school is a bit like entering a relationship: there are many fantastic options, but you must find the one that is best for you, and what works beautifully for one family, may not for another. Here in São Paulo we are lucky to have a range of fantastic private schools, including Brazilian, bilingual, and international.\\n\\nThe differences between these schools can sometimes be confusing. Some are significant, some are subtle. Let’s talk about some of the key differences:\\n\\n1. **Brazilian schools:** these are schools where Portuguese is the main language and most, if not all, of the student body will end up going to university in Brazil for a first degree. In the case of many of the top Brazilian schools, students practically have a foot in the door of USP, PUC, INSPER, etc thanks to their exceptional performance in the various *Vestibulares*. If the student wants to study abroad, however, they might find the process to get into overseas universities and the first couple of months away quite challenging.\\n2. **International schools:** their students also do very well indeed, but a caveat here is that international schools are often focused on the curriculum/culture of a single country (e.g. the US or the UK) and this is reflected in the fact that a large part of their student body ends up attending great universities in that country. At these schools, children will learn to read and write in English before any other language. While they, of course, teach Portuguese as well, this is not their focus. Most of these schools follow the International Baccalaureate and offer additional diplomas\\n3. **Bilingual schools:** these are a good choice for parents who would like their child to be confident using the English language but who do not themselves have any international background and don’t necessarily want to focus on getting their child to study abroad. The literacy process in bilingual schools can vary greatly. At some, children will learn to read and write first in Portuguese, and only later in English. At others, they will learn to read and write in both languages at the same time. The weight given to each language varies on a school-by-school basis. Bilingual schools also only offer the Brazilian diploma.\\n\\nWhere does Avenues fit in all of this? I often tell the families I interview that calling ourselves a world school is not just Avenues being linguistically capricious. Here at Avenues: The World School, we mix the best of several approaches.\\n\\nAt Avenues, like an international school, children learn to read and write first in English, but like a bilingual school, great focus and dedication is given to the local language and culture. Students will be truly bilingual and international, meaning they will be able to use both English and Portuguese to native standards in a variety of setting and situations. Avenues students will earn the globally-recognized Avenues diploma as well as the Brazilian one. As such, our graduating students will be prepared to study not only in Brazil and English-speaking countries, but wherever their ambition and dreams take them. They will also be exposed to various experiences throughout their time at Avenues which will broaden their horizons. These will include international trips, but also looking at the community around them through a problem-solving lens, focused on what role they play in the place where they live right now and how they can help improve it. This way, they will become truly globally-minded as they develop into future world-wise leaders uniquely equipped to understand and solve global-scale problems.\\n\\nIf you would like to learn more about the differences between the types of schools and what Avenues has to offer you and your family, we warmly invite you to come to one of our **[Parent Information Events](https://www.avenues.org/sp/visit-us)** or to get in touch with any of the members of our Admissions Team (**[admissions-sp@avenues.org](mailto:admissions-sp@avenues.org)** or 2838-1830), who will be more than happy to help!\\n\\n*Connie Dayller oversees admissions for students in pre-kindergarten through 3rd grade. Prior to joining Avenues, Connie taught in the UK and Chile and was an early years teacher at St. Paul’s School, the British school of São Paulo. \\n \\n![Img](https://a.storyblok.com/f/59501/1280x720/19eff2d1db/brazilian.png)*\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1280x720/19eff2d1db/brazilian.png\"}","slug":"choosing-a-school-in-sao-paulo-brazilian-bilingual-or-international-","full_slug":"zh/global/open-ed/choosing-a-school-in-sao-paulo-brazilian-bilingual-or-international-","uuid":"f5a61e8f-b2ab-4bff-a441-814022893297","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | 2nd Graders Design Carpets for a Good Cause\",\"component\":\"seo\",\"description\":\"In the fall, Avenues New York students in 2nd, 7th, 8th and 12th grades took an expedition to Jan Kath's gallery space to view and touch carpets, learn about the process of making a carpet by hand, participate in carpet design activities and ask lots of questions.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"2nd Graders Design Carpets for a Good Cause\",\"excerpt\":\"New York, São Paulo, Kathmandu. Every year, 2nd grade students weave powerful connections between these cities through a year-long carpet-design and pen-pal partnership with Kathmandu’s Kelsang Primary School.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"New York, São Paulo, and Kathmandu 2nd grade students weaved powerful connections between these cities through a year-long carpet-design and pen-pal partnership with Kathmandu’s Kelsang Primary School. 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Fixtures and furniture are scaled with young children in mind, and all materials were sourced from producers who prioritize sustainability and environmental accountability.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Our New Early Learning Center Facility\",\"excerpt\":\"The brand new, purpose-built ELC facility was built to fulfill the requirements of Avenues’ unique curriculum. Fixtures and furniture are scaled with young children in mind, and all materials were sourced from producers who prioritize sustainability and environmental accountability.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"On a chilly January morning, Early Learning Center students and parents excitedly filed into our brand new, purpose-built facility on West 26th Street, just down the street from our main building. Designed in collaboration with faculty, the space was built to fulfill the requirements of Avenues’ unique curriculum. 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Our head of the Early Learning Center, Nancy Shulman, shares tips on routines, separation and independent self-help skills that can help children begin school with confidence.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Readiness for School – What Parents of Young Children Need to Know\",\"excerpt\":\"We frequently get questions on how to best prepare children for starting school. Our head of the Early Learning Center, Nancy Schulman, shares tips on routines, separation and independent self-help skills that can help children begin school with confidence.\",\"new_body\":[{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"*By Nancy Schulman, Head of the Early Learning Center*\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"alt\":\"\",\"_uid\":\"c569151b-4ab6-4ef5-b605-b46c34a3709e\",\"media\":\"//a.storyblok.com/f/59501/1024x575/0307545166/sz-slider-sw-self-help.jpg\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"9f6eeb3c-b386-4238-88ed-f0f3c3e9a63f\",\"body\":\"Many parents have asked me how to best prepare their child for starting school at Avenues. While taking mommy-and-me classes from birth or attending the “best” toddler program in the neighborhood can be fun for parents and children, these are not prerequisites for starting school as a three-year-old. In preparing your child for school, it is important to understand the particular expectations of the early learning program that your child will be attending – requirements might vary by class size, length of the school day, and teacher-student ratio.\\n\\nThe most important factor that determines a child’s readiness for school is their parent’s attitude towards the child’s growing independence. Regardless of the type of program you’ve chosen for your child, there are three areas where parents can help children feel ready and confident about starting school:\\n\\n1. **Separation**\\n\\n One of the first steps in being ready for school is being able to separate from a parent or caregiver. For children who have never left their parents’ care before, this is a huge leap. It takes time—sometimes weeks, but more often months—for young children to separate with ease from their parent at the beginning of the school day. Early learning programs certainly have a role in facilitating stress-free separation, but before school starts, parents must fully commit to the idea that their child will benefit from an enriching experience with teachers and other children away from home. Of course, this requires parents to trust the teachers and administrators of their child’s early learning program. Talking openly with teachers and soliciting their advice about the separation process will help parents feel more confident and comfortable with daily separation from their child.\\n\\n When children are at school and away from their parents, they begin the process of becoming independent individuals. In the environment of the classroom, they can choose with whom to play, whether they want to paint a picture, do a puzzle, be alone or play with a friend or teacher. The self-reliance children learn from this experience leads to a greater awareness of themselves as individuals, empowering them to feel independent and confident in their ability to manage the world outside home. In this respect, separation is also fun for a child, as they take pleasure in adventure, exploration and the satisfaction of their growing curiosity about the world.\\n2. **Independent self-help skills**\\n\\n In their first year in school, children acquire and master various self-help skills. Without over-burdening their children or expecting instant success, parents can help prepare their child for these challenges by modeling them at home and encouraging children to get more involved in their own care. Some skills that we expect three- and four-year-olds to develop for themselves at our school include:\\n * Taking off and putting on their coats\\n * Taking their shoes and socks off and on\\n * Putting toys away\\n * Helping set and clear the table for lunch\\n * Pouring water from a pitcher\\n * Using the bathroom,\\n * Washing their hands\\n * Wiping their nose with a tissue\\n * Coughing into their elbow\\n3. **Routines**\\n\\n School days are organized to allow for a balance of active and quiet times so children will have the focus and energy they need to participate fully at all times. The daily schedule, structure and routine of school are very important for young children. Children feel safe and secure when they can predict the sequence of the day and anticipate what comes next. Home should be no different. Before children start school for the first time, parents should ensure that they have developed routines for the morning, evening and mealtimes. Creating a healthy bedtime routine is especially important for allowing children to get the sleep they need to come to school feeling happy, confident and energized.\\n\\n**In general, parents can prepare their children for school by:**\\n\\n* Establishing and maintaining good separation routines\\n* Encouraging independence and age-appropriate self-help skills\\n* Finding a balance of nurturing and helping them let go of “baby” behaviors\\n* Allowing children to experience frustration and solve problems\\n* Encouraging children to try new things and master new skills\\n* Establishing clear daily routines at home\\n* Giving children “either/or” choices\\n* Saying “no,” being consistent and having consequences for bad behavior\\n* Allowing for time to play creatively and independently with a variety of toys\\n* Listening to children and having give-and-take conversations\\n* Planning family meal times\\n* Reading aloud and being read to from books everyday\\n* Limiting television, iPad and computer time\\n* Giving children frequent opportunities for outdoor play\\n* Modeling polite and respectful behavior for your children\\n\\nWhen parents support the growth children in these areas, children feel competent and confident as they begin to navigate the world of school.\\n\\n---\\n\\n**Nancy Schulman** is one of the country’s most prominent and highly regarded early childhood educators, leaders and authors. She was the director of the 92nd Street Y Nursery School from 1990 to 2011 and has been involved in independent schools in New York City for more than 30 years. Before the 92nd Street Y, Nancy was the admissions director and a teacher at Horace Mann Lower School in New York from 1973 to 1990. Nancy received a B.S. in elementary education from Syracuse University and an M.A. in early childhood and elementary education from New York University. She is the co-author of Practical Wisdom for Parents: Demystifying the Preschool Years (Knopf, July 2007).\\\\*\\\\*is one of the country’s most prominent and highly regarded early childhood educators, leaders and authors. She was the director of the 92nd Street Y Nursery School from 1990 to 2011 and has been involved in independent schools in New York City for more than 30 years. Under Nancy’s leadership, the 92nd Street Y Nursery School was consistently regarded as one of New York City’s very finest nursery and pre-k programs, building a national and international reputation in the process. Before the 92nd Street Y, Nancy was the admissions director and a teacher at Horace Mann Lower School in New York from 1973 to 1990. Nancy received a B.S. in elementary education from Syracuse University and an M.A. in early childhood and elementary education from New York University. She is the co-author of Practical Wisdom for Parents: Demystifying the Preschool Years (Knopf, July 2007).\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"02a9bd9f-3e09-4541-ab25-81976d6a6555\",\"body\":\"\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"delete_margin\":false,\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"component\":\"news\",\"categories\":[\"Global\"],\"cover_image\":\"//a.storyblok.com/f/59501/1024x575/0307545166/sz-slider-sw-self-help.jpg\"}","slug":"readiness-for-school","full_slug":"zh/global/open-ed/readiness-for-school","uuid":"fa4c0e60-3cc4-44ba-a89d-f1015b2ca265","lang":"zh"}},{"node":{"content":"{\"seo\":[{\"_uid\":\"bf1904cc-584b-4daa-a419-c31d2e11513a\",\"image\":\"//a.storyblok.com/f/59501/187x73/81cb0553dc/logo.png\",\"title\":\"Avenues | Chinese Immersion in the Lower Division\",\"component\":\"seo\",\"description\":\"In the Chinese immersion classrooms of the Avenues Early Learning Center, 3- and 4-year-olds gain their first exposure to the language.\\n\\nIn the Chinese immersion classrooms of the Avenues Early Learning Center, 3- and 4-year-olds gain their first exposure to the language.\"}],\"_uid\":\"05db42f2-1995-4109-91c2-37231e603508\",\"body\":\"\",\"hide\":true,\"title\":\"Chinese Immersion in the Lower Division\",\"excerpt\":\"In the Chinese immersion classrooms of the Avenues Early Learning Center, 3- and 4-year-olds gain their first exposure to the language.\\n\\nIn the Chinese immersion classrooms of the Avenues Early Learning Center, 3- and 4-year-olds gain their first exposure to the language.\",\"new_body\":[{\"_uid\":\"515f8849-59db-4b1b-8134-ddbdc0417abb\",\"video\":{\"_uid\":\"bdd6a04c-b4ac-4c64-b4e2-7ed3b4a188de\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/365069248/d05bef478e\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/365069248/d05bef478e\",\"response\":{\"uri\":\"/videos/365069248:d05bef478e\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/365069248?app_id=122963\\\" width=\\\"426\\\" height=\\\"240\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen\\\" allowfullscreen title=\\\"Chinese Immersion at Avenues New York\\\"></iframe>\",\"type\":\"video\",\"title\":\"Chinese Immersion at Avenues New York\",\"width\":426,\"height\":240,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":339,\"video_id\":365069248,\"author_url\":\"https://vimeo.com/avenuesworld\",\"author_name\":\"Avenues: The World School\",\"description\":\"\",\"upload_date\":\"2019-10-08 11:49:07\",\"account_type\":\"live_premium\",\"provider_url\":\"https://vimeo.com/\",\"provider_name\":\"Vimeo\",\"thumbnail_url\":\"https://i.vimeocdn.com/video/820673842_295x166.jpg\",\"thumbnail_width\":295,\"thumbnail_height\":166,\"thumbnail_url_with_play_button\":\"https://i.vimeocdn.com/filter/overlay?src0=https%3A%2F%2Fi.vimeocdn.com%2Fvideo%2F820673842_295x166.jpg&src1=http%3A%2F%2Ff.vimeocdn.com%2Fp%2Fimages%2Fcrawler_play.png\"}}},\"component\":\"video_inline\",\"video_alt\":\"\",\"video_thumbnail\":\"//a.storyblok.com/f/59501/846x434/e358a19d39/chinesetn.png\"},{\"_uid\":\"6a75de6f-b3b3-4b5e-a92c-e0259442ac3f\",\"body\":\"“Ei,” “ui,” “ai,” “ao” – this is the closest thing you’ll find to the rote recitation of verbs (“I, you, he/she, we, you (pl.), they”) in a Chinese immersion classroom.\\n\\nIn the Chinese immersion classrooms of the Avenues Early Learning Center, 3- and 4-year-olds gain their first exposure to the language. As it is for toddlers in China, the language is made available to them as a tool for communicating needs and wants. Learning to read and write Chinese characters is deferred until kindergarten, leaving children to focus their energy on acquiring the spoken vocabulary necessary to get them through the day. (That, and play.)\\\\*\\\\*\\\\*\\\\*\\n\\nFor a first-time visitor to the third, fourth and fifth floors of Avenues, the classrooms of the ELC and the Lower Division are a blur of tiny chairs, primary colors and festoons of paper lanterns. But if you look closely, you’ll spot a few differences between the grades. You don’t see a lot of Chinese characters in nursery classrooms. Some in pre-K—the daily schedule, weather words and classroom materials—are labeled in Chinese. There are more in kindergarten classrooms—strung together in sentences now—and still more again in 1st-grade classrooms. By 2nd grade, the classroom walls are a hash of the swoops and dashes of characters: questions in Chinese, stories in Chinese, prompts for all manner of classroom activities in Chinese. But below each character, there’s something else, too: English letters, a mark over each. *Ei, ui, ai, ao*. *Nǐ kànjiàn le shénme?*\\n\\n*![1st-grade students reading their own stories aloud in Chinese.](https://lh3.googleusercontent.com/ekOxod0_J-JO-BEVxcS6sCyM3hc6oCfHS8RUAb8aVGOTGYJFspmdX_kurTauWx6B0nxWO3PBl9yhxzeN6MjZdG-wsboSyejKCScyiMV31fzXgHf__EgU_Rg5QY0NYtHEurVflOju)*\\n\\n![A 1st grader’s story.](https://lh3.googleusercontent.com/m2qQmGYnE5R2wiMPJxm99bosA71RwQmk1lpoue9mGGhgvXooQ9zKCXli-ymA0w7VgEZG71SklTUTZ43_RqGofxB9E91IX8ZjpqcasmH8iYC1OVsOAlUrVl79zXJzBku7l5KB07Zm)\\n\\nThis is Hanyu Pinyin (literally, “Han language spelled-out sounds”): the official system for transcribing the pronunciation of Chinese characters into the Roman alphabet. Pinyin makes it possible to speak Chinese without having to memorize, one by one, the hundreds of Chinese characters necessary to have a substantive conversation—which makes it by far the most useful tool available to learners of Chinese as a second language.\\n\\n![Connecting sounds to written language in first grade.](https://lh4.googleusercontent.com/y-kGthy1vCMKEK90L7r93hebdqc67UuFNfiYDrvLZYBDvhnarm6sM14LnPTNiB24eklJvj4hlkT_vo-3hWNkaCSw67rxOw2dY3fxcY1AJtwAjJbHfCrY4vFOhbq_JunWOZJ3LdyT)\\n\\nPinyin exists because with no clear link between characters and the sounds that correspond to them, Chinese phonology is utterly alien to speakers of languages with alphabets. A Mandarin Chinese syllable—the sound of a character—has three components: an initial, a final and a tone. Or, to put it in more familiar terms: a consonant, a vowel sound (either alone or with “n” or “ng” at the end), and a pitch. For example: “good,” in Chinese, is 好, pronounced like the English word “how” and written as *hǎo* in pinyin\\\\*.\\\\* That’s the initial “h” plus the final “ao,” in the third (or “low”) tone, indicated by the little mark above the “a.”\\n\\nFor the first 3,000 years of its history, the Chinese language existed only as characters or, as linguists call them, logograms. Systems for transcribing the pronunciation of Chinese only became necessary when speakers of alphabetic languages, such as English, began learning Chinese. The first system to be widely adopted was devised by British diplomats Sir Thomas Wade and Herbert Giles in the late 19th century. This system, known as Wade-Giles, was replaced by Hanyu Pinyin in 1958. 谢, formerly *hsieh* in Wade Giles, became *xie* in pinyin. *Ch’ing* became *qing*. Pinyin was developed as part of the linguistic and educational reforms initiated by the Chinese Communist Party after coming to power in 1949. The majority of the world’s 1.2 billion Chinese speakers now use it every day to type on their computers, tablets and cell phones. At Avenues, beginning in the 2015 academic year, pinyin will be taught from grade 1 onwards (a grade earlier than last year, when this video was shot).\\n\\n![A 2nd-grade classroom](https://lh3.googleusercontent.com/10mVMJZ1k6GhfqFWc472kc4kPg6uoCKQUVeGrmxmNkfVuY590LWEg9punot7ikUPBnd7_DB6_N-eavbLWnzT4ncYW-5fADOSZGZuaLiA8Z8OT23juOMMXu2huXMLPgnjYR5v7SZ7)\\n\\nIf it’s so useful, why don’t Avenues students encounter pinyin until 1st grade, their fourth year of Chinese? The answer is the difference between immersion and other, more traditional forms of language learning: in immersion, you aren’t learning Chinese as a second language but as a “second first” language. Instead of thinking first of a sentence in English and then translating that to Chinese, students are being trained to think in Chinese. The younger the learner, the less daunting this proposition becomes.\\n\\n![Reading in 2nd grade](https://lh5.googleusercontent.com/5ZH-QoThRiwudMx9Yim3ut4eAP5_dHRfQ442LPLf5WY2Hmfd-4aAQ-fWXTUcl3Wm_IxdbeSsjRbe-GGEE1Sc6mPXnM-S9zDhevtweozAmHHoorq68BCKhlZnwaA3zJ39CRmjrXv-)\\n\\nFor me, an adult learner who was made to grapple with all four skills—listening, reading, writing and speaking—from my very first class, this is where the magic of immersion lies. When students learn to speak Chinese before they learn to write it, they acquire the language in the same way that Chinese babies acquire it—as an extension of themselves, which allows them to access all kinds of information about the world. 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He is fluent in Spanish.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"#000000\"}}]}]}]},\"component\":\"team_member_profile\",\"image_two\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_description\":\"\"}","slug":"billy-hawkey","full_slug":"zh/global/about/people/billy-hawkey","uuid":"69ad44b0-0025-493c-a2d3-50d2d1883337","lang":"zh"}},{"node":{"content":"{\"_uid\":\"47d9c2e2-d750-46d4-8950-1522470e72ec\",\"name\":\"Brittany Silver\",\"email\":\"brittany.silver@avenues-ny.org\",\"image\":\"//a.storyblok.com/f/112543/720x560/0a81e7093c/brittany-silver.png\",\"title\":\"Assistant Director of Enrollment\",\"campus\":\"\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Brittany is a New York native. 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Brittany holds a BFA in musical theatre from Montclair State University, and over the past decade, has performed on stages throughout the United States and abroad.\",\"type\":\"text\"}]}]},\"component\":\"team_member_profile\",\"image_two\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_description\":\"\"}","slug":"brittany-silver","full_slug":"zh/global/about/people/brittany-silver","uuid":"3233d45a-df3d-437a-ab7e-ab8c7633e208","lang":"zh"}},{"node":{"content":"{\"_uid\":\"9a973a70-d966-455e-9e49-bbf4f4353057\",\"name\":\"Christina Chang\",\"email\":\"christina.chang@avenues-ny.org\",\"image\":\"//a.storyblok.com/f/112543/720x560/fefe818d98/christina-chang-new.png\",\"title\":\"Associate Director of ELC and Lower Division Admissions\",\"campus\":\"\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Schedule a meeting\",\"type\":\"text\",\"marks\":[{\"type\":\"link\",\"attrs\":{\"href\":\"https://calendly.com/christinachang/15min?month=2022-04\",\"uuid\":null,\"anchor\":null,\"target\":null,\"linktype\":\"url\"}}]}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\"Christina was born in Boston and grew up in Taiwan attending international schools. As an undergraduate at NYU, she began teaching Chinese and music to young children of all backgrounds, which inspired her to pursue an M.A. in music education from Teachers College, Columbia University. Christina spent 10 years leading an early childhood Mandarin immersion program in Tribeca. 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In her work on the admissions team, Carla especially enjoys working closely with families and keeping in touch throughout their time at Avenues. She was fortunate to attend international schools while growing up in Buenos Aires and Hong Kong, which inspired a passion for global and bilingual education. 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Kim was a CEO coach at Dropbox, Qualtrics, Twitter, and other tech companies. She was a member of the faculty at Apple University and before that led AdSense, YouTube, and DoubleClick teams at Google. Prior to that Kim managed a pediatric clinic in Kosovo and started a diamond-cutting factory in Moscow. 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Prior to joining Avenues Online in 2021, Heather worked as a university and school counselor at the International School Nido de Aguilas in Santiago, Chile advocating for students applying to more than 200 universities across 10 countries. In 2001, Heather co-founded Mountain Academy, the state of Wyoming’s first independent K-12 school, and spent 15 years in various roles including Director of College Counseling, Director of Advancement and Math/Science Faculty. She has served on advisory boards for various organizations including MaiaLearing and the University of Oregon. Heather holds a Masters degree from the University of Michigan, Ann Arbor as well as a BA from Stanford University.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"component\":\"team_member_profile\",\"image_two\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_description\":\"\"}","slug":"heather-marks","full_slug":"zh/global/about/people/heather-marks","uuid":"07da613a-021e-4bc5-900e-ff95ab15695a","lang":"zh"}},{"node":{"content":"{\"_uid\":\"f352d1f5-7aa7-4f20-a7e3-3320fc4d176a\",\"name\":\"Davin Sweeney\",\"email\":\"davin.sweeney@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/d39abb0c62/college-counseling_davin-sweeney.jpg\",\"title\":\"Dean of Students\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"A Portland, OR native, Davin has worked for 17 years in the college admissions and counseling field. Before joining Avenues in the Fall of 2020, he worked for 12 years as an admissions counselor at the University of Rochester where he managed the recruiting strategy for Metro New York City and read thousands of college applications. He worked as the Director of College Counseling, NYC for the largest independent counseling company in the country, Collegewise, and as a leave replacement counselor at Fox Lane High School in Bedford, NY. He works each year with the NY State Association of College Admissions Counseling to mentor new admissions and college counselors, hosted a college admissions-themed podcast called \\\"The Crush,\\\" and has been featured in the Chronicle of Higher Education, Good Morning America, and the 2021 NY Times bestseller, \\\"The Price You Pay For College.\\\" He has BAs in Spanish and Film Studies from the University of Southern California and an MPA from NYU.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"212-524-9000\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"davin-sweeney","full_slug":"zh/global/about/people/davin-sweeney","uuid":"c6335c43-bcae-4a19-b39a-902948b2f4cc","lang":"zh"}},{"node":{"content":"{\"_uid\":\"9f0c65bb-24c5-4a94-84ae-ee9daa7bfb81\",\"name\":\"Jim Pautz\",\"email\":\"jim.pautz@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/900x900/b9e9a5068f/pautz.png\",\"title\":\"Dean of Students\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\"}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"jim-pautz","full_slug":"zh/global/about/people/jim-pautz","uuid":"78c3d7bf-8992-4bc6-b66c-9faff8cde4be","lang":"zh"}},{"node":{"content":"{\"_uid\":\"75b50653-9fea-4e30-9b22-b8d48d9e9440\",\"name\":\"Elizabeth Litman\",\"email\":\"elizabeth.litman@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/200x200/9125b0c683/elitman.png\",\"title\":\"Dean of Students\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\"}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"elizabeth-litman","full_slug":"zh/global/about/people/elizabeth-litman","uuid":"a922a874-745a-4262-b074-8e1e5f356909","lang":"zh"}},{"node":{"content":"{\"_uid\":\"9aeb9e0c-1f65-4de7-af48-971d739d90de\",\"name\":\"Katy Nowiszewski\",\"email\":\"katy.nowiszewski@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/7012c4cf33/katy-n.jpg\",\"title\":\"Head of College Counseling\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Katy Nowiszewski is an educator with over 12 years of experience in counseling, admissions, curriculum design, and teaching. She was raised in New England and fell in love with education and New York City while pursuing her BA in History at Barnard College, where she was an Athena Fellow for Leadership Studies. She started her career as a researcher on college admissions, which led her to Thessaloniki, Greece as international university counselor and to Lewiston, Maine as an admissions officer for Bates College. She spent her graduate program focusing on student development and success in higher education. In 2016, she returned to NYC where she taught and was a Director of College Counseling at Title I schools in the South Bronx and East Harlem. Katy’s counseling practice is guided by a strong personal mission of access, equity, and social justice for marginalized groups, young women, and recent migrants. She serves as a member of the counselor advisory board at the American University of Paris, and has sat on the advisory committee for University of Chicago’s “Stand Together” campaign. She has been a member of the Coming Together Conference planning committee and has been a panelist and guest speaker for NACAC, NYSACAC, and through Barnard College’s Alumnae programs. She served as the counselor advisor for the #DegreesNYC campaign for the NYC Department of Education during the 2020-21 school year. She is a member of NACAC, NYSACAC, CANNY, NPEA, and CACNY and holds a Certificate of International School Counseling from the Principals’ Training Center in addition to her BA from Barnard College and her Ed.M from Harvard University.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"212.524.9000 ext 0807\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"katy-nowiszewski","full_slug":"zh/global/about/people/katy-nowiszewski","uuid":"9edb2aa7-7c8d-49e8-864b-1c6a96823e09","lang":"zh"}},{"node":{"content":"{\"_uid\":\"c17c59f4-3765-492a-ae91-5d53f148b88b\",\"name\":\"Tori Guen\",\"email\":\"tori.guen@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/6e2060f245/college-counseling_tori-guen.jpg\",\"title\":\"Dean of Students\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Tori Guen has worked at Avenues as a dean of students and college counselor since 2020. She previously worked in college admissions, where she reviewed more than 10,000 applications and voted in committees to build incoming classes at Brown University and Colby College. At both institutions, she managed fly-in programs for underrepresented students and collaborated to see the strongest Questbridge student admits in the schools’ history. Tori has a Master’s in social work from Columbia University, where she was a Council on Social Work Education Minority Master's Fellow, and was awarded the Columbia University School of Social Work Mae L. Wien Prize and the Honjo International Scholarship Foundation Scholarship. There she studied clinical practice, counseled students aged 8-18 and coached parents in evidence based modalities to increase infant attachment. Tori graduated magna cum laude from Bowdoin College and is a member of NACAC, CANNY, and The Association of Black Admission and Financial Aid Officers at the Ivy League and Sister Schools. Tori is committed to equity and inclusion and wants all students to feel seen and known. She affirms that Black Lives Matter, Trans Lives Matter, and acknowledges that we are living on Lenni and Lenape land.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"646-664-0901\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"tori-guen","full_slug":"zh/global/about/people/tori-guen","uuid":"a857d38f-e112-41c5-b126-f72569c8d47a","lang":"zh"}},{"node":{"content":"{\"_uid\":\"9645eab8-e0b9-4540-86ea-b019a69d585d\",\"name\":\"Crystal Bates\",\"email\":\"crystal.bates@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/200x200/b2c44559b4/cbates.png\",\"title\":\"Dean of Students\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\"}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"crystal-bates","full_slug":"zh/global/about/people/crystal-bates","uuid":"4469376a-7218-46b5-bf4f-fe862fe37fcb","lang":"zh"}},{"node":{"content":"{\"_uid\":\"1cef97ed-cb0d-4ad8-ac95-1a6306fa1c20\",\"name\":\"Sabrina Steyer\",\"email\":\"sabrina.steyer@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/e05eb2b0c9/college-counseling_sabrina-steyer.jpg\",\"title\":\"Dean of Students\",\"campus\":\"São Paulo\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Sabrina Steyer is a seasoned professional in the field of education, with a diverse skill set and 17 years of experience. 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多年的小学部负责人经验:包括在位于新泽西州州的德怀特恩格尔伍德中学 (Dwight-Englewood) 的最近 7 年,以及之前在宾夕法尼亚州的日耳曼敦友谊学校 (Germantown Friends School) 的 8 年。金姆还拥有 16 年与课堂打交道的经验,曾担任五年级和六年级的数学老师,以及课程专家和教学主任等职。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\"作为领导者,金姆专注于在学生、教师、家长和同事之间建立和维护一个共同成长的社群;同时还努力加强专业培训,营造有利于取得优异教育成果的氛围。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\"金姆拥有霍华德大学的心理学学士学位,银行街教育学院的特殊教育硕士学位,以及哥伦比亚大学师范学院的教育领导力硕士学位,目前她还在哥大攻读教育领导力博士学位。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 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Greenblatt(丹尼尔)\",\"email\":\"\",\"image\":\"//a.storyblok.com/f/112543/720x560/0155789681/daniel-greenblatt.png\",\"title\":\"运营和行政总监\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"丹尼尔 (Daniel Greenblatt) 2018 年加入爱文纽约并担任运营和行政总监。在加入爱文之前,丹尼尔是 iMentor 的首席运营官,该组织旨在帮助来自低收入家庭的高中生顺利毕业、进入大学,并在大学生活和以后的人生道路上取得成功。丹尼尔曾在纽约市教育局工作过十余年,担任过不同的领导职务。他的职业生涯开始于“纽约教员团” (New York City Teaching Fellows),在布鲁克林的 Title 1 初中教数学,后来他又协助多位校领导推动该区十万余名学生的教学工作。丹尼尔拥有康涅狄格学院 (Connecticut College) 学院的经济学学士学位和布鲁克林学院 (Brooklyn College) 的教育硕士学位。在布鲁克林学院,他还是美国国际教育荣誉学会 KDP (Kappa Delta Pi) 的副会长。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 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Fernando) 于 2022 年加入爱文,并带来了她丰富的海内外招生经验。在加入爱文之前,波贝曾在纽约大学担任过各种职务,包括最近的全球招生高级主管,并负责纽约大学在纽约、上海、阿布扎比的校区以及位于世界各地的游学基地的数千名学生的招生工作。在波贝的领导下,纽约大学的国际入学率和多样性得到了提高,在十年间,新生中的非美国公民人数从 13% 增加到 25%。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\" 波贝拥有纽约大学国际关系方面的全球事务硕士学位,以及英国约克大学的应用社会研究和英语学士学位。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 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than a decade of talent experience to her role as the director of people and culture at Avenues New York. Becca started her career as a social studies teacher in New York City public schools. After six years of teaching, she joined Achievement First, a high-performing charter school network. During her 11-year tenure, she advanced from the organization’s first teacher recruiter to vice president of recruitment, while the organization expanded from five schools to 31 and from 50 to 1300 colleagues. Becca is also the founder of a non-profit organization, Literacy for Incarcerated Teens, aimed at building libraries for incarcerated youth. She earned a B.A. in history at the University of Connecticut and an M.S.Ed from Bank Street College.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"//a.storyblok.com/f/112543/806x908/caca836d1d/becca-howlett-younger-photo.png\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"a librarian\"}","slug":"becca-howlett","full_slug":"zh/global/about/people/becca-howlett","uuid":"a7b88b47-78d5-4ad3-9742-c6948752ec96","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Ali Snell\",\"email\":\"ali.snell@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/856x666/4766931dc5/ali-snell.png\",\"title\":\"学生健康主任\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"阿里·斯奈尔 (Ali Snell) 于 2017 年首次加入爱文,担任学习专家,后又出任爱文纽约校区中学部副主任。从 2020 年起,她在纽约斯塔滕岛的埃德温·马卡姆中学担任助理校长,然后于2022 年返回爱文纽约校区担任学生健康主任。她对如何促进学生身心的全面发展有着深刻的理解,并以帮助学生找到他们在这个世界的意义为己任。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\"阿里有广泛的教育背景,包括在布鲁克林的PS/MS 8 学校担任创始助理校长,以及在纽约市教育局担任读写教练。她有 12 年的中学教师经验,还曾在银行街教育学院担任过兼职教师。阿里拥有哈弗福德学院的学士学位,哥伦比亚大学师范学院的学习障碍硕士学位,以及银行街教育学院的教育变革领导力硕士学位。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]},{\"type\":\"paragraph\",\"content\":[{\"type\":\"hard_break\"}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"//a.storyblok.com/f/112543/500x500/0de11c384d/allisnell.jpg\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"当公园里卖气球的人\"}","slug":"ali-snell","full_slug":"zh/global/about/people/ali-snell","uuid":"c7db8d6b-53d8-4207-81ee-549097648967","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Anne Baldisseri(安妮)\",\"email\":\"\",\"image\":\"//a.storyblok.com/f/112543/692x539/b8590d48b0/anne-baldisseri-2023.png\",\"title\":\"校长\",\"campus\":\"São Paulo\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"安妮 (Anne Taffin d’Heursel Baldisseri) 热衷于构建社群,激励人心,以及打造教师和学生共同学习的文化。身为爱文圣保罗校区的创始团队成员,在 2023 年 8 月出任爱文圣保罗校区校长之前,安妮自 2018 年以来就一直担任幼小学部主任。在加入爱文前,安妮则在圣保罗的 St. Paul’s 学校担任学前部主任(2007 年至 2016 年)。\",\"type\":\"text\"}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\"在成为教师之前,安妮获得了圣保罗州立大学的动物学硕士和博士学位。 安妮目前是圣保罗联邦大学的一名研究小组成员,并正在攻读双语学习、阅读和动机相关的博士后研究。 安妮还负责组织有关差异化教学和形成性评估的国内和国际研讨会,同时开设课程帮助教师和家长打造可持续的卓越文化。\",\"type\":\"text\"}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"//a.storyblok.com/f/112543/500x500/e6e6b1cc33/annebaldisseri.jpg\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"当探险家\"}","slug":"anne-baldisseri","full_slug":"zh/global/about/people/anne-baldisseri","uuid":"45e744c4-710c-43c6-8d22-8461d15fd4fd","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Morgan Jones\",\"email\":\"\",\"image\":\"//a.storyblok.com/f/112543/926x720/fe5256a9d2/morgan-jones-lowres.jpg\",\"title\":\"Director of Community Engagement\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Morgan joined Avenues New York in 2019. 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In his decade in the classroom as an English and Humanities teacher, his practice focused on teaching for equity, project and game based learning, and social emotional development. He began his career as a sixth grade English teacher at George Jackson Academy, a boys middle school on the Lower East Side. He then became the fifth grade Humanities Teacher at Town School for Boys in San Francisco. Most recently, he served as Humanities Coordinator, sixth grade English Teacher, and Middle School DEI Coordinator at The Masters School in Dobbs Ferry.\",\"type\":\"text\"}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\" Chris earned his BA at the University of Pennsylvania, and his MA and M.Ed at\",\"type\":\"text\"},{\"type\":\"hard_break\"},{\"text\":\"Teachers College of Columbia University. Outside of work, Chris is an avid reader, athlete, and musician. 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After working as an early childhood educator in Taipei, Janie received an M.A. from Teachers College at Columbia University, followed by two years of teaching at an international school in Moscow, Russia. When Janie first learned of Avenues, with its global focus and emphasis on Chinese and Spanish language immersion, she knew this was the school and community for her. Janie started her Avenues career as a Chinese kindergarten teacher in 2013 and subsequently joined the admissions team in 2015. 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She has focused on successfully implementing dual language and immersion programs, in the US, Brazil, France and Belgium, in nursery through grade 12 independent schools. Before joining Avenues, she served as principal of the Early Childhood division at Cayman International School in the Cayman Islands. 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During these years he designed courses ranging from middle school English and non-Western history to advanced electives in American Studies and Creative Nonfiction; coached five sports; and served as an advisor and 6th-grade dean.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"#1D1C1D\"}}]}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\"Ted earned a B.A. in English Literature from Middlebury College; M.A. degrees in the humanities from The University of Chicago and educational leadership from Teachers College at Columbia University; and an M.B.A from Columbia Business School. He has also completed graduate work in film, storytelling, and theater through Middlebury College’s Bread Loaf School of English.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"#1D1C1D\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"//a.storyblok.com/f/112543/574x808/0cdb4de12d/ted-ogden-younger-photo.png\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"a movie-maker at Jim Henson Studios\"}","slug":"ted-ogden","full_slug":"zh/global/about/people/ted-ogden","uuid":"30f82595-655c-43cd-a08b-eeef1ffdc38e","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Angela 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2012年她首先加入了爱文纽约校区。直到2018年,她一直担任爱文纽约校区的沉浸式项目主任,负责课程设计,项目执行,老师招聘和培训,以及学生评估等工作。作为沉浸式语言教学方面的专家,她提倡学生们透过语言学习,培养文化胜任力和多角度思考力。2018年,她举家搬来中国,成为深圳爱文的创始团队成员之一,先后担任爱文深圳幼儿园创园园长、小学部执行校长。她带领本地教师团队,与总部研发团队合作,设计出“根植本土、连接世界“的课程体系。作为跨语言和跨文化的使用者,她希望帮助学生们搭建教育桥梁,培养学生们的文化自信,国际视野,同时具备解决全球问题的能力。她的两个孩子目前也就读于爱文深圳校区。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"//a.storyblok.com/f/112543/500x500/2ecf021922/angela-xu.jpg\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"当电影导演\"}","slug":"angela-xu","full_slug":"zh/global/about/people/angela-xu","uuid":"8445ab18-115a-4e5f-8589-db8bc9c151a2","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Matt Scott\",\"email\":\"\",\"image\":\"//a.storyblok.com/f/112543/720x560/da078cf906/matt-scott.png\",\"title\":\"中小学部执行校长\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"身为 2021 年秋季正式启动的爱文深圳中学部的首任执行校长,施明道 (Matt Scott) 把他丰富的教育和行政管理经验带到了爱文深圳。2019-2020 学年期间,他担任爱文深圳的运营和管理总监并负责学校非学术方面的工作。前两年,他还担任过爱文纽约校区的运营和管理总监以及爱文总部的课程设计总监。加入爱文之前,他曾在美国特许学校 Harlem Village Academies 工作了十年,将这个学校的数量从一所增加到了五所。他的职业生涯始于“为美国而教”项目 (Teach for America),当时他在芝加哥执教。他拥有印第安纳大学宗教研究专业的学士学位。施明道已婚并有两个年幼的女儿。闲暇时,他喜欢在深圳湾公园跑步,也很热衷于探寻中国的地方美食。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 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之前,她则在深圳外国语学校分校(现深圳百合外国语学校)担任了 10 年的校长。除了在深圳外国语学校教过英语,邬晓莉女士还曾在北京气象学院担任大学英语教师。\",\"type\":\"text\"}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\"此外,邬晓莉女士现还担任深圳大学外语学院客座教授,以及香港教育大学教育系客座教授。她毕业于上海华东师范大学外国语言文学系。\",\"type\":\"text\"}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\"邬晓莉女士已出版教育专著《爱的叮咛》(2008年,深圳出版发行集团)、《办一所温暖的学校》(2012 年,商务印书馆),及家庭生活篇《扯》(2016 年,广西师范大学出版社);并先后获评”深圳十佳青年教师“(2000 年)、“深圳市英语学科带头人“(2003 年)、”深圳市十佳优秀校长“(2012 年)。\",\"type\":\"text\"}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"back_headline\":\"\",\"back_description\":\"a veterinarian \"}","slug":"ally-wu","full_slug":"zh/global/about/people/ally-wu","uuid":"04fbee5b-671e-4273-bb9b-77db0b82016d","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Ted Faunce (方泰德 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Clark(柯欣杰)\",\"email\":\"\",\"image\":\"//a.storyblok.com/f/112543/720x560/275863910f/jeff-clark.png\",\"title\":\"总裁\",\"campus\":\"\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"作为一名经验丰富且具前瞻性眼光的教育领导者,柯欣杰 (Jeff Clark) 自 2013 年以来就一直担任爱文世界学校的总裁。在他的领导下,爱文正在打造一所与众不同的学校,拥有许多位于全球各大城市的校区,它们相互连接且相互依存。迄今为止,爱文的学生已经超过 3000 名,他们分别在纽约、圣保罗、深圳和线上学习。爱文硅谷、迈阿密、上海、伦敦等校区也正在紧锣密鼓的筹备中。\",\"type\":\"text\"}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\" 加入爱文之前,柯欣杰曾担任 NHA (National Heritage Academies) 的总裁兼首席执行官七年。该机构是美国最大的 K-8 教育管理组织之一,为美国九个州近 90 所特许学校的 55000 多名学生提供服务。柯欣杰领导了一支由 4000 人组成的团队,管理着 4 亿美元的预算,并负责管理这个迅速成长的组织的全部事宜。在柯欣杰的领导下,NHA 新开了 20 多所特许学校,其管理的所有特许学校都续签了协议,并且学生的学习成绩得到了明显提升。在他的职业生涯中,柯欣杰已经影响了多达 25 万名学生的教育。\",\"type\":\"text\"}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\" 在转向教育行业之前,柯欣杰在投行担任过许多领导职务。 他曾担任国家城市银行的社区主席以及总部位于密歇根州的西水集团 (Westerwater Group) 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Peixoto(丽莎)\",\"email\":\"\",\"image\":\"//a.storyblok.com/f/112543/900x700/b84fbd2355/ae1a902b2d-lisa-lund-peixoto.png\",\"title\":\"招生和入学管理总监\",\"campus\":\"São Paulo\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\" 丽莎 (Lisa Lund Peixoto) 拥有超过 16 年的私立学校领导和管理经验。加入爱文之前,她曾担任圣保罗美国学校 Graded 的招生总监。她帮助过成千上万个来自巴西和世界各地的家庭,并给一代又一代的学生带去了改变生命的教育体验。在 Graded,她担任招生总监并负责增加招生、设计可持续的奖助学金计划、跟其他学校和公司开展有意义的合作等等。她丰富的国际教育经验使我们更加理解多元社群和双学位学习的价值。丽莎是土生土长的纽约人,但也在圣保罗生活了很长时间,她精通英语和葡萄牙语。她的先生是巴西人,他们有两个孩子。美国和巴西都是他们的家。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 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She holds a BA in the History of Art & Architecture from Brown University, an MA in Education from University College London, and a Postgraduate Certificate in Developmental Psychology from the University of Liverpool. From the moment Sarah became a teaching assistant to incoming students at Brown, she has focused her career on guiding students through the transition between secondary school and higher education. She has twelve years of experience with the application process to universities world-wide, having worked as a consultant for American and international families in London, and as a counselor at Peking University Experimental School and YK Pao School in Shanghai. Her passion is in understanding and inspiring the growth and development of adolescents.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"sarah-magnussen-link","full_slug":"zh/global/about/people/sarah-magnussen-link","uuid":"750a769f-38ea-4c63-963a-edd8920040f1","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Cem Inaltong\",\"email\":\"\",\"image\":\"//a.storyblok.com/f/112543/978x919/2b1bfde458/cem-inaltong_aiam.jpg\",\"title\":\"Director of Avenues Institute for Advanced Mathematics\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Cem Inaltong joined Avenues as a founding faculty member in 2011, serving as Upper Division math curriculum specialist. In 2017, he took on the role of global academic dean, responsible for ensuring that math curricula are aligned within each campus as well as across campuses. Since fall 2020, Cem has been developing a state-of-the-art curriculum and student experience for the Avenues Institute for Advanced Mathematics. \",\"type\":\"text\"}]},{\"type\":\"paragraph\",\"content\":[{\"text\":\"Born and raised in Turkey, Cem received a B.S. degree in mathematics and an M.A. in philosophy, both from Middle East Technical University in Ankara, Turkey. He has authored multiple essays on education, art and philosophy, and published a number of short stories and poems.\",\"type\":\"text\"}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"cem-inaltong","full_slug":"zh/global/about/people/cem-inaltong","uuid":"2a2aedd4-f9e1-42f3-b4cb-967e577d826d","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Patricia Adolfs\",\"email\":\"patricia.adolfs@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/6d63724fac/sp_patricia-adolfs.jpg\",\"title\":\"Dean and College Counselor, Grades 10-12\",\"campus\":\"São Paulo\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Patricia joined Avenues as a Dean of Student Life in 2023. She graduated as a veterinarian in Brazil and completed her Master's degree in Animal Reproduction at the University of Queensland in Australia. However, it was working in education that she found her passion, after working as an Educational Advisor at EducationUSA and College Counselor at Sant'Anna International School. Patricia completed the College Counseling Certificate Program at the University of California - Los Angeles. Patricia roots her success as an international school counselor and leader to her own international education having lived in 4 different countries. Her diverse educational experiences allow her to aid students of diverse backgrounds, personalities, cultures, and socioeconomic conditions and has prepared her to excel in this role.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"+55 11 2838-1800\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"patricia-adolfs","full_slug":"zh/global/about/people/patricia-adolfs","uuid":"58da1a20-50f2-4a95-a6e2-9d1547092eba","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Adriana Silveira\",\"email\":\"adriana.silveira@avenues.br\",\"image\":\"//a.storyblok.com/f/112543/978x919/5b47257faf/sp_adriana-silveira.jpg\",\"title\":\"Dean and College Counselor, Grades 10-12\",\"campus\":\"São Paulo\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Adriana (Dri) joined Avenues in 2023. She is an educator and psychopedagogue specialized in neuroscience, with over 20 years of experience, from early childhood education to higher education. Dri has previously worked as a Portuguese and English teacher, serving as a department head and coordinator. In 2016, she began working as a College Counselor at Graded School, where she was primarily responsible for supporting students interested in pursuing college education in Brasil. In 2020, she also began workng as an instructional coach and teacher trainer, focusing on the implementation of SOL and SEL strategies, especially those related to executive functioning and metacognition. Dri is also a psychoanalist focused on young adults mental health.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"+55 11 28381907\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"adriana-silveira","full_slug":"zh/global/about/people/adriana-silveira","uuid":"bf173e23-df8a-4531-9c24-d7d418f1d6d2","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Mitchell Thompson\",\"email\":\"mitchell.thompson@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/964de4ee0b/mitchell-thompson_final.jpg\",\"title\":\"Dean and College Counselor, Grades 10-12\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Mitchell Thompson has worked in education for thirty-five years; most recently as Dean of Students at Scarsdale High School, and prior to that, almost seventeen years at The Cooper Union for the Advancement of Science and Art in New York City as an Associate Dean for Admissions and Records as well as the Foreign Student Advisor. Additionally, Mitchell has served on a wide range of boards and organizations such as The Common Application, The College Board, the National Association for College Admission Counseling, and United World Colleges. Mitchell earned his B.A. from the State University of New York at Oneonta and his M.A. from Teachers College, Columbia University.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"646.664.0814\",\"back_headline\":\"\",\"back_description\":\"a gardener, planting trees around the world\"}","slug":"mitchell-thompson","full_slug":"zh/global/about/people/mitchell-thompson","uuid":"35f9ce2c-60d4-41a9-a6f6-1750eb13f0ed","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Jeannie Wei\",\"email\":\"jeannie.wei@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/9522184c4c/jeannie-wei.jpg\",\"title\":\"College Counseling Coordinator\",\"campus\":\"New York\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Jeannie has worked with the college counseling team since joining Avenues in 2021. She coordinates visits of college representatives, college fair, PSAT and other college related programs. Prior to coming to Avenues, Jeannie served as Operations Manager at DE360° at Dwight-Englewood School in New Jersey. Jeannie received her bachelor degree in business administration from Baruch College and studied international business at American University of Paris. Having been recognized by the University of Paris - Sorbonne for her high proficiency in the French language and culture as a non-native French speaker, Jeannie is also fluent in Chinese Mandarin.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"646.664.0889\",\"back_headline\":\"\",\"back_description\":\"a gardener, planting trees around the world\"}","slug":"jeannie-wei","full_slug":"zh/global/about/people/jeannie-wei","uuid":"931a1c25-2923-4e75-94f3-81a01fac2300","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Faye Yu\",\"email\":\"faye.yu@avenueschina.cn\",\"image\":\"//a.storyblok.com/f/112543/978x919/3f4b8456d0/faye-yu.jpg\",\"title\":\"Dean and College Counselor, Grades 10-12\",\"campus\":\"Shenzhen\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Faye joined Avenues in 2021. In 2011, Faye started working as a College counselor at Shenzhen Foreign Language School, where she supported local students finding their passions and applying for universities oversees. After five years, Faye’s role has been expanded to a larger school management role, Director of College Counseling and then Assistant Principal, leading the wellbeing, college counseling, as well as school boarding team.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"a gardener, planting trees around the world\"}","slug":"faye-yu","full_slug":"zh/global/about/people/faye-yu","uuid":"68c22bb7-37e0-4d5b-b77c-3e12ea5cf239","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Renata Freitas\",\"email\":\"renata.freitas@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/24ffb182b9/renata-f.jpg\",\"title\":\"College Counseling Coordinator\",\"campus\":\"São Paulo\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"With eight years of experience working in bilingual and international schools, Renata joined the admissions team at Avenues in 2020 as the test administrator for students applying for Primary and Secondary division. After one year and a half she transitioned to the college counseling , department in which she already had great experience in from Chapel and Graded Schools. She graduated in Social Communication and Pedagogy, holds a MBA in School Management and is taking a Post Graduate certification in School Psychology.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"+55 11 2838.1838\",\"back_headline\":\"\",\"back_description\":\"a gardener, planting trees around the world\"}","slug":"renata-freitas","full_slug":"zh/global/about/people/renata-freitas","uuid":"839c0613-a0cb-4dd9-a6d1-e8de96e3eb21","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Josh Bolland\",\"email\":\"josh.bolland@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/3f959fbabf/josh-bolland_2.jpg\",\"title\":\"Dean and College Counselor, Grades 10-12\",\"campus\":\"São Paulo\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Josh Bolland is in his fourth year as a Dean of Student Wellbeing at Avenues Sao Paulo. Previously he worked for 4 years at Beit Yaacov school, Sao Paulo, as a guidance counselor and IB History teacher. He also worked at St. Paul's British School of Sao Paulo as the Head of History Department, Head of Form 4 and as an IB History teacher for 12 years. Josh graduated from the University of Pittsburgh with a B.A. in History and from Framingham State University with an M.Ed. He is also a certified professional life coach from the International Coach Academy.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"55 11 2838-1926\",\"back_headline\":\"\",\"back_description\":\"a gardener, planting trees around the world\"}","slug":"josh-bolland","full_slug":"zh/global/about/people/josh-bolland","uuid":"fa363741-81f1-4360-a9d9-40980bd08a94","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Amy Young\",\"email\":\"\",\"image\":\"//a.storyblok.com/f/112543/978x919/3ee95a6ba8/amy-young.jpg\",\"title\":\"Global Director, Online Programs\",\"campus\":\"\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Amy Young is the Global Director of Online Programs on the Research and Development team at Avenues The World School, which she joined as founding Director of College Counseling for their inaugural campus in New York City. She has 20 years of experience in college counseling and college admissions, including at her alma mater Reed College, where she received a B.A. in History. Previously she worked at Riverdale Country School in New York City and the Severn School in Annapolis, Maryland. Her other roles at Avenues include launching the dean of students program for grades 6-12 and Head of School at Avenues Online. She holds a masters degree from Harvard University in Middle Eastern Studies.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"a gardener, planting trees around the world\"}","slug":"amy-young","full_slug":"zh/global/about/people/amy-young","uuid":"ef091be8-1469-4fa2-930f-14374036080c","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Celso Cardenas\",\"email\":\"celso.cardenas@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/9274b2aa50/college-counseling_celso-c.jpg\",\"title\":\"Dean of Student Life\",\"campus\":\"Silicon Valley\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Celso Cárdenas has worked in the field of college counseling for over 17 years across three different secondary schools. He has dedicated his career to supporting disadvantaged communities and expanding inclusion for all students. He joins Avenues from Harvard-Westlake School in Los Angeles, where from 2015 he served as an upper school dean, as well as faculty advisor to LatinX and LGBT student groups. Previously, he worked as associate director of college counseling at Francis W. Parker School in Chicago. He is an elected member of College Board’s financial assistance assembly council and serves on the educational advisory board for the Point Foundation, the country’s largest scholarship-granting non-profit for LGBTQ+ students. Celso received a B.A. in Latino studies from the University of Michigan and holds an M.A. in Community Counseling. In spring 2023, he will complete his doctoral program in educational leadership at the University of Southern California, where he also served as lead admissions coach for the Bovard Scholars program, a college access program for high-achieving, low-income students.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"a gardener, planting trees around the world\"}","slug":"celso-cardenas","full_slug":"zh/global/about/people/celso-cardenas","uuid":"f85d26cb-55e7-4a26-9d4f-8615164c8e19","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Patrick Bredehoft\",\"email\":\"patrick.bredehoft@avenues.org\",\"image\":\"//a.storyblok.com/f/112543/978x919/0b01e9e3bf/patrick-b_new.jpg\",\"title\":\"Director of Operations for Enrollment Management, College Counseling, and Alumni Relations\",\"campus\":\"\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"Patrick joined Avenues in 2021, following over a decade of work at the University of Pennsylvania. While at Penn, Patrick served as Director of the Alumni Interview Program (the world's largest program of its kind), as well as a Regional Director of Admissions for China, India, the GCC, and several locations across North America. Prior to Penn, Patrick served as Head of Foreign Languages and Head of College Counseling at Tevitol, a premier IB high school for gifted and talented students located near Istanbul, Turkey. Patrick hold as Masters in Education from Lesley University, in an addition to a BA in Literature from Dartmouth College.\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"267.773.9091\",\"back_headline\":\"\",\"back_description\":\"\"}","slug":"patrick-bredehoft","full_slug":"zh/global/about/people/patrick-bredehoft","uuid":"765bc389-751e-47ac-aff3-1340c40ab6b8","lang":"zh"}},{"node":{"content":"{\"_uid\":\"e8a73608-0294-4129-b2e1-2e648882df59\",\"name\":\"Ricardo Grau(里卡多)\",\"email\":\"\",\"image\":\"//a.storyblok.com/f/112543/466x361/148a43ca65/ricardo-grau.png\",\"title\":\"运营和管理总监\",\"campus\":\"São Paulo\",\"content\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"里卡多是一位 C 级管理人员,在教育、电信、消费品、食品和健康领域拥有超过 35 年的工作经验。他担任过多个组织的首席执行官,包括 Laureate 教育集团旗下的巴西安亨比莫伦比大学 (Anhembi Morumbi University)、Telemig 移动公司,以及可口可乐非碳酸饮料合资企业。里卡多还曾是包括巴西的 40 多所学校的玛丽斯特集团 (Marist Group) 以及巴拉那天主教大学 (PUC Paraná University) 的股东会成员。他还曾在强生公司和联合利华公司担任过营销和销售职务。他是一家银色经济创业公司的合伙人和创始人。里卡多拥有圣保罗 FGV 大学的工商管理学士学位。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]},{\"type\":\"paragraph\",\"content\":[{\"type\":\"hard_break\"}]}]},\"headline\":\"\",\"component\":\"team_member_profile\",\"image_two\":\"\",\"introduction\":\"\",\"open_ed_link\":{\"id\":\"\",\"url\":\"\",\"linktype\":\"story\",\"fieldtype\":\"multilink\",\"cached_url\":\"/zh/\",\"prep\":true},\"phone_number\":\"\",\"back_headline\":\"\",\"back_description\":\"当园艺师\"}","slug":"ricardo-grau","full_slug":"zh/global/about/people/ricardo-grau","uuid":"ad18fd5c-b750-4179-b00d-90be1a5b58ae","lang":"zh"}}]},"allCommunityNews":{"edges":[{"node":{"content":"{\"_uid\":\"818aefcf-b20a-486b-b83e-9656663b7735\",\"body\":[{\"_uid\":\"4c453fe1-9eb8-4ea3-ac35-16fca2e300ad\",\"body\":\"今天,当我回顾我们共同旅程的最初五年时,我为已发生的变革感到无比自豪。我们知道,在踏上教育之旅时,我们不仅需要一支技艺精湛的船员队伍,还需要一艘足以承载我们梦想的坚固船只。但就像一艘帆船在下水前要在船坞中经历改造一样,爱文的学校建筑也要具备我们的学生茁壮成长所需的温暖和有爱的环境。如今,我们的校园已经演变成了学生的另一家园,不断孕育和滋养着他们的梦想。\\n\\n带着毅力和决心,团队的每个人都投身到了圣保罗爱文校区的辛勤筹备工作中——与未来的学生和家庭建立联系,聘请充满热情的教育者,组建我们的第一批航海家和工程师,准备迎接未知的风浪。为了确保我们的每个船员都认同我们的愿景和使命,我们的教师和员工选拔过程是严谨而苛刻的。一个又一个面试之后,我们最终组建了一支世界一流的教育团队,这是由一群背景各异却又志同道合的成员共同组成的队伍。\\n\\n然而,就像一艘新帆船的船员可能遭遇挑战一样,我们一开始也碰到了很多现实的问题。在我们试图满足来自 100 所不同学校的 750 名有着不同经历、习惯、文化、期望和目标的新生的需求时,我们碰到过厕所任性,施工尘土阻碍视线等五花八门的问题。还有在那些空调不配合的日子里,我们或是热得出汗或是冷得发抖。\\n\\n我童年的很多时间都是在参加帆船竞赛中度过的。我清楚地记得每个周末等待新的比赛开始时的紧张和期待,知道新的挑战将会出现在我面前,希望自己能有克服这些未知挑战的韧劲和决心。几十年后,我们在爱文圣保罗校区的最初几天、几周、几个月,甚至几年所面临的挑战,马上让我想到了变幻莫测的风向和其他不可预知的因素所带来的航行不确定性。看着我们的团队成功驾驭多重挑战,看着他们规划的航线引领我们走到今天,我都深深地感觉到我们在进行一场教育远航。\\n\\n与精通地图和航海图的船员一样,我们的教师也总在不断改进我们的课程。在[爱文世界元素](https://awe.avenues.org/table.aspx)的框架激励下,我们的教师能够通过跨学科项目构建灵活、丰富的学习单元,培养探究心态,使我们的学生能够借助好奇心和求知欲的风力航行。在这个教育航程的核心,我们认识到培养价值观的重要性。爱文社群包括学生在内的所有成员,都以协作、善学、担当、敏思、应变和无畏为自己的行为导向。我们相信,我们的学生不仅应该在学术上表现出色,还应该成为能够理解和解决全球问题的具有世界智慧的领导者。我们鼓励他们善良、富有同理心和怜悯心,致力于营造一个欢迎、安全和尊重的校园文化。\\n\\n2020 年,我们遭遇了一场前所未有的风暴,也就是全球疫情。就像一个船员依靠罗盘一样,我们也需要迅速调整,并在这汹涌的大海中找到新的方向。当巴西和全世界都陷入疫情的不确定性之中时,我们握住舵柄,将我们的船驶向线上学习的彼岸。我们的船员不懈合作,确保我们的学生能够获得与实体课堂同样的支持和关怀。家长和教师成为了至关重要的灯塔,共同努力为孩子们在家中提供有利的学习环境。即使在我们面临汹涌的潮水和猛烈的海浪时,我们的社群凝聚力依然没有丝毫动摇。\\n\\n随着疫情的消退,我们看到前方的海水逐渐平静下来。我们从这个充满挑战的时期中走出来,并比以往任何时候都更加坚定。我们发现了新的力量,并拥抱了更强的创新精神。我们意识到,我们学校的精神不局限于物理空间,而是驻留在我们敬业的社群成员的心灵和大脑中。带着从经验中斩获的自信和智慧,我们齐心协力,继续航行,随时准备化挑战为机遇。\\n\\n尽管纽约校区是我们的旗舰校区,但圣保罗校区作为爱文全球生态系统的第二个校区,在过去的五年里也贡献了许多独特创新,其中一些已在多个爱文校区实施。以下是少数几个例子:\\n\\n- Embark:在每学年和学期开始之前的职业培训\\n- IMPACT:教师发展职业生涯的独特方式\\n- ALLI:爱文语言学习密集课程,为 6 至 9 年级的学生提供精通英语的机会,为爱文圣保罗校区的常规课程做准备\\n- 阅读节:一个让所有社群成员聚到一起并分享他们对阅读和写作的热情的机会\\n- NSTI:新思维学院,专门为来自巴西各地的教育者举办的会议\\n- LEAP:教职员工和学生为邻近的 Jardim\\n- Panorama 社区的孩子提供教育机会 \\n 奖学金计划:加强社会和环境组织与爱文之间的联系\\n\\n我代表爱文社群诚挚地邀请您加入这次不可思议的教育旅程。我们期待在课堂内外激发和培育您孩子的潜能,并继续朝着卓越和创新的新地平线航行。让我们共同扬帆起航!\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"8638f8ea-5482-4597-b4ca-803a2dcf0142\",\"component\":\"video\",\"thumbnail\":\"\",\"polyv_link\":\"\",\"video_name\":\"\",\"vimeo_link\":{\"_uid\":\"da51acac-11f0-471d-87e1-54353be01a45\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/858843217\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/858843217\",\"response\":{\"uri\":\"/videos/858843217\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/858843217?app_id=122963\\\" width=\\\"426\\\" height=\\\"240\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; 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There were moments when the toilets refused to cooperate, and the dust from construction work clouded our paths. The air conditioning presented its share of issues, making some days uncomfortably hot and others distinctly chilly.\\n\\nI spent a good part of my childhood sailing competitively. I remember waiting, weekend after weekend, for the start of a new race, my heart filled with anticipation, knowing that new challenges would come my way, and hoping that I would meet these unknown challenges with resilience and determination. Fast forward several decades, and I immediately likened the challenges we faced in the first few days, weeks, months and even years of Avenues São Paulo to the unpredictability of the winds and other unforeseeable factors that can disrupt a voyage. As I’ve seen our community successfully navigate multiple challenges, charting a course to where we are today, the metaphor has continued to hold.\\n\\nMuch like accomplished sailors studying maps and charts, our faculty has continuously worked on refining our curriculum. Motivated by our[ Avenues World Elements](https://awe.avenues.org/table.aspx), our teachers are able to build flexible and dynamic learning paths, through interdisciplinary projects that help foster an inquiry mindset, empowering our students to harness the winds of curiosity and intellectual exploration. At the heart of our voyage, we recognize the importance of nurturing values. All members of our community, including our students, are driven by the valued behaviors of collaboration, resourcefulness, learning, accountability, adaptability and courage. We all believe that our students should not only excel academically but should also be empowered to develop into world-wise leaders uniquely equipped to understand and solve global-scale problems. We encourage them to be kind, empathetic, and compassionate, fostering a culture of welcome, safety and respect.\\n\\nIn 2020, we encountered an unprecedented storm in the form of the global pandemic. Much like a sailor relying on a compass, we needed to adapt swiftly and find new paths through these turbulent waters. As Brazil, along with the rest of the world, grappled with the uncertainties of the pandemic, we took the helm and steered our ship towards online learning. Our crew collaborated tirelessly to ensure that our students received the same level of care and attention they would in a physical classroom. Parents and teachers became essential beacons and lighthouses, working together to provide a supportive and conducive learning environment from the comfort of their homes. Even as we faced rough waters and rip tides during these times, our sense of community did not waver.\\n\\nAs the pandemic subsided and we saw calmer waters ahead, we emerged from this challenging period stronger than ever. We discovered new strengths and embraced an even stronger spirit of innovation. We realized that the spirit of our school is not confined to a physical space but rather resides in the hearts and minds of our dedicated community crewmates. Together, we continue to sail, ready to see challenges as opportunities, strong in the confidence and wisdom gained from our experiences.\\n\\nWhile the New York campus served as our flagship, our São Paulo campus, developed many innovations in the last five years. Here are a few:\\n\\n- Embark: a period of professional learning before the start of every academic year and semester.\\n- IMPACT: a unique way for teachers to build their careers.\\n- Avenues Language Learning Intensive (ALLI): a program that provides students in grades 6–9 with an opportunity to master English as a second language in preparation for regular classes at Avenues São Paulo.\\n- READ festival: an opportunity for the community to come together to share our love for reading and writing.\\n- The New School of Thought Institute (NSTI): a conference for educators across Brazil.\\n- LEAP: faculty, staff and students making educational opportunities accessible to children in the neighboring Jardim Panorama community.\\n- The Fellowship program: building stronger connections between social and environmental impact institutions and Avenues.\\n\\nTo our community, I extend a heartfelt invitation to join us on this incredible educational journey. We look forward to igniting and nurturing your child's potential in the classroom and beyond, and to continue to sail, as a community, towards new horizons of excellence and innovation. Bon voyage!\",\"address\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\"}]},\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"Anne Baldisseri 校长回顾圣保罗爱文校区走过的第一个五年\",\"author\":\"Anne Baldisseri, Head of School at Avenues São Paulo\",\"excerpt\":\"教育犹如一次海上远航,学生和教育者共同扬帆起航,探索知识和机会的浩瀚海洋。我感觉用这个比喻来形容圣保罗爱文校区再合适不过。我们于 2018 年 7 月正式启航。在过去的五年里,我见证了我们的“船员”齐心协力,共同策划教育变革和创新的航线,给每一个学生带去独一无二的教育体验。\\n\",\"component\":\"community_news\",\"hide_post\":true,\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/1024x574/81d025d113/image-1.jpeg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"教育犹如一次海上远航,学生和教育者共同扬帆起航,探索知识和机会的浩瀚海洋。我感觉用这个比喻来形容圣保罗爱文校区再合适不过。我们于 2018 年 7 月正式启航。在过去的五年里,我见证了我们的“船员”齐心协力,共同策划教育变革和创新的航线,给每一个学生带去独一无二的教育体验。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 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100 所不同学校的 750 名有着不同经历、习惯、文化、期望和目标的新生的需求时,我们碰到过厕所任性,施工尘土阻碍视线等五花八门的问题。还有在那些空调不配合的日子里,我们或是热得出汗或是冷得发抖。\\n\\n我童年的很多时间都是在参加帆船竞赛中度过的。我清楚地记得每个周末等待新的比赛开始时的紧张和期待,知道新的挑战将会出现在我面前,希望自己能有克服这些未知挑战的韧劲和决心。几十年后,我们在爱文圣保罗校区的最初几天、几周、几个月,甚至几年所面临的挑战,马上让我想到了变幻莫测的风向和其他不可预知的因素所带来的航行不确定性。看着我们的团队成功驾驭多重挑战,看着他们规划的航线引领我们走到今天,我都深深地感觉到我们在进行一场教育远航。\\n\\n与精通地图和航海图的船员一样,我们的教师也总在不断改进我们的课程。在[爱文世界元素](https://awe.avenues.org/table.aspx)的框架激励下,我们的教师能够通过跨学科项目构建灵活、丰富的学习单元,培养探究心态,使我们的学生能够借助好奇心和求知欲的风力航行。在这个教育航程的核心,我们认识到培养价值观的重要性。爱文社群包括学生在内的所有成员,都以协作、善学、担当、敏思、应变和无畏为自己的行为导向。我们相信,我们的学生不仅应该在学术上表现出色,还应该成为能够理解和解决全球问题的具有世界智慧的领导者。我们鼓励他们善良、富有同理心和怜悯心,致力于营造一个欢迎、安全和尊重的校园文化。\\n\\n2020 年,我们遭遇了一场前所未有的风暴,也就是全球疫情。就像一个船员依靠罗盘一样,我们也需要迅速调整,并在这汹涌的大海中找到新的方向。当巴西和全世界都陷入疫情的不确定性之中时,我们握住舵柄,将我们的船驶向线上学习的彼岸。我们的船员不懈合作,确保我们的学生能够获得与实体课堂同样的支持和关怀。家长和教师成为了至关重要的灯塔,共同努力为孩子们在家中提供有利的学习环境。即使在我们面临汹涌的潮水和猛烈的海浪时,我们的社群凝聚力依然没有丝毫动摇。\\n\\n随着疫情的消退,我们看到前方的海水逐渐平静下来。我们从这个充满挑战的时期中走出来,并比以往任何时候都更加坚定。我们发现了新的力量,并拥抱了更强的创新精神。我们意识到,我们学校的精神不局限于物理空间,而是驻留在我们敬业的社群成员的心灵和大脑中。带着从经验中斩获的自信和智慧,我们齐心协力,继续航行,随时准备化挑战为机遇。\\n\\n尽管纽约校区是我们的旗舰校区,但圣保罗校区作为爱文全球生态系统的第二个校区,在过去的五年里也贡献了许多独特创新,其中一些已在多个爱文校区实施。以下是少数几个例子:\\n\\n- Embark:在每学年和学期开始之前的职业培训\\n- IMPACT:教师发展职业生涯的独特方式\\n- ALLI:爱文语言学习密集课程,为 6 至 9 年级的学生提供精通英语的机会,为爱文圣保罗校区的常规课程做准备\\n- 阅读节:一个让所有社群成员聚到一起并分享他们对阅读和写作的热情的机会\\n- NSTI:新思维学院,专门为来自巴西各地的教育者举办的会议\\n- LEAP:教职员工和学生为邻近的 Jardim\\n- Panorama 社区的孩子提供教育机会 \\n 奖学金计划:加强社会和环境组织与爱文之间的联系\\n\\n我代表爱文社群诚挚地邀请您加入这次不可思议的教育旅程。我们期待在课堂内外激发和培育您孩子的潜能,并继续朝着卓越和创新的新地平线航行。让我们共同扬帆起航!\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"Anne Baldisseri 校长回顾圣保罗爱文校区走过的第一个五年\",\"author\":\"Yuri Parkinson, Global Journeys manager\",\"excerpt\":\"教育犹如一次海上远航,学生和教育者共同扬帆起航,探索知识和机会的浩瀚海洋。我感觉用这个比喻来形容圣保罗爱文校区再合适不过。我们于 2018 年 7 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年级的学生参观了 Covenant House,并与那里的工作人员和服务对象见了面。\\n\\n与此同时,10 年级的学生开展了与环境和气候正义相关的项目。在 Morgan 的支持下,他们参观了市长办公室、卫生部和市政厅,并扩展了他们的研究。\\n\\n在纽约,不仅教职员工因其对创新的勇敢追求而获得了荣誉,今年还有爱文学生首次获得了金虎奖。11 年级的学生 Renee Cai 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Miranda, Community Engagement Manager at Avenues São Paulo\",\"excerpt\":\"最近,圣保罗爱文校区的的一年级学生有机会透过教室窗户观察到一对猴子熟练地爬树觅食。学生们全神贯注地观察着猴子们的一举一动,并试图解读它们的饮食偏好。\\n\",\"component\":\"community_news\",\"hide_post\":false,\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/2379x1848/2eff0a4065/221118_sp_pd_1st-grade-elo-cidades-sem-fome_-65.jpg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"最近,圣保罗爱文校区的的一年级学生有机会透过教室窗户观察到一对猴子熟练地爬树觅食。学生们全神贯注地观察着猴子们的一举一动,并试图解读它们的饮食偏好。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]},{\"type\":\"hard_break\"}]}]},\"dont_display_hero_image\":false}","slug":"exploring-healthy-and-sustainable-eating-habits-in-sao-paulo","full_slug":"zh/global/world-of-avenues/exploring-healthy-and-sustainable-eating-habits-in-sao-paulo","uuid":"a86a931a-f457-4bc7-95c9-f06046d574ea","lang":"zh","first_published_at":"2023-04-14T19:14:01.726Z","id":"storyblokentry-367887507-zh"}},{"node":{"content":"{\"_uid\":\"818aefcf-b20a-486b-b83e-9656663b7735\",\"body\":[{\"_uid\":\"4c453fe1-9eb8-4ea3-ac35-16fca2e300ad\",\"body\":\"今天,当我回顾我们共同旅程的最初五年时,我为已发生的变革感到无比自豪。我们知道,在踏上教育之旅时,我们不仅需要一支技艺精湛的船员队伍,还需要一艘足以承载我们梦想的坚固船只。但就像一艘帆船在下水前要在船坞中经历改造一样,爱文的学校建筑也要具备我们的学生茁壮成长所需的温暖和有爱的环境。如今,我们的校园已经演变成了学生的另一家园,不断孕育和滋养着他们的梦想。\\n\\n带着毅力和决心,团队的每个人都投身到了圣保罗爱文校区的辛勤筹备工作中——与未来的学生和家庭建立联系,聘请充满热情的教育者,组建我们的第一批航海家和工程师,准备迎接未知的风浪。为了确保我们的每个船员都认同我们的愿景和使命,我们的教师和员工选拔过程是严谨而苛刻的。一个又一个面试之后,我们最终组建了一支世界一流的教育团队,这是由一群背景各异却又志同道合的成员共同组成的队伍。\\n\\n然而,就像一艘新帆船的船员可能遭遇挑战一样,我们一开始也碰到了很多现实的问题。在我们试图满足来自 100 所不同学校的 750 名有着不同经历、习惯、文化、期望和目标的新生的需求时,我们碰到过厕所任性,施工尘土阻碍视线等五花八门的问题。还有在那些空调不配合的日子里,我们或是热得出汗或是冷得发抖。\\n\\n我童年的很多时间都是在参加帆船竞赛中度过的。我清楚地记得每个周末等待新的比赛开始时的紧张和期待,知道新的挑战将会出现在我面前,希望自己能有克服这些未知挑战的韧劲和决心。几十年后,我们在爱文圣保罗校区的最初几天、几周、几个月,甚至几年所面临的挑战,马上让我想到了变幻莫测的风向和其他不可预知的因素所带来的航行不确定性。看着我们的团队成功驾驭多重挑战,看着他们规划的航线引领我们走到今天,我都深深地感觉到我们在进行一场教育远航。\\n\\n与精通地图和航海图的船员一样,我们的教师也总在不断改进我们的课程。在[爱文世界元素](https://awe.avenues.org/table.aspx)的框架激励下,我们的教师能够通过跨学科项目构建灵活、丰富的学习单元,培养探究心态,使我们的学生能够借助好奇心和求知欲的风力航行。在这个教育航程的核心,我们认识到培养价值观的重要性。爱文社群包括学生在内的所有成员,都以协作、善学、担当、敏思、应变和无畏为自己的行为导向。我们相信,我们的学生不仅应该在学术上表现出色,还应该成为能够理解和解决全球问题的具有世界智慧的领导者。我们鼓励他们善良、富有同理心和怜悯心,致力于营造一个欢迎、安全和尊重的校园文化。\\n\\n2020 年,我们遭遇了一场前所未有的风暴,也就是全球疫情。就像一个船员依靠罗盘一样,我们也需要迅速调整,并在这汹涌的大海中找到新的方向。当巴西和全世界都陷入疫情的不确定性之中时,我们握住舵柄,将我们的船驶向线上学习的彼岸。我们的船员不懈合作,确保我们的学生能够获得与实体课堂同样的支持和关怀。家长和教师成为了至关重要的灯塔,共同努力为孩子们在家中提供有利的学习环境。即使在我们面临汹涌的潮水和猛烈的海浪时,我们的社群凝聚力依然没有丝毫动摇。\\n\\n随着疫情的消退,我们看到前方的海水逐渐平静下来。我们从这个充满挑战的时期中走出来,并比以往任何时候都更加坚定。我们发现了新的力量,并拥抱了更强的创新精神。我们意识到,我们学校的精神不局限于物理空间,而是驻留在我们敬业的社群成员的心灵和大脑中。带着从经验中斩获的自信和智慧,我们齐心协力,继续航行,随时准备化挑战为机遇。\\n\\n尽管纽约校区是我们的旗舰校区,但圣保罗校区作为爱文全球生态系统的第二个校区,在过去的五年里也贡献了许多独特创新,其中一些已在多个爱文校区实施。以下是少数几个例子:\\n\\n- Embark:在每学年和学期开始之前的职业培训\\n- IMPACT:教师发展职业生涯的独特方式\\n- ALLI:爱文语言学习密集课程,为 6 至 9 年级的学生提供精通英语的机会,为爱文圣保罗校区的常规课程做准备\\n- 阅读节:一个让所有社群成员聚到一起并分享他们对阅读和写作的热情的机会\\n- NSTI:新思维学院,专门为来自巴西各地的教育者举办的会议\\n- LEAP:教职员工和学生为邻近的 Jardim\\n- Panorama 社区的孩子提供教育机会 \\n 奖学金计划:加强社会和环境组织与爱文之间的联系\\n\\n我代表爱文社群诚挚地邀请您加入这次不可思议的教育旅程。我们期待在课堂内外激发和培育您孩子的潜能,并继续朝着卓越和创新的新地平线航行。让我们共同扬帆起航!\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"8638f8ea-5482-4597-b4ca-803a2dcf0142\",\"component\":\"video\",\"thumbnail\":\"\",\"polyv_link\":\"\",\"video_name\":\"\",\"vimeo_link\":{\"_uid\":\"da51acac-11f0-471d-87e1-54353be01a45\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/858843217?share=copy\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/858843217?share=copy\",\"response\":{\"uri\":\"/videos/858843217\",\"html\":\"<iframe src=\\\"https://player.vimeo.com/video/858843217?app_id=122963\\\" width=\\\"426\\\" height=\\\"240\\\" frameborder=\\\"0\\\" allow=\\\"autoplay; fullscreen; picture-in-picture\\\" title=\\\"Avenues São Paulo • 5 Years\\\"></iframe>\",\"type\":\"video\",\"title\":\"Avenues São Paulo • 5 Years\",\"width\":426,\"height\":240,\"is_plus\":\"0\",\"version\":\"1.0\",\"duration\":159,\"video_id\":858843217,\"author_url\":\"https://vimeo.com/avenuessaopaulo\",\"author_name\":\"Avenues São Paulo\",\"description\":\"\",\"upload_date\":\"2023-08-28 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There were moments when the toilets refused to cooperate, and the dust from construction work clouded our paths. The air conditioning presented its share of issues, making some days uncomfortably hot and others distinctly chilly.\\n\\nI spent a good part of my childhood sailing competitively. I remember waiting, weekend after weekend, for the start of a new race, my heart filled with anticipation, knowing that new challenges would come my way, and hoping that I would meet these unknown challenges with resilience and determination. Fast forward several decades, and I immediately likened the challenges we faced in the first few days, weeks, months and even years of Avenues São Paulo to the unpredictability of the winds and other unforeseeable factors that can disrupt a voyage. As I’ve seen our community successfully navigate multiple challenges, charting a course to where we are today, the metaphor has continued to hold.\\n\\nMuch like accomplished sailors studying maps and charts, our faculty has continuously worked on refining our curriculum. Motivated by our [Avenues World Elements](https://awe.avenues.org/table.aspx), our teachers are able to build flexible and dynamic learning paths, through interdisciplinary projects that help foster an inquiry mindset, empowering our students to harness the winds of curiosity and intellectual exploration. At the heart of our voyage, we recognize the importance of nurturing values. All members of our community, including our students, are driven by the valued behaviors of collaboration, resourcefulness, learning, accountability, adaptability and courage. We all believe that our students should not only excel academically but should also be empowered to develop into world-wise leaders uniquely equipped to understand and solve global-scale problems. We encourage them to be kind, empathetic, and compassionate, fostering a culture of welcome, safety and respect.\\n\\nIn 2020, we encountered an unprecedented storm in the form of the global pandemic. Much like a sailor relying on a compass, we needed to adapt swiftly and find new paths through these turbulent waters. As Brazil, along with the rest of the world, grappled with the uncertainties of the pandemic, we took the helm and steered our ship towards online learning. Our crew collaborated tirelessly to ensure that our students received the same level of care and attention they would in a physical classroom. Parents and teachers became essential beacons and lighthouses, working together to provide a supportive and conducive learning environment from the comfort of their homes. Even as we faced rough waters and rip tides during these times, our sense of community did not waver.\\n\\nAs the pandemic subsided and we saw calmer waters ahead, we emerged from this challenging period stronger than ever. We discovered new strengths and embraced an even stronger spirit of innovation. We realized that the spirit of our school is not confined to a physical space but rather resides in the hearts and minds of our dedicated community crewmates. Together, we continue to sail, ready to see challenges as opportunities, strong in the confidence and wisdom gained from our experiences.\\n\\nWhile the New York campus served as our flagship, our São Paulo campus, the second in Avenues’ global ecosystem, developed many innovations in the last five years. Some of these have been implemented across the Avenues ecosystem. Here are but a few:\\n\\n- Embark: a period of professional learning before the start of every academic year and semester.\\n- IMPACT: a unique way for teachers to build their careers.\\n- Avenues Language Learning Intensive (ALLI): a program that provides students in grades 6–9 with an opportunity to master English as a second language in preparation for regular classes at Avenues São Paulo.\\n- READ festival: an opportunity for the community to come together to share our love for reading and writing.\\n- The New School of Thought Institute (NSTI): a conference for educators across Brazil.\\n- LEAP: faculty, staff and students making educational opportunities accessible to children in the neighboring Jardim Panorama community.\\n- The Fellowship program: building stronger connections between social and environmental impact institutions and Avenues.\\n\\nTo our community, I extend a heartfelt invitation to join us on this incredible educational journey. We look forward to igniting and nurturing your child's potential in the classroom and beyond, and to continue to sail, as a community, towards new horizons of excellence and innovation. Bon voyage!\",\"address\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\"}]},\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"Anne Baldisseri 校长回顾圣保罗爱文校区走过的第一个五年\",\"author\":\"Anne Baldisseri, Head of School at Avenues São Paulo\",\"excerpt\":\"教育犹如一次海上远航,学生和教育者共同扬帆起航,探索知识和机会的浩瀚海洋。我感觉用这个比喻来形容圣保罗爱文校区再合适不过。我们于 2018 年 7 月正式启航。在过去的五年里,我见证了我们的“船员”齐心协力,共同策划教育变革和创新的航线,给每一个学生带去独一无二的教育体验。\\n\",\"component\":\"community_news\",\"hide_post\":false,\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/1920x1080/ddc068bfb4/sp_why-avenues.jpg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"教育犹如一次海上远航,学生和教育者共同扬帆起航,探索知识和机会的浩瀚海洋。我感觉用这个比喻来形容圣保罗爱文校区再合适不过。我们于 2018 年 7 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Preschool Years)(Knopf,2007)这一畅销书的合著者。\\n\\n阿丽西娅·斯托勒拥有 20 多年的教育经验,曾担任课堂教师、研究生导师、学校管理者和教育顾问。她也是爱文的创始教员之一,目前担任家长教育与合作主任。此前,她在银行街教育学院教授儿童发展课程,并担任学生教师顾问。她还担任过多所学校的高级领导职务,包括最近在曼哈顿 JCC 幼儿园的园长一职。\\n\\n \\n**爱文, The World School 流媒体应用程序** \\n享受来自遍布世界各地的爱文校区的原创内容,包括“大局观”系列,感受我们对教育的热情!\\n\\n您可在 [Apple TV](https://avenues.vhx.tv/help/using-the-apple-tv-app/apple-tv-apps)、[iOS 设备](https://apps.apple.com/us/app/avenues-the-world-school/id1644317002)和[任何浏览器](https://avenues.vhx.tv/)上观看这些内容。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"大局观:跟南希·舒尔曼学习育儿\",\"author\":\"\",\"excerpt\":\"爱文, The World School 非常高兴地向大家宣布,我们将推出“大局观:育儿系列”,特邀儿童教育专家南希·舒尔曼 (Nancy Schulman) 和阿丽西娅·斯托勒 (Alicia Stoller) 加入。两位专家将展开深入的对话,分享他们独到的育儿见解,并为您提供宝贵的育儿建议,帮助您克服育儿过程中遇到的挑战。这些内容将每月发布在我们的流媒体应用程序上,您可在 Apple TV、iOS 设备和电脑上观看。\\n\",\"component\":\"community_news\",\"hide_post\":false,\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/3840x2160/0148c5f558/nancy-photo-bp.png\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"爱文世界学校非常高兴地向大家宣布,我们将推出“大局观:育儿系列”,特邀儿童教育专家南希·舒尔曼 (Nancy Schulman) 和阿丽西娅·斯托勒 (Alicia Stoller) 加入。两位专家将展开深入的对话,分享他们独到的育儿见解,并为您提供宝贵的育儿建议,帮助您克服育儿过程中遇到的挑战。这些内容将每月发布在我们的流媒体应用程序上,您可在 \",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]},{\"text\":\"Apple TV\",\"type\":\"text\",\"marks\":[{\"type\":\"link\",\"attrs\":{\"href\":\"https://avenues.vhx.tv/help/using-the-apple-tv-app/apple-tv-apps\",\"uuid\":null,\"anchor\":null,\"target\":\"_self\",\"linktype\":\"url\"}},{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 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还收集有关学生态度和动机的重要信息,并正式评估协作解决问题技能和全球胜任力。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"爱文在国际学生评估测试中脱颖而出\",\"author\":\"\",\"excerpt\":\"爱文在所有参加 ISA/PISA(国际学生评估计划)测试的国家(地区)中一直稳居前 1%,超过了加拿大、芬兰、日本、韩国、新加坡和美国等领先的公立和私立学校。\",\"component\":\"community_news\",\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/2048x1368/058ed7c97f/220512_sp_pd_campus-life-19.jpg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"爱文在所有参加 ISA/PISA(国际学生评估计划)测试的国家(地区)中一直稳居前 1%,超过了加拿大、芬兰、日本、韩国、新加坡和美国等领先的公立和私立学校。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 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团队对我们的学生印象特别深刻。报告提到:“与访问人员交谈的爱文学生各个充满热情、自信,且非常专注”。“圣保罗爱文学校是一所践行其“欢迎、安全和尊重”的价值观的学校——它珍视其创新和协作的文化,以及以学生为中心的教学法。怀抱改变世界的理想,学校的每一个角落都充满了对学习的热情”。\\n\\n漫长的认证过程需要学校领导、教师、员工和学生的辛勤劳动和奉献。爱文祝贺圣保罗校区的所有成员取得这一里程碑式进展。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"爱文圣保罗获得 NEASC 认证\",\"author\":\"\",\"excerpt\":\"继爱文纽约和爱文在线校区之后,爱文圣保罗也获得了新英格兰学校和学院协会 (NEASC) 的认证。\\n\",\"component\":\"community_news\",\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/2250x1500/754d3493db/sp-18401-avenues-0141-web.jpg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"继爱文纽约和爱文在线校区之后,爱文圣保罗也获得了新英格兰学校和学院协会 (NEASC) 的认证。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 0)\"}}]}]},{\"type\":\"paragraph\",\"content\":[{\"type\":\"hard_break\"}]}]},\"dont_display_hero_image\":false}","slug":"avenues-sao-paulo-achieves-neasc-accreditation","full_slug":"zh/global/world-of-avenues/avenues-sao-paulo-achieves-neasc-accreditation","uuid":"d3b420f3-e91b-4845-8775-1b875721ae76","lang":"zh","first_published_at":"2023-04-14T19:14:03.075Z","id":"storyblokentry-333984392-zh"}},{"node":{"content":"{\"_uid\":\"818aefcf-b20a-486b-b83e-9656663b7735\",\"body\":[{\"_uid\":\"4c453fe1-9eb8-4ea3-ac35-16fca2e300ad\",\"body\":\"这个完全由学生主导的团队现有 15 名成员,迄今为止已经影响了 40 多名八至十二年级的爱文学生的生活。他们每天放学后都会聚在一起进行软件设计和构建,还开始参加州级和全国级的机器人比赛。\\n\\n在 2022 年 SESI 里约热内卢机器人锦标赛中赢得了两个类别的冠军后,该团队目前是里约热内卢州的冠军。\\n\\n2023 年,他们参加了五月份在巴西利亚举行的 SESI 全国竞赛。为了准备比赛,该团队从零开始开发了一个机器人来参赛。爱文团队是唯一一个来自圣保罗的团队。\\n\\nSESI 机器人锦标赛是巴西规模最大的机器人竞赛之一。参赛者需要解决与能源相关的问题。学生们必须运用科学、技术、工程、艺术和数学 (STEAM) 领域的知识来设计创新项目,打造机器人,并通过编程使机器人完成特定任务。SESI(巴西工业社会服务)是一个非营利组织,成立于 1946 年,旨在促进社会福利和文化发展,改善巴西劳动者的生活。\\n\\n爱文鼓励学生发现和追求他们的热情所在,支持他们创建自己的俱乐部。在爱文的五个校区中,目前的学生俱乐部数量已达到了 136 个,从模拟联合国到针织俱乐部再到乐高联盟,从黑人学生联盟到犹太文化俱乐部再到亚洲和太平洋岛民团体,不一而足。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"爱文圣保罗学生参加全国机器人锦标赛\",\"author\":\"\",\"excerpt\":\"2021 年,爱文圣保罗成为了巴西第一所拥有机器人团队的国际学校,当时的中学生卢卡带领组建了这个团队。\",\"component\":\"community_news\",\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/2768x1848/86bd42a31d/230214_sp_sd_robotics-team-portraits-3.jpg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"2021 年,爱文圣保罗成为了巴西第一所拥有机器人团队的国际学校,当时的中学生卢卡带领组建了这个团队。\",\"type\":\"text\",\"marks\":[{\"type\":\"textStyle\",\"attrs\":{\"color\":\"rgb(0, 0, 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年,希老师在以下几个播客节目中讨论了他的书:[未来学习设计](https://podcasters.spotify.com/pod/show/futurelearningdesign/episodes/On-Teaching-Life---A-Conversation-with-Todd-Shy-e1g7rin),[变革性的学习体验](https://open.spotify.com/episode/0osYAdHSKiGXykgp7RivGD?si=353d35cdc80d4c44&nd=1),以及[对话马克·拉伯顿](https://fullerstudio.fuller.edu/podcast/teaching-and-learning-with-todd-shy/)。点击观看[这个视频](https://vimeo.com/591603821/70227ebaec)了解更多这本书背后的动机和灵感。\\n\\n《教书育人》由爱文世界学校出版社出版,该出版社是第一家由私立 K-12 教育机构经营的学术出版社。按照大学出版社的传统,爱文出版社试图通过提升人们对教育在解决全球问题中的作用的认识和理解来推进和扩展爱文使命,并“与同行分享我们的探索成果,不论大小,共同发展教育事业”。为此,爱文出版社重新出版了广为流行的经典作品,并将其作为可下载的PDF 文件免费提供。另外,爱文出版社每年还以印刷和数字形式出版少量原创作品。要了解更多关于爱文世界学校出版社的信息和下载 PDF 文本,请点击[这里](https://press.avenues.org/)。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"《教书育人》:爱文纽约中学部主任的一本广受好评的书\",\"author\":\"\",\"excerpt\":\"丹尼斯·波普博士与我们一起就如何培养学生的社会情感学习技能进行了重要对话,这是我们在爱文硅谷校区举办的 Open.Ed 系列论坛之一。Open.Ed 是一个全球性的思想领袖论坛系列,汇集了爱文领导和世界上最重要的教育专家,探讨当今学生、家长和教育工作者面临的关键问题,并着眼于他们对未来世界的影响。\",\"component\":\"community_news\",\"hide_post\":false,\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/1080x720/c767ceced6/toddshy2.jpg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"“教学是一门艺术”,爱文纽约中学部主任托德·希 (Todd Shy) 在他的新书前言中写道,“但却没有一个艺术馆可以展出老师的作品”。于是,就有了希老师通过文字打造一个能够展览老师的教学成果的尝试。结合了回忆录和叙事性非虚构作品的形式,希老师将其 20 多年的教学见解融入《教书育人:给教师的人生课》(Teaching Life: Life Lessons for Aspiring (and Inspiring) Teacher)一书中,并将教师这一职业的重要性娓娓道来。用他的话来说,这本书是“对教师及其所代表的一切的庆祝”。\",\"type\":\"text\"}]}]},\"dont_display_hero_image\":false}","slug":"teaching-life-by-todd-shy","full_slug":"zh/global/world-of-avenues/teaching-life-by-todd-shy","uuid":"52e48de6-41ce-4e57-8000-cca6cb0cb23f","lang":"zh","first_published_at":"2023-04-14T19:14:03.075Z","id":"storyblokentry-295505816-zh"}},{"node":{"content":"{\"_uid\":\"818aefcf-b20a-486b-b83e-9656663b7735\",\"body\":[{\"alt\":\"Nibbler project team\",\"_uid\":\"324a037e-d9d3-4a9a-aa63-9fad712b3dea\",\"media\":\"//a.storyblok.com/f/112543/2000x1333/e01dde3722/world-of-avenues_sz-min.jpg\",\"component\":\"image\",\"max_width\":\"900\"},{\"_uid\":\"4c453fe1-9eb8-4ea3-ac35-16fca2e300ad\",\"body\":\"为困扰找到出口很重要。深圳爱文10年级学生Madeline观察到,青少年心理健康已经成为一个全球问题,而在中国,有效的心理咨询资源昂贵且难以获得,疫情和隔离让更多青少年需要心理健康方面的帮助。她希望将专业的心理咨询组织、学者、社区工作人员连接起来,共同协助青少年获得更多心理健康科学知识,并且让受困扰的青少年能够彼此倾吐、伙伴互助,在讨论和共同学习中改善群体的心理健康。她带着巨大的激情研究了世界各地的社区心理健康服务,走访了深圳本地的社区,计划利用中国基层政府已经建立的强大社区组织的空间,建立青少年心理互助中心(**Community Teenager Psychological Health Center)**,让心理学知识更有效地帮助经济资源匮乏、难以在家庭中得到足够支持的青少年。她的项目申请到了爱文全球 “种子银行”项目资助,将利用种子银行所提供的培训和资源来发展自己的社会企业。 \\n\\n为什么倡导伙伴互助?因为亲身观察到的困境激发出的思考,能变成对所有人都有所帮助的全球问题解决方案。Madeline说, “受心理健康困扰的青少年曾经是我的室友、我的同班同学、我的邻居。未来他们将会是我的同事。社会是一张将所有人联结起来的网。而我有对本土心理健康网络的知识和视角,我能作出我独特的贡献。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"更好联结,改进青少年心理健康\",\"excerpt\":\"An Upper Division student at Avenues Shenzhen is establishing a community mental health center for teenagers, hoping to improve the mental health of young people through social connection. \",\"component\":\"community_news\",\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/2000x1333/e01dde3722/world-of-avenues_sz-min.jpg\"}","slug":"better-connections-to-improve-teen-mental-health","full_slug":"zh/global/world-of-avenues/better-connections-to-improve-teen-mental-health","uuid":"41dee985-bb24-47f1-abb9-b4cb8e614df1","lang":"zh","first_published_at":"2023-04-14T19:14:02.715Z","id":"storyblokentry-291930823-zh"}},{"node":{"content":"{\"_uid\":\"818aefcf-b20a-486b-b83e-9656663b7735\",\"body\":[{\"_uid\":\"4c453fe1-9eb8-4ea3-ac35-16fca2e300ad\",\"body\":\"这些观点跟 20 世纪 70 年代学校试图禁止计算器、20 世纪 80 年代禁止电脑、20 世纪 90 年代禁止互联网时无异——而且理由也相似。当然,现在回过头来看,这些论点都不堪一击。计算器取代了乏味和低效的计算工作,使学生能够进行深层的数学思考。文字处理器的出现将写作教学从行书、语法和拼写的机械中解放出来,使学生能够在页面上释放他们的创造力和想象力。早期的计算机游戏,如《俄勒冈小道》和《卡门·桑迪戈》,使历史变得生动而有趣。通过打开人类知识库的大门,互联网改变了学生进行研究、获取信息、理解和解释世界的方式。\\n\\n剥夺学生接触这种改变世界的技术的机会——无论是计算器、电脑、互联网还是ChatGPT——无异于教育失职,而且也是徒劳的:对学生来说,还有什么比他们学校禁止的工具更有趣、更有吸引力、更有说服力的呢?这些大家再熟悉不过的操控、回避和直接禁止的做法着实不必。相反,教育工作者应该调整课程和教学策略,以整合、驾驭和利用人工智能的力量,进一步培养而非阻碍学生的批判性思维。\\n\\n例如,爱文世界学校的线上校区爱文在线就整合了 Savvy,一个使用与 ChatGPT 相同的人工智能语言模型的聊天机器人。学生们可以直接向 Savvy 发送信息,就像他们向老师提问一样,从第一次世界大战开始的原因到何时使用二次方程。通过利用 Savvy 解答这类简单问题,师生互动变得更加个性化,更加有吸引力,而且最重要的是——学习也变得更有针对性。在爱文,Savvy 不仅仅是一个互动聊天机器人,它也被整合到课程设计中。例如,老师可能要求学生就细胞的各个部分向 Savvy 提问,直到他们难倒聊天机器人为止。这样做,他们可以磨练自己的知识,使用批判性思维和推理技能来确定 Savvy 知识中的漏洞,并帮助 Savvy 学习新的知识,使未来的学生受益。开放性作业也可以利用 Savvy。例如,学生可以解读兰斯顿·休斯的一首诗,同时请 Savvy 解读,然后将自己的回答与机器人的回答进行比较,因此从多个视理解这首诗的含义。Savvy 甚至支持学生的健康和社会情感发展:学生可以与机器人合作,制定个性化的学习策略,或寻求帮助,以应对他们可能不愿意向成人公开的敏感问题,如欺凌或焦虑。\\n\\n这些禁令并不意味着 Savvy 和 ChatGPT 这样的人工智能工具是教育的敌人。事实上,用乔布斯描述计算机的话来理解它们可能是最好的:“大脑的自行车”。通过将人类的能力无限放大,这些工具可以提高学生的认知灵活性、创造力和批判性思维能力,开启全新的学习和思考方式。如果计算机是大脑的自行车,那么人工智能就是一艘火箭飞船。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"学校禁止使用人工智能?错也!\",\"author\":\"Rebecca Strauss and Will Lidwell\",\"excerpt\":\"剥夺学生接触这种改变世界的技术的机会——无论是计算器、电脑、互联网还是ChatGPT——无异于教育失职,而且也是徒劳的:对学生来说,还有什么比他们学校禁止的工具更有趣、更有吸引力、更有说服力的呢?这些大家再熟悉不过的操控、回避和直接禁止的做法着实不必。\",\"component\":\"community_news\",\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/5805x4326/b08a47e010/savvy_iconik.jpg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"从法国和印度的大学到澳大利亚和美国的大型 K-12 学区(包括纽约市、巴尔的摩和洛杉矶),世界各地的教育机构都在试图阻止人们使用 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。在那里,他们探索了充满本地动植物物种的美丽步道,在伊塔廷加河中游泳,并品尝了用大西洋森林的原料制作的传统食品,如康布西的果汁、胡萨拉的慕斯和泰奥巴的糕点。\\n\\n公园的工作人员非常热情地欢迎学生们的到来,并邀请他们帮忙制作一份由儿童创作的儿童游客指南。参观完公园后,学生们共同合作完成了指南初稿,专注信息性的文字和适当的布局和设计。为了确保指南的高质量,公园还请设计、营销和艺术方面的专家提供了反馈。\\n\\n在得到友好、具体和实用的反馈后,学生们创作了指南的定稿,并以英语和葡萄牙语两种语言呈现。我们还邀请了一位专业设计师,帮助将学生们的想法整合成一个独特的最终版本。该指南在一个位于爱文圣保罗校区附近的一个儿童游乐场举行的美丽仪式上发布,到场的有学生家庭和内布利纳斯公园的工作人员。\\n\\n通过这个项目,学生们对他们的生物群落和人类行为对环境的影响有了更深的了解。深受项目的启发,他们致力于推动改变,并成为大自然更好的守护者。\\n\\n如果你哪天访问巴西的内布利纳斯公园,一定要使用这份来自二年级学生的游客指南,你将获得更有意义的体验。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"年级学生眼中的内布利纳斯公园\",\"author\":\"\",\"excerpt\":\"“你对你所属的生物群落了解多少?”在这一问题的驱动下,爱文圣保罗校区的二年级学生接受了为巴西的一个国家公园制作一份游客指南的挑战。通过亲身体验和设计儿童友好型游客指南,学生们了解了他们的生物群落——生物群落是按生活在该地的物种分类的区域。在这个过程中,学生们发现他们的生物群落正处于危险之中。于是他们决定更多地了解森林,从而更好地保护它。\",\"component\":\"community_news\",\"hide_post\":false,\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/1080x721/7d049cb42c/parque-neblinas.jpg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"“你对你所属的生物群落了解多少?”在这一问题的驱动下,爱文圣保罗校区的二年级学生接受了为巴西的一个国家公园制作一份游客指南的挑战。通过亲身体验和设计儿童友好型游客指南,学生们了解了他们的生物群落——生物群落是按生活在该地的物种分类的区域。在这个过程中,学生们发现他们的生物群落正处于危险之中。于是他们决定更多地了解森林,从而更好地保护它。\",\"type\":\"text\"}]}]},\"dont_display_hero_image\":false}","slug":"parque-das-neblinas-children-visitor-s-guide","full_slug":"zh/global/world-of-avenues/parque-das-neblinas-children-visitor-s-guide","uuid":"8d067dc2-4740-4fb5-ad30-efc80d8b928b","lang":"zh","first_published_at":"2023-04-14T19:14:04.421Z","id":"storyblokentry-291930818-zh"}},{"node":{"content":"{\"_uid\":\"818aefcf-b20a-486b-b83e-9656663b7735\",\"body\":[{\"_uid\":\"4c453fe1-9eb8-4ea3-ac35-16fca2e300ad\",\"body\":\"在拉丁美洲出生和长大的凯瑟琳在调查了墨西哥等国家的家庭暴力原因后,开发了 Girley 应用程序。她发现金钱是影响性别互动的一个关键因素,因此决定打造一个工具来帮助女性了解、改善和管理她们的个人财务。“该应用程序从一个简单的五分钟测试开始,用户将了解自己的一些情况,以及他们的信心和财务能力。”凯瑟琳说道,“在完成问卷调查后,他们会开始个性化的学习。”\\n\\n除了获得资助,凯瑟琳还将应邀参加一个为期三天的峰会,在那里她将有机会与成功的企业家见面并向他们推介她的应用程序。\\n\\n此前,凯瑟琳在 TEDx 大会上发表过有关 Girley 的演讲,围绕理财教育如何是现代女权主义的一个关键部分展开。[点击这里查看她的 TEDx 演讲](https://vimeo.com/704174703/8450dd8c3a)。\\n\\n凯瑟琳先是通过爱文的“种子银行”项目开发了她的应用程序——“种子银行”是一个全球孵化器,6-12 年级的学生可以在这里开启或继续他们的让世界变得更美好的旅程。这个独特的项目通过提供工作空间、种子资金、指导和培训,帮助处于早期阶段的学生初创企业取得成功。在[这里](https://seedbank.avenues.org/)了解更多关于“种子银行”的信息。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"爱文纽约的凯瑟琳获得了应用程序资助\",\"author\":\"\",\"excerpt\":\"Avenues New York 10th grader Catherine was recognized as one of the 25 Prudential Emerging Visionaries. This program celebrates changemakers ages 14–18 who have formulated innovative solutions for financial and societal challenges in their communities and beyond.\",\"component\":\"community_news\",\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/1024x647/8471a14a98/220310_tedx_27-lowres.jpg\",\"intro_paragraph\":{\"type\":\"doc\",\"content\":[{\"type\":\"paragraph\",\"content\":[{\"text\":\"爱文纽约的十年级学生凯瑟琳被评为 25 名“保诚新锐展望者” (Prudential Emerging Visionaries) 之一。这个全国性的项目旨在表彰 14-18 岁的变革者,他们为其社区内外的经济和社会挑战提供了创新解决方案。\",\"type\":\"text\"}]}]},\"dont_display_hero_image\":false}","slug":"emerging-visionary","full_slug":"zh/global/world-of-avenues/emerging-visionary","uuid":"c44e0e98-60d1-4c29-b05c-e158aadec1b3","lang":"zh","first_published_at":"2023-04-14T19:14:04.661Z","id":"storyblokentry-291930817-zh"}},{"node":{"content":"{\"_uid\":\"818aefcf-b20a-486b-b83e-9656663b7735\",\"body\":[{\"_uid\":\"4c453fe1-9eb8-4ea3-ac35-16fca2e300ad\",\"body\":\"发掘和培养学生的热情和专长一直是爱文教育的核心。从我们的艺术课程到高强度写作训练,我们都致力于培养“因具有自己挚爱的专长而充满自信”且是“各自领域的艺术家”的毕业生。我们高年级的艺术课程包括音乐、视觉艺术、设计和工程,以及琳琅满目的选修课,如电影、摄影和声乐。发散性思维、毅力和解决问题的能力早已贯穿在爱文的课程之中,旨在鼓励学生挖掘自己的潜能、扩大自己的视野,以及加深对自己和世界的理解。点击[这里](https://www.avenues.org/ny/upper-grades)了解更多关于爱文高年级课程的信息。\\n\\n*祝贺以下所有获奖者,他们的创意、才华和技能令评委们惊叹不已:*\\n\\n***写作***\\n\\n*Sienna Ashworth*\\n\\n*荣誉奖:短篇小说*\\n\\n*Sophin Bogliolo*\\n\\n*银钥奖:个人散文和回忆录*\\n\\n*Mya Cahana*\\n\\n*荣誉奖:诗歌*\\n\\n*Renee Cai*\\n\\n*银钥奖 + 金钥奖:个人散文和回忆录*\\n\\n*Alex Farman-Farmaian*\\n\\n*荣誉奖:新闻学*\\n\\n*Alexa Gonzalez*\\n\\n*金钥奖:科幻和奇幻*\\n\\n*Kyla Guimaraes*\\n\\n*银钥奖 + 金钥奖:诗歌*\\n\\n*Maya Inaltong*\\n\\n*金钥奖 + 荣誉奖: 短篇小说*\\n\\n*荣誉奖: 新闻学*\\n\\n*Alexis Kim*\\n\\n*荣誉奖:个人散文和回忆录*\\n\\n*金钥奖: 短篇小说*\\n\\n*Ryan Lee*\\n\\n*荣誉奖:微小说*\\n\\n*Calypso Maazel*\\n\\n*银钥奖:诗歌*\\n\\n*Julian O'Rourke*\\n\\n*荣誉奖:短篇小说*\\n\\n*Anahita Saxena*\\n\\n*荣誉奖:新闻学*\\n\\n*Caia Scarola*\\n\\n*荣誉奖:批评性文章*\\n\\n*Ethan Seiz*\\n\\n*银钥奖:批评性文章*\\n\\n*Jesminder Vega*\\n\\n*银钥奖:诗歌*\\n\\n***艺术***\\n\\n*Julia Chicayban*\\n\\n*银钥奖:摄影*\\n\\n*Ariella Cohen*\\n\\n*荣誉奖:时尚*\\n\\n*Alexis Kim*\\n\\n*金钥奖:摄影*\\n\\n*Chantilly Lee*\\n\\n*2 项银钥奖 + 2 项荣誉奖: 绘画*\\n\\n*2 项荣誉奖 + 金钥奖: 绘画和插图*\\n\\n*银钥奖:建筑和工业设计*\\n\\n*Sofia Liu*\\n\\n*荣誉奖:绘画和插图*\\n\\n*Jihee Moon*\\n\\n*2 项荣誉奖: 绘画*\\n\\n*2 项荣誉奖 + 银钥奖: 绘画和插图*\\n\\n*Penelope Snoep*\\n\\n*银钥奖: 摄影*\\n\\n*William Yuan*\\n\\n*银钥奖:绘画*\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"}],\"title\":\"爱文纽约学生赢得重要艺术和写作奖项\",\"author\":\"\",\"excerpt\":\"Avenues students from across the Upper Division recently won the Scholastic Art and Writing Awards, the nation’s longest-running, most prestigious recognition program for creative teens. There are about 28 categories, ranging from personal essays, poetry, art, photography and fashion. Work is judged based on originality, technical skill and emergence of a personal voice or vision.\",\"component\":\"community_news\",\"subheading\":\"\",\"cover_image\":\"//a.storyblok.com/f/112543/3625x2667/88c88eb1a3/scholastic.jpg\",\"intro_paragraph\":\"来自爱文纽约高中部的 24 名学生最近在 美国历史最悠久、最负盛名的青少年创意表彰项目 (Scholastic Art and Writing Awards) 中斩获诸多奖项。该奖项由 28 个类别组成,包括个人散文、诗歌、艺术、摄影和时尚等等。作品的评判依据是原创性、技术技巧,以及个人声音或愿景的出现。\",\"dont_display_hero_image\":false}","slug":"avenues-students-win-scholastic-art-and-writing-awards","full_slug":"zh/global/world-of-avenues/avenues-students-win-scholastic-art-and-writing-awards","uuid":"efe4835b-6e3d-4798-8811-18e7a4544aba","lang":"zh","first_published_at":"2023-04-14T19:14:05.086Z","id":"storyblokentry-291930816-zh"}},{"node":{"content":"{\"_uid\":\"818aefcf-b20a-486b-b83e-9656663b7735\",\"body\":[{\"_uid\":\"4c453fe1-9eb8-4ea3-ac35-16fca2e300ad\",\"body\":\"针对这个问题,我们的学生设计了“啃咬者项目”。该项目的核心是一台名为“啃咬者”的机器,学生们创造它是为了彻底改变我们与废物之间的关系,并帮助应对废物危机。\\n\\n使用“啃咬者”,每家每户可以碾碎固体废物并将其转化为 3D 打印材料。\\n\\n作为世界学校的一部分,我们的学生有机会参与真正的全球项目。“啃咬者项目“开始于圣保罗,后来爱文研发团队的工程师加入了该小组,帮助进行专利申请和原型开发。接着我们其他校区的学生也加入了这个团队。\\n\\n2022 年,该项目参加了 Climate Launchpad 绿色商业创意竞赛,该竞赛收到了来自 55 个国家的 2150 多个参赛项目。每个国家决赛的前三名团队被选入区域决赛,最后从这六个区域决赛中选出最好的 70 个团队。“啃咬者项目”是唯一进入全球决赛的巴西创业公司。\\n\\n除了难得的学习机会外,这样的项目还促进了全球交流,并使来访的学生能够深入体验当地的文化。爱文纽约校区的学生来到圣保罗,见到了他们之前一直在线上进行合作的同学,并有机会跟他们亲自展开“啃咬者项目”的合作。\\n\\n作为一个革命性的、由学生主导的项目,“啃咬者”是设计思维和创新的一个典型范例。通过重新想象整个回收系统,我们的学生提出了致力于帮助解决全球性环境问题的新想法。\",\"component\":\"text\",\"max_width\":\"\",\"font_color\":\"blueDark\",\"list_style\":\"check\",\"text_align\":\"left\",\"image_align\":\"center\",\"text_styles\":\"\",\"margin_bottom\":\"2\",\"p_margin_bottom\":\"2\",\"list_item_margin_bottom\":\"\",\"list_item_margin_bottom_mb\":\"\"},{\"_uid\":\"7b50e151-bfff-477c-9b75-2020e6dba779\",\"component\":\"video\",\"thumbnail\":\"//a.storyblok.com/f/112543/2048x1368/092e3161ef/220608_sp_nibbler-32.jpg\",\"polyv_link\":\"\",\"video_name\":\"\",\"vimeo_link\":{\"_uid\":\"5d9cc439-a12f-4c62-8b77-5b03772e988d\",\"plugin\":\"vimeo\",\"vimeo_raw\":\"https://vimeo.com/665346656\",\"vimeo_oembed\":{\"url\":\"https://vimeo.com/api/oembed.json?url=https://vimeo.com/665346656\",\"response\":{\"uri\":\"/videos/665346656\",\"html\":\"<iframe 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