Grade 7 students at a DC charter school learned to code in a month and developed apps that addressed concerns they faced during the pandemic.
WASHINGTON – 50 DC college students launched their own apps with lessons learned from the pandemic.
Grade 7 students at Two Rivers Public Charter School in the North East learned to code in a month and developed apps to address concerns they faced during the pandemic, such as mental health, food insecurity and even boredom.
The students, accompanied by a team of teachers, launched their applications on Monday, May 24.
“I’m grateful to my teachers for turning this pandemic into a learning lesson, because it’s a challenge in itself, turning something people fear into a learning experience,” said student Marcus Gibson.
Marcus Gibson’s app focuses on mental health – family lessons learned through lockdown.
“We decided to start connecting more by doing activities at home by going to dinner one-on-one with my mom to see where my head is and to see what she thinks about it,” he said. -he declares.
“Once you see the strength in your kids, you feel like, ‘hey I can do that too, I can ask for help because as parents we take on the stress but we don’t ask. not much help, ”added his mother Cherrell Gibson. -Austin.
Sadie Delicheh hopes to help other children who have gone through the same hardships she faced during the pandemic.
“I had to go back and forth between each parent’s house which was stressful and being with my brother all the time and not being able to see my friends going to school made me upset and sad because I was was a bit lonely, ”Delicheh said.
“Some students were food insecure, so they developed an app to connect families to resources to get food,” said McKenzie Baecker, science teacher.
Baecker worked alongside the Language Arts teacher and Inclusion Specialist to guide students on their healing journey and help others cope with the challenges that lie ahead.
“We hear a lot about the loss of learning throughout the pandemic, but the reality is it’s just about learning differently and what we’ve chosen to do instead of moving away from the conversation. We looked to help students be part of the solution, ”Baecker said.
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