Nowadays, in a fast changing world, it is not easy to teach students how to be empathetic, how to be sympathetic, how to be kind, to be tolerant, to be optimistic, to be courageous, etc. TV shows, cartoons, computer games and Internet websites and the social media are strongly influencing students’ behavior. But we teachers, as thinkers and caring individuals, strive hard to find the best way how to inculcate moral values so our students make a difference in line with IB PYP goals to prepare students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them.
Today’s education should not be focusing only on increasing knowledge of students and developing their skills but to prepare them for a fulfilling life in the future. Life demands more than knowledge and skills.
So, what is our school doing to prepare the students to become active, caring and lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them?
Aside from the transdisciplinary themes with central ideas and lines of inquiries that are wonderfully planned, the teachers also found out one of the best ways to inculcate moral values and that includes the IB learner profile and PYP attitudes through reading books. Books are the best tools to teach the students with moral values. There are scenarios that can help them realize that they need to put everything into perspective – others are not lucky enough – they have nothing to eat, live in a difficult and abusive life, no shelter to live in, no parents to guide them, no friends to play with, no toys to play, no cars to ride on, etc.
Four novels are specially chosen for grade 3 students to read. They are Charlotte’s Web, Sadako and the Thousand Paper Cranes, Justin Case and Nancy Drew.
These novels are ingrained with fundamental values – for every child to discover and enjoy.
These novels are carefully chosen to help launch meaningful discussions with the students. They work best as subtle discussion starters (rather than direct ‘lecturing’ on the learner profile and PYP attitudes) – to make the value system stick, students need to come up with the conclusion themselves. So, teachers make sure to follow–up a read aloud with some open–ended questions. They include books because they believe that reading books is the best way to encourage the students to make a difference, take action whether small or big, create a positive change in the world they live in, and also for academic success.
My students started reading Charlotte’s Web, and they were able to apply what they have learned in our first two units of inquiry, which focused on rights and responsibilities and animal adaptation – which each child who has a pet should be responsible to give love and care because animals have rights too. All my students said that they are against animal cruelty, that each animal has the right to live – I laughed at this. But others were asking- how about the animals that we eat? Is that also animal cruelty? Students had long discussions and arguments about this issue. They gave out their best reasons and persuaded others that it is animal cruelty or not.
After reading Charlotte’s Web, we watched the movie version. Students came up with the conclusion that the book was a story of friendship between Wilbur and Charlotte – that a true friend is going to risk his/her life for one’s own good. After watching the movie, students were asked who among their classmates was their best friend. They wrote a letter to their best friend and stated why their friendship is true and to be kept. After giving the letter to their best friend, students were asked to reply to each other’s letter. While giving the response letter, they sang a song about friendship.
|You’re My Best friend
Many people say true friends are hard to find
But I know I’m not that kind
They come and go and sometimes leave us behind
Like a wind that passes by
(Cause)When you need a friend
That you can depend
You can count on me because you’re my best friend
When you’re feeling down and your heart is hurt
You can call on me and
I’ll be there for you friend
Good things may come and then bad things may go
Like a birth a long time ago
You’re like the ship that’s sailing across the sea
To the waves that’s so unkind
(Repeat Chorus) Hold
The second novel that they read was ‘Sadako and the Thousand Paper Cranes.’ Before they started reading, we had some learning engagements. Students filled in a prediction chart, watched videos and looked at pictures about what happened during World War 2 and the aftermath of the explosion in Hiroshima. Then they answered the four question on a Y-Chart: what did you see, what did you hear, what did you feel and what do you worry about – to give them background of what really happened during the war. Most of the students wrote that they were really scared and sad at the same time. They wondered how the people back then survived the explosion and how they rebuilt their lives after the war. Most of them were also worried that another war may happen though other parts of the world are having conflicts.
The students filled in the Y – Chart after watching videos and looking at the pictures of the aftermath of World War 2.
Our Sadako and the Thousand Paper Cranes center
Reading the novel, students were able to describe Sadako using the IB learner profile and PYP attitudes. Students pointed out that Sadako learned to stay positive and courageous despite having been inflicted with a debilitating disease. Students also learned that they have to be determined, never give up and always hope that everything will be alright in God’s will. They learned how to empathize with Sadako’s struggles.
The third novel that students read was Justin Case. They were very excited to start our activities and find out the things that happened to the main character because it is a story of a boy who worries a lot. The boy is a worrywart and most of the students were able to relate to him. The students were asked to describe Justin as well as the other characters in the story using the IB learner profile and PYP attitudes. Since Justin likes to describe his teacher and writes down his experiences in school, they were also asked to describe their teacher (others wrote poems about their teachers) and penned down their experience on their first day of school.
Students, together with their parents, are reading their first day of school experiences and their descriptions of their teachers just like what Justin usually does.
The last but not least novel was Nancy Drew. Most of the students loved the novel because it is suspense-filled and is about solving dangerous mysteries. Students loved it because one should be a risk-taker and thinker to find clues and be knowledgeable to be able to solve the crime or mystery.
It is really essential to inculcate in the students the IB learner profile and PYP attitudes, and one way to do this is through reading. Through reading, students learn important life lessons. Having a respectable behavior is a must at a very young age. This can help the students make a difference, be open-minded and tolerant about differences in beliefs, cultures, traditions, etc. If students around the world are open–minded and tolerant, our world will be in safe hands and world peace will just be around the corner.
By: Freitz Gerald Talavera
Grade 3 Classroom Teacher
BINUS SCHOOL Simprug
The first week at the beginning of the school year is a commencement period, a period to get to know the immediate surrounding and Cikal community . Back from a long holiday, students are all excited to see what’s new in Sekolah Cikal Cilandak. The building, new classroom setup, new teachers (as they are now in different level), new classmates, and new things to learn and explore.
Usually, teachers take students to go around the school, as a way to get to know the environment and people around the school. This year, grade 3 and 4 students are taking their treasure hunt activity to the next level. They use iPads to scan the QR codes. These codes are posted on the walls, each one contain clues or instructions, such as; “Rhythm, beat, is played in here, loud and clear” or “ you need to find the PYP Coordinator”. When they found the answer, they will see another QR code to scan for the next problem or questions to solve.
In short, we turn school tour activity into PokemonGO-like game, where the person who play it has to scan the surrounding, not by using augmented reality apps, just QR code reader and print-out QR codes posted the school’s walls.
QR code can be used in the classroom as well, it makes teaching and learning more fun, engaging and challenging. Here are some ideas:
- Replacing boring written test or quiz into mobile and more interactive quiz activity. Create the quiz in Google Form, generate the link into QR code, print it on paper, and post it on classroom wall. You can include QR codes in bus stop activity, each QR code stands for one question /problem. Students can only move to the next station once they managed to solve the problem.
- Differentiate Task. For example you are teaching about governmental system and you have some videos and articles for your students to go through. Divide the class into several groups, have them watch different videos or read different articles. Post the link into QR codes in several learning stations, have them discuss it in groups.
- Treasure Hunt game/ Pokemonlike game. Use the QR code as clues for playing treasure hunt game. Insert links of riddles or clues that can lead the way to the next station. Just like we did for school tour activity in Sekolah Cikal.
Here is how to make a QR code:
- Copy the link of the file, video, website or social media page that you want to share.
- Open QR code generator such as kaywa.com, mobile-barcodes.com or beetagg.com, or just simply googled QR generator and it will display many webpage of QR generators.
- Once you received a png or jpeg image from the QR generator, you can share or print your QR code.
The children’s face beamed with excitement as they went around the school looking for another QR code to be found. Occasionally we heard them saying something like, “This is awesome!” and “I like this activity” and “This is the best treasure hunt ever!”.
The use of technology has definitely adds zest in the learning process. Not only for the children, but for the teachers as well. We come to realize, that when handled well it can be a tool to ignite further learning and create ideas.
Marsaria Primadona (Pima)
Apple Distinguished Educator
Sekolah Cikal Cilandak
The Role of Collaborative Work in Supporting Students with Special Education Need in Inclusive Setting
Every kid has a right to have a good education, including students with special education needs (SEN). Inclusive education can be an alternate to fulfill that right. In Sekolah Cikal, we believe that inclusivity can give benefit for all team member. Students can learn uniqueness of their friends and develop empathy. Teachers polish their creativity to create welcoming and involving learning opportunities for SEN students. At the same time they also create effective inquiring learning experiences for the other students. Such opportunity can give benefit, as well as challenges for teachers working with all students in inclusive setting.
Developing collaborative work between class teacher, subject teacher, and special education teacher, is one strategy that we applied. By working collaboratively, we expect each expertise that teacher has will contribute to the success of learning experiences.
One activity that we did in the beginning of the year is read through all of the program in every level. By doing this activity, all teachers will have a map about what to be achieved by all students, and how the topics integrated. Special education teacher will look the chances of the SEN students’ achievement and plan for individual goal.
Planning for more individualized goal for SEN students, then every special education teacher share their special education need students’ profile and needs to the class and subject teachers. Every teacher will know their SEN students specifically.
In the beginning of the term, class teacher and special education teacher discuss with parents about Individual Education Plan (IEP) with certain goal to be achieved in every term. At the end of the term, they will meet again to review the achievement.
In weekly basis, special education teacher join level meeting to discuss weekly plan. On the discussion, special education teacher will get an overview of learning experiences planned by class teacher. They also can give suggestions about teaching modification that can be implemented by the class teacher during learning process in class.
Special education teacher can also contribute for preparation and giving review session after learning process in class. SEN students will get benefit when they got information earlier before learning process in class. They will learn the specific vocabulary and concept used, and relate it to their previous knowledge and experience. Reviewing activities managed by special education teacher will enhance knowledge and skill received in class and bear out the possibility of missing information during inattention period.
By implementing collaborative work in supporting SEN students, we learnt that inclusivity needs openness from all team member. Communication is the important skill that we have to develop, with respectful attitude. Reflection, sharing and giving feedback are part of our daily conversation to achieve optimum achievement of SEN students in inclusive setting.
Head of SSC
Starting the school year has always been exciting not only for students but also for teachers. We, as a teacher would never know the children we are going to deal with for the whole year through. Thus, setting up an essential agreement at the beginning of the academic year is essential as we want to establish a good and conducive class.
Rules or agreement?
Teachers in some school are now starting to move away from using the word “rules” to using the word “agreements”. What are actually the differences between rules and agreement in classroom? Rules are imposed. They’re set for the purpose of compliance. Any violations of rules should be punished to maintain the power of the rule. Rules are “above people.” The locus of control is external, teaching us that we don’t have the power – so we’re pushed toward obedience rather than internal motivation.
Agreements are negotiated. They’re set for the purpose of collaboration. Any violations should be discussed to learn. Agreements are “between people.” The locus of control is internal, teaching us that we have the power – so we’re pushed toward intrinsic motivation.
However, although some teachers are no longer use the term “rules” in their classroom, some others are still using it because they might think what their classroom would be like without any rules. They don’t want to have a chaotic class so that they prefer using the “rules” instead of “agreement”
As for me, since i am teaching in an IB school, i prefer starting my class by creating an “essential agreement” to make sure that my class will function well and in a conducive way. Rather than teachers imposing their rules on children, everyone in the group works together to establish an agreement of how the class will function. Here are some tips of creating an essential agreement in class.
- Last year, i tried this with my students. First, i will let them watch some video about what a good classroom and a “not-good” one. After that, we brainstorm together. We ask them which classroom they would prefer studying in and ask the reason why.
- After brainstorming, we ask the students again what make a good classroom. Students will come up with various answers. We can also ask students to come up with things that might disrupt the class, anything that will make the class stray from its goals. For example, if students want to improve their listening comprehension or learn to think in English, it will be highly disruptive to hear students speaking their native language. Little ones might say that they don’t want any shouting, yelling, or hitting in class. Some students may say that they shouldn’t interrupt someone when he or she’s speaking.
- How to avoid disruptive behaviour. After getting some ideas about what disruptive behaviours are. We can brainstorm with the students about how to avoid the disruptive behaviours to make the class run smoothly. They might be quick to say that no shouting, yelling, or hitting is allowed in class. And to avoid interruptions and make sure everyone has a chance to speak, your students will suggest that they have to raise their hands. Try to phrase each of the rules in an affirmative way, for example, in a way that tells them what they should do and not what they shouldn’t do. Having your walls filled with “No shouting”, “No eating in class”, in other words, no, no, no everywhere does not contribute to creating a very positive learning environment either.
- Now you have to put it all in writing, after all, verbal contracts won’t hold water in a classroom. They can make a poster illustrating the essential agreement, and then put it up some place where it’s clearly visible. You can also give students some post it and have them write about what they just said about how to avoid disruptive behaviours to maintain a good and conducive classroom. Ask them to paste/stick into the place provided and together read all the agreement.
- So, to sum up, make sure each and every student is clear and agreed on the agreement. They should also understand that the agreements are subjected to any changes should there be any cases which require any changing or improvement of the agreement.
Grade 4 Teacher
The PYP librarian roles in PYP is nurturing internationally-minded, lifelong learners and readers. Those roles are expanded more than either collection maintenance and development or circulation & reference service.
Cikal Baca-Baca is how we called our library. The transformation of library function has challenged to the librarians because there were paradigm shift to move up from a conventional library to 21st Century Library.
Our library programs have been developing progressively by collaborating to Unit of Inquiry and integrated to some subjects. Those programs are happened as a valid result of working together with cross level teachers to support any teaching and learning process at school. There are two activities students could learn and explore ; Library and computer visits for learning library and research skills . Those visits are the students gain skills about how to get information from any platform of paperback or online. The students hopefully could differentiate which information is credible, relevant, reliable and current or if it is phony and bias. Those skills are fundamentals for independent learners anywhere they are whether it is for learning or pleasure.
The spread of powerful mobile devices has put the World Wide Web at our fingertips. So, what changes of the horizon for…LIBRARY OF THE FUTURE. Students explore how the internet could give them amazing ways to collaborate with other people and subjects. However they do not realize about how much important of internet safety is as a lead to be digital citizenship. Being a good digital citizen is more than knowing their way around the web. It is about connecting and collaborating in ways they did not even know were possible and also give credits any information by citing sources.
The library of 21st provides a welcoming space to collaborate, creative, explore, innovate among students, teachers and community by bringing physical and digital learning.
Teacher-Librarian Sekolah Cikal Cilandak
Two months before the school year started, I was already apprehensive if I could survive – thinking whether I could do it with limited knowledge about the IB Primary Years Programme. I did a lot of readings but some were still vague to me. I had a flurry of questions in my mind. All those questions and apprehensions remained even until the opening of the school year. I felt like I was not ready in a battlefield though I was already assured by my PYP coordinator that I could do it without any difficulty, and she even said that they were looking forward to learn from me. Then I thought “What?” What does she mean about it? Should I be asking what I need to learn about the IB PYP?
The school year started and I was fortunate to have an efficient and effective team teacher, who has been in the school for thirteen years now. She helped me all throughout the school year. I remember I kept asking her every day if I was doing okay. And she would reply ‘yes’ you’re doing ‘ok.’ I did not really believe her because I was really unsure of what I was doing. I was using the strategies and techniques that I know but I was not sure if it they were aligned with the PYP.
Due to my quest for knowledge, I continued reading, hoping to lessen my apprehension. Thankfully, I was already enlisted to attend the ‘Making the PYP Happen’ that made me understand the IB curriculum (thanks to our PYP coordinator, Ms. Richel and our MTPYPH workshop facilitator, Ms. Amanda McCloskey). I realized that there were strategies and techniques that I was already using but did not know that those were aligned with IB PYP – I did not stop there. I continued to learn more by reading articles about the IB PYP (I’m looking forward to my next workshop in September to be held at BINUS SCHOOL Simprug – (Stay hungry, stay foolish) and joined the PYP groups on Facebook to connect and learn from other PYP educators around the world to find out the techniques and strategies that they are currently using.
Based on the knowledge that I acquired, I decided to change my teaching style – I always put in my mind that I should let the students discover their lessons, and I should find out their prior knowledge. There might be things that they already know that I don’t need to discuss further and the students might ask questions that would lead to a wonderful and meaningful discussion instead.
Here are my reflections in each transdisciplinary theme:
‘Who we are’ with the central idea: Children worldwide deal with different rights and responsibilities and face a variety of challenges, risks and opportunities.
The unit of inquiry, “Who we are” started with the students creating their self-identity poster. The students have written information about themselves and got the chance to present in front of the class. This was followed by doing the Think, Pair and Share routine and discussion about needs and wants (Y-chart) and rights and responsibilities (T-chart).
When the central idea and lines of inquiry were introduced, it was easy for the students to tell their responsibilities, but most of them had a hard time understanding what is rights (it was new to them- they said that rights are like doing the right things). Due to their lack of experience and knowledge about rights and challenges, more examples were given through videos (showing children around the world have different rights and responsibilities), watching the movie titled ‘Annie,’ and explained further why do they have rights (Children have risks and challenges). Eventually, all of them were able to understand that every child has rights and responsibilities.
The students also aired out their sentiments on why some children are working at a very young age (child labour) and why some girls or women in some parts of the world are not treated unfairly (liability)- boys are considered precious (asset). They also learned about the different organizations and people who work to protect children’s rights.
As a summative task, they conducted an information campaign to grades 4 and 5 students. They informed them that children have rights that they should enjoy and responsibilities to be done. They did their campaign well and few were able to answer challenging questions impressively with supporting evidence and websites.
The students also learned about narrative writing. They were given picture prompts related to the unit to write fiction or non-fiction stories.
Math was a stand-alone subject in this unit of inquiry. The students learned about numbers: place value, value, comparing and ordering, even and odd and rounding off. They also learned to solve 1-2 step problems using models but more practice was required for the word problems.
‘Sharing the planet’ with the central idea: Over time, living things need to adapt in order to survive.
Sharing the Planet was a very interesting unit for the students. When the central idea and lines of inquiry were introduced, they were very enthusiastic and were able to know immediately (most of them had prior knowledge of endangered and extinct animals, animal cruelty, survival, life cycles, etc.) the topics that were about to be discussed.
For tuning in, students posted some of their questions, concerns and suggestions on the ‘compass points’, and they enjoyed the ‘Colour, Symbol, Image’ activity wherein they were given a chance to choose a word that was related to the central idea and lines of inquiry. Most of them chose the words ‘endangered’ and ‘survive’. Their explanations of their chosen colours and symbols were very impressive.
As we went on with the unit, students were fascinated on how animals and plants are being classified, and on how they use physical and behavioral adaptation in order to survive (they were able to know that spiders are not insects but arachnids because they have eight legs). We had countless of learning engagements, and students had unending sharing of ideas about fascinating and rare species of animals as well as the carnivorous plants (they included their amazing facts). They also shared ideas on how animals become endangered and gave out some suggestions on how to protect them from becoming extinct.
For formative and summative assessments, the students enjoyed making their flip chart calendar of the classification of animal kingdoms, creating slide presentations of their chosen animal kingdom and adaptation poster.
Students learned how to write a persuasive text. They found out that to persuade readers, they have to state their best reasons.
In retrospect, I should have given more time for students to learn further about habitat exchange. I should have provided more examples and explained to the students that even if the animal is placed in a harsh environment or climate, it would find ways to adapt in order to survive -it would develop physical or behavioral adaptation.
‘How we organize ourselves’ with the central idea: Marketplaces rely on the production and distribution of goods and services.
Before the unit started, I was a bit apprehensive if the students could understand the technical words, but through constant unlocking and giving examples by showing videos and slide presentations, eventually, they were able to get a clearer picture on what were they learning about. The practical and hands-on activities helped the students understand the central idea and lines of inquiry.
Their field trips to Bank Indonesia Museum and Ranch Market had given the students’ knowledge about the history of money, the features of a currency, the different sections in the marketplaces and value of saving money. They also learnt that they have to exert effort to earn money. They tried their best to give their service to make money for their capital.
Their field trip to the Ranch Market had taught them that the goods and services at a modern market are arranged accordingly from fruits and vegetables sections. They also learnt to calculate the total amount of their chosen items so their money is enough. And they didn’t need to be asked to put them back. They learnt to make a shopping list, so they could plan and check what they needed or what they didn’t have before heading to the market.
The mini-bazaar had given them the experience to sell, how to persuade the customers and how to calculate their profit, to give change, how to put up a stall and create an advertisement poster.
Students learnt about the features of recount writing as well as the use of connectives, past tense verbs, powerful adjectives and verbs and adverbs.
‘How we express ourselves’ with the central idea: A variety of signs and symbols facilitates communication.
This unit “How we express ourselves” made the students realized that there are different ways to convey information. They learned that uttering words is not the only way to communicate. They can use facial expressions, body language, hand gestures, signs, symbols, colours, etc. in order to be understood.
The students also learned that those who are visually impaired, hearing impaired and have speech defects have specialized systems of communications in order to communicate with others. They are the ASL (American Sign Language) and the Braille method – wherein they were able to write their names in Braille method and apply their knowledge of ASL to the students of Sekolah Santi Rama, a deaf and mute school, who visited the school (although there are words that are quite different from the Indonesian Sign Language, the teachers from Sekolah Santi Rama were very quick to teach the students the difference).
The students also found out the difference between signs and symbols as well as their importance. They started to notice the signs along the streets and main roads on their way to school and going somewhere else. And after learning signs, symbols and giving directions, students created their own treasure map complete with map key, compass rose and coordinates.
Students were able to learn different types of poems and compiled them to create a poetry booklet. Several students had difficulty writing a limerick poem because the last syllable for the first, second and fifth lines must rhyme and it should be funny.
For the summative task, the students were given three choices: role play, pantomime and play script writing. Most of them chose role-play, only one group for pantomime and two groups for play script writing. They enjoyed their performances on stage.
This unit was supposed to be finished in six weeks, but because of the International Schools Assessment practice, the unit was extended for another week, as the contact time was lessened. Hopefully next school year this unit will be finished in six weeks because this will be our first unit. We also want to lessen the coverage, so the students can master all the skills.
‘How the world works’ with the central idea: Matter exists in three common states and lead to various changes.
Before the unit on ‘How the world works’ was introduced, three groups of items were placed in full view of the students (the inquisitive ones started checking and touching every item prior to introduction of the unit, central idea and lines of inquiry). With their partner, students were asked to observe the three groups of items and do the ‘Think, Pair and Share’ activity. When few students had given their prior knowledge about solid, liquid and gas, the unit was introduced. They did the Think, Puzzle and Explore routine and posted their ideas and questions on the board.
Upon reading the central idea and lines of inquiry, the students were eager about the experiments that they were going to conduct. You could see in the students’ faces the excitement.
For the field trip, they went to Coca Cola Amatil, but they did not show the actual process (showing chemical and physical changes). They should have shown videos on how the water turns to colored water.
For formative assessment, they created an ‘All about Matter’ poster or booklet wherein the students wrote down what they have learned so far about matter and conducted simple experiments.
As a summative task, the students conducted experiments showing chemical and physical changes. They also wrote procedural texts for both of the experiments and ‘All about matter’ poster.
In math, the students learned about measurement – what to use to measure things (tools) and the conversion of basic units.
Students learned about the procedural text, the features and the different types (recipe, making a craft, creating a game and conducting an experiment. They also learned about the different parts of a book. As an application of what they have learned, they combined all their writings and created a procedural text booklet.
‘Where we are in place and time’ with the central idea: Human needs lead to discoveries and new understandings.
The unit, ‘Where we are in place and time’, started with a ‘gallery walk’. Students observed the two groups of pictures, and then they did the ‘See, Think and Wonder routine to list down their observations. Once they were done with the activity, the unit was introduced (central idea, lines inquiries, concepts, profiles and attitudes. Students did the ‘Think, Puzzle and Explore thinking routine, wherein they wrote down their predictions, prior knowledge, questions and ideas on how to explore the topics that they were about to learn.
While discussing the central idea, the students found out that human needs (students listed down their wants and needs in a T – chart) was the main reason why people decided to invent something.
To fully equip with knowledge about inventors and inventions, the students watched movies and videos of famous inventors and their inventions. They were able to learn their famous statements and most of them like the statements by Thomas Alva Edison and Steve Jobs: “Genius is 1% inspiration and 99% perspiration’ and “Stay hungry, stay foolish.”
The students also watched videos of latest inventions as well as the inventions created by some talented kids. After watching the videos, they were asked to answer the question: What would you like to invent in the future?
As a formative task, the students created a timeline of their chosen invention. They presented it in the class using a slide presentation.
As a summative task, the students had an “Inventors’ Meet” where they dressed up like their chosen inventor and explained how they succeeded in creating their inventions.
The students learned about an information report and its features. They wrote an information report of their chosen invention and a biography of their chosen inventor. In preparation for their summative task, the students changed the biography of their chosen inventor to autobiography. This was used as their script for the “Inventors’ Meet”.
As a teacher, this unit of inquiry was my favorite because the students got the chance to dress up like their chosen inventor. And they were able to learn about their struggles, failures, hard work and on how they succeeded in creating their inventions.
Based on my understanding about the IB PYP, every child should be given a chance to share his/her ideas in various ways. It could be through Think, Pair and Share routine, clock partners, etc. Teachers should guide their students to visualize their thinking using the thinking routines.
What I like about the IB PYP is that the teachers hold weekly level and planner meetings to share ideas and plan learning engagements. Teachers also gauge student’s understanding through formative and summative assessments.
For the new PYP teachers like me, here are the things that I researched that we need to bear in mind:
- Teaching an IB program is a rewarding experience for every teacher. Teachers play a fundamental role in developing open-minded and knowledgeable adults for the future.
- We should not be disheartened if things do not go smoothly immediately. Adapting to the PYP practices can require a huge amount of work and commitment.
- IB workshops specifically ‘Making the PYP Happen’ are wonderful gifts from the universe. These workshops are the best opportunity for you to step back, reflect and plan for new things to be bravely tried in the classroom.
- The IB demands as much from its teachers as it does from students.
- Your first year will be filled with questions and as many steps back as there are steps forward.
- As a PYP teacher, you are never alone. Talking to others can help you through any moments of self-doubt.
- The PYP coordinators and level heads always give advice and that is to share ideas with both other teachers and students – the better the communication within the teaching team, the more scope for ideas there is. You need to be always keen to pick your colleagues’ brains.
- The PYP expects students to take action, which includes inquiring deeper into concepts explored in class. As PYP educators, we need to do the same in order to learn and grow.
- Little flickering fairy lights moments. Bit by bit, things will begin to make sense.
The whole school year was truly a wonderful learning experience for me. I am grateful to my school principal, Mr. Peter; PYP coordinator, Ms. Richel; level head, Ms. Priyanka; my team teacher, Ms. Martha and colleagues in grade 3: Ms. Colleen, Ms. Kavita, Ms. Frida, Ms. Mey and Ms. Sylvia, who taught me a lot of things. I can’t wait for the next school year to learn more and be a better PYP educator.
By: Freitz Gerald Talavera
Grade 3 Classroom Teacher
BINUS SCHOOL Simprug
Scouts in the PYP
What really makes the difference when it comes to making a success in life? Character. And what is character? It is resilience, common sense, kindness and an independence of mind. It’s about inspiring others and believing in yourself. But this talk of character training is nothing new. It’s exactly what Robert Baden-Powell had in mind when he first dreamed up the notion of scouting. “It has more value,” he said, “than any other attribute in life.”
Here at Sekolah Cikal, we are proud to apply the scouting program or PRAMUKA for the school community. Started at Year 3, the Cubs or Siaga the early level in Scouting the members are 7 to 10 years old, It consists of: Siaga Mula, Siaga Bantu and Siaga Tata. As an IB School, both programs are blending effectively among students learning inside and outside the classroom.
SCOUTING AND PYP PROGRAMS
In Communication unit under How We Express Ourselves, it becomes more interesting when students learn kinds of verbal and nonverbal communications. Scouting introduces Semaphore a system of signaling using flags where a sets of alphabets constructed in form of flag formation. It can be used to signal between ships, plane and also across open land.
In Math area, Scouting supports students in learning directions through compass skills just in case they get lost in a forest they know how to find their way home. Another fun learning like in Measurement where students learn to read digital and analog clock. We set fun clock games where we asked students acted like an analog clock. With sets of instructions, they stretched their left hand as the short hand and the right hand as the long hand of a clock showing an instructed clock given (show me 07.00 am, 10.00 am etc).
The Scouting programs also encourage students to meet the purpose of PYP Transdisciplinary Skills where some of the dimensions of its aligned as well (Thinking skills: comprehension to grasp meaning from material learned; communicating and interpreting learning. Social skills: Accepting responsibility, Respecting others, Cooperating, Group decision-making. Communication skills : Listening to directions; listening to others; listening to information).
Gerakan Pramuka Indonesia or Indonesian Scout movement is a name of non-formal education organization that performs scouting education in Indonesia.
Its founded in 1961 by Sri Sultan Hamengkubuwono IX, and in 2011 Gerakan Pramuka Indonesia became the world’s largest scout association in the world with 17 million members.
Pramuka is derived from the word “Praja Muda Karana” which means young soul that loves to work. As well as family education that is wrapped as an interesting, fun, healthy, arranged, focused, and practical activities that may be done in nature as an outdoor activity.
Every activity is performed according to the Scouting Basic Principal (Prinsip Dasar Kepramukaan) and Scouting Method (Metode Kepramukaan). The final goal of these activities is the building of character, morals, helping boys and girls become happy, healthy and useful global citizens. It also helps children embrace adventure and succeed in life and furthermore fosters personality development of the students and helps them to aware their sense of social responsibility. To become disciplined, courageous and noble character of young people in Indonesia. We also must know that scouting in Indonesia was built as an education system that was adjusted with the interests and development of society and the nation of Indonesia.
ACTIVE GLOBAL CITIZENS
As practical education, Scouting at our school also empower students as active global citizens. As they said the Scout promises every Wednesday practice and If they really want to keep their promise of ‘helping others’, they have to help themselves first be a role model for their community that cultivates their practical wisdom and character and then continually puts these to good use. A fantastic example of vibrant and exciting Scouting events at our school was when the Cubs shared the sandwiches that they made during the Scouting session to all of school community who help them every day at school and at home. SALAM PRAMUKA!
Grade 3 Teacher
Sekolah Cikal Cilandak