Month: August 2017

First Day of School

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The first day of school is absolutely one of the most important days of the year. It’s the day the teachers set the tone for their classroom for the entire year. What teachers do on the first day of school will determine their success or failure for the rest of the school year. They will either win or lose their class on the first day of school.

Our first day at school activities in Sekolah Victory Plus was amazing. It was marked by a lot of excitement from parents, teachers and students. Most kids looked happy and really waited the moment to come back to school after their long vacation.Some felt nervous or a little scared because of all the new things: new teachers, new friends, and maybe even a new school. Luckily, these “new” worries only stick around for a little while.

Here are several things we did on our first day of a school:

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Set and created the display of our class agreement

By: Irma Mustafa

Homeroom Teacher

Sekolah Victory Plus

Bekasi, Indonesia

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Taking Action

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In Sekolah Victory Plus (SVP), we are not only teaching the students the knowledge, but we also facilitating them to put their knowledge, understanding and skills into action. Sharing the Planet is not only a sentence,a title, or a phrase. The students understand that sharing the planet also means helping other people who are in need.In this Unit of Inquiry, the students realised that there are still many children that need our support. Therefore, they were motivated to help them by running a fund raising activity, where the income was donated to orphanage and school for scavenger family. They were not only donating food, toys, clothes, drawers and other things from the money they received from the funding but they also played games together, reading stories and taught English lesson to the kids on those places. In addition, our school nurse was also involved there to do a healthy life workshop and to teach them ways to keep their body clean and healthy. All of the learning process from the beginning until taking these great actions were celebrated into a mini PYP Exhibition where we invited other students, teachers and parents to visit. It was amazing to see the students ability in explaining their learning journey as well as having a lot of positive comments from all the visitors during the exhibition visit.

 

By : Irma Mustafa

Homeroom Teacher of Gr.5

Sekolah Victory Plus

Indonesia

Using Seesaw: A Great Balancing Act

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Using digital portfolios

The PYP teachers at Sekolah Ciputra have been using various versions of digital portfolios since 2009. Teachers have experimented with different platforms and various formats, trying to find the perfect one. However the old fashioned digital portfolio was considered less effective for the teachers, students and parents because the portfolio was actually not as interactive as we wanted it to be. Teachers and students had tons of photos and evidence to be scanned or uploaded but with no effective way of organizing and sharing them, there were possibilities of missing files and other complicated issues to deal with. After a while, the pre-elementary teachers decided to go with hard copies of portfolios which meant a lot of copying, printing and manual verifying of items.

Last year, as a learning community at Sekolah Ciputra we reflected on whether we could find a single tool that would allow all year levels from Playgroup to PYP 6 to upload samples of student work with descriptors and feedback to share with parents. What we wanted with an interactive tool that was user-friendly, one we could link to our focus on formative assessment and share with parents for information and for their input. The main function of the platform needed to be for the teachers and students to share documents related to all aspects of student learning and maintain the confidentiality of student work. After some trials and discussion, we finally decided to use Seesaw as the platform for our digital portfolios. Since it works very much like Instagram, it was felt that teachers, parents and students would find it easy to use.

Tools and features used

Seesaw can be used with computers, tablets, or smartphones but from our experience, tablets are most effective devices for using Seesaw. Seesaw has many simple features, likes Photo, Video, Drawing, and Notes to show students’ daily learning. Once we capture student work on the tablet, we can directly upload it to Seesaw. Using the camera and other cool features of Seesaw, student learning can be captured in real time with students explaining what they have learned. These are only some of the many handy features that Seesaw offers.

Developing IT skills

Teachers also get the opportunity to improve their IT skills when using digital portfolio. We had Professional Development among the colleagues (based on the year level) to learn how to use digital portfolios. We explored the tools available in Seesaw and decided how to best use them with different year levels For those who wanted extra time to explore, they viewed various tutorials that are offered in Seesaw.

Challenges

Teachers are using Seesaw for setting up students’ goals as a preparation for three-way conference with parents and students. Besides the benefits, there are some challenges that teachers may encounter in using Seesaw. Firstly, teachers need to learn new skills as they have to explore the features in Seesaw considering it’s our first time as a school using digital portfolios to set up students’ goals. Furthermore ,we also have to maintain consistency in uploading samples of students’ progress and their learning experiences in their digital portfolio. During the period of learning this can be very time consuming. Finally within Seesaw, there is a minimum length or duration of recorded video that can be uploaded which means extra time for editing and perfecting what we upload.\

The class’s news feed in Seesaw
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Professional development session on how to use Seesaw

All in all, despite the challenges, we believe it is a good idea for us to use a single tool across the school so we can be consistent and we can support each other. .

Contributor:

PYP B Team (Mirna, Eka, Denok, Santy, Vine, Didik, Lina and Hana)

Pre-Elementary, Sekolah Ciputra, Surabaya

pypb@sekolahciputra.sch.id

Provocation Activities in the Beginning of New School Year

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At the beginning of new school year, PYP 2 are learning about healthy lifestyles under the Transdisciplinary Theme “Who We are”. They are exploring how the choices we make effect our health. We are focusing on the 3 main elements of health (Physical, mental and social). A part of our provocation activities were designed to allow the students to experience social health.

They started by getting to know their new friends and working collaboratively in a series of games. Students built a tower using straws and another with their shoes. This activity required time to share and accept ideas and requires cooperation and collaboration to deliver an effective design. The other game was a moving island. Students were grouped and needed to stay on a single piece of newspaper. They need to cooperate when moving the island (the newspaper) so that all people in the group could remain safe.

How the students work in team and what they were able to achieve together served as a good lead into the social health element. They could reflect on what it means to be part of a group and also where they fit in.

In the next part of their learning journey, they will build on these social health connections that have been made in the beginning of the school year.

Yulita – Year 2 Team Leader

yulita@sekolahciputra.sch.id

 

 

 

BEAR HUNT

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We value reading time the most at Sekolah Ciputra. We read aloud daily to our students. However, this could be challenging for PG B students, especially during the first weeks of school when they are adjusting to their new classes. Only a few of them listened intently to the stories when we read aloud for the first time. In spite of this, we kept reading them a book every day. To grow the love of reading in our class, we picked a book that was based on students’ interests. We noticed that our students were mainly interested in stories that involved animals. Our choice went to We’re Going on a Bear Hunt.

When we read the book for the first time, we recognized that more students paid attention to the story and were willing to listen. After reading the book, we watched the movie version. The movie was such a hit among the students. They asked us to watch it during their snack time. We kept reading and re-reading We’re Going on a Bear Hunt for a week during our reading aloud time so that the students could fully understand the story. Our next step was to make a picture sequence of the story and did one-on-one interviews with the student to gauge their understandings. This was also one of our ways to develop their communication and thinking skills.

In our third week of school, we noticed that more and more students were willing to visit our reading centre to read. Reading is also a very good opportunity to teach them about caring for books. We modeled for them how to open pages gently and we told them we had to do it so that we can read our book the next day. Everyday after reading aloud, we ask “who wants to help to take the book back to the shelf?” and each time we hear a lot of voices wanting to help put the book back. What a very fun way to learn to take care of our class library and to foster a love of reading!

Yulinar – PYP PG B Team Leader

yulinar@sekolahciputra.sch.id

 

 

Year 3 ’s UOI 1 “Who We Are”

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Year 3 ’s UOI 1, “Who We Are”, celebrates learner diversity in the classroom through which each student understands, owns and values his or her capacity as a learner. Students demonstrated open-mindedness while engaging in various activities promoting their strengths, and learning styles.

Student Interview: Patrick 3C-

“Learning styles are the way you learn best, such as auditory, visual and tactile learners. I am mostly auditory, so that means I learn best by listening. Knowing my learning style helps me with understanding how conflict happens on the inside and how to resolve it. “

In the continued effort to describe one’s underlying beliefs about learning and intelligence, students were introduced to the practice of Growth Mindset vs. Fixed Mindset. Using the Growth Mindset approach, students were learned a new term called GRIT.

Student interview: Aisha 3A-

“Grit means when someone doesn’t give up and they do what they love to do. Everyone needs a GRIT goal. It is a goal that takes a long time to accomplish. My GRIT goal is to do a perfect split two ways.”

Students will continue to create a tool box of strategies on how to resolve conflict through as their physical, emotional, and mental evolution broadens their sense of self.

Year 3

Global Jaya School

Our Amazing Start in Year 5

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Our Amazing Start in Year 5

By Olga & Raihan / 5A

We all love the new school year! All the Year 5 students had fun in the first day of school, even the 2nd, 3rd and so on. We all love the new school year because we get to learn more about what we never learned about before. We also get to have new friends. Other than that, we also have new teachers that some of us never even knew. Year 5 is very different than year 4, so all of us had to change our behaviour to become better.

In the first week, we were introduced to the first unit under the theme ‘How We Express Ourselves’. We learned mostly about the understanding of our central idea. Our Central Idea is ‘Traditional Stories Teach Generations About Shared Values, Cultural Expectations and Beliefs’. In the process of understanding the Central Idea, first we wrote our ideas of what it means on a Post-It Note, after we wrote on the Post-it-Note and discussed its meaning, we drew those ideas on a small paper. Then, in a group, we shared our understanding, drew it on an A4 paper in a group, and after that, one person from each group helped to make an even bigger picture with the Central Idea on it.

After we made the poster we made a list of traditional stories from around the world. The next day each of us chose one traditional story and rewrote it in the language book. After we were sure we understood our story, we then retold our story in Bahasa Indonesia, and some of us even added movements to it. We also watched a video about traditional stories and then we studied elements about the story.

After we learned about the Central Idea, we learned about the Key Concepts. We first found out what Key Concept is connected to each Line of inquiry. Then each group got a concept, it’s either form, perspective and reflective. Then we shared ideas with our group about why those Key Concepts are connected to the Central Idea, then we wrote it down on A4 paper. When we finished doing that, we wrote our own questions. Then each group presents their opinions on the Key Concepts.

We mostly enjoyed all the activities and because of that we become curious and knowledgeable students.

All of that is what we did for the couple first days of school. And we all are very excited for the rest of year 5!