GMIS Bali

DIFFERENT TYPES OF MULTIPLE INTELLIGENCES

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“Well begun is half-done”- Aristotle.

As the beginning of our first unit for the very first term, “Who We Are” it was time to know each other & also have an interesting prior knowledge to take the first step to drive into the IB inquiry path. Keeping in mind one of the lines of inquiry for the current unit, “Different types of multiple Intelligences”. I designed an activity through which we all should get acquainted with each other in the class as well as to understand how different we are from each other in the terms of multiple intelligences.

The students were given old magazines & newspapers from which they had to cut the nouns/adjectives which described them the best & then stick it on the outline of self portrait drawn by them(It also involved their drawing skills.)This was also a good way of integrating English & UOI under one theme.

Later they reflected on their work by discussing their pictures in the class. This helped them to comprehend that each one of us is smart in our own way & we all possess different intelligences. It was a very interesting activity as they all were completely engrossed & engaged in depicting their best.

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ANGELENE

By

Ms. Smita Benuskar

Homeroom Teacher Grade 5

GMIS – BALI

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Activity on Civilizations

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Grade 5 is in their second stage of the Inquiry Cycle, “Finding out”. They are learning various aspects of ancient civilizations. The central idea of the unit focuses on “Legacies of the past affect our modern civilizations and its people”, under the transdisciplinary theme “Where We Are in Place and Time”. Their enthusiasm and excitement was aptly reflected in the recent activity carried out in the class based on the ancient written languages and written modes of communication.

The activity focused specifically on broadly four major civilizations, namely Egyptian, Chinese, Roman and Indus Valley Civilization. Although each civilization had devised their unique mode of written communication, the alphabets and symbols were very different from one another.

The children were asked and encouraged to write their names in each of the four languages used hundreds of years ago. The hieroglyphs of the Egyptian civilization along with the unique Chinese alphabets stood out as their favorite. The innovative symbols of their languages kept the students constantly interested, in awe and spellbound.

They enjoyed writing their names and sharing it with their classmates. The pride in their efforts was evident in their wide smiles and their new found knowledge.

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By

Ms. Parul Shekhawat

Homeroom Teacher Grade 5

GMIS – BALI

MIGRATION IS A RESPONSE TO CHALLENGES, RISKS AND OPPORTUNITIES

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“Tell me and I’ll forget. Show me and I may remember. Involve me and I learn.”

Benjamin Franklin.

Young minds are always full of curiosity, enthusiasm, creativity, ideas and what not. It is our responsibility to harness their potential to bring along a process where talent maximizes and skills flourish.

Entering a classroom full of bubbly and enthusiastic children encourages you to create something for them where they can learn, share and explore. Learning takes place when you are involved in the act and not just a bystander. So to go with this thought when I started my unit “Where We Are in Place and Time”, based on migration, I decided to start from the very basic things which the child can easily relate to.

I started with the tuning- in process in the form of an activity which could make the meaning of the word migration very clear to the children. I brought in a globe, some different coloured strings and a world map. The children were curious as to what are we going to do next. I could sense the enthusiasm building. The children were to ask their parents, grandparents beforehand about the place they belong to and if they shifted to the present place what was the reason behind it. With all this information in hand we started with the first step of the activity, which was to mark the country which they belong to and where they are presently living on the world map.

The children had to locate the country which they belong to on the world map and secure a coloured string on it using a push pin. Then they had to locate the country they are living in and secure the other end of the string there using a push pin. While doing the activity they kept on amusingly discussing about how most of their parents had shifted here and the place on the map became too crowded with the push pins. The meaning of the key word ‘migration’ (shift from one place to another for a long time) became clear to them here. This discussion then led to the causes of the shift and then the factors responsible for it and also the effects of migration on the country. The inquiry had started and I became a mere facilitator only answering their questions, sharing their experiences and looking at what was unfolding.

The journey had started and the freedom to research and explore a topic will open new arenas of information and learning experiences.

By

Ms. Sarita Srivastava

Homeroom Teacher Grade 4

GMIS – BALI

Doing is Believing

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IB School aims at giving immense leverage and flexibility to students to apply their learning to real-life situations. PYP curricula prepare the students to explore, touch and feel things as they learn. We say,“ Seeing is believing”. In fact learning by doing is the best way for a learner to develop an enduring understanding of the concepts taught. Making models helps to develop their thinking beyond paper and pen keeping the three dimensions in mind.

I teach Grade 3 and while teaching body systems, I found that students will find it interesting to make models of some of the organs inside the body and visualize how they look like and work. Tuning in the students with different body systems, led by research and finding out more in detail about the role of these organs in our body systems, followed by a visit to the library and Bio lab helped them to gather more information by reading related books and seeing the models of vital internal organs. Now sorting the information and reaching a conclusion to make a model of different body system which led to taking actions of exercising and eating healthy food.

For a 3rdGrader to create a complex model is certainly challenging I was overwhelmed to see the innovative talent in a 7 -8-year child, bubbling with new creative ideas to discover something with their imagination and research. The students were able to demonstrate fine precision and understanding of a complex topic like body systems. By using easily available materials like play dough, balloons, bottle, cardboard, straw, wool, glue gun Styrofoam and paints etc they created models of body systems.

Researching ideas on the internet may not be enough unless it is applied. As a teacher, I always get to learn so much from these young minds how they use their tender muscles to create and build things applying fine motor skills. Then developing public speaking by explaining their project was noteworthy. I love to see the confidence of my students and variety of styles of presentation. Just leave them to do things by themselves, who knows there is an inventor in them. Most things are learned by experience.

A very famous quote by

“I hear and I forget I see and I understand. I do and I remember” – Confucius

 

 

 

By

Ms. Seema Narang

Homeroom Teacher Grade 3

GMIS – BALI

Character-Building-Friendly Class Setting

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To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom. –Maria Montessori-

Appreciation, confidence, cooperation, empathy, enthusiasm, respect, and curiosity . . . What do these traits have in common? They are all attitudes that demonstrate “character strength,” which is a predictor of success in school—and in life. As early as can be, I believe as teachers we have to pay special attention to character development for it is the basis for personal growth.

Character is a collection of all our traits including all of our thoughts, feelings, words, and actions. Our students’ character is build through their choice of action and this will then affect every aspect of their current and future life. Being their substitute parents at school, we contribute to their upbringing, and we play a vital role in helping our students to develop their full potential.

In our class, children practice skills that promote character development every single day. From the very beginning of the school year, we repeatedly explain our class rules in any given chances. These rules are the very basic rules to do our daily class activities. Among those are some important rules such as sharing, helping hands, asking for help and saying thank you, and keeping the communal hygiene. Here are two activities as an example of what we do in our class to promote the character development.

All children in my class know the help me mantra. We tell them every time they need our help or others’ help. They have to say the ‘Help me please’ mantra in order to get help, and closing it with the ‘thank you’ mantra after they get the help done. They also know that they have to say the ‘thank you’ mantra whenever they get things from others.

In our class, we prepared a bed and we use some carpets for communal use by the students. Therefore, they have to learn how to keep the communal hygiene. We kept on reminding them to take off their shoes when they go to the bed or the carpets. Few weeks later, they remind each other to take off their shoes.

Playing is an integral part of learning for this age group. Toys then become the media of teaching about sharing and taking turns. In our class, our students learn how to play together with the same toys. We also teach them how to make a queue. We make them understand that everybody will get the chance to play. Hence, they have to take turns.imageimage10.jpeg

I believe that character development is the foundation for lifelong learning.  I found that my students enjoy the comfortable learning environment when their peers are also learning about respect, cooperation, and compassion. I also find it easier to teach when my students are exhibiting habits of patience, diligence, and self-control in the classroom. Nobody says it will be easy. These things took time! However, it will be worth every energy and good intention you’re putting in it. Our students are now happier, more caring, more forgiving, and more responsible as they are taught to think about the needs of others.

By: Ms. Melisa Setyawan

Homeroom Teacher Grade Nursery

GMIS – Bali

Healthy Food Healthy Body

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We all know that eating right can help us maintain a healthy body .Students created a “Healthy Eating Plate “which was well labeled and with a brief write up .The main message of the Healthy Eating Plate is to focus on how our food, drink, and activity choices affect our health. Healthy Eating Plate guidelines can lead to a lower risk of diseases. This was related to our unit Body system.

This gave the students an opportunity to develop their active learning process through inquiry and investigating skills as they asked descriptive questions to collect information connecting different food to different body system.

It promoted positive attitude toward learning how to keep our body systems healthy. They took responsibility for their own and family health and physical wellbeing.

While working on this students came up with debate on “Is healthy eating the same as going on a diet?” and many more how and why statements came up related to our body system and how different food effects different body system

My Healthy Plate serves as a motivational rather than prescriptive tool!

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By

Ms. Reena Dhar

Homeroom Teacher Grade 3

GMIS – BALI

WHAT KIND OF PRESIDENT ARE YOU? – A SELF EXPLORATION THROUGH IB LEARNER PROFILES

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To fulfill the IB aim of developing internationally minded students and encouraging them to be more active, compassionate and lifelong learners, it is crucial to set placed and integrate the learner profiles attribute in their daily activities right from the beginning of the school year.

My second graders were learning about ‘Role Models’. As they gained the understanding on the definition of ‘Role Model’, most of them turned to their closest ties, mother or father as their role model. When they explored further to the inquiries, they came up with both the positive traits and negative traits of several public figures they had previously known. They drew up their own conclusion of which traits to be and which are not to be followed. To expand their experience on what other people thought, Grade 2 students had an interview with the fifth graders to find out who their role models are. Through their activity reflections, I could see that interaction with the older grades was very exciting!

As part of their formative assessment, I designed a writing assignment where they could put themselves into one of the most powerful position in the world, a President! They had to come up with ‘President’s working programs’ and had to explain which learner profiles they had to perform to make the program worked.

The snapshots below are some of their ideas. Very interesting indeed!

 

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By

Ms. Yuliana Ratna Dilyanti

Homeroom Teacher Grade 2

GMIS – BALI