Classroom is a place of millions imagination. It is also the real world for the students that represents the whole world. Thus, classroom should be contextual and close to our real life. It is aimed that what the students learn within the classroom is not something abstract that is beyond the students’ hands to reach.
In the unit of inquiry “How We Organize Ourselves” with the central idea “communities make efforts to create transportation systems that meet their needs”, Reception Senior class in Sekolah Cikal Surabaya has challenging and engaging various activities that lead the students’ understanding on three lines of inquiry, which are feature of transportation system, decisions involved in using transportation, and how system of transportation respond to changing needs. Regarding those lines of inquiry, the key concepts that underlie them are form, function, and change.
Through this central idea, students are expected to develop their transdisciplinary skills and IB learner profile, such as social and communication skills. Throughout the process of learning, students will develop their cooperation by working together and helping each other within the group members to finish the tasks. Students also learn to decide something in a group to finish the project chosen.
Collaboration within group to finish the project
In addition, students will also develop communication skill, covering non-verbal communication in which students will learn how to be a good presenter in front of the audience by speaking loudly, active in showing their project with clear gesture, and keeping the eye contact to the audience. Not only developing non-verbal communication, but also acting to be a good listener to their friends’ presentation and explanation in front of the class by being attentive, respecting others who have presentation, and asking a question in a good manner.
Developing communication skill through presentation
The teaching sequences are based on the inquiry cycle started from the tuning in, finding out, sorting out, going further, making conclusion. The brief description is as follows:
Students tell their holiday experiences in using transportation from the photos.
Students bring their transportation toys to school and explain in front of the class its features and their experience on that kind of transportation.
Students watch video about kinds and the means of transportation.
Students share their real life experiences of using a certain transportation and bring the toys to represent the transportation used
Students have fieldtrip to see the transportation system in Suramadu, Surabaya North Quay, and Tanjung Perak port.
Students identify the distance from one place to another by telling their experience when they go somewhere, using map, globe, google map.
Fieldtrip to experience a kind of water transportation
Students make diorama about transportation system that meet their needs.
Students choose their destination place.
Students decide the transportation they need.
Students do mapping for their destination route.
Students try to draw a map of the destination route
Students find the information about the place they want to go with teacher assistance.
Students make the vehicle, buildings, important places, etc from the unused material that they find.
Students work together in groups to make the diorama.
Students’ diorama about transportation system
From a number of learning experiences, students conclude that to choose particular transportation means is affected by a number of factors, such as distance, time effectiveness, cost, and availability.
Atik Dian Anggraeni – Ika Fitriani
Reception Senior Teacher – Sekolah Cikal Surabaya
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
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
Authentic assessment measures learning achievements that are worthwhile, significant, and meaningful. An authentic assessment requires students to be at the center of the learning and should allow students to select from a variety of tasks. The assessment should require students to apply the knowledge and skills they have acquired. Parents can use data from their child’s authentic assessments to understand how to best help their child. Understanding how their child learns best.
How can parents help with authentic assessments?
Assessment is an opportunity to help your child improve. Parents should discuss any concerns they may have with the teachers. This will assist both teachers and parents when deciding what could possibly be done next to support the student. To make sure that the learning continues at home and at school, these are Questions Your Child’s Teacher Would Love to Answer about Assessment:
- What are the most important and complex ideas my child needs to understand?
- What can I do to support the learning at home?
- What kinds of questions do you ask my children on a daily basis?
- What are the teaching strategies you will use throughout the unit?
By having a similar perspective of the assessment, parents and school can cooperate to identify what students know, understand, can do, and value at different stages in the teaching and learning process. It is also expected that the students can make meaning of each little thing they learn at school by themselves and relate it to their lives.
How do we assess what students know and what students want to learn?
At Cikal, pre-assessment plays an important role in a teacher’s ability to differentiate instruction. We set pre-assessments before we deliver the instruction in a curricular unit in order to gain an understanding of what our students know, understand, and are able to do. Without pre-assessment, we do not know the readiness of our students for new learning. For example in Year 3, we begin with unpacking the central idea or learning topic through discussion. Observations can be conducted by the teacher to identify which students have or have not achieved mastery of specific objectives.
Having a question-answer activity during a lesson, is also another useful strategy we use in class.
Teacher: How can you understand the author’s purpose if you only look at the book’s cover?
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Using this strategy in the classroom will provide an opportunity for each student in a group to record individual responses and ideas (prior knowledge) regarding an issue, topic or question. The strategy can also be used to brainstorm ideas or record researched information. It will help teachers to plan learning activities that address various levels of student readiness as well.
It’s important to use a variety of teaching and learning formative assessments, changing them frequently to stimulate both students and teachers. Assessment techniques are only as limited as the teacher’s imagination! -globaldigitalcitizen-
During our Economic unit, teachers asked students to express their understanding of the concept of economics. To assist with this process the teacher had set up the class as a market, where students became involved as customer / buyers. They were given a sum of money to be spent for their needs. Throughout this process, teachers could observe how students participated in the buying and selling process. This information was then utilized when teachers delivered future lessons.
This kind of activity helps teachers evaluate the learning process, adjust the plan for the next learning and create an effective summative for the students.
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In Year 3, summative assessments are generally creative, evaluative and reflective, rather than paper and pencil tests that only assess students’ knowledge. Teachers will give students the opportunity to improve themselves. For instance, in our Math Summative Assessment project where the central idea was ‘we use fractions to make our lives easier’, students were asked to make a pizza with toppings. This project was chosen as the project should be simple, useful and apply in our life. To begin the project, students collected a pizza box (any size) as the main material. Students were provided with a set of instructions, for example, they needed to divide the pizza into 8 equal parts, choose pizza toppings to represent particular fractions (at least 3 different fractions needed to be modeled ⅛, 2/8, 4/8), convert the fraction into 3 forms of equivalent fraction and order them from the least to greatest fraction. The students showed enthusiasm during this project, not just because they like pizza, but because they could understand why they were learning.
Grade 4 Teacher
Sekolah Cikal Cilandak