As part of the Global Jaya School Year 6 PYP Exhibition, our students had the opportunity to connect with other schools around the world to discuss the progress, implementation and reflection of their experiences.
Over the course of the two-day event, students held video Skype calls with schools in New Zealand, Indonesia, Germany and Norway. They had the chance to share their thoughts about their exhibition experiences and ask questions of each other to gain a deeper mutual understanding of similarities and differences between how people from around the globe engage in the PYP exhibition.
Renatta, Dhira and I Skyped with a school from New Zealand and we became their tour guides. We took them on a tour around the theater foyer to see all of our booths. We stopped at our booths and explained our issue, solution, and other things on our display. They asked us questions and we answered them. It was a really fun experience. I was very lucky to have the chance to be able to call schools from other countries.
I was very lucky to be able to call schools from other countries/places. My favourite calls were with the New Zealand and Norway schools because they made us laugh. We were also able to give them a tour of the theatre foyer, and allow them to interview other students. They asked great questions, and made Kiara, Dhira and I laugh.
It was like talking to us in the past when we Skyped with IB schools in Germany and Norway because they are just starting their exhibition process and we were just done. It was helpful for them to get tips and answers from us because we are finished with exhibition and we have experienced all the work.
International Teacher Comments:
My students really enjoyed the presentation. Dhira was great! We are going to have our exhibition next month. I’m thinking we could probably have a Skype session during our exhibition, just like yours. Thank you again for the session.
Ibu Marina, Sekolah Global Indo-Asia, Indonesia
We will be having our exhibition towards the end of Nov. It would be amazing to see the performance as well. Due to talking with your class today, I already have students wanting to form groups and start their research. They were very motivated by what they saw.
Robert Bale, Ashburton Borough School, New Zealand
Skyping with students to share their exhibition experience.
Video conferencing with students in Germany.
Learning from individuals working in institutions promoting human rights
As our grade 5 students prepare for their PYP Exhibition in April 2017, they have had a lot of interactions and discussions with first-hand sources for the different issues they are inquiring on. The grade 5 teachers worked hard to try to get individuals, who are experts in their fields, to share their knowledge and experience with our grade 5 students.
For this year’s PYP Exhibition, the students chose the transdisciplinary theme ‘How We Organize Ourselves’ with the central idea “Social equality can determine how people act and how institutions govern.” Instead of all the 30 human rights, we will focus on freedom from discrimination, slavery, torture and degrading treatment; right to free movement, protection in another country, and right to a nationality and freedom to change it; freedom of thought, conscience and religion, and freedom of opinion and information; right to peaceful assembly and association, right to participate in government and elections; and right to desirable work and join trade unions, right to rest and leisure, right to adequate living standards.
Right to desirable work and join trade unions, right to rest and leisure, right to adequate living standards
On February 20, we were very privileged to have Indonesia’s Minister of Industry, Bapak Airlangga Hartanto, as our guest speaker. He first explained his roles as a Minister of Industry to the students. He mentioned that he works closely with Indonesian President Jokowi and other ministers for the betterment of Indonesia. He showed a video on how a big factory in Indonesia operates. After that, he enumerated the rights of workers such as minimum wage, working hours and overtime pay, medical benefits, pension fund and participation in labour unions. The students asked a lot of questions which the Minister answered cheerfully. At the end of his talk, he encouraged the students to study and work hard so that they can also help their country in the future.
Freedom from discrimination, slavery, torture and degrading treatment
On February 23, we had a Skype session with our guest speaker, Grace Villanueva, a lawyer from the Philippines. She had worked for 10 years in a non-governmental organization called Legal Rights and Natural Resources Center or LRC, whose focus is rights to natural resources of indigenous peoples and other upland poor rural communities. Prior to joining LRC, she trained in a law firm after she took the bar exams. Most recently, she was a consultant to the Department of Environment and Natural Resources of the Philippines. In her presentation to our grade 5 students, she explained who the indigenous people are and how institutions protect their rights to their lands and territories. She also shared with the students how lawyers like her educate the indigenous people about their right to be asked for their permission and their right to develop based on their own dreams. The students had a lot of questions after her presentation. One student even asked, “Why don’t the indigenous people just change their ways so they won’t be discriminated?” in which Atty. Grace replied, “There is a saying: “Why fix something if it is not broken? All they want is a happy, just, peaceful, beautiful world enjoyed by every child, woman, man, which they will pass on to their future children for them to also enjoy and take care of for future generations.”
Right to peaceful assembly and association, right to participate in government and elections
On February 28, three staff from Indonesia’s Komisi Pemilihan Umum (KPU), Ibu Lidya, Ibu Ina and Ibu Rika, went to our school and talked about the citizens’ right to choose their leader. They explained to the students the process of voting as well as the requirements for an individual to exercise his or her right to vote. Once again, our students took this opportunity to ask many questions like “Why can’t children vote?”, “How does your institution ensure a fair election?”, “What preparations do you do before an election?”, etc.
Guests from KPU explaining the citizens’ right to vote
Right to free movement, protection in another country, and right to a nationality and freedom to change it
On February 3, one of our Humanities teachers from the Middle Years Programme, Michael Athens, shared his knowledge and experience with our students. He explained to them who refugees are, why they leave their country and what their rights are. He shared his own experience about interacting with them when he worked in one of the local libraries in Minneapolis many years ago. He gave facts and figures about crimes committed which did not include any refugees’ involvement at all. The session touched the hearts of the students and made them more compassionate to people who are in need. It also made them appreciate the things that they have which they normally take for granted.
Our MYP Humanities teacher, Michael Athens, explaining the rights of refugees to our students
On March 6, we were fortunate to have been given the chance to meet refugees from Pakistan and Sri Lanka by members of a Catholic organization in Bogor called Jesuit Refugees Service (JRS). Their mission is to accompany, serve and advocate on behalf of refugees. Their main areas of work are in the field of education, emergency assistance, healthcare, livelihood activities and social services. The first activity we had was to socialize with them in our school’s playground. Most of our girls had a chat with two teenage girls from Pakistan while the boys played. We went up to our assembly area after that and all our guests introduced themselves by saying their names and which country they come from. Our students invited them in their classrooms and they shared what they usually do in the class. One girl from Pakistan said that she loves art so our students gave her a lot of art materials to draw and paint. A boy from Pakistan said he likes playing soccer so our students played soccer with him. Our students were very sensitive and did not ask about their life as a refugee. Even for a day, our grade 5 students surely brought joy to these people.
With all these interactions and discussions, our young students were able to understand not only how they should be treated but how they should treat others as well. They realize that there are actually many individuals, institutions and organizations that protect the rights of human beings. Our guest speakers created a safe place for our students to explore, discuss, challenge and form their own opinions and values. The knowledge and respect of rights that our students have gained from all these past sessions (and more to come) have empowered them to tackle discrimination or inequality and improve their relationships with the society.
By: Corita T. Silapan
Grade 5 Class Teacher and Level Head
BINUS SCHOOL Simprug
The Early Childhood Centre (ECC) of Sekolah Pilar Indonesia celebrated the learning journey under the transdisciplinary theme, Sharing the Planet. Kindergarten and Reception classes had different central ideas. In Kindergarten we had ‘Living things need the sea to survive’, while in Reception, ‘When interacting with natural habitats, humans make choices that have an impact on other living things’. We collaborated on these central ideas by considering the lines of inquiries through the form of a simple drama. The drama persuaded everyone to work hand in hand to take care of the sea and maintain the habitat. We also involved our mums in the performance. We were very confident and were risk-takers to share what we have learned. Everybody shared positive responses on our learning.
Furthermore, to deepen our understanding of sea animals and habitats, ECC students and teachers went on an excursion to Ancol Beach and Seaworld. During the tour we showed our curiosity by asking many questions to our tour guide. We also watched a short movie about the life cycle of sea turtles. From that movie we discovered how living things respond to changing environments. After that, we headed to Ancol Beach to clean up the beach. We collected the rubbish and put it in the trash bin.
Through these activities we learnt many things. We understand that the sea habitat is very important to sustain life on Earth. Every little thing that we do to the sea has an impact to our life and other living things.
Sekolah Pilar Indonesia
School to School is an annual event hosted by Sekolah Ciputra and dedicated to educators who are willing to learn and share their professional learning with colleagues across East Java. This year, it was held on February 25th. Ms. Hestya and I took led a workshop about math misconceptions in the primary years. This area intrigues me, as I believe all Math concepts can be investigated and explained in a simple way and we don’t need to say “this is the procedure, formula, or theory that you need to remember” to our students, which is the way I was taught. If our students understand how math works, rather than memorize formulas, they will love it.
We started the activity by giving a pretest to the workshop participants to identify misconceptions they had. It was surprising to me that no one answered all the questions correctly. Then we followed up with an activity designed to accommodate the needs of the participants and to refine their misconceptions. We discussed and investigated the following topics:
(1) What is a concept, a conception and a misconception?
(2) What forms of misconceptions occur in primary school?
(3) How do teachers respond to student misconceptions?
(4) What techniques are there to eliminate misconceptions?
To refine the participants’ understanding of Math concepts we did a gallery walk. One important thing that we shared is how Math pre-conceptions leads to further misconception. One example is:
- Students get confused with the alligator/Pacman analogy. Is the bigger value eating the smaller one? Is it the value already eaten or about to be eaten? Do I add what it has eaten?
- In helping students make sense of subtraction they are told to always take the smaller number away from the larger number.
4 – 8 = ?
From this workshop, I have learned that effective teachers understand that mistakes and confusion provide powerful learning opportunities. I believe the quote below reminds us that misconceptions hinders inquiry.
“The worst thing about mnemonics is not that they almost always fall apart, they don’t encourage understanding, and never justify anything; it’s that they kill curiosity and creativity – two important character traits that too many math teachers out there disregard.” -Andy Martinson
PYP 6 Teacher and Year Level Coordinator
In our transdisciplinary theme, “How We Express Ourselves” with the central idea “A variety of signs and symbols facilitates communication,” the grade 3 students learned that communication takes place in many shapes and forms.
Sign language was one of the specialized communication systems that the grade 3 students learned. The students were able to know that sign language is being used by deaf and mute people, and it helps them as well as their teachers to communicate effectively and efficiently. They also learned that sign language is a natural and beautiful language that can be shared in ways that foster understanding and respect, acts as a bridge between two people who speak different languages, and gives them a sense of empowerment because they are being able to communicate which then leads them to being happier. The most important thing that the students realized was learning sign language gives them a chance to empathize and show appreciation to others, particularly the deaf and mute people.
On February 13, 2017, excited voices echoed through the 5th floor foyer. They were the voices of the students from Sekolah Santi Rama, a school in South Jakarta for the deaf and mute. The students smiled from ear to ear and couldn’t contain their excitement when they entered the grade 3 foyer. Upon entering one of the grade 3 classrooms, most of them said “Wow!” and they were pointing at the computers. Their eyes were wide open, wandering around the classroom.
While doing the socialization, BINUS SCHOOL Simprug students found out that some of their visitors have cochlear implants and hearing aids while others can hardly hear at all. They also learned how their teachers manage to accommodate all of their students by alternating between the use of sign language and oral speech when giving instructions.
After the socialization, an activity on teaching sign language followed wherein the BINUS SCHOOL Simprug students learned some words in sign language to the delight of the children from Sekolah Santi Rama. Then, they were divided into groups: two Santi Rama students and three BINUS SCHOOL Simprug students per group. The students introduced themselves to each other. They pointed out where they live and their birthdays. The students also shared their hobbies using sign language. Afterwards, the children from Sekolah Santi Rama performed the song, “Twinkle-Twinkle Little Star” in sign language along with body language and gestures. The students from Sekolah Santi Rama also did a Balinese dance. They danced gracefully as if they were able to hear clearly the rhythm of the music. They also performed a skit about bullying. The students from Sekolah Santi Rami put up amazing performances!
At the end of the visit, students had lunch provided by the grade 3 parents. They were also given gifts consisting of school bags and stationeries. The children accepted the gifts graciously and said they wanted to visit the school again.
When they left, our grade 3 students shared some of the challenges they experienced. “When they shared jokes and laughed, we were not able to understand them,” said Ryan Khullar, one of our grade 3 students. “When they asked us using sign language, we could not understand because their hands move too fast. We were not able to reply back. They might think that we were being rude,” shared Merry, another grade 3 student. “Today’s visit really touched my heart. We are thankful because we can hear,” grade 3 student Caroline Lee remarked.
This interactive visit was an eye opener for our students, who realized that they have the same interests as people with disabilities. The visit also boosted the self-esteem of the children from Sekolah Santi Rama.
By Martha Carolina
Grade 3 Team Teacher
BINUS SCHOOL Simprug
Medan Independent School has just finished our combined WASC/IB visit. I would like to congratulate my colleagues for a job well done and thank the Dunia members who participated in the visits. It was lovely to feel apart of the greater Indonesian IB community.
It is not always easy to show visiting bodies evidence of the learner profile, attitudes, communication and student work, however there was one tool that stood out above the rest: ClassDojo.
This app and website are so integrated into the classrooms at MIS that ClassDojo came up in every accreditation meeting had over this week. ClassDojo is used for 1:1 parent communication, school wide information dissemination, specialist class collaboration, as well as student portfolios, learner profile tracking and behavior management all in one. I am proud to have been the ClassDojo Mentor for our school for the past year and a half and was amazed to see how many times it was mentioned in the accreditation meetings by students, staff and parents.
If you are looking for a great resource for all the aforementioned assets to your classroom look no further. https://www.classdojo.com/ is a place you can go for that. The parents enjoy their own private Facebook like feed to help them feel connected to their child during the day. Class dojo also has a series of videos on: The Growth Mindset, Perseverance and Empathy. All of these resources are completely free and I am serious that they helped in our IB and WASC accreditation visits exponentially. If you have any questions about Class Dojo or are having difficulty setting it up at your school please email me.
In the How We Organize Ourselves unit, Year 3 students in Sekolah Cikal learn how the connection between supply and demand creates space for economic activities. At the beginning of the unit, students explored the difference between wants and needs, and identified them by cutting and pasting some pictures from old magazines.
As the unit goes, students learned that money plays an important part in economic activities. People use money to pay for the things that they need. One way that most people get money is by earning it. Therefore, the students did some experiential learning by having a proper two-hours job during the weekend, in their family or relatives’ business. In this project, they earned some amount of money based on the prior agreement between the school, students, parents, and other parties involved. Through this activity, the students learned to recognize work as a means for earning money, to be responsible for the work that they do, and learned to manage the money that they have earned.
The Y3 experiential learning project received positive feed backs from parents. Parents praised that their children have better responsibility towards money, now that the children know what it takes to earn money on their own.
After the students do the experiential learning, it’s time to decide what they are going to do with the money. In our culture, money is one of the resources that we can save, spend, or donate. The students have their choices, and they decided to spend some of their salary as business capital. They will learn to be producers and sell their products on Y3 Market Day at Sekolah Cikal. The money raised in this Market Day will be donated to an elderly home in East Jakarta.
As the first step of being a producer, the students conduct a market survey around the school’s community. The purpose of this survey is to know what goods or services that they will sell based on the market’s interest, to know how much price should be given for their products, and to know what materials or colours that the customers prefer.
Students are then divided into groups, based on their interests and skills. Those who like to cook will be chefs, and produce some food and beverages. While other students who love arts will decorate some stationery and create their own accessories. There were also some other students who decided to provide services in games, karaoke or photo booth for the customers.
Guest Speaker and Workshops
To help students practice their skills as producers, we invited a guest speaker and conducted some workshops. The guest speaker taught them how to run business from home. The students also had a chance to learn to paint some decorative cans. Later, these cans will be given to the elderly community as a bucket to keep their personal toiletries.
Aside from the guest speaker, students then had some workshops to learn how to produce their own food, beverages, accessories or stationery that they will sell during Y3 Market Day.
In the above pictures, teachers showed the students how to make spaghetti, egg sandwich, banana pancakes and strawberry milkshake.
Students who love arts worked to produce their own necklaces, headband, hair tie, or decorated some notebooks with guidance from the teachers.
During the workshop, the students took notes on the ingredients or materials needed, the steps of making the product, and also the price for the ingredients or materials. Knowing the price for all the ingredients or materials is an important step for them to decide the price of their products later on. They learn that they have to set a higher price for their products in order to earn some profits from the business.
Now, it’s time to promote the products! Y3 students visited some classes to promote the upcoming event Y3 Market Day. They informed other students and teachers about the types of products or services that they will sell and also the price range for each product. They also informed that the money raised in this event will be used to buy some goods and toiletries needed by an elderly home in Jakarta.
A day or two days before the event, the students divided some responsibilities among themselves, such as, who will be the cashier, who will be the chef, or who will be the marketing to invite buyers to visit their booths and buy their products. Also, they decided on who will bring stove, frying pan, pot, or other kitchen utensils, as well as the tablecloth and tray to display the products.
The Market Day
Finally, the D day! Y3 Market Day started at 9 o’clock. So, from 7.30 in the morning, the students have gathered in the ‘production room’ where the class has been set up as a kitchen to produce the food and beverages. The students started preparing their products. Some of them blended the milk, ice cream, and strawberries to make milkshake and poured it into plastic cups. Some others helped to wash the tomatoes needed to make spaghetti sauce, while other students grated some cheese for the burritos filling. They also put the egg, tomatoes, and cheese in between sliced of bread to make some sandwiches.
Outside the production room, people have gathered around their booths. Some eager customers are waiting to be served. Students, teachers, and parents bought the food and beverages, stationery, and accessories from Y3 students. The students who acted as cashier took payment from the customers and gave change money when needed. Other students who acted as marketing invite buyers to buy the products in their booth, they even gave discount for the customers who bought more than one item. All of the goods are sold out in less than an hour, woohoo!!
There were also some students who provide a photo booth for the customers who would like to take pictures with friends, by using the properties that the students have prepared earlier. Soon after the picture taking, the customers then received the photo that was taken by a polaroid camera. This booth was one of the most successful and famous booth during Market Day, and they earned the most money. Good job, boys!
All in all, this unit gave many new and valuable experiences for the students. They were so happy to be able to learn about economic activities in a fun and rewarding way as producers and sellers. They also developed the concept of earning money, buying, selling, promoting, and adjusting price related to supply and demand. In addition, the students learned how to organise their money by spending, saving, or donating for the ones in need.
This will always be the unit we all look forward to.
Nisa Herliana, Grade 3 Teacher, Sekolah Cikal Cilandak.