As they say 7 is a lucky number. Indeed, it is for Mutiara Harapan because we survived the seventh PYP Exhibition that was held last January 25, 2017. The program started with the booth exhibition held in the classroom. The students from the different grade levels took turns in visiting the booths; they were amazed and inspired by the works of their seniors. Several junior high school students also dropped by and left with their interests increased.
In the evening, the formal PYP exhibition program was held with the attendance of the parents who were quite happy and proud of their children’s achievement and development. Each group presented their studies, and they also entertained the audience with song and dance numbers. They also showed a drama series that incorporated the central ideas of all three groups.
The grade 6 students started the organizing of the exhibition in the middle of July 2016; they decided on the transdisciplinary theme “How We Organize Ourselves” with the central idea “Globalization has various effects in our lives.” They formed three groups and endeavored to find existing problems that mattered to them. The first group chose cyberbullying, the second group agreed on game addiction and the third group looked into online shopping. Each group formulated their own central idea and lines of inquiry for their area of study.
The cyberbullying group’s central idea was “globalization affects worldwide communication.” This had the following lines of inquiry: (1) how communication changes over time, (2) responsible use of modern ways of communication, (3) cases of cyberbullying, and (4) causes and effects of cyberbullying.
Game addiction group’s central idea was “technology changes the way people play.” These were their lines of inquiry: (1) the evolution of games, (2) reasons why people play online games, and (3) the effects of game addiction people’s lives.
Online shopping focused on this central idea: Technology affects the way products reach consumers. The lines of inquiry were the following: (1) how online shopping differs from common shopping, (2) the reasons people choose online shopping, (3) advantages and disadvantages of online shopping, and (4) problems caused by online shopping and its cases.
There were several actions taken initiated by students during their journey in PYP:
Cyberbullying Group. They conducted a room-to-room campaign on the group blog, and they also started an anti-cyberbullying report box. The report box was placed in a strategic area in school wherein students could report cyberbullying cases anonymously. The group drafted a proposal on the solution and intervention of cyberbullying cases, including the consequences, to be included in the students’ handbook since our current student’s handbook does not include cyberbullying cases.
Game Addiction Group. Parents were invited for an awareness talk on how to prevent children from spending too much time on online games. One of our doctors in the company clinic, Dr. Imelda, explained the possible sickness that can be acquired from playing too many online games. Our guidance counselor, Ms. Marissa, explained the adverse effects on the gamer’s behavior.
Online Shopping Group. Brochures about online shopping were distributed to parents; it included information on how to avoid online scam/fraud. The content of the brochure was the result of the researches taken from different sources. It included the following: the definition of online shopping, possible problems to be encountered while doing online shopping, and smart tips for online shopping.
The PYP exhibition was a work of a lifetime for these students, and they have learned so many things through this experience. Cyberbullying Group learned the importance of cooperation, sense of responsibility, patience, and having the right attitude. Online Shopping Group realized the value of leadership, organization, commitment, and open-mindedness. Game Addiction Group reflected on the importance of improving oneself by helping teammates in order to achieve the group’s goals.
We are all happy that the seventh PYP Exhibition has been a success. It’s far from perfect, but it’s been getting better year after year. With this, we are excited for the next.
The 100th day of school celebration on Wednesday, 18th January, 2017 was a great experience for PYP 1 students. Parent, students and teachers worked collaboratively on many events. Parents and students designed individual 100th day t-shirt using materials from home and all students wore it on the day. Not only the students, but teachers also supported this event by creating examples of 100 objects and decorating school T-shirt. Living and nonliving things was the topic because it was related to the unit of How The World Works. Students participated in different activities related to the unit which was interesting since they could explore their knowledge and creativity. Making a 100th day of school hat was a favourite activity because they created a different look and unique hats. They practised their fine motor skill by choosing different accessories and decoration for their hats. In language, they read 100 words in English and counted 100 books in each class library. They arranged books from the tallest to the shortest book and made comparisons using appropriate language. The students also created a Bahasa Indonesia dictionary which consists of 100 words with pictures and sample of simple sentences. Drawing 100 living things and 100 non living things gave a chance for students to demonstrate their learning visually. The 100th day of school is one of the significant events which involves all students and the school community.
PYP 1 teacher/ coordinator
Sekolah Ciputra Surabaya
Multiplication is one of the basic operations in mathematics. Teaching multiplication does not have to be merely rote memorization of isolated number facts.
Although it is important for students to be quick and accurate in computing, it is equally important for them to understand the concept of multiplying. When there is conceptual understanding, students can make connections across contextual real-life situations. This can later on benefit them when faced with other related mathematical applications.
Using various strategies such as grouping and making arrays, skip counting, repeated addition, writing in words, and commutative property will enhance students’ understanding about multiplication.
In doing multiplication by grouping, a specific number of items is repeatedly grouped. One factor states the number of groups. The other factor states the number of items in each group. The product is the total number of items in all the groups. If the items are orderly arranged in rows and columns, then it is called an array.
Example 1: There are 9 groups of stars. Each group has 6 stars. How many stars are there in all?
Another multiplication strategy is skip counting. It is counting while skipping one or more numbers in a pattern.
Example 2: There are 8 apples in a basket. How many apples are there in 9 baskets?
In class, our students felt overwhelmed when they first heard the word multiplication even if some of them were familiar with this operation. What the students were most scared of was that they thought they had to memorize the times tables right away. However, after being introduced them to different multiplication strategies, including creating a number line, they felt relieved. It was NOT as difficult as they thought! The students became more engaged and confident as they got the chance to use their preferred strategies to solve multiplication questions.
Resources like manipulatives and other materials such as playing cards, beads, paper clips, and dice are also readily available as students learn multiplication.
When students understand the basics, they begin to build on relevant concepts and develop strategies that can help them learn more multiplication facts. When students are confident in their abilities in multiplying, they will have a positive outlook towards learning and consequently be successful in their math experiences in the future.
By: Jenina Siauw and Nancy Benedicta
Grade 2 Teachers
BINUS SCHOOL Simprug
Early years education works best when children have opportunities to explore their environment and experience learning in more meaningful and engaging ways. Children will develop better motoric, cognitive, social and emotional abilities based on their age development. In order to support children’s learning, teachers should be aware of their students’ needs and engage with the learning itself.
One essential framework that helps teachers to develop deeper understanding about their students’ learning needs is ‘Notice-Recognize-Respond’. It provides detailed information about students as individuals for teachers to plan, assess their students’ learning and develop further teaching-learning process.
How ‘Notice-Recognize-Respond’ Works in My Class?
I use a ‘Notice-Recognize-Respond’ framework to promote successful whole-child education and develop appropriate approaches to each student.
- Notice the interest of students.
- Observe the children during their play either in groups or a solitary play.
- Involve with them and discuss about the activities.
- Record the information through photos, interviews, and notes.
- Understand what they are trying to learn.
- Discuss the possible learning with them.
- Change the environment to deepen the students’ learning.
- Provide the continuation of students’ exploration.
I conduct ‘Notice-Recognize-Respond’ in my class as follows.
Trevor’s Learning Story:
Trevor explored his school playground and stopped in front of one plant. He was interested in a part of the plant. He observed there were some green, round shapes. He showed his finding to his teacher and asked what they were. His teacher asked him to guess what they were and he guessed those were fruits. His teacher didn’t tell Trevor what they were and suggested that he observe them for a few weeks. Trevor agreed to the idea. The next day, his teacher shared Trevor’s experience with the class and played a video about the parts of a plant. She provided a chart for Trevor so he could draw the changes as they happened to the mysterious green round shapes. He observed them the following day and drew what he saw on the chart. He tried to be consistent in observing the plant. A few weeks after, he saw that they had turned into small white things. He showed his teacher the change. His teacher asked him what they were and he answered they were tiny flowers. His teacher told him those green round shapes are called buds. Trevor told his teacher that it took some time for the buds to turn into flowers.
Writing is considered one of the most challenging lessons to teach. Generally, students love to share their ideas through speaking, but putting their thoughts into writing can be a struggle.
We often see that students effectively convey their thoughts orally and also participate actively during discussion time in class. However, when they are asked to organize their thoughts in any writing form or on graphic organizers, they are typically lost for words.
Primarily, the writing process involves various stages. They is prewriting, drafting, revising, editing and publishing. The process can be introduced at an early age and enriched as the students move on to higher levels.
Writing involves developing skills and conventions necessary to construct clear coherent written texts. Exemplars for teaching writing as a whole class or in small groups can be modeled on text structure and language features.
As we introduce students to different text types, it is best to show exemplars and discuss the purpose of writing, text structure and language features. For example, for a recount, the text structure would be …
Title: “When was the last time you felt proud of yourself?”
Orientation: When? Who? Where? Why?
Sequence of events: What happened?
Personal comment: How did the events make the writer feel?
The language features of a recount would include nouns, adjectives, past tense verbs, adverbs, adverbial phrases, time and sequence words.
Here is one of my student’s work.
The topic was introduced by trying out mini lessons on orientation, sequence of events and conclusion with a personal comment on separate days. Initially, students were asked to brainstorm on the recount topic and make a mind map. Then the first draft was written, which was then revised by the student based on the descriptive feedback and the conferencing. The final writing was definitely a very satisfying form showing progress over the first draft.
Modeling is another effective way of teaching writing. Teachers should model to create a good piece of writing by thinking out loud.
Another mode would be trying out mini lessons, which are about 10 to 12 minutes long, with explicit instruction and allowing the students to pick baby steps which will lead the learner to the next needed skill. Anchor charts, rubrics, and exemplars are a great way to make thinking visible in this method. The use of anchor charts, rubrics, and exemplars helps in developing links between student’s understanding of the writing process and language structures.
Conferencing is another crucial element which can be done one on one, or through planned or unplanned small group conferences at the table. It can be completed in about five to seven minutes or it may extend to up to 10 minutes. The first half of the conferencing involves the student sharing his/her thoughts and explaining what he/she has written. The student does most of the talking and the teacher listens carefully, takes notes and asks a few questions. In the second half of the conferencing, the student gets to listen more as the teacher helps the student by teaching the next needed skill to refine his/her writing.
Steps in a conference include primarily a compliment to acknowledge what the child has done. In conferencing, the teacher also decides the teaching point that needs to be taught to move the learner to the next level. This will enable the learner to recognize, name and extend his/her own ideas.
These are a few methods that we, as teachers, can introduce in our classroom to enhance students’ writing. In addition, teacher support provides opportunities for developing writers to take increasing responsibility for revising and editing their own writing. Through constant guidance and encouragement, we can see progress in our students’ writing.
By: Sujatha Sreenivasan
Grade 4 Class Teacher and Level Head
BINUS SCHOOL Simprug
In line with our UOI Sharing the Planet, Grade Two students learned about endangered animals and animal conservation. It all began with posters from World Wildlife Fund, followed by one question: What do YOU think about this? This was the starting point into our inquiry about this pressing global issue.
With “Extinction impacts our world” as the Central Idea, our curious students gained more knowledge about endangered animals by going through The Inquiry Cycle. The deeper they got into their research, the more it got each of them to reflect: What choices can I make? What actions can I do to help?
One group embarked on a campaign to raise awareness about the illegal poaching of African rhinos for their body parts. They created pamphlets and distributed it to their family, friends and cousins so that they can learn more about it. Another group created a visual campaign by making posters about endangered seals and posting them around the school. One group wrote to the Forest Minister of the Madagascar Government. They requested that a law be made that protects the Aye-Aye Lemur from being hunted and killed. Another group has turned to the power of social media to spread their message about saving pink dolphins from extinction.
Their passion to make a difference, coupled with an entrepreneurial spirit, also led other students to come up with the idea of raising funds for WWF and its many conservation programs. Without any help from their teachers, these caring and principled learners took charge of planning, organizing and holding a one-day mini-bazaar at school during their snack and lunch breaks to earn money. They coordinated with their parents to help bring the items to school, but our students sold the cold drinks, delicious snacks, unique artwork, and old and new things on their own.
As a result of their unwavering enthusiasm, cooperating and commitment, these students from Grade Two raised money that allowed them to make symbolic adoptions for endangered animals they researched about. They were able to adopt a Cross River Gorilla, Giant Anteater, Giant Panda, Sumatran Tiger, Blue Whale, Humpback Whale, Pink River Dolphin, Green Sea Turtle, Hawksbill Sea Turtle and Loggerhead Sea Turtle!
This donation to World Wildlife fund will help their conservation efforts to protect the world’s most amazing places, benefiting animals, people and the diversity of life on Earth. It helps protect these endangered species and their habitats, to fight global threats like climate change, overfishing, deforestation and wildlife trade that determine the fate of nature.
They also donated to “Send a Turtle Back to Rehab” Program. In this program, one of thousands of sick or injured turtles are regularly brought to the Bali turtle center for recuperation. They will be nursed back to health and re-released back into the wild. The center educates local people and visitors on the importance of conserving and reviving turtle populations. WWF can train and work with locals on turtle-based eco-tourism, providing other livelihood options for turtle traders. They also work with government and businesses to help lessen habitat destruction.
These actions are being done by our Grade Two students on behalf of MSJ. We are very proud of our Grade Two students who proved that when individuals (no matter how young) work together, they can make a difference and bring hope to our planet.
John M. Decena
Homeroom Teacher Grade 2
Mentari School, Jakarta