“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.
Ms. Smita Benuskar
Homeroom Teacher Grade 5
GMIS – BALI
Under the transdisciplinary theme, “How the world works”, our students explored the central idea, “All actions and interactions involve forces, which follow scientific and universal rules”.
In Visual Art, the students did blow painting with a straw and they enjoyed doing it.
Students love blow painting as it is not only fun to do. Students can make all sorts of artworks in various designs and color schemes. They can drop any color they like on paper and blow it. They can make a drop with a single color and blow it or do two drops with different colors.
Blow painting is a simple activity that students can do over and over again. It can be used for teaching students about the color wheel.
Students were very creative in doing this activity. They made different styles on how they dropped the colour on paper. Students used a paintbrush to drop the colours, including water colour. They created various images such as panda, tree, flowers and clouds.
A number of students did a single drop. Other students dropped two to three colours and then blew them. When the colours mixed together, they produced a new colour. During the activity, students came up with comments such as “How cool is that!” and Wow!”
In doing blow painting, students used the air pressure through their mouth to produce forces. They used high or low air pressure to create their masterpiece. They conducted experiments on high and low air pressure. They learned that the more they blew the straw, the easier they will feel tired.
By: Irma Dwi Savitri
Visual Art Teacher
BINUS SCHOOL Simprug
For our grade 4 unit of inquiry under the transdisciplinary theme, “How We Express Ourselves”, students created hand puppets. The central idea of the unit was “Plays can communicate feelings, ideas and information.”
This activity was aimed at developing the fine motor skills of the students and explore more about three-dimensional form. The students created their own character for their puppets.
Paper mache was the art technique that students used for the puppet head. Students utilized plastic bottles, which they cut into two. Then, students covered the plastic bottles with newspaper and kitchen tissue.
The most challenging part of the learning engagement was when students need to create the hair for the puppet. Students didn’t realize that what they did was related to the measurement math concept. Students had to measure the length of the puppet hair. Once they know the measurement for the hair, they need to roll the yarn of the size of their fist and count it 30 times per roll, which they had to make three rolls. They also had to decide, with or without bangs for the puppet.
Most of the students enjoyed doing the measurement and they were very independent because it was like a role play for them. However, a number of them still needed teacher’s assistance. The other challenging part was when they had to cut the flannel fabric. The teacher had to demonstrate how to cut the flannel fabric. Students also had to attach the puppet head onto the body (flannel) and decorate the flannel.
Once they were done with their puppets, students showed their work to each other and played with their puppets together.
Students were proud of their own masterpieces and eager to bring them home.
By: Irma Dwi Savitri
Visual Art Teacher
BINUS SCHOOL Simprug
Primary three students of Sekolah Tunas Bangsa were learning a unit of inquiry under the transdisciplinary theme of Sharing The Planet. The central idea is: Our planet has limited resources that are unevenly distributed. Water is one of the resources that the earth has. It is very important for the living organisms like humans, animals and plants. We can’t live without water. The amount of water in the earth remains the same because of the water cycle. Unfortunately, some areas on earth do not have enough water because it is unevenly distributed or because of human activities. This is the enduring understanding that the students need to learn in this unit of inquiry.
To get the prior knowledge of the students, they need to answer the teacher’s question: How does water get into the water tap? On a piece of paper, the students drew what they think they know about how water can get into the water tap. They came up with different ideas during class disussion. To find out how it really happens, the students and teachers agreed to have a field trip to the Water Supply Plant (PDAM) of Pontianak city. There, the students observed the process of water purification from the Kapuas river to become the clean water that is ready to be distributed to the citizens. They were very excited to find out the processes by observing the phases and by asking questions to the officers there. Once again, when they returned to school, they were asked to draw the process of water purification and distribution on a piece of paper. They also wrote a report based on their observation and presented it in front of the class.
Using ‘Before and After’ strategy, the teachers asked the students to write what they think they know and what they know now about how water can get into the water tap. The students now realize that water is really precious that they need to use it efficiently.
Writtten by: Ronald S. Tua (firstname.lastname@example.org)
Sekolah Tunas Bangsa, Kubu Raya (Pontianak), West Kalimantan
I have been fortunate to have been involved in developing, managing and improving the assessment system in my school. During that time, I have seen and still see some misconceptions about assessment in the PYP, especially in terms of what is formative assessment and how student portfolios can be used as a tool for formative assessment. Based on the IB PYP definition, formative assessment should be interwoven within the teaching learning process and aim to improve planning for the next stage of learning; however many teachers still misunderstand this purpose. Rather than use student portfolios as part of formative assessment or a documentation of the students’ learning process, many teachers still use portfolios as a showcase for best learning products rather than as a documentation of learning process.
At the moment, we are working towards improving our formative assessment practices and we have adopted a single online platform for use across the school to support our learning in the area of formative assessment. We are currently is using Seesaw as a platform for students’ learning journal or portfolio. Based on my experience, I would like to propose some reasons why Seesaw (or any other online portfolio platform) is a great way to document learning and help to improve our formative assessment practices:
When using seesaw, teachers and students will be encouraged to focus more on the process of learning. We can post students’ learning journey any time instead of only posting the final result of learning. Teachers do not need to wait until the end of the unit to upload the students final product which is usually a summative product. Whether it’s a evidence of best work or evidence toward achieving goals or even a product that was particularly challenging for a student, posting it will inform parents and students about students’ progress.
The documentation is done when learning is happening and when students are actually showing their understanding. Authentic assessment become easier because this online platform provides tools for capturing the learning process and current thinking as it is happening.
3. Instant feedback
Feedback is really important to support students’ learning. By using Seesaw, feedback can be given by peers, teachers and parents directly to the student at anytime, using the Seesaw app. Feedback is the soul of formative assessment and this benefits not only to students’ learning but also give valuable information to all parties involved in the learning process.
4. Multimedia and technology
It supports 21st century learning skills. Learning can be documented in various formats: photos, videos, drawings and voice notes. Using the app, teachers and parents are able to give feedback not only using text, but also voice notes.
5. Safe and reliable
Formative assessment and feedback should be private for each student. The learning journey documentation is also kept secure within the school community. It is also fast and reliable which makes formative assessment more effective and efficient.
This article is not an advertisement for a certain online portfolio provider (in this case: Seesaw), but it is a sharing of knowledge and insight that might be helpful to those who have not tried to step into the 21st century world of education. An online portfolio platform is just a tool that helps us to improve the assessment system, but whatever tool that we use, the most important thing is still our understanding of assessment itself. It is important for our PYP beliefs or philosophy of assessment to be reflected in our practice.
STUCO stands for Students’ Council in Sekolah Ciputra. This is a group of students who’s willing to organize children’s action within the school. Their motto is “from students, by students and for students.” In this organisation, students learn how to organise school events by collecting students’ ideas, planning and facilitating the events, and dedicating the events to all students in the school. There are some teacher advisers who guide them in organising these events. By being the STUCO officers, students are learning and applying their leadership skills in organization, communication and teamwork to make the events successful.
As a student organisation, STUCO has an official structure. There’s a President who leads along with a Vice President. accompanied by more than 20 students as STUCO members or officers. They are a group of PYP 4, 5 and 6 students who organize activities and initiatives for their fellow students. Student Council is run by students for students to students. It is also responsible for providing a variety of services to students. Students can get involved in its management through committees, councils and general meetings, or become one of its elected officers.
The Vision of STUCO
Student Council has an open-door admission policy and is committed to the cultural growth of each student regardless of race, color, gender, disability, religion, national origin and age. It strives to promote development and learning through a wide variety of educational programs.
The Mission of STUCO
To provide students an opportunity to promote positive school initiatives in order to strengthen their leadership skills by initiating, promoting and supporting school events.
The Purposes of STUCO
- Develop within individuals a sense of responsibility in order to model appropriate behaviors reflecting the PYP profile and attitudes.
- Represent students’ feelings, opinions and interests
- Give students a share in decision making
- Help develop potential leaders by giving them leadership opportunities
- Encourage students to promote and develop school activities
“LEARNING IS MORE WHEN ONE DOES MORE, SEIZES THE DAY AND MAKES A DIFFERENCE”
A leader is one who knows the way, goes the way, and shows the way (John C. Maxwell). Do our students understand the definition of Leadership? For them, it’s hard to define what is the meaning of leadership. When we come to it, maybe leadership is part of everyone. It can be our brother or sister, our friend, our parents, or even our teacher. And yes, even a student can be a leader! They will never know they are capable of leading until someone puts them in a leadership position, teaches them how to get things done, and brings a team along with them.
These are some reasons why leadership is important for our students:
- Focus. Our students have lots of chances to do many things in their lives. They may do homeworks spend time with friends, have hobbies, or just hang around. Leadership skills will allow them to focus on what’s important. By joining STUCO they will manage their time as there will be lots of things to be done. They will know what needs to happen to make everything done.
- Courage/Risk taking. As a student the scariest thing is starting something new. Leadership skills will give students a dose of courage. They have to make decisions as they were elected as the ones who have to decide. In STUCO students will teach each other how to make decisions through team exercises. Be courageous. Start a movement.
- Planning. Joining STUCO means students are prepared for planning and facilitating events throughout the entire academic year. They will learn how to plan the program, delegate tasks, and bring everyone together for a successful event.
- Action. Taking action is the mark of a leader. Students who know what they are looking for, know what needs to be done and simply get on with doing it are the real leaders. They will inspire other students to find out their potential and it’s the way students help each other.
- Teamwork. As an organisation, STUCO has the answer on how to teach students how to work as a team. They will try to figure out a problem. Good teamwork comes from having amazing leadership skills, especially when it comes from students.
To make sure that the school accommodates this important learning experience, to prepare the future leaders among our students we have established the STUCO Elections Commission to prepare for the elections. This forum comprises class representatives who organize the process. STUCO Elections ran smoothly this year. The process started in August 7th 2017. They’ve worked cooperatively and enthusiastically to select, to organize the election and to present the elected President and Vice President to the school community. There were five pairs of candidates who ran for President and Vice President this school year. After the first round of interviews, three pairs of candidates went to the final round. They are:
- Azzizul Hakim & Shun Sato
- Venezia Ferrari Hartono & Regina Felicia Hadiputri
- Angelo Humphrey Lienardi & Aditya Raju Rajan
On August 23rd 2017, after the second round of interviews, a few days of campaigning and a final vote, STUCO Commissioners proudly announced that Azzizul Hakim & Shun Sato are the elected STUCO President and Vice President this academic year. Congratulations Azzizul and Shun Sato ! We’re looking forward to the leadership’s action you will bring to enrich our learning environment this school year.
By Carolina Seran, Mas Roro Anggraeni, Budi Wantoro, Catherina Laura
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:
Set and created the display of our class agreement
By: Irma Mustafa
Sekolah Victory Plus