Reflections from the IB Dunia Early Years Job Alike Session – March 2nd – 2024 Global Jaya School
The learning environment is so important in early childhood education. As teachers, we put careful thought into designing our classrooms to be warm, welcoming, and engaging places for young children to learn and grow. When I think about my kindergarten classroom, I try to make it feel like a home away from home with different learning centers for art, science, reading, math, dramatic play, and more. I want the children to feel comfortable and safe to explore their interests.
According to the International Baccalaureate Organization (IBO), in a resource on the Primary Years Programme (PYP) titled ‘Learning Spaces’.
“A fundamental part of effective education in the PYP early years is the creation of safe, stimulating and inviting learning spaces that promote exploration, wonder, creativity, risk-taking and learning through play.”
This full-day workshop exploring how to intentionally design learning spaces for young students, was very stimulating. I loved hearing perspectives from teachers across schools. It was a lively, collaborative day that gave me many takeaways. The physical environment impacts everything from student motivation and collaboration to nurturing curiosity and inclusion. Key elements include making spaces age- appropriate, flexible, warm, and welcoming; the room layout, organization, and displays should all be closely to learning outcomes.
Arranging the furniture and learning materials in a way that promotes collaboration and discovery. Low, open shelves allow children to access materials independently and make choices. Round tables encourage children to talk and share ideas together. Interest centers with rich, open-ended materials spark curiosity, creativity and imagination. Displays of student work and documentation on the walls validate the children as capable learners. Even small details like lamps, plants, soft rugs, and family photos work to create a nurturing environment. As a teacher, I see myself as a warm facilitator of learning as the children engage with the thoughtfully prepared classroom environment. I continuously reflect on how to improve our space to best support the learning, development and joy of each unique child.
Also, I think that involving the students more in reorganizing classroom areas based on their interests and needs, perhaps creating a cozier reading corner with soft seating and baskets of books to invite deep reading time, could be beneficial. Continue to refresh displays with student work and documentation that make the learning visible.
Here are some examples of learning environments in an early childhood classroom:
* Reading Corner – This area is filled with comfortable cushions, pillows, bean bag chairs, and rocking chairs along with a wide selection of books organized by topics, reading levels, genres, etc. This invites children to cozy up and enjoy books independently or with friends.
* Drama/Pretend Play Area – Filled with child-sized wooden kitchen appliances, costumes, puppets, play food and accessories. This area sparks roleplay and imagination as children engage in dramatic scenarios.
* Block/Construction Area – Stocked with wooden blocks, Lego bricks, Magna-Tiles, and other building materials. Children design and create structures while developing spatial reasoning and cooperation skills.
* Art Center – An open space with a variety of art media including paint, clay, collage materials, pipe cleaners, beads, etc. Promotes creativity and self-expression.
* Science/Discovery Area – Materials for hands-on exploration of science concepts like magnets, gears, natural specimens, magnifying glasses, measuring tools, etc. Nurtures curiosity and inquiry.
* Math Manipulatives – Wide array of counting bears, pattern blocks, scales, rulers, and other math materials. Develops math sense and problem solving in a tactile way.
* Outdoor Classroom – Garden beds, logs, playhouse, sand/water tables and more take learning outside. Being in nature brings concepts alive.
As teachers, we should not underestimate the power of the physical environment you create. Even small details can have a significant impact on learning. The key is creating diverse spaces for active, meaningful, joyful learning through play and exploration. The environment is the teacher! It takes work, but I am sure it is rewarding.
By
Ria Agustina
Kindergarten Teacher
ACG School Jakarta
BINUS SCHOOL Simprug’s First-Ever Rubik’s Cube Competition
“Rubik’s cube is more than just a colourful puzzle. It is also a symbol of curiosity, creativity, and overcoming challenges,” Ms. Richel Langit-Dursin, BINUS SCHOOL Simprug’s Early Years and Elementary vice principal and Primary Years Programme coordinator stated in her inspirational message to students and teachers during the first-ever Rubik’s Cube Challenge last March 15.
The Rubik’s Cube Competition at BINUS School Simprug was launched to enhance student’s talents and abilities, showcase problem-solving skills, and improve critical thinking as well as creative thinking. Students from grades 1 to 5 participated in the competition. Each grade level had six participants competing against each other.
During the competition, students were tasked with solving one or two sides of the cube within five minutes. They tapped the bell upon completing one side and continued solving the whole puzzle until finished. The winner was determined by the participant who finished the cube the quickest or solved the most cubes in five minutes.
Grades 1, 2 and 3 used 2×2 cubes, while grades 4 and 5 used 3×3 cubes. Winners from each level then competed for another challenge.
Solving a Rubik’s cube can be fun and challenging, requiring creative thinking and problem-solving skills. Students who joined the Rubik’s Cube Competition were praised for their achievements, as they encouraged bravery, confidence, and a growth mindset.
Most students expressed their excitement for the challenge and looked forward to participating in another thrilling Rubik’s Cube Competition next year. The event, organized by the grade 3 team, provided students with an opportunity to demonstrate perseverance, one of the BINUS values, and the IB learner profile attributes, “thinker”, “risk-taker” and “knowledgeable”.
By: Zaida Puyo
Elementary Level Head
BINUS SCHOOL Simprug
zpuyo@binus.edu
PYPx CARES: Together For A Better World
For three special days on Tuesday, 27th February – Thursday, 29th February, our Tunas Muda School Kedoya transformed into a bustling village of ideas, passions, actions, and inspirations. Our annual PYP Exhibition was when 41 young learners showed us how they plan to change the world. With their hearts set on making a difference and supported by an amazing and dedicated team of 40 mentors, our school
community, and friends beyond our school’s gate, all came together to make these days meaningful and unforgettable.
Our big family
Think of our school as one big caring family. This Exhibition was like our family album filled with stories of who we are and what we dream of.
It’s a time when we all – students, teachers, parents, and everyone involved – get to show that learning isn’t just about books, tests, and
academic excellence. It’s about caring, sharing, and preparing to make the world a better place.
Together, we’re stronger
Imagine trying to lift something very heavy – it is tough if you are on your own, right? But, when everyone joins hand in hand, it becomes easier.
That is exactly how we pulled off this year’s PYP Exhibition. Everyone took part —teachers, parents, our friends from places like WWF, Mentari
book publishers, and many more. It was a team effort, showing that when we work together, we can lift anything—even big ideas!
Stories of Change
Each project was like a personal storybook, filled with chapters of learning, discovery, and plans for action. Whether through campaigns,
games, performances, or a cool project, the PYPx students found their way to tell their stories. It was amazing to see how different and
creative each one was. These stories weren’t just for showing and telling; they were about doing, making a difference, and an invitation for the
visitors to be companions in this quest to make the world a better place.
A Festival of Ideas
Our school turned into a festival of sorts, buzzing with excitement and creativity. Some performances made us think, presentations wowed us,
and activities got everyone involved. It felt like the whole school was tied together in unity with a big ribbon of enthusiasm and joy, celebrating
the hard work and big hearts of our students.
Sharing The Planet
This year, we all dove into the big idea of “Sharing the Planet.” It’s about understanding that we’re all roommates on this big, beautiful Earth,
and we need to take care of it and each other. The projects showed us ways to help our planet, from recycling to protecting animals, and
supporting the United Nations Sustainable Development Goals, reminding us that even the smallest actions can make a big difference.
Wrapping Up
These three days at Tunas Muda School Kedoya were about more than just a school project. They were a celebration of what happens when
we all come together for something we believe in. Our students showed us that no matter how young you are, you can dream big and make
those dreams come true. With the support of our incredible mentors and the whole community, we saw that change is possible when it starts
with us. If you missed it, you can visit our Gsites anytime here https://bit.ly/TMSK_PYPxCares_Gsite or watch our performance here
https://bit.ly/TMSK_PYPxCARES_Performance
So here’s to our young changemakers and everyone who helped make the PYP Exhibition not just an event, but a movement. We’re reminded
that together, we can do so much. Let’s keep this spirit alive, not just for today, but for all our tomorrows.
#TogetherForABetterWorld
#PYPxCares
Yap Meilianny
Tunas Muda School Kedoya PYP Coordinator
Embracing Cultural Differences
Diversity isn’t merely a concept; it’s the foundation of our existence, woven
intricately into our cultures, histories, traditions, and beliefs. Recognizing this,
our students embarked on a journey of discovery, seeking to understand,
appreciate, and celebrate the diverse tapestry that is the world.
There’s no better place to witness beauty in diversity than in the classrooms
where young minds are nurtured. Our Grade 2 students embarked on an
exciting cultural journey, inquiring into the depths of the world’s rich heritage
as part of their “Where We Are in Place and Time” unit.
Our cultural journey began by inviting parents and teachers to share
information about their ethnic group or country of origin. From experiencing
traditional games and reading folktales to treating everyone to delicious
traditional delicacies, these visits were not only educational but also
delightfully enjoyable for everyone.
Moreover, our cultural journey provided students with the opportunity to
showcase their own unique cultural backgrounds. Each student
enthusiastically interviewed their parents and shared personalized treasure
boxes filled with artifacts and elements from their ethnic group or country of
origin. This interactive showcase celebrated diversity and empowered the
students to express pride in their family’s cultural legacy.
Our journey continued with a field trip to Taman Mini, where students explored
traditional houses inspired by West Sulawesi. Delving into the history and
significance of these houses. The culinary delights of our Food Fiesta also
added a savory dimension to our cultural exploration. Students shared
bite-sized samples of a diverse variety of tasty delicacies from their ethnic
group or country of origin, fostering a deep understanding of similarities and
differences among cultures and respect for one another.
The culmination of this unit was the Grade 2 Inquiry Showcase, where each
class represented tribes from Indonesia’s largest islands. With the help of the
IS teachers, students presented captivating traditional dances and
showcased unique cultural elements of each island, leaving visitors in awe
and with an appreciation for Indonesia’s diverse culture.
These enriching experiences not only promoted a deeper understanding of
cultural diversity but also fostered a sense of pride and appreciation for
students’ own heritage. In our Grade 2 classroom, diversity is not just a word;
it’s embraced as the essence of our shared humanity. Through exploration
and celebration, we pave the way for a more inclusive and harmonious world.
By:
Jam Gomez, Anj Saguano, Jeana Robrigado, Carla Matias, Geyan Laroza
Grade 2 Homeroom Teachers
Mentari Intercultural School Jakarta
A Quick Guide to Parents: Top 5 ways to Support Approaches to Learning Development
Parents are our greatest allies. No questions there.
But…
Do they always know exactly how to support us?
How often do we, educators, communicate objectives and strategies?
How exactly can they play a significant role in their children’s education?
Evidently, some of our students’ parents are busier than others, but the vast majority are incredibly willing to cooperate. After all, in our contexts, who does not want to see their children shine and succeed?
Uncertainty – and at times, great certainty – is what stands in the way of a strong partnership. As a mother, I have always appreciated when my son’s teachers tell me exactly how I can be of help.
As our school moves forward with the development of PYP, MYP, and DP and robust practices, we wonder how we can empower our valued partners to support approaches to learning development.
Coffee mornings, workshops, and newsletters are among a few practices we run to involve and inform parents of what is happening at Sekolah Ciputra. Our latest creation is a simple one, but we thought of sharing it with the whole PYP Dunia community and because we believe that ideas for strengthening teacher-parent partnerships are never too much.
Bianca Starck
Grade 1 Teacher/ ATL Coordinator
Sekolah Ciputra
mbiancastarck@gmail.com
The Power of Persuassion
Information bombards us every day, and without realizing it, it shapes our lifestyle. The information we get in daily life influences our thinking and behaviour. We believe that our fifth graders in Sekolah Monte Sienna should explore and understand this phenomenon through an exploration of the theme “How We Express Ourselves” focused on the central idea “Persuasion can change thinking and behaviour”. We looked into (1)persuasive techniques used in writing, (2) use of persuasion in media, and (3) responsible, reflective and critical use of messages in media.
Student learning experiences began with popular advertisements for products they consume regularly. This tuning in activity demonstrates a sense of curiosity and engagement among the students. Throughout their inquiry, students begin to grasp how advertisements can persuade people through their vibrancy and dynamic nature.
Students’ eyes lit up as we discussed persuasive techniques, ethos, pathos and logos. They were eager to discuss their opinions and personal experiences with their daily routine. They have a great deal of enthusiasm to create their ads and campaign for better change in thinking and behaviour in the future.
To facilitate meaningful learning experiences for students, we participated in a variety of learning engagements to help students understand the unit. Examples of these learning experiences are as follows:
Creating advertisement
In this activity, students take on roles in marketing, public relations, and graphic design to boost the sales of a chosen product – their favorite milk tea boba. They created advertising posters, showcasing their enthusiasm as they design the product, select a theme, and employ persuasive techniques such as ethos, pathos, and logos.
Moreover, students were excited to present their boba posters to persuade a wider audience in the school community. This experience not only unlocked their creativity in designing a poster but also sharpened their writing skills by using persuasive techniques. Another important part is that this activity enhances students’ communication skills to deliver information clearly and in an engaging manner.
Field Trip to Batam TV
Students identified the use of persuasion across various media platforms, including print, digital, and broadcast media. While radio and TV were popular forms of broadcast media before the digital era, they continue to hold significance today. To enhance students’ understanding of persuasion in media, they visited a local TV station named BATAM TV in the heart of Batam City, creating an unforgettable experience for them as they learned about the daily process of news broadcasting.
The visit sparked curiosity among the children, leading to a lively discussion with the host of BATAM TV. Many questions arose, addressing aspects from the news-making process to the workings of the big green screen in the TV studio. Post-visit, students compiled and analyzed their findings, creating digital reports and reflections using PowerPoint in Canva. This presentation time not only encouraged students to listen actively but also provided an opportunity to share constructive feedback, fostering improvement in performance among classmates.
Dealing with FOMO
Being responsible in using social media is crucial. Understanding the rules, both do’s and don’ts, enhances their awareness of the importance of being smart users for their safety. Moreover, they learn to safeguard themselves when confronted with viral trends, recognizing that not all trends are beneficial and worth following.
The phenomenon known as Fear Of Missing Out (FOMO) refers to the emotional response arising from the belief that others are leading better, more satisfying lives or that important opportunities are being missed. FOMO often results in feelings of unease, dissatisfaction, depression, and stress. Fortunately, after an interactive discussion, our students displayed a healthy habit and lifestyle. They acknowledged that they do not experience FOMO while using social media because they are occupied with homework, games, and sports. Confidently, they shared their opinion that they do not follow viral trends inconsistent with their beliefs and they shared that they are smart enough to filter what to follow and what not to.
Our Grade 5 students exhibited impressive critical thinking and a positive attitude. However, while students may feel confident in addressing the FOMO phenomenon, it is essential for them to uphold good habits in social media use. Ideally, they can also share this valuable knowledge with those who may struggle in dealing with FOMO situations.
Creating campaigns to bring change for the better
At the conclusion of the unit, students were tasked with assuming roles as campaign founders, researchers, and advertisers. They selected a current global issue and connected it to UN Sustainable Development Goals, specifically number 4 (Quality education) and number 12 (Responsible Consumption and Production). Working in groups of three, students crafted campaigns addressing their chosen global issues and disseminated awareness within the school learning community.
Remarkably, students developed diverse campaign products, including vlogs, brochures, posters, and advertisements. Witnessing their awareness and concern for issues around them is truly a moment of pride. Hopefully, this learning experience will foster increased empathy, critical thinking, and a mindset unafraid to advocate for a better life in the community.
Ms. Mugni Bustari
Grade 5 Homeroom Teacher
mugni.bustari@montesiennaschool.com
Sekolah Monte Sienna
Batam City, Indonesia
Revealing Our Identities Through Art
The Grade 4 students of Sekolah Monte Sienna recently participated in an engaging journey into how expression of identity can be represented in different ways, making them realize their composite identity.
These lines of inquiry were the focus of their exploration:
- the role of culture and heritage in forming identity
- ways people express themselves
- decisions people make in the creative process
- what a work can reveal about its creator
The students’ artistic creations, including poetry, traditional dances, and other performing arts illuminated various facets of their learning journey. As they celebrated their heritage, students cultivated a deeper understanding of the diverse cultures coexisting within their learning community.
Recognizing that learning extends beyond the confines of the classroom, we fostered collaboration with three parents from our class. Their enthusiastic sharing of expertise and personal experiences delved into their identities and cultural heritages.
From one of the tribes in Indonesia to the islands of Malaysia and the rich culture of the Philippines, our resource speakers transported us to their respective homelands. They shared their remarkable arts, heritage, and cultures, offering a glimpse into their composite identities.
Celebration of Learning
Students’ artworks, vividly illustrating their cultures and traditions, played a crucial role in our learning experience. Our classroom turned into a vibrant gallery, showcasing crafts, paintings, and sculptures telling stories of cultural heritage. Through art, students expressed their identities using patterns and symbolic representations. The universal language of art, conveyed through colors and shapes, provided a meaningful connection to their cultures and identities, shaping their composite identity.
The highlight of our program is probably the dance presentations that we have prepared from the Philippines, Malaysia and Indonesia. Selected students performed the dance “Tiklos” which is originally from Central Visayas in the Philippines. Our Malaysian audience were also happy to see their representation through the dance “Asas Zapin Melayu”. The dance performances concluded with the dance “Tari Simalungun” from Indonesia.
We ended the program through a heartfelt rendition of an original composition that was completed in Music class. Through the help of our Music teacher, Mr. Ray Lapoliwa, students were able to compose and present an original song entitled “Unity”. The song captures our diversity, not just in our class, but in Sekolah Monte Sienna as a learning community.
Among the most important factors motivating students is the involvement of their parents. The experience of seeing their parents in one of their journeys inspires them to put their best foot forward. In that matter, Grade 4 parents showed their full support and involvement during this journey that helped our young artists become the best versions of themselves
Ms. Evelyn Historillo
Grade 4 Homeroom Teacher
evelyn.historillo@montesiennaschool.com
Sekolah Monte Sienna
Batam City, Indonesia
Exploring the Roles of Transportation in Meeting Human Needs
With the central idea “People use transportation to meet their needs”, the Kinder 1 students of Sekolah Monte Sienna expressed their enthusiasm as they inquire into the:
• different types of transportation
• the importance of transportation
• the impact of transportation on well-being
The students become actively engaged in this unit as they explore various modes of transportation, including buses, motorcycles, trucks, cars, and more. Notably, they become inquirers by actively examining different types of transportation used to reach various destinations. Throughout this unit, they participate in diverse and engaging learning experiences that promote inquiry and enhance their understanding on how a transport system works. This enables them to establish connections to daily life situations and comprehend how these systems fulfill human needs.
In the first week, the students begin by assessing their prior knowledge of the unit through visual presentations aimed at defining transportation. We delved into the initial line of inquiry, acquainting ourselves with various modes of transportation through observation and exploration within the school premises. With palpable excitement, students scattered around, eagerly identifying different forms of transportation. A particularly noteworthy moment occurred when we spotted a passing airplane, opening up a discussion on the diverse means of transportation spanning air, land, and water.
Learning about transportation extends beyond its physical form as it also includes exploring how it functions and how it serves the community. One of the best ways to deepen students’ understanding of the unit is providing them with the opportunity to interact with a school bus and closely examine its components. Our school driver enthusiastically guided the students through the functions of various parts such as lights, engine, wheels, seat belt, fuel tank, and more. The students expressed their excitement as the driver took them on a journey around the school premises aboard the bus. This hands-on experience became a memorable and impactful aspect of their learning journey.
As a facilitator, the teacher provides the space and materials needed to employ student agency. We encourage creativity by suggesting arts and crafts projects to create simple transportation using assorted materials. Students come up with their ideas and think about how they make it work. They are extremely excited to discuss together while making the product. They confidently presented their product to other grade levels to develop their communication, social and self-management skills.
This concept-based learning allowed the students to explore a variety of possibilities, and take into consideration others’ perspectives and their own experiences to conclude the need for various transportation based on the given situation. This is truly learning through play: agentic learning at its best!
Ms. Maria Arista
Kinder 1 Homeroom Teacher
maria.arista@montesiennaschool.com
Sekolah Monte Sienna
Batam City, Indonesia
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