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Conflict Around Us and How To Be Friend With Conflict

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This article is about my experience as a Year 2 teacher in Sekolah Cikal Cilandak. It is about the Unit of Inquiry : Conflict and How to solve the conflict. Pre-assessment has an important role in Unit of Inquiry because we can see students pre-knowledge about the discussing concept. Teacher provoked the student with conflict to by asking them to draw about their holiday, just with a pencil, eraser and piece of paper for each group that consisting of 4 students in five minutes. However, what happened was not really expected by teachers. It was because only one group of students had a conflict. They were asked for some more pencils and I heard one student said her friend borrowed her eraser. After that, in group discussion, we talked about what just happened, how they feel and who they thought would get turn and they made Y chart about this activity.

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After Pre-Assessment, we move to Tuning-In Activity. This stage, we continued discuss about the conflict that is a quite abstract unit topic. It took a little times for them to understand about what conflict is. We did this activity as follow :

  • We watched videos about conflict and how to solve it.
  • After watching the video, teacher asked a question “What conflict happened among them?” and student said “ The two head monsters are talking all the time and the man can not understand”.
  • Next, teacher asked “What is the solution?” and they answer “ Take turn”. It means that student were getting to know this unit.
  • We also invited Cikal School Counselor as the guest speaker for this topic.
  • For the opening activity, the student were provided with some newspaper and only two clear tapes. They were asked to make a tower in groups consisting of five students with only limited resources and giving only five minutes to finish the task. Suddenly one student shouted “hey, we need more tape” and guest speaker answer “that’s all you got”.

The result was no one success finishing the tower on time. And after that, student discussed what they feel and if they find a conflict. Their answer was ” Not successful, it’s so hard, we did it wrong”. The counselor explained about what conflict is, the type of conflict and how to solve. In Cikal, we solved the conflict with i-message. So they could  express their feeling directly to the person that they had conflict with. Afterwards, student practiced in pairs and make I-message. They were given sample problems and discussed about how to make i-message. They were able to do it and they shared it among the groups. The post activity, students took picture together and appraised to the guest speaker.

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For the reflection, student wrote down what information that they got from the guest speaker. In the post-it paper, they wrote “Give i-message” and some of them wrote “type of conflict”.

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We also asked the student to make journal to any conflict every day, since this unit is integrated with Bahasa Indonesia, they wrote the journal in Bahasa Indonesia. At first, student got difficulties to write a journal, especially about conflict, but after teacher gave some examples, finally student can write their own conflict. They remember any conflict that happened in their home with mom or dad or even with brother and sisters. Teacher kept remaining the student that conflict could happen between themselves. For example “Today, I feel so sleepy and I don’t want to go to school”. The solution of this conflict can be “You can continue sleeping in the car and wake up if arrive at school”.

Those things make the student capable to find out about types of conflict that happened in public area. By being given home project, parents need to involve doing the task. For example, student went to a restaurant or mall and they observed the place and found any possible conflict and its solution that they can think. Surprisingly the student were able to find the conflict and they knew how to solve them. What they achieved makes me proud as a teacher.

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To conclude the conflict and how they can show their responsibility in their community. Student will show their evidence by poster. First step before making the poster, they need to make a plan  what the content is, how they design it and its message. Student is able to make their own design such us “ Stop Pushing” and “ Please Line Up “. After they finish making the Poster, the student will give campaign using the poster to lower level. Student was doing great and can express their opinion and being a risk taker as they able to talk in front of other student.

 

Maylani – Year 2 Teacher (Sekolah Cikal Cilandak)

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Y5 PYP EXHIBITION: DON’T BE SCARED, YOU ARE CARED

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PYP exhibition, as we know is the culmination learning process during the primary program before going to the next level, Middle Year Program. It is like a salad which contains mixed vegetables which represent the feeling during its process, such as excited, happy, tired, bored, satisfied, nervous, and relieved.

In this 2018, Sekolah Cikal Surabaya has the second Y5 PYP Exhibition with the current UOI “Sharing the Planet” with the central idea of “Children worldwide encounter a range of challenges, ranges, and opportunities”. From this central idea, students of Y5 are divided into five groups and each of them came up with five smaller topics which are juvenile delinquency, child marriage, learning disabilities, game addiction, and child trafficking. In order to help the groups, there two mentors for each group that will help them during the process.

It is long processes which last for around 8 weeks starting from January to March. All the processes are referred to the IB inquiry cycles, tuning in, finding out, sorting out, going further, making conclusion, and taking action. This long learning journey involves not only the students but also mentors, teachers, parents, and communities within and outside the schools. Students also apply their transdisciplinary skills.

In the tuning in stage, students activate their prior knowledge about what challenges that children all over the world have. Students created a mind map to list down the issues children have to deal with. In order to enlarge students’ knowledge on the issues, the teacher also showed a number of videos related to the topics discussed, such as street children in Jakarta, the different access of education between two Indonesian kids in Jakarta and Papua, child marriage and its dangers, child trafficking, children sexual abuse, child labor, UNICEF, bullying, and other issues. After watching the videos, students gave their opinion toward what happened in the video to the children. In order to deepen students’ knowledge on the issues, students observe some pictures and wrote their statement, opinion, feeling, and any ideas they have regarding to the pictures provided.

 

Figure 1 Students are doing tuning in on the issues of children’s rights and challenges

After the process of tuning in, students go to the next step which is finding out the information related to the topic chosen. Each group has concerned on one issue they want to study deeper, students with the facilitation of mentors started to find out and conduct a number of research to answer their inquiry. Doing the literature review through searching from the Internet, reading newspaper, book, and magazine. From this activity, students apply their research, ICT, and literacy skill. Students learn how to find the reliable information, avoid the hoax that is widely spreaded in the Internet, and develop their plagiarism awareness as they are required to paraphrase the information they got instead of copy-paste.

 

Figure 2 Mentoring process during PYP Exhibition preparation

 

Figure 3 Students are doing research and promoting ICT skill on the related topic

Not only doing the literature review from a number of sources, the process of finding out the information is also conducted through the field research in which students directly observe and see through doing a field trip, inviting guest speakers to be interviewed. This is expected that students promote their social skill as students have to meet and interact with new people outside their circle. Students have experienced a lot of activities outside and inside the classroom, go to UPTD Kampung Anak Negeri-a government office which concern on the protection of street children in Surabaya, go to UNICEF, PPA Polrestabes Surabaya, Lembaga Perlindungan Anak, and Sekolah Cita Hati Bunda (a special school for children with special needs) invite Save Street Children Surabaya as the social organization concerning on the street children in Surabaya and many other cities in Indonesia, invite the obsgyn to know the danger of child marriage from the medical point of view, invite the dyslexic expert from Dyslexia Parents support group. Some groups also distribute questionnaire enrich their data.

 

Figure 4 Students are doing field trip to collect the data

After having all the data, students do sorting out in order to sort which data can answer which lines of inquiry.  The results of sorting out process are in the form of various products, pictorial graphs, poster, comic strips, animation, games, and many others. Students learn how to explore their creativity in creating a number of products to be displayed.

 

Figure 5 Students present their final product

In addition, this is continued by the going further process by doing research on the new inquiry that students have after having long processes of inquiry. In this process, students strengthen their finding in the previous research by doing more research on the related topics, such as distributing questionnaire, interview society, or find the relevant sources that support them find more info and answer their inquiry.

After that, students make conclusion as well as taking action. What students can do as their action. It is various based on students’ initiative, doing campaign via self-made animation, campaign through poster, sticker, bookmark, games, drama, hip-hop dance, and student-made song entitled Don’t be Scared You are Cared with the lyric as follow:

All children in the world

Have rights don’t be scared

As you have right to be cared

We all have hope show your smile to the world

 

We have the action so please listen

Children need protection

We have the action so please listen

Children need protection

So we will be shining bright

 

Rights for everyone

Education number one

Be nice and no lies

No more kids’ cries

Love and care so kids will rise

 

We have the action so please listen

Children need protection

We have the action so please listen

Children need protection

So we will be shining bright

Don’t be scared

Don’t be scared

Don’t be scared

You are cared

 

After the long processes, the PYP Exhibition presentation is held on 14-16 March 2018. Parents, teachers, students, and other IB schools are invited to come. In this moment, students show their understanding, communication, and social skills in presenting their learning journeys. I am really proud of them when they can confidently present to the adult and answer their questions very well in comprehensive ways. Being prouder is when the students of Y5 can present the materials to the younger kids, making some adjustment on the language usage, body language to take care of their younger friends.

In this process, I am as their teacher learn a lot from them. A lot of mentors also say that they need to learn more on the topic, they are like doing thesis again. Tired yes, but the satisfaction when we can be part their success is priceless.

 

Written by: Ika Fitriani – Y5 Homeroom Teacher – Sekolah Cikal Surabaya

Teaching the Sustainable Development Goals to Students

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Every year, we collaboratively review our school written curriculum based on the IB requirements. Reviewing the curriculum is related to Standard C2.9, which states that “the written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s)”.

In doing the review this year, we made sure that the 17 United Nations Sustainable Development Goals (SDGs) are taught and addressed in our curriculum in addition to the IB Primary Years Programme and Indonesian national requirements.

The SDGs are “Global Goals” in which world leaders from 193 countries, including Indonesia, are committed to achieving by 2030.   The goals are inter-related and include eradicating poverty, hunger and inequality; taking action on climate change and the environment; improving access to health, education and clean water and sanitation; and building strong institutions and partnerships. Adopted in 2015, the SDGs are as follows:

SDGs

Source: http://www.undp.org/content/undp/en/home/sustainable-development-goals.html

Involved in our curriculum review were all our classroom and single-subject teachers as well as our co-teachers from early years and elementary. The outcome of our review revealed that all the 17 goals were already part of our early years and elementary written curriculum and we need to continue explicitly addressing them in our taught curriculum.

For the review, we identified the specific unit of inquiry linked to each goal. During our review, it was interesting that our physical education and dance teachers developed plans on how to teach the SDGs in their subjects across grade levels.

Teaching the SDGs to our students is connected to the IB mission statement of creating a “better and more peaceful world” and developing “internationally minded people”. It is  related to Standard C2.7, which states that “the written curriculum promotes student awareness of individual, local, national and world issues”. Likewise, it is linked to Standard C2.14b, which emphasizes that “teaching and learning empowers students to take self-initiated action as a result of the learning”.

Achieving the SDGs is not only the work of governments and non-governmental organizations. As educators, we need to do our part and also become globally competent.

By: Richel Langit-Dursin

Primary Years Programme coordinator

BINUS SCHOOL Simprug, Jakarta

mdursin@binus.edu

 

Through Artworks, We Delivered Our Feeling and Thoughts

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“You’re my best friend, just like a family. We keep best moments in our mind. We remember every time with you”. DSC_2381

That’s a part of the song that one of Grade 5 students composed with her group in music class, as their interest for the mini exhibition project. This year, Grade 5 students chose to do a mini exhibition, as a form of Parent Presentation. They took the unit of art under the theme of How We Express Ourselves.

IMG_3503The central idea is “Creating and responding to art develops understanding of ourselves and the world around us”. This time, they made their lines of inquiry from their questions. Despite of challenging found in this stage, the fifth graders showed their enthusiasm by being more selective in forming the lines of the inquiry. Moreover, as they worked in pairs to do the project, the challenges seemed more interesting for them.

DSC_2393Other challenges were to find the information explaining their lines of inquiry, but they have tried to research using different media, such as books, the internet, as well as interviewing people at school and at home.The artwork that they explored were music, drawing, graffiti, mixed media, crafting, etc. Single Subject Teachers, such as art, music, IT, were involved to help students in guiding them during the process of collecting information and to consult on their project.

The fifth graders have learned lots of things during the process; how to learn with others, to share responsibilities, to create their own artwork, and to present the information in front of audiences. Their hard work was seen from the beginning of the project up to the D- day.

DSC_2444This event successfully held on Friday, 26th January. The students enthusiasticallypresented their creation such as performing their own song “Best Friends” and “The Special One”. Positive response and support from their parents and school community were seen during the exhibition. This activity will help them picturing what exhibition looks like next year.

A Start to Student Agency – A Personal Reflection

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The PYP enhancements are continuing to roll out these next few months, all of which have helped me stop and think about my students, my classroom, and my school. But one change in particular has had me reflect and question my role as a teacher; that change is the inclusion of the new PYP Learner model, and how our students will grow through their sense of agency.

In the new document “The Learner in the Enhanced PYP,” the IB defines agency as a power to take responsible action, through voice, choice, and ownership. But what is agency? Agency is not something we give students. And it’s not something we as teachers plan for third period on a Thursday, or the last week of a Unit of Inquiry. It’s an innate characteristic that students already have, and we as educators recognize, celebrate, and honor. Awakening agency is recognizing students as leaders in their own learning processes. According to the IB, “agency is present when students partner with teachers and members of the learning community to take charge of what, where, why, with whom and when they learn.”

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Okay, but what does that actually look like? How do we as educators actually honor student agency? How can we change our practice to support students and empower their sense of individual voice, choice, and ownership? To start, I began taking a risk in my classroom, and handed over the reins to my students.

Our current Unit of Inquiry fits under the transdisciplinary theme of How the World Works, with the following central idea: life on Earth is dependent on Earth’s position in the solar system. After a trip to a local museum and a little bit of research, students showed interest in the Moon and space travel. Normally, at this point in planning an inquiry, I would use the key concepts, lines of inquiry, and student questions to plan learning engagements. But trying to honor their sense of agency, I did something a little different. I gave the concepts and lines of inquiry to the students, and let them plan our week.

I gave students teacher resource books, and showed them Teachers Pay Teachers. I showed them different tools we have at school. I even let them plan a shopping list (with the understanding that they stick to a strict budget). The only expectations were that they had to choose activities that answered their research questions and helped them deepen their understanding of form, connection, and function through the LOI Earth’s relative position in the solar system. And off they went.

Now, I know what you’re thinking. Katie, are you insane?! These students are too young! How do you know they get the “right” knowledge, build the “right” skills, etc.? Well, these were the questions I was thinking about… But guess what? They took their time, and chose several activities that were better than my original thoughts. They critically compared different engagements, discussing which would help them better understand the CI. One student found a coloring activity, and said “this looks fun and cute, but I don’t think we will learn much from it.” And she chose something else. After they planned and led their chosen engagements, students reflected on their evidence of success. Here are some examples:

“I chose this activity, because we can make your own asteroids, and E’s question was why does the Moon have so many holes?”
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“We could eat Oreos and answer K’s question on why the Moon disappears!”
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“I want to know how asteroids, comets, and meteors are different. And this app helps me see them! So now I know.”
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“I used to think the ISS would be like an airplane, but now I see there is no gravity and things have to be built differently.”

I know that this is only a step in honoring student agency, and no, not every activity went as well the ones listed above. And if I’m being honest, the health food advocate in me is still a little upset that I bought Oreos for my students! But instilling this sense of responsible action is worth a few bumps in the road. It’s worth the uneasy feeling that I’m completely letting go. It’s worth throwing my whole planning process up in the air, and trying something new – even if it completely fails. Why? Well, it’s not because the IB says we “have to” now. It’s because by co-constructing our investigations, we are naturally personalizing education, and cultivating independence, trust, and a love of learning.

So I encourage you all to take a deep breath and try. Give your students a chance to plan a week, a day, or even an afternoon. Give them the outcomes, and see what they come up with. And if it blows up in your face, try again. If education is about bettering our students, then they should have the right to be a part of the planning and decision-making. As PYP educator Taryn Bond states, “who better to know what learning is personally relevant than the students themselves?”

by Katie Stone

Grade 3 Teacher

Bandung Independent School

 

Sources: International Baccalaureate Organization, 2017. “The Learner in the Enhanced PYP.”

Mandarin Integration

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Reception

Reception students have been learning to examine the use of body language and facial expressions to express basic feelings. They also learned the Mandarin phrases for expressing basic feelings.

During one of the learning engagements, students were asked to observe various pictures of facial expressions and hand signals. Each student then chose 5 and matched them with the appropriate Mandarin phrase to describe the feelings being expressed. Students demonstrated that they are thinkers and communicators during this activity.

Year 1

Year 1 students have been exploring how and why pinyin is formed a certain way. They learned Mandarin terms for various animals and discovered how to write it properly in pinyin.

For the summative assessment, each student chose 2 of their favorite animals and wrote the Mandarin terms in pinyin.  Students had a lot of fun finger-painting the terms. Students showed independence and creativity during this activity.

by Ibu Bonita

Celebrating Indonesia’s Independence Day

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Celebrating Indonesia’s Independence Day

August 17 is a special day for Indonesia. Every year, we celebrate Indonesia’s Independence Day. The world’s most populous nation, Indonesia gained its independence from Dutch colonial rule on August 17, 1945.

This year, our students were very excited in participating in the country’s Independence Day celebration. They asked what games they were going to play. Yes! Apart from flag raising, we usually commemorate our national day by playing traditional games such as tug of war, sack race, and cracker-eating contest.

The commemoration of Indonesia’s Independence Day at our school was very memorable this year as our students sang national songs and did a traditional costume parade showcasing the culture of various provinces such as Maluku, Papua, Sumatra and Sulawesi.

In celebrating Indonesia’s Independence Day, our students are reminded of the history of our country, including our national heroes who fought for freedom. Here are some pictures of Indonesia’s Independence Day celebration in our school.

Flag raising led by our school principal

Traditional costume parade by our students

Cracker-eating contest, one of the traditional games, played by our students

By: Nancy Benedicta, Grade 3 Team Teacher and Eka Fridayanti, Grade 3 Co-Teacher

BINUS SCHOOL Simprug

nbenedicta@binus.edu; efridayanti@binus.edu