Enlargement drawing is to change the size of a drawing or a picture. I like to give this activity to my grade 5 students. This activity was very challenging. You can see how serious the children were in doing this activity. Why? It is because the children needed to make sure that the details were in the correct position. We used scale to help enlarge the drawing.
I usually do the individual project as a formative task and group project as summative assessment. I made this activity for the third time but with a different theme.
First, I gave this activity to make an enlargement drawing of a famous painting. Second, the students made an enlargement drawing of famous political activists. Third, the students made Punakawan.
Before starting the lesson, I explained the function of scale in drawings. Students were given a drawing worksheet with grids. In the worksheet, there was a small picture with grids and bigger blank grids for students to re-draw the picture. This activity made sure that students knew when they had to follow the details or lines in the picture. After the students completed the worksheet, they had to do a challenging activity wherein they had to create their own grids using a ruler.
The first challenge was that students had to make sure that the grids were straight and bigger than the worksheet given. Many of the students needed to re-do their measurement since they were not able to make their grids straight. After the students made straight grids, they re-drew the same picture on the bigger grids. The most important is that the ratio must be 1:1. otherwise the drawing will not be the same as the picture. Why must it be 1:1? It has to be the same number of lines on the paper and reference picture.
The reason students had to do it as an individual art project was that they needed to know and understand the basic knowledge of the function of grids. This understanding and knowledge will help them when they do the summative task.
The other challenge was that students needed to put together several pieces of pictures. After putting all the pictures together, students created grids to enlarge the picture on the paper size given. They chose the cut pieces and started creating the enlargement drawing individually. As soon as they were done with individual drawings, they had to connect each piece with another to make sure that the enlargement drawing is the same as the combined pieces. When they found any mistake, they fixed it and matched it again. This action continued until the picture was the same as the whole picture. In doing this learning engagement, the students became more open-minded, developed further their thinking skills, gained respect, showed tolerance to their group members, and demonstrated problem-solving skills.
The last challenge was that students had to make sure that they colored each part of the picture with the same color. Since students used different brands for their crayon, they need to decide which brand that they had to use for each part because if they used different brands of crayon, it will produce different colors even though the color has same name.
By: Irma Dwi Savitri
Visual Art teacher
BINUS SCHOOL Simprug
Using digital portfolios
The PYP teachers at Sekolah Ciputra have been using various versions of digital portfolios since 2009. Teachers have experimented with different platforms and various formats, trying to find the perfect one. However the old fashioned digital portfolio was considered less effective for the teachers, students and parents because the portfolio was actually not as interactive as we wanted it to be. Teachers and students had tons of photos and evidence to be scanned or uploaded but with no effective way of organizing and sharing them, there were possibilities of missing files and other complicated issues to deal with. After a while, the pre-elementary teachers decided to go with hard copies of portfolios which meant a lot of copying, printing and manual verifying of items.
Last year, as a learning community at Sekolah Ciputra we reflected on whether we could find a single tool that would allow all year levels from Playgroup to PYP 6 to upload samples of student work with descriptors and feedback to share with parents. What we wanted with an interactive tool that was user-friendly, one we could link to our focus on formative assessment and share with parents for information and for their input. The main function of the platform needed to be for the teachers and students to share documents related to all aspects of student learning and maintain the confidentiality of student work. After some trials and discussion, we finally decided to use Seesaw as the platform for our digital portfolios. Since it works very much like Instagram, it was felt that teachers, parents and students would find it easy to use.
Tools and features used
Seesaw can be used with computers, tablets, or smartphones but from our experience, tablets are most effective devices for using Seesaw. Seesaw has many simple features, likes Photo, Video, Drawing, and Notes to show students’ daily learning. Once we capture student work on the tablet, we can directly upload it to Seesaw. Using the camera and other cool features of Seesaw, student learning can be captured in real time with students explaining what they have learned. These are only some of the many handy features that Seesaw offers.
Developing IT skills
Teachers also get the opportunity to improve their IT skills when using digital portfolio. We had Professional Development among the colleagues (based on the year level) to learn how to use digital portfolios. We explored the tools available in Seesaw and decided how to best use them with different year levels For those who wanted extra time to explore, they viewed various tutorials that are offered in Seesaw.
Teachers are using Seesaw for setting up students’ goals as a preparation for three-way conference with parents and students. Besides the benefits, there are some challenges that teachers may encounter in using Seesaw. Firstly, teachers need to learn new skills as they have to explore the features in Seesaw considering it’s our first time as a school using digital portfolios to set up students’ goals. Furthermore ,we also have to maintain consistency in uploading samples of students’ progress and their learning experiences in their digital portfolio. During the period of learning this can be very time consuming. Finally within Seesaw, there is a minimum length or duration of recorded video that can be uploaded which means extra time for editing and perfecting what we upload.\
All in all, despite the challenges, we believe it is a good idea for us to use a single tool across the school so we can be consistent and we can support each other. .
PYP B Team (Mirna, Eka, Denok, Santy, Vine, Didik, Lina and Hana)
Pre-Elementary, Sekolah Ciputra, Surabaya
Authentic assessment measures learning achievements that are worthwhile, significant, and meaningful. An authentic assessment requires students to be at the center of the learning and should allow students to select from a variety of tasks. The assessment should require students to apply the knowledge and skills they have acquired. Parents can use data from their child’s authentic assessments to understand how to best help their child. Understanding how their child learns best.
How can parents help with authentic assessments?
Assessment is an opportunity to help your child improve. Parents should discuss any concerns they may have with the teachers. This will assist both teachers and parents when deciding what could possibly be done next to support the student. To make sure that the learning continues at home and at school, these are Questions Your Child’s Teacher Would Love to Answer about Assessment:
- What are the most important and complex ideas my child needs to understand?
- What can I do to support the learning at home?
- What kinds of questions do you ask my children on a daily basis?
- What are the teaching strategies you will use throughout the unit?
By having a similar perspective of the assessment, parents and school can cooperate to identify what students know, understand, can do, and value at different stages in the teaching and learning process. It is also expected that the students can make meaning of each little thing they learn at school by themselves and relate it to their lives.
How do we assess what students know and what students want to learn?
At Cikal, pre-assessment plays an important role in a teacher’s ability to differentiate instruction. We set pre-assessments before we deliver the instruction in a curricular unit in order to gain an understanding of what our students know, understand, and are able to do. Without pre-assessment, we do not know the readiness of our students for new learning. For example in Year 3, we begin with unpacking the central idea or learning topic through discussion. Observations can be conducted by the teacher to identify which students have or have not achieved mastery of specific objectives.
Having a question-answer activity during a lesson, is also another useful strategy we use in class.
Teacher: How can you understand the author’s purpose if you only look at the book’s cover?
Click the video link :
Using this strategy in the classroom will provide an opportunity for each student in a group to record individual responses and ideas (prior knowledge) regarding an issue, topic or question. The strategy can also be used to brainstorm ideas or record researched information. It will help teachers to plan learning activities that address various levels of student readiness as well.
It’s important to use a variety of teaching and learning formative assessments, changing them frequently to stimulate both students and teachers. Assessment techniques are only as limited as the teacher’s imagination! -globaldigitalcitizen-
During our Economic unit, teachers asked students to express their understanding of the concept of economics. To assist with this process the teacher had set up the class as a market, where students became involved as customer / buyers. They were given a sum of money to be spent for their needs. Throughout this process, teachers could observe how students participated in the buying and selling process. This information was then utilized when teachers delivered future lessons.
This kind of activity helps teachers evaluate the learning process, adjust the plan for the next learning and create an effective summative for the students.
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In Year 3, summative assessments are generally creative, evaluative and reflective, rather than paper and pencil tests that only assess students’ knowledge. Teachers will give students the opportunity to improve themselves. For instance, in our Math Summative Assessment project where the central idea was ‘we use fractions to make our lives easier’, students were asked to make a pizza with toppings. This project was chosen as the project should be simple, useful and apply in our life. To begin the project, students collected a pizza box (any size) as the main material. Students were provided with a set of instructions, for example, they needed to divide the pizza into 8 equal parts, choose pizza toppings to represent particular fractions (at least 3 different fractions needed to be modeled ⅛, 2/8, 4/8), convert the fraction into 3 forms of equivalent fraction and order them from the least to greatest fraction. The students showed enthusiasm during this project, not just because they like pizza, but because they could understand why they were learning.
Grade 4 Teacher
Sekolah Cikal Cilandak
One model that can be used for giving constructive comments to students and colleagues is the “Ladder of Feedback” advocated by Harvard Graduate School of Education.
The “Ladder of Feedback” consists of four sequential steps and can be used when providing comments about a lesson, behavior, school program or an event. The first step is to clarify with questions. The second stage is to value the positive features. The third phase is to express concerns and the fourth stage is to suggest next steps.
In doing the first step of clarifying, it is encouraged to ask specific questions and shun queries that are thinly disguised criticisms. Sentence starters such as “I wasn’t sure about …”; “What did … mean?”; and “Why was … there?” can be used.
For the second step of valuing positive features, we have to make sure that we are being honest and fair. It is not enough to say “I like your lesson” or “This project is cool”. There is a need to explain why we like the lesson, behavior, school program or event.
The third stage involves expressing concerns and avoiding attacking personal character or ability. We have to pay attention to the ideas, products or specific aspects, and can make use of qualified terms such as “I wonder if …”; “What do you think if …”; and “It seems to me …”
The last step encourages us to offer suggestions for improvement. Often, this step is combined with the third stage when stating concerns.
At BINUS SCHOOL Simprug, we applied the “Ladder of Feedback” when there was a proposal to conduct the “Battle of the Brains”, a competition involving elementary students. In the “Battle of the Brains”, the students were grouped into four teams and each team had five representatives from grades 1 to 5. The team representatives had to answer questions related to the grade level units of inquiry and different subjects, including music, visual art, physical education, and additional language.
Here’s the list of comments given by teachers about the “Battle of the Brains” using the “Ladder of Feedback”.
|Step 4: Suggest
|Step 3: Concern
|Step 2: Value
|Step 1: Clarify
With the comments given by our teachers using the “Ladder of Feedback”, we were able to make improvements before the D-Day of the “Battle of the Brains”.
The “Ladder of Feedback” is one useful tool for meeting Standard A, Practice 6, which states that “the school promotes open communication based on understanding and respect”. Implementing it creates a culture of trust and prevents unhealthy corridor talk.
By: Richel Langit-Dursin
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.