Sekolah Cikal has been learning with iPad as tools for exploring, creating, producing and publishing. The technology has been helping teachers, in making learning experience more exciting and engaging. I am one of the teachers exciting in using iPad for teaching and learning. What would I do with it? How would I use it to help me teach my students to learn better? Why would I prefer using iPad than other gadgets that are easy access and cheaper? I believe that using iPad is more mobile.
Computer is as part of 21st century learning tool. It was supposed to be the transformation of teaching and learning as we know it. In some ways there has been a transformation, but the basics of teaching and learning have remained unchanged, where teacher should plan effective usage of technology in the planner. Technology involvement is in my grade 3 classroom and iPad session is exposed a lot. As pre-activity, we have iPad essential agreement. I believe my students are already familiar how to use ipad. As the advantage, I encourage my students to explore it not only to entertain but also to support their digital academic skills.
How do I use iPads apps in the classroom to help teaching and learning process?
The iPad has a number of useful features that provide for interesting possibilities in teaching and learning process. iPad features could be applied in classroom learning as well as curriculum area. In Math class for example, the fraction apps help them to visualize fraction better than conventional written fraction. While observing, students explore their skills to use the fraction app drawing, apply their critical thinking in representing how ½ (half) like through bar or circle model. During the fraction discussion, students develop their thinking skills by attaching videos and voice recordings referring to teacher questions like “How do you know 2/4 is half?”. In advance, my students work collaboratively in creating fraction story books in digital form. Writing specific genre becoming is more interesting using the Book creator app where students can plan their story template, adjust the content with provided features like fonts, color option and camera which capturing their own image and inserting as the author or pictures from the internet. Those things will make the book illustration more alive on ebook.
Connecting Beyond the Classroom
Mobile connection allows them to have internet access anywhere at school area. As questions arise, students can search clues and insights to begin their studies or research about the unit they learn. In PYP, students are given access to search primary source data for their investigations in or out of the classroom. While finding their investigations, I create an online wall discussion using Padlet app by sharing the link and they can collaborate into the discussion. As a 21st century teacher, the involvement of technology has definitely helped PYP program of teaching and learning process in my classroom. The iPad usage has virtually enhanced the education itself. The App store has thousands of educative designed apps that makes easy for us to find teaching materials of any learning area.
Now, how do you use technology in your classroom?
Ari Wibowo – Year 3 Teacher (Sekolah Cikal Cilandak)
The PYP librarian roles in PYP is nurturing internationally-minded, lifelong learners and readers. Those roles are expanded more than either collection maintenance and development or circulation & reference service.
Cikal Baca-Baca is how we called our library. The transformation of library function has challenged to the librarians because there were paradigm shift to move up from a conventional library to 21st Century Library.
Our library programs have been developing progressively by collaborating to Unit of Inquiry and integrated to some subjects. Those programs are happened as a valid result of working together with cross level teachers to support any teaching and learning process at school. There are two activities students could learn and explore ; Library and computer visits for learning library and research skills . Those visits are the students gain skills about how to get information from any platform of paperback or online. The students hopefully could differentiate which information is credible, relevant, reliable and current or if it is phony and bias. Those skills are fundamentals for independent learners anywhere they are whether it is for learning or pleasure.
The spread of powerful mobile devices has put the World Wide Web at our fingertips. So, what changes of the horizon for…LIBRARY OF THE FUTURE. Students explore how the internet could give them amazing ways to collaborate with other people and subjects. However they do not realize about how much important of internet safety is as a lead to be digital citizenship. Being a good digital citizen is more than knowing their way around the web. It is about connecting and collaborating in ways they did not even know were possible and also give credits any information by citing sources.
The library of 21st provides a welcoming space to collaborate, creative, explore, innovate among students, teachers and community by bringing physical and digital learning.
Teacher-Librarian Sekolah Cikal Cilandak
We celebrated “Literacy and Internationalism Week” at our school from October 28 to November 4, 2016. The event involved parents, teachers, and students in the learning process as a whole school community. As the youngest students in the whole school, our Early Years 1 students also participated in this event. This year, every class got different countries to represent. Our EY 1 class represented Mexico.
One important thing to start with to make the “Literacy and Internationalism Week” not just a regular event, was to show our own excitement about the event. This helped our three to four-year old students understand more about internationalism.
A week before the celebration of “Literacy and Internationalism Week”, we talked to the students about Mexico and the different things representing the country. Together with their parents, students made objects representing Mexico such as maracas, banderitas, pop-up cactus, small Mexican flags, and paper moustache. The students also brought from home Mexican items such as rosaries, guitar, and tortillas. The artifacts were displayed in front of our class door together with some other Mexican decorations that we made in class.
Surprisingly, our Mexican displays always caught the attention of our students and sparked their curiosity every time they entered the class. Right there and then, their learning was triggered and they became so interested to learn more about Mexico.
Throughout the week, the students were engaged with different activities exploring about Mexico. They enjoyed learning facts about Mexico, such as the flag of Mexico, Mexican clothes, animals and plants found in Mexico, and famous food from Mexico. They made Mexican flags, cut pictures of Mexican animals, food, and clothes, made maracas, completed puzzle of sombrero and Mexican flag, and tasted different food from Mexico and other countries.
Although the event is over, the students still remember the things they had done and learned about Mexico and keep talking about our “Literacy and Internationalism Week”. As a student-initiated action, one child created her own lyrics to the tune of “La Cucaracha”. Some children mentioned the Mexican creatures when they played with their toy animals. Others talked about outfits representing different countries when they saw pictures taken during the costume parade. The students also could remember the winners of some activities we had during the “Literacy and Internationalism Week”.
The activities we conducted during our “Literacy and Internationalism Week” nurtured the curiosity of our children and made them further explore various countries, becoming more open-minded towards different cultures in the world.
By: Geertruida Maya and Atika Priska Gunawan
Early Years 1 Teachers
BINUS SCHOOL Simprug
Teaching children how to write requires a lot of effort and patience from teachers. Not only do we need to teach the fundamental writing skills, we also need to explore and guide the students through the writing process, help them to understand the different purposes of writing, and develop a supportive writing environment. Success in these areas will allow us to achieve one of our goals; to enable students to write flexibly and effectively in order to communicate their thoughts clearly.
Fundamental Writing Skills
It is important to first ensure that students have a basic understanding of spelling and grammar concepts, appropriate for their age or grade. Teachers need to allocate time for acquiring, guiding and polishing these skills. If students do not know how to spell a word, they will likely use another word, and that will affect how their message is conveyed. Students also need to produce compelling, thought-provoking sentences in order to get their message across and engage their readers. When a student’s writing contains spelling or grammar mistakes it can be hard for the reader to comprehend what the student is trying to communicate. Using correct punctuation is equally important to teach as the position of punctuation often affects its meaning in a sentence. Correct use of punctuation will help the readers understand what the writer is trying to convey. To assist in this process my students are using the advance proofreading bookmark shown below:
This is a sample of student’s work. They are required to do their corrections using a green pen.
Another fundamental writing skill to teach is writing clear and specific main ideas or thesis statements. Emphasize that every sentence within the essay should be associated to the thesis statement. Explain to the students that being specific means ‘straight to the point’ and not skimming the surface. By being clear, they will ensure their readers will understand exactly what they mean. This could be hard to explain, so we need to show students examples to help them create their own thesis statements.
The Writing Process
Effective writing is not simply writing down what comes to mind. Teachers need to guide their students in thinking carefully on what they plan to say and how they want to say it. It is very important for the students to follow the writing process: planning, drafting, sharing, evaluating, revising, editing and publishing.
One basic strategy is POW (Pick ideas, Organize their notes, Write and say more). This can be introduced to lower elementary students. Teachers can also provide a variety of graphic organizers and teach students how to organize their ideas in a more visual form. For upper elementary students, more complicated strategies, such as peer revising, can be implemented. Many strategies can be used to assist students. In our current unit where persuasive essay is the writing genre, I set guidelines and standards for students’ writing, such as focusing on the argument given and providing three or more reasons for their beliefs. I use the TREE method, (Topic sentence, Reasons—three or more, Ending, Examine) whereby they make a plan for their paper that includes what they believe, reasons to support their beliefs, examples for each reason, and an ending. For their introduction, they can make it catchy by starting with a question, a quote or a personal experience. They also need to state their beliefs in the introduction, but they should elaborate on them in the following paragraphs. As students may also be conducting research, academic honesty must be emphasized as well.
Purposes of Writing
I am proud to say that in our school, each writing genre is explored meaningfully. Each unit of inquiry is tied to a specific writing genre which a grade level has deemed most appropriate to what they are inquiring into. This way, learning is more focused and purposeful. For example, in Grade 5, to prove the existence of each type of force, our students conducted experiments and learnt how to write a procedural text using the scientific method. While exploring local and global issues our students also learnt how to write persuasive essays on slavery, discrimination or drug trafficking. In addition, students need to understand that they are writing for different audiences and not only for their teachers. As a class, you can create a list of probable audiences and let the students choose the audience that best fits their topic.
Supportive Writing Environment
To be good writers, students must not just have the skill but also the will to write. Teachers must motivate students to write by creating a supportive environment. This can be achieved in several ways. First, give the students writing choices. For example, when exploring persuasive writing, provide a list of titles they can write their opinions about. For narrative writing, teachers can provide pictures or sentence prompts for students to choose from.
Secondly, teachers can share their own work with students. This was what my teacher did when I was still a student. He showed the class his published works in different newspapers. He then required us to write and submit our articles to newspaper companies. Every week, someone’s work got published, this process even prompted a local government to act on a flooding issue. The article I submitted at this time detailed my thoughts about the death penalty and it was published in two newspapers. I shared this with my students.
Thirdly, encourage students to brainstorm ideas about a topic and help peers revise their work. This will inspire students to collaborate more frequently.
Practice is the key to being a successful writer. Help your students practice as often as possible. Make the writing tasks interesting instead of a torture for the students. Assist students in developing a love for writing by encouraging them to let their imaginations run wild and to openly express their feelings.
By Corita Silapan
Grade 5 Class Teacher and Level Head
BINUS SCHOOL Simprug
Libraries play a central role in the implementation of programmes at any school. In an IB school, the library promotes and supports the teaching and development of transdisciplinary skills, international-mindedness, the IB learner profile, and PYP attitudes and concepts. It connects with the whole school and community to ensure access to information on global issues and diverse perspectives. In addition, the teacher -librarian collaborates with class teachers to help students acquire the information literacy skills needed as inquirers, lifelong learners and readers.
As a new teacher-librarian, I wanted students and teachers to view the library as a hub of learning. With this in mind at the beginning of this academic year, I collaborated with teachers to host a library orientation with each class from PG B until PYP 6 as part of our way to promote widespread use of the library. The big idea behind this activity was to shift everyone’s mindset about the role of the library in students’ quest for answers to their inquiries.
Together with class teachers, we developed a variety of learning engagements in the library. The planning and teaching were done collaboratively with teachers at all year levels to ensure the success of this event. Learning engagements included a library tour, a scavenger hunt, watching a movie about the library, creating signs to display the essential agreements in the library, listening to stories and many more.
By Merry Inggarwati/ PYP teacher librarian at Sekolah Ciputra