teaching learning

Community

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Our Grade 3 students have been engaged in the Unit of Inquiry on community, which is under the transdisciplinary theme ‘How We Organize Ourselves. As the central idea of ccommunities provide services to meet people’s need, our third graders started the journey by watching a video about community. They visualized their thinking using See-Think-Wonder, and searched more about kinds of community around them. They created Y-chart to identify types of community and discussed in a group discussions.

Having discussion about concept of community and types of communities, as well as the characteristics of each type, our students continued the learning journey by visiting Perum Telaga Kahuripan Marketing Office to get information about services and facilities in a community. It is very interesting to see that for the children could directly relate services and facilities to human needs. The Officer patiently answered student’s questions about services and facilities in Telaga Kahuripan Housing.

Going further, they gathered information from various sources to find reasons people live in the local community. They listed down the common reasons stated from various sources and make conclusion based on the datas collected (Decision Making Chart)

They created this chart in a group to find the advantage and the disadventage of living in certain community. They decided the most important facilities that each community should provide.

They made a map of ideal community and presented it in front of their classmate.

They continued the journey by making a miniature of the local community and how they design the community. Its very impressive to listen to their explanation. And they are ready to have a learning celebration in the end of the unit.

Madania School

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DIFFERENT TYPES OF MULTIPLE INTELLIGENCES

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“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.

HIME

ANGELENE

By

Ms. Smita Benuskar

Homeroom Teacher Grade 5

GMIS – BALI

Activity on Civilizations

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Grade 5 is in their second stage of the Inquiry Cycle, “Finding out”. They are learning various aspects of ancient civilizations. The central idea of the unit focuses on “Legacies of the past affect our modern civilizations and its people”, under the transdisciplinary theme “Where We Are in Place and Time”. Their enthusiasm and excitement was aptly reflected in the recent activity carried out in the class based on the ancient written languages and written modes of communication.

The activity focused specifically on broadly four major civilizations, namely Egyptian, Chinese, Roman and Indus Valley Civilization. Although each civilization had devised their unique mode of written communication, the alphabets and symbols were very different from one another.

The children were asked and encouraged to write their names in each of the four languages used hundreds of years ago. The hieroglyphs of the Egyptian civilization along with the unique Chinese alphabets stood out as their favorite. The innovative symbols of their languages kept the students constantly interested, in awe and spellbound.

They enjoyed writing their names and sharing it with their classmates. The pride in their efforts was evident in their wide smiles and their new found knowledge.

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By

Ms. Parul Shekhawat

Homeroom Teacher Grade 5

GMIS – BALI

MIGRATION IS A RESPONSE TO CHALLENGES, RISKS AND OPPORTUNITIES

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“Tell me and I’ll forget. Show me and I may remember. Involve me and I learn.”

Benjamin Franklin.

Young minds are always full of curiosity, enthusiasm, creativity, ideas and what not. It is our responsibility to harness their potential to bring along a process where talent maximizes and skills flourish.

Entering a classroom full of bubbly and enthusiastic children encourages you to create something for them where they can learn, share and explore. Learning takes place when you are involved in the act and not just a bystander. So to go with this thought when I started my unit “Where We Are in Place and Time”, based on migration, I decided to start from the very basic things which the child can easily relate to.

I started with the tuning- in process in the form of an activity which could make the meaning of the word migration very clear to the children. I brought in a globe, some different coloured strings and a world map. The children were curious as to what are we going to do next. I could sense the enthusiasm building. The children were to ask their parents, grandparents beforehand about the place they belong to and if they shifted to the present place what was the reason behind it. With all this information in hand we started with the first step of the activity, which was to mark the country which they belong to and where they are presently living on the world map.

The children had to locate the country which they belong to on the world map and secure a coloured string on it using a push pin. Then they had to locate the country they are living in and secure the other end of the string there using a push pin. While doing the activity they kept on amusingly discussing about how most of their parents had shifted here and the place on the map became too crowded with the push pins. The meaning of the key word ‘migration’ (shift from one place to another for a long time) became clear to them here. This discussion then led to the causes of the shift and then the factors responsible for it and also the effects of migration on the country. The inquiry had started and I became a mere facilitator only answering their questions, sharing their experiences and looking at what was unfolding.

The journey had started and the freedom to research and explore a topic will open new arenas of information and learning experiences.

By

Ms. Sarita Srivastava

Homeroom Teacher Grade 4

GMIS – BALI

Doing is Believing

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IB School aims at giving immense leverage and flexibility to students to apply their learning to real-life situations. PYP curricula prepare the students to explore, touch and feel things as they learn. We say,“ Seeing is believing”. In fact learning by doing is the best way for a learner to develop an enduring understanding of the concepts taught. Making models helps to develop their thinking beyond paper and pen keeping the three dimensions in mind.

I teach Grade 3 and while teaching body systems, I found that students will find it interesting to make models of some of the organs inside the body and visualize how they look like and work. Tuning in the students with different body systems, led by research and finding out more in detail about the role of these organs in our body systems, followed by a visit to the library and Bio lab helped them to gather more information by reading related books and seeing the models of vital internal organs. Now sorting the information and reaching a conclusion to make a model of different body system which led to taking actions of exercising and eating healthy food.

For a 3rdGrader to create a complex model is certainly challenging I was overwhelmed to see the innovative talent in a 7 -8-year child, bubbling with new creative ideas to discover something with their imagination and research. The students were able to demonstrate fine precision and understanding of a complex topic like body systems. By using easily available materials like play dough, balloons, bottle, cardboard, straw, wool, glue gun Styrofoam and paints etc they created models of body systems.

Researching ideas on the internet may not be enough unless it is applied. As a teacher, I always get to learn so much from these young minds how they use their tender muscles to create and build things applying fine motor skills. Then developing public speaking by explaining their project was noteworthy. I love to see the confidence of my students and variety of styles of presentation. Just leave them to do things by themselves, who knows there is an inventor in them. Most things are learned by experience.

A very famous quote by

“I hear and I forget I see and I understand. I do and I remember” – Confucius

 

 

 

By

Ms. Seema Narang

Homeroom Teacher Grade 3

GMIS – BALI

Developing a Culture of Thinking at Binus Simprug

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At BINUS SCHOOL Simprug, we have set our goal to develop a culture of thinking. We decided to create a learning environment where thinking is valued, is visible and is actively promoted. At the beginning of this academic year, a workshop was conducted for the teachers to learn more about Visible Thinking Routines. Through this workshop, we shared the core thinking routines, different ways of using them and the benefits of making thinking visible in the classroom.

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Visible Thinking Routines (VTRs) have been embedded into the planning of integrated units of inquiry within the Primary Years Programme as every teacher decided to use at least two routines per unit. A conscious effort is being made by us to demonstrate the use of routines in all areas of the curriculum.

We are delighted to share the use of thinking routines in early years and elementary as tools that lead to deeper understanding.

Early Years utilized the “I See” part of I See, I Think, I Wonder and Chalk Talk to tune into the unit of inquiry, Who we are. The students used the routines to explore the concepts of awareness of oneself, families and friendships.

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Grade 1 made use of the See, Think, Wonder thinking routine to begin to inquire into the unit on Where we are in place and time, which focuses on public areas.

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In Grade 2, Think-Puzzle-Explore was used to tune into the Who we are unit of inquiry on body systems.

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Grade 3 started their Sharing the Planet unit of inquiry with “I See, Think, and Wonder”. This unit is related to living things and adaptation.

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Grade 3 students also did Think-Puzzle Explore.

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In Grade 4, the class novel cover was shown to make predictions using the See, Think, Wonder routine.

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The KWL chart was replaced by Think, Puzzle, Explore to begin the inquiry. During the unit of inquiry, How we express ourselves, the thinking routines, “Connect, Extend, Challenge”; “Colour, Symbol, Image” and “I used to think and Now I know”, were used to enhance the students’ understanding about different genres of drama.

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Grade 5 also replaced KWL with Think, Puzzle, Explore. See, Think, Wonder was used as a springboard for their inquiry into different types of forces. The scientific nethod for experiments was done using the 3-2-1 routine.

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Our Bahasa Indonesia teachers used See, Think, Wonder and Chalk Talk to make their students’ thinking visible and more meaningful.

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Through the use of these simple visible thinking routines, we are trying to make our students more aware of their thinking and to think about their thinking.

By: Kavita Mehra, Grade 4 Class Teacher, kmehra@binus.edu

Jenina Refuerzo Enriquez, Grade 3 Class Teacher, jenriquez@binus.edu

Priyanka Patni, Grade 3 Level Head, ppatni@binus.edu

BINUS SCHOOL Simprug

Collaboration

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Collaboration is an important part of teaching and learning in a PYP classroom. The Learner Profile attributes of communicators, open-minded and caring and the Attitudes, cooperation, respect, empathy and tolerance all highlight the need for all those connected to the school to be working in collaboration with one another.

Students working together

When you visit any primary classroom at ACG School Jakarta, you will see collaboration in action. Classrooms are designed with collaboration in mind, from carpet areas to table groups, students are engaging and working together. Whether students are playing in stations designed to inquire into their UOI in Kindergarten or interacting through written words in a chalk talk in Year 6 teachers are always encouraging team work.

We are not only all learners, but everyone in the classroom can be a teacher, by connecting with one another the role of ‘teacher’ extends beyond the adults in the room..

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Teachers working together

Working collaboratively is not just an activity reserved for our students. Each week teachers engage in collaborative planning with year level colleagues, specialists’ teachers and the PYP Coordinators. We also engage in collaborative team meetings as a whole staff group weekly.

According to the International Baccalaureate (2015), ‘Research and case studies suggest that by forming a network of resources, support, and guidance, teachers feel more comfortable in their roles, which subsequently has a positive effect on students.’

Through collaboration, teachers are able to share their expertise, foster a community of experience and feel confident to implement innovative approaches to teaching and learning. When ideas are shared, and built upon, we achieve a greater range of learning experiences for our students.

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Working with parents

At ACG School Jakarta, teachers work closely with families to ensure that the best outcomes are achieved for the students. This is achieved in numerous ways, including class blogs, parent-teacher-student conferences, student-led conferences and parent information sessions, just to name a few.

Parent information session engage parents in collaborative learning opportunities, aimed at educating parents about the PYP, using the approaches to learning students are engaged in everyday. Through these education session, we develop parents’ understanding of what happens in the classroom through hands on experience.

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Being a 21st century learner is all about collaboration a skill that is embedded into the philosophy of our school.

References: Collaborative teaching transforms the classroom http://blogs.ibo.org/blog/2015/07/30/collaborative-teaching-transforms-the-classroom/

Wayne Martin

Co- PYP Coordinator

ACG School Jakarta

wayne.martin@acgedu.com