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.
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.
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.
In Grade 2, Think-Puzzle-Explore was used to tune into the Who we are unit of inquiry on body systems.
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.
Grade 3 students also did Think-Puzzle Explore.
In Grade 4, the class novel cover was shown to make predictions using the See, Think, Wonder routine.
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.
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.
Our Bahasa Indonesia teachers used See, Think, Wonder and Chalk Talk to make their students’ thinking visible and more meaningful.
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, email@example.com
Jenina Refuerzo Enriquez, Grade 3 Class Teacher, firstname.lastname@example.org
Priyanka Patni, Grade 3 Level Head, email@example.com
BINUS SCHOOL Simprug
A new school year has started in BPK PENABUR Banda, and so its International Baccalaureate courses. For many new parents in our institution, it is a legitimate question that to ask what the topic L.A. is you can see on your children’s journal?
Language Arts Program is designed to promote the use of, and appreciation for the varied aspects of the English language. We seek to guide students toward a clear understanding and fluent expression of ideas through the cultivation of precise thinking, speaking, listening, reading and writing skills. These skills encourage the personal development of students, the acquisition of knowledge, and the understanding of cultural and religious differences.
We believe students construct meaning in Language Arts best when they are encouraged to read for comprehension and for an appreciation of the wealth and subtleties of prose and poetry. They are exposed to a multicultural language arts program that helps students gain broadened and perspectives of literature and human thought. They are also encouraged to express their thoughts with a firm support basis and a cultivated correctness of spoken and written English. Finally, students have a firm understanding of the different uses of the English language as it relates, describes, evokes, persuades and expresses the mind and imagination of the individual.
In our school, Language Arts teachers agree to provide many and varied learning opportunities using the writing process and grammar instruction. They try to expose students to a variety of literary genres and provide opportunities for students to use different methods to communicate in Language Arts: oral, written, visual, and technological media. We give opportunities for students to recognize and interpret literary devices. We do our best to evaluate student work using a variety of assessment methods. Everyday, our team try to provide models of the various aspects of Language Arts.
To sum up, L.A.’s aim in BPK PENABUR Banda is not only to teach English but to teach students how to understand, think and express themselves.
*(William K. – BPK PENABUR Banda)
“Study skills really aren’t the point. Learning is about one’s relationship with oneself and one’s ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best possible results–and about overcoming risk aversion, failure, distractions, and sheer laziness in pursuit of REAL achievement. This is self-regulated learning.”
We, at sekolah Cikal believe that learning should begin with the end in mind. Therefore, upon developing our curriculum we begin with the subject of the learning: children. And we think of what the output of the learning that we wish to achieve, which is an individual with commitment, self – reliance and the ability to reflect.
What does a self regulated learner looks like? At one time and another, we have observed self regulated learners. Self regulated learner is goal-oriented, capable to commit to his/her goals, and in doing so, he/she is enthusiastic and eager to keep developing him/herself in many aspects. You may spot these learners arranges his/her priorities in completing duties. They respond with curiosity and efforts to setbacks or challenges, and are able to discover successful strategies to work independently and adaptively. More importantly, they understand what needs to be improved and how to do it.
In the effort of nurturing and building the dispositions, some challenges may occur. Often, the challenge revolves around making the decision to interfere and when to stand aside. For example, allowing a child to face setbacks and solve problems on their own such as separation, puberty, peer conflict and increasing academic expectations is always tough for parents. At these times, maintaining a sense of trust is crucial.
In school context, we train these young minds to be the master of their own learning through various channel, from classroom activities such as daily reflection journal, home projects and goal setting activity to school-wide program, such as peer mediator, student librarian and club activities. In the journey of learning every single initiative counts, and often it’s a matter of quality rather than quantity. We ask rather than tell, listen rather than talk, are involved rather than judge.
Principal, Sekolah Cikal