thinking skills

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

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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

What is Language Arts in BPK PENABUR Banda?

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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?banda 2

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)

Nurturing Self Regulated Learner

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“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.

Linda B. Nilson, Creating Self-Regulated Learners: Strategies to Strengthen Students Self-Awareness and Learning Skills

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.

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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.IMG_20160816_111523

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.

Indriyati Herutami

Principal, Sekolah Cikal