I worked with Ms Swastika to work on the presentation about teaching Arts. We use several resources to prepare the presentation and get some work samples from around the school to be shown to the participant during the event. Below is the presentation that I use during the workshop.
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This year I got a chance to work with other teachers at school in the School to School commitee. I'm excited to be involved in this event as it's my first experience in School to school to share my knowledge about current educational practices to other teachers who might need it. This platform is the right place for me to gain more experience and skills in sharing and presenting. I worked with Ms Swastika to work on the presentation about teaching Arts. We use several resources to prepare the presentation and get some work samples from around the school to be shown to the participant during the event. Below is the presentation that I use during the workshop.
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As part of action plan we need to review how we see action element in the IBPYP and how we empower school community to put more attention to this important aspect of the IB PYP curriculum. Therefore we conduct a workshop about Action in IB by reviewing of what the school have done and plan for what we can do in the future regarding with Action. Below is the description of the workshop and also the powerpoint presentation that I use for the workshop. Aims: 1. To reinforce action in the PYP Sekolah Ciputra 2. To evaluate the implementation of this program across the PYP levels 3. To know the continuum of Action programme across the year level 4. To share some sample strategies for action empowerment from the school community Process
Below is the presentation slides that I use To improve the delivery of IB PYP curriculum at our school, I’m doing analysis on how the school can improve the way we plan for assessment and learning engagement. I use thinking hats to analyze our current practices and hopefully find solution for future improvement. I hope this post could be useful for others who also concern about assessment aspect of the school and probably interested in the use of WALT and WILF. Facts ● Since being introduced in the assessment workshop WALT and WILF became a familiar term used by teachers to help them to design assessment task by using backward by design approach. ● Throughout the time, this is being used to drive the teaching learning and also the design of the assessment of the units. ● The WALT and WILF used in PYP planner cover knowledge, skills, concepts and attitudes; therefore in each of those element, teacher easily design learning engagement as well as assessment task based on learning objective (WALT) and success criteria or (WILF) ● Furthermore, we decide to split the WALT and WILF table (what so called) and PYP Planner. and due to this issue, we got recommendation on how we use the planner especially in terms of assessment (Stage 3) and learning engagement (stage 4) Positive: ● it’s been helpful to design the assessment task ● it’s familiar terms and easy to use for teachers and students ● it can be used to design comprehensive assessment task for knowledge, skills, concepts, or even attitudes ● it drives teaching learning in the classroom. Teachers used it as their lesson plan and somehow it makes the lesson more structured. Negative: ● The use of it is being misunderstood. Based on certain research WALT and WILF actually used for daily teaching learning, where teacher share the learning objective to students and discuss the success criteria with them. Instead of doing this, so far what happen at school is teachers already design set of assessment tasks with its fixed criteria for the students to do. This cause issue with the implementation of inquiry based learning, where students didn’t get chance to participate in designing assessment task. ● While the teachers felt being helped by the use of WALT and WILF, there is sense of fragmented learning happen throughout the unit. This cause teacher to lose opportunity to do more inquiry and to explore more conceptual understanding by students. This became worse when the WALT and WILF is set aligned with the lines of inquiry and it became timeframe e.g. we need to finish first lines of inquiry in week 3 of the unit. ● The existence of assessment tasks at the end of each WALT (learning objective) seemed like they are just mini summative tasks that happen throughout the unit. ● Many even still use WALT and WILF only for the sake of documentation instead of an effective tool to design learning engagement and assessment ● There are two separate planners being used the WALT and WILF and PYP planner. ● Teacher’s questions were not being addressed well throughout the unit. Possible solutions: ● We will still use WALT and WILF for daily lesson purpose. Teacher will share the WALT (learning objective) during the lesson and discuss the WILF (success criteria) with students when designing assessment tasks. ● We will try to use other format of designing assessment task and learning engagement by empowering teachers questions and more focus on the conceptual understanding of the units. ● Focus more on the conceptual understanding by mapping the key concepts and related concepts. We then create learning objectives, teacher question, learning engagement and assessment based on this mapping. Download example of concept map below:
By Alan Yip – Founder and Master Trainer of MINDEDGE
Does male and female learn in different way? Is male more intellectual and logical than female? Is Female more diligent than male? Why is female easy to get moody and angry? Why does male tend to be more physical? What does the scientist said about learning? This post is the answer to some of the questions above. I adapted some idea courtesy of Mr. Alan Yip, a trainer from Singapore. Brain Based Research We often wonder, does intelligence affected by the size of the brain. An average brain weighs 1.36 kilogram and Einstein’s brain weighed 1.23. As one of the most intellectual person on the planet, Einstein has smaller brain size than the average people, so we can conclude that it’s not about the size but it’s about how you use it. How about gender? In our brain we have what we called Corpus Callosum, a connecting tissue between both sides of the brain. Surprisingly, female has 25% larger tissue than male. It’s believed that female can do multitasking while man can only do one thing at a time. Male Pre-Frontal Cortext (the center of command in our brain) matures at the age 30, while in woman, this cortex matures earlier at age 25. It gives effect to male that they usually has short attention span, more impulsive and delaying things. Another good findings in the brain research is that female brain use two part of brain to process words, while man only use left brain to do verbal processing. Therefore female tend to talk and has larger vocabularies, while male tend to be more straight forward when talking. Social Emotional Differences Hormones play a vital role in controlling our emotion which will affect our social relationship with others. While testosterone is responsible to make boys not good in processing emotion, more competitive and express their emotion through action, Oxytoxcin hormones in girls makes them to be more social, is more emotional and use this to feel, see details and more expressive in words. As parents or educator, we can use this as strategy to be more effective with our approach to the kids or students. Boys like to to do active games, therefore we gave them active game that involves physical, teach them how to control feeling through competition and sport and use more pictures when introducing concept. With girls, it looks like a bit easier because the oxytoxcin hormone also create girls to be able to tolerate boredom, like to please others and like to bond with others. But once girls get hurt, then they will carry this the whole time, therefore teaching them to feel happy ab out themselves, others and everything around them is crucial for girl. Girls are more fragile with emotional feeling that is asily affected by what happen surrounds them. It’s important for parents to build more confident, self esteem, open communication, survival skills, to give safety for their insecurity. Understanding and Helping Our Kids By understanding these differences, we could take the best of them and give the best for them. Here are some things that we can do to help them learning. Association We can do this game by choosing one topic and ask the kids to call out any related words. It’s best way to start learning. This strategy is similar to what we called brainstorming. It starts with what styduents know (prior knowledge). This will enhance creativity, increase speed of thinking, activate prior knowledge. There are some rules of this game, where you don’t give judgement, play with them, and do not over do it. VAK (Visual Auditory Kinesthetic) Understand how they learn best. Based on research 70-75% percent of students are visual . if we use the right strategy then it will improve the students learning. Some of VAK strategy including Body spelling, use body gesture to write, flash card, draw first before write, use music to stimulate feelings, use all senses to boost our ability. Smart Learning This strategy related to language acquisition. It’s believed that people who have more words could have bigger chance to be more successful. Increasing word power is significant. Some strategies you can do is by having words journal to keep new words daily, have our kids to read aloud, listen to music also increase vocabularies. 3 Conditions to remember Respect your children As parents or teachers we need to respect our kids, as we expect them to respect us. When they have problem we need to hear without interrupting. Listening to them doesn’t mean that we always agree, we could say our concern after listening about theirs. Set Clear and Fair Rules When children making mistakes, avoid to give punishment. Giving logical consequences to things that they probably do wrong will be more effective and beneficial for their growth. To set the rules, you will need to have clear and open discussion about this and ensure that both you and your kids understand what are the expectation. Praise their effort Whenever student making effort give we need to praise them. However there are some conditions when giving praise could be misleading. Under praise could also be dangerous for our kids. When praising we should focus on their effort, instead of only focusing on their intellectual achievement like “Well done”, Excellent or “Good Job” . Effort praise may include suggestion for improvement i.e. “Keep trying, you may do …”, it’s good that you have started, you can do better if…” After all, all kinds of praise should be delivered using positive emotion. This post is based on research and study about gender and learning theory. We are aware that gender could be bias; therefore in this case we are more generalizing rather than stereotyping. Overall, it aims to help us as parents or educator to improve their learning. Below is the presentation that I use to present this to year 5 students who learn about Children Rights and they would like to create poster to raise people awareness toward this issue. I also include some tips when you decide to create poster as media of presenting your thought and idea below the slide. 1. Making it visual, verbal and both
When you start planning your poster, decide whether you want your poster to be mainly visual with image or picture dominating the poster, or maybe you want to give more information by having more text instead of image. However you can have both, but you need to carefully design the layout. 2. Using shapes and forms creativelyShapes and forms are the main elements of design, therefore you have to use them creatively. Use geometric and non geometric shapes and forms. Using forms creatively will attract more audience. 3. Making meaning with color Color have lots of meaning. In a study about visual communication, every color that you choose to be applied in the design will give different meaning to the poster. When you want to express sadness and intensity you might use dark and gloom colors. On the contrary, red and yellow might respresent joyful and happy feelings. 4. Guiding audience with the line You might use the implied lines to guide audience eyes to see the main message of image of the picture. When you design this carefully, you will have effective poster which will attract audience more. 5. Creating proportionProportion is important. You don't want your poster out of proportion. Proportion doesn't mean always the balance between left to right or up and down. Even the object is small in one side and big in the other side but if they are placed properly based on proportion then it will make the design look proportional. 6. Balancing your design there are 2 types of balance: symmetrical is where the design is exactly balance between two sides whether in color, shapes, or forms. Another type is asymmetrical balance where two sides doesn't always the same forms, shapes, lines, texture. By playing with these elements you can have the balance. 7. Less is More You don't need to have complicated design with so many elements in it. One simple idea with simple element in it will improve the message of the poster. However, you need to have careful thought on putting meaning to this kind of design. After learning about Natural Selection, Environmental Pressure, Variations, Mutations, Evolution, Survival of the fittest, you can practise your knowledge about in a fun way using this game below:
http://science.discovery.com/interactives/literacy/darwin/darwin.html Instruction: Play the "survival" game and answer some of the questions below to show that you learn something when playing the game. 1. What 3 variations of the organism did you choose the first? 2. What are the environmental pressures that your organism have? 3. What was the result of the first game, was it failed or suceed, what year that you ended up to? why? 3. How did you decide to improve the result of your next game? 4. What were the variations of the organisms that you choose in the next game? 5. What was the result of the game, is there any improvement? why? 6. How many times did you play the game until you succeed to "survive the organism"? 7. What tips you might have for other players so they can succeed playing the game? 8. Overall, what things that you learn from the game? Conclude! BY Merry Inggarwati and Yan Yulius
Learning is about constructing meaning and in order for students to construct meaning and deep understanding of the complex content from various elements in PYP curriculum, we need multiliteracy skills. In 21st Century, multiliteracy is enhanced and advanced because of technology evolution. However, educators need to make principled changes in the way we think and in the delivery of our content. It is time for teachers to take advantage of those aspects of changing technologies and begin using digital tools through effective strategies to enhance the learning environment with the most appropriate applications. Some aspects covered in the workshop: 1. What does it mean to be multiliterate educators? The workshop will reveal the definition and understanding of multiliteracy to improve student’s learning and how it is relevant with or even enhancing the delivery of PYP curriculum. 2. The use of technology to enhance the learning skills The workshop model effective strategies for responding to issues in the academic environment including the use of technology and information overload. It also offers some practical sample of how web 2.0. tools can be used more effectively and appropriately in the classroom. Start with your Inquiry Questions about Multiliteracies. Post it on our wallwisher or on polleverywhere.com
Cooperative activities are important for newly formed class community Here we go again, the school days up and run again. New team, new class, new students, new challenges but hopefully with new spirit. It's not wise for teachers to have heavy content lessons/activities in the first days of students back to school. These should be filled in with some fun activities which energize students after long holiday. Besides, It also chances for teachers and students to get to know each other. Here are some ideas for first school days Names Games It's always hard to memorize students' names. But, you can make it easy for everyone to remember by having this fun activity. You can start by asking students to sit in a circle and tell them to mention their nick names one by one. After that you can ask them to think about an adjective, a describing word, or any word which rhymes with the first letter of their name e.g. Awkward Anthony, Super Stacy, etc. Then, back to the circle, you can have everyone share their new name, it will be fun and interesting to see the words they chose. You can also do guessing games afterward. They can write their names on the cardboard or a puzzle piece (see the next activity) which we can display around the classroom. This activity helps me remember my students' name. Class Created Puzzle Using a piece of A3, draw as many puzzle pieces as the number of students in the class, plus one for the teacher and cut them out. Ask students to write their name, design a symbol, or other words that describe their character. They can also write their new name from the Names Games. After that, we share these as a group and then ask students to work together cooperatively to reassemble the puzzle on big cardboard. This activity also symbolize the importance of each individual's contribution to the class as a whole. Guess who? In year 5 or 6, many of students already know each other well. So instead of having introduction activities, have students to write three unique facts about themselves (a pet's name, favorite sport, talents, and so on). Then, collect the papers and read a description aloud to the class. The aim is for the other calss member to guess who is the student you mention their characteristic. Classroom Crossword In front of the class have an empty white board or a big paper. You can start to write your full name without any space horizontal or vertical in the middle of the board. Then ask student to make short description about you. Continue by picking a student to come to the board, tell something about themselves, and print their name crossing the teacher's as in a crossword puzzle. Students take turns telling something about themselves and adding their names. At the end you can have complete names of all class members crossing around like in a crossword puzzle. You can publish it and display it in the classoom Time CapsuleSstudents write what they are capable to do and wish to achieve this school year (something like personal goals). They can also collect artifacts, some school works, recent photo, and put them all in the time capsule box which have been prepared by the teacher before using unused box and decorated so it looks appealing. This box will be "reopen" at the end of school year to see how much students progress. And there are many more activities to enhance your first day so it will be fun, interesting and energetic! INDEPENDENT LEARNING The main goal for being teacher is to prepare students to be independent and effective learner. In order to achieve that target, teacher can teach them the way to learn and to think. Teaching AS an IB school, we use inquiry based approach to curriculum design, teaching and learning. Inquiry approach to teaching and learing both foster and requires independent in student learning. Furthermore, to teach using inquiry based learning and to prepare students to be independent learner, questioning is essential. Therefore by teaching students questioning skills, it will prepare them to be independent inquirer. Learning Every student has unique learning prefrences. When they are given choice, responsibility and ownership, they are more engaged, motivated and productive. 1. Differentiation based on learning preferences: - Multiple Inteligence (Gardner, 1983) - Modalities – Visual, Auditory, Kin aesthetic - Learning Styles (Gregorc Butler, 1985) 2. Differentiation based on interest (SIG, GATS) 3. Differenciation based on readiness Thinking Thinking is central to teaching and learning, therefore, teachers should concern with what, when and how the students think. 3 Thinking Categories (Jeni Wilson and Kath Murdoch) ● Reflective thinking and metacognition ● Creative thinking ● Logical and critical thinking Some thinking strategies: ● Thinking Disposition ● Thinking Gears ● Bloom’s Taxonomy ● De Bono’s thinking hats ● Thinker’s keys Personal Challenge ● Setting goals ● Planning ● Self-evaluation ● Taking action adapted from "Learning for Themselves" by Jeni Wilson and Kath Murdoch Below are some videos and other art forms which are unique and creative. As provocation activity, you can enjoy these forms of art and try to respond on these artworks by giving comment based on these teachers questions: 1. What form of arts is it? 2. Why do you think it's an art? 3. What do you think about this art (considering of the aesthtic, uniqueness, creativity and originality)? |
Yan YuliusAn IB PYP teacher, PYP Coordinator at Sekolah Ciputra International School, Surabaya, Indonesia Archives
May 2016
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