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professional

portfolio
ary hermawan
PHILOSOPHY OF EDUCATION
Philosophy of education for a teacher is a basic foundation of the implementation of his
skill of teaching through style and character which influence students' development.
Related to the definition I've mentioned, I believe that every teacher should have his own
identity and unique character to light up the meaning of education toward his students.

As teacher is also a human (who gradually develops himself through the process of
growing up and looking for a better meaning), he needs to experience mistakes. At this
stage, reflection occurs to be the most important role of a human character development.
The quiet moment of analysis of any decision made and actions done would deliver the
teacher into a new perspective and a better concept of delivering his education. Equally
to this sense, students must realize that human were born with their strengths and
weaknesses, and that it's ok. That it is very important to always respect anyone by
treating each other as equal and appreciate our rights.

Students need to have a deeper understanding of every topic taught. Knowledge is


necessary for them to understand things but without coming together with the sense of
understanding and doing it, it will be meaningless. They need to be able to explore their
knowledge and thus apply the concept that they get through daily life as an actual action.

My position as a teacher is to help them to gain a perspective where it's necessary to


make an adjustment to have a better attitude toward their daily habit and rituals on life.
Though it might not change all of students' thinking or transform it rapidly, still, I believe
that the concept will stay in their thinking and will grow as they get bigger which
somehow reflect into their habit in the future. The emphasis is on the real action as the
abstract tool to measure how successful students comprehend the knowledge gained and
how successful we are, as teachers, bringing up its content.
Students need to have sensitivity to sense problem and thus make solutions toward
it. The skill of problem-solving, I believe, isn't only needed when we do Maths
problems when there are some number story on worksheets. Problem-solving skill
could be something essential for students to understand and have as we live in the
world full of problems which require smarter brains to think the correct solutions.

A class should represent an atmosphere of democracy toward its members.


Teachers are encouraged to think about more interesting projects to keep the
learning enthusiasm going on students. It is wise to plan better lessons complete
with some options of ways of doing projects which students can choose based on
their interest.

Students literally can come up with polite hesitation of disagreement with the how of
us ask them a project as long as they could come up with other better ways of doing
it. By providing this chance, they get used to be open-minded and be very respectful
to others' ideas and opinions. They are accustomed to responsibly think of solutions
when they see problems or situation they don't agree with. The emphasis is, once
again, is that student must know what they are doing and that it has a meaningful
and useful purpose, and when it doesn't work out, they have the courage to
discontinue it but they must first think of some better alternatives as the solution of
the problems.

As the last point, a teacher needs to be able to analyze his personal strengths and
weaknesses. This analysis will lead him into the stage of acceptance and the
improvement of character. Weaknesses are always with us, but not to surrender of
his own weaknesses, but to flexibly use it as a positive power to move on.
A reflective summary of your teaching and learning during the last school year …

Last year was obviously something different to me. After the challenging year of teaching
Drama, I was situated where I experienced the face-to-face learning interaction with one of the
lower grades (grade 2). It terrified me first with doubt, honestly, caused I thought I had only the
skill to teach the more grown-up students with all my teaching style, expectation and my level
of language interaction.

It took me, indeed, months to get a comfortable feeling to actually cope with the situation. As
the time and pace developed, we've built the sense of understanding toward each other. The
culture environment had emerged deeply into students' concept of learning, which reflects on
their behavior, attitude and motivation of learning displayed daily on classroom activities.
Everything run well as what I've all expected. Everything I taught (which included the
explanation as prelude consisting of the reason why we learn and the use of it in real life)
seemed to be easy to deliver day by day. I had expectation, they used their effort. I gave
challenge, they tried their best.

This didn't merely show on our lessons taught but also on Specialist teachers' lessons. Some
Specialist teachers shared their feeling that teaching my students was a nice experience;
they're just so nice, easy to handle, friendly and diligent. For me personally, it's everything a
teacher could expect. Of course still, some obstacles were occurred during the time. At this
point, we have included students to give their involvement as to share ideas, feeling, thought
and opinion in order to solve the problem. This sense of trust, belonging and existence had
successfully empowered theirs as what they are now. I had then, one basic understanding
taken. I should have never undervalued a younger kid. Human is all the same spread through
the age; young, adult or old. Everyone of us has the same capability to absorb various
experiences, deal with each and struggle for a better solution.

This year would be my second year to teach lower grade. My expectation is still the same; to be
together with my new teaching partner and my students as solid classroom mates. Considering
that, I would never get myself bored to remind everyone of us about the consistency of nice
behavior, good attitude, passionate motivation of learning on every situation.One thing I still
PERSONAL PROFESSIONAL GOALS - 2006/2007
PART A. EFFECTIVE TEACHING

Strength in this area :


· Always encourages students to do their best and gives meaningful feedback as respond to
students' learning development.
· Use appropriate inquiry method in delivering the lesson.
· Use appropriate resources for real-context of life to give students opportunity to use their skills
to take action.

Goals :
· Consistently apply theoretical knowledge of inquiry into classroom practices.
· Develop questioning strategies and encourage the regular use of appropriate questions and
answer techniques within classroom.
· Effectively use instruction that is clear and easy to accept and understand by students during
teaching.
· Explore inquiry based learning deeper and its practical application in real-context of teaching
learning experiences.
· Use varied and effective assessment that meets the aims of every lesson delivered and based
on students need.

Strategies for achievement :


· Read various kinds of reading materials which has appropriate contents of education.
· Facilitate student centered area which is accessible and useful to support learning.
· Do mentoring program; observing colleagues/ partner/ other teachers, to get ideas for
teaching and to get ideas from any different perception.
· Understanding PYP and inquiry deeper by reading the manual book "Making PYP Happen" and
try to search more information in the internet.
· Consistently use innovative teaching ideas and use varied assessment strategies and tools.

Resources/Support :
Internet, books, article in LRC, training, team, other staff, partner, Maths Resources, etc.
PERSONAL PROFESSIONAL GOALS - 2006/2007
PART B. MANAGEMENT OF THE LEARNING ENVIRONMENT

Strength in this area :


· Create enjoyable but meaningful atmosphere within the classroom with creative and
appropriate decoration.
· Have good classroom environment that reflects IB PYP philosophy.
· Use space in class appropriately based on students' needs.

Goals :
· Creating effective and accessible learning centers which promotes students with
independent learning based on inquiry method.
· Attempt to be consistent with the expectations of students behaviors by establishing
essential agreement to encouraging students positive image.
· Effective reward and consequences system to reinforce students good behavior and
academic learning.
· Creatively display students works, questions and projects which will stimulate them to
work better.
· Develop flexible environment by changing the class setting regularly to meet students'
needs and to create god learning atmosphere.
· Consistently encourage students to model the PYP students' profile and attitudes.

Strategies for achievement :


· Class observation; observe other classes to get ideas.
· Use effective reward system as a mean to recognize students' achievement on skills and
attitudes
· Continue to expand knowledge about class management, through books or articles on
the internet.
· Create and facilitate some extended and learning centers activity in class.

Resources/Support :
PERSONAL PROFESSIONAL GOALS - 2006/2007

PART C. INTERPERSONAL SKILLS

Strength in this area :


· Accept, respect and follow the school policy.
· Like to share ideas and knowledge with other staff.
· Have a positive attitudes toward school.

Goals :
· Develop a more positive attitudes within school society.
· Participate more in teamwork and learning together cooperatively with partner.
· Regularly promote good 3-ways communication relationship between parents,
teachers and student.
· Understand well the school policy of Communication lines and follow it consistently.

Strategies for achievement :


· Active in the meeting by always contributing meaningful ideas and constructive
thought/opinion within discussion.
· Work openly and share knowledge to teams and other staff.
· Always follow communication line.

Resources/Support :
Administrative teams, teaching team, partner, parents and other staffs.
PERSONAL PROFESSIONAL GOALS - 2006/2007
PART D. PROFESSIONAL CHARACTERISTIC

Strength in this area :


· Use correct spoken English consistently in the classroom, informal settings
throughout the day and correct written English in reports, classroom signs and
communication books.
· Understand some educational trends that are used to support the teaching
learning, especially IT.

Goals :
· Confidently expand professional preparation, growth and development.
· Have a stronger commitment to the school.

Strategies for achievement :


· Delightfully explore information about education trends and effectively use them in
planning and teaching.
· Handle and organize activities more often to increase confidence and leadership
skills
· Keep consistently using the correct and appropriate languages in any context of
teaching or in social context.
· Participate more in school programs.

Resources/Support :
Books, materials, internet, partner, administrative teams, teaching team, and other
staffs.
2006/2007 PROFESSIONAL TEACHING REFLECTIONS
Term 1

The overview:
Comparing to the previous students in grade 2, it actually was a difficult tense realizing
that most of 3C students are the struggling learners. Is it a challenge? Most students
have background of behaviour issue and intelligence issue. Some deal with both. Few
were smart but have the hesitancy to achieve their best. Along with the time, the lack of
competency impacted on the reduction of class performance.

1. What did you want the children to learn this term?

Behaviour competency. Students brought their previous teachers' teaching


management style which reflected into their current learning style. It would benefit the
current class if the teaching management style was in a high quality. But it would be a
catastrophe if it ran the opposite way. Unfortunately, most of my students had the
second background. Good teachers have the natural ability to develop students. The
matter is the time.
Intelligence competency. Students need to have a better understanding of every topic
taught. Keeping it a ritual through the years, I point that knowledge and learning
application are the key points for students' success. So then, they need to be able to
explore their knowledge and thus apply the concept that they will get into daily life as
the projection of an actual action.

2. What was some of the best or most interesting learning that took place in
your class this term?

The two first topics in grade three (TRANSPORTATION and NATURAL DISASTER) dealt
One, though, got my acknowledgement. It's the Independent activity that took
students' self-initiation where students were assigned to experience several different
vehicles (car, bemo, pedicab, bicycle, skateboard or others) and asked to make
personal journal reporting the differences of the cost, the length of time and the
distance taken during a period of time. It gave a deep meaning to students'
understanding at the same time challenged their inner sense of independence as a
learner.

3. How did you know what the students learnt?

Children are human after all. They will change to be better when there’s a role model.
After having deep discussion with my partner and several trial and error, some of
students’ initiation to improve their performance is seen though with continuous
guidance from us. In some Students took a real action by applying things they learnt.
The knowledge we brought through POI lesson with its central idea and inquiries into
somehow changed their attitude better. Though it might not change all of students'
thinking or transform it rapidly, still, I believe that the concept will stay in their thinking
and will grow as they get bigger which somehow reflect into their habit in the future.

4. How did you continue to learn and develop this term?

Students in my classroom could follow the level expectation in Bahasa Indonesia and
Maths lesson for sure. However, when it comes into thinking, they tend to stand back
and simply be passive. Without disregarding the importance of other subjects, we
would focus more on POI as the soul of learning achievement the utmost level.
Hopefully, I could go on the next level of students’ continuous real action as the
abstract tool to measure how successful are they understanding the POI and how
successful I am, as a teacher, bringing up the lesson content.
2006/2007 PROFESSIONAL TEACHING REFLECTIONS
Term 2

1. What did you want the children to learn this term?

Thinking skill competency. Through POI, students need to have a sensitivity to sense
problem and thus make solutions toward it. The skill of problem-solving, we believe,
isn't only needed when we do Maths problems when there are some number story on
worksheets. Problem-solving skill could be something necessary for students to
understand and have as we live in the world full of problems which require smarter
brains to think the correct solutions.

2. What was some of the best or most interesting learning that took place in
your class this term?

It was very difficult, at first, to hear students started not to enjoy and dislike something
we brought as lessons. That the projects during lesson seem not to finish in the time as
other classes finished. It took us time to adjust on that and reflected things that went
not on the right track. We then gave the problem back to students by allowing students
to disagree with the how of doing a project as long as they could come up with other
better ways of doing it.

3. How did you know what the students learnt?

I can feel the more obvious atmosphere of democracy in our class. Teachers are
encouraged to think about more interesting projects to do to keep the enthusiasm going
on students. We get used to plan lessons better and we always are ready with some
options of ways of doing projects which students can choose based on their interest.
Students also get used to be open-minded and very respectful to others' ideas and
opinions.
They are accustomed to responsibly think of solutions when they see problems or
thing they don't agree with.

4. How did you continue to learn and develop this term?

I will still emphasize that student must know what they are doing and that it has a
meaningful and useful purpose, and when it doesn't work out, they have the courage
to discontinue it but they must first think of some better alternatives as the solution of
the problems.
2006/2007 PROFESSIONAL TEACHING REFLECTIONS
Term 3

1. What did you want the children to learn this term?

Considering lessons are getting more challenging, lots of activities demand the frequent using
of their skills of researching and comprehending information. Students, then, need to have
better application and strategy of those two skills. Except those two, what's still not really
sophisticated for me is their skill of class discussion. Only few of same students lead the
development of the concept of issue discussed, the others just simply follow or even disrupt
the activity.

2. What was some of the best or most interesting learning that took place in
your class this term?

We tried to empower students' motivation and willingness to show their best inquiry by
speaking up and sharing their thoughts or ideas toward issues raised. Few indeed didn't work
so well. So then, we got two ways that worked. Each ideas

3. How did you know what the students learnt?

The explanation would go first and followed by giving the students three to five minutes to
think about what to share. Still, if they seemed reluctant to share we gave extra thinking time
(this time they had to stand up) until they've found the idea. It's a bit more like consequence
but after several times of practice, there were fewer students needed extra time and it's less
that five minutes. What’s actually missing here is not them not understanding the content of
the lesson but more to the unwillingness to answer and wait others to lead the way.
The other way was score addition to the group with the best idea and used by the class. This
little competition really encouraged students' motivation to perform better. It might be
considered a very traditional way every class does. But you never really doubt its
effectiveness on students’ performance. I've pointed several thinkers also to encourage their
friends to make contribution.

To pursue the higher level of positive competence, I asked every group to set up agreement
(includes Rules, Routines, Rewards, Consequences and Members’ Signature) which they
originally made based on their discussion and which were suggested by teachers.

4. How did you continue to learn and develop this term?

Next term would be the final term we're going to be together as a solid classroom.
Considering that, I would never get myself bored to remind them about their consistency of
nice behavior, good attitude and passionate motivation of learning toward everyone in every
situation.
2006/2007 PROFESSIONAL TEACHING REFLECTIONS
Term 4

1. What did you want the children to learn this term?

Ms. Agustin and I, as teachers, and our students have been together in three terms. During
the time, we've built the sense of understanding toward each other. The culture environment
we've created has emerged deeply into students' concept of learning, which reflects on their
behavior, attitude and motivation of learning displayed daily on classroom activities. I myself
have satisfied with their brilliant progress. For this term, I wouldn't expect more but to
strengthen the progress achieved.

2. What was some of the best or most interesting learning that took place in
your class this term?

The answer is simply almost on every lesson! Students have behaved their best and displayed
really good image which doesn't merely show on our lessons taught but also on Specialist
teachers' lessons. Ms. Helen Shannon frequently pointed two thumbs up to show the huge
development (comparing to the first year) on students’ learning performance, attention and
behavior. For me personally, it's everything a teacher could expect.

3. How did you know what the students learnt?

Everything runs great as what we've all expected. Everything we teach (which includes the
explanation as prelude consisting of the reason why we learn and the use of it in real life)
seems to be easier to deliver day by day. We explain, they listen. We ask them, they do. We
have expectation, they use their effort. We give challenge, they try their best. Of course still,
some obstacles were and are occurred during the time. At this point, we include students to
give their involvement as to share ideas, feeling, thought and opinion in order to solve the
problem. This sense of trust, belonging and existence empower theirs as what they are now.
2006/2007action
As the manifestation PROFESSIONAL
of the end ofINTERPERSONAL REFLECTION
the topic, grade 3 would go to a place
where strangers to share a little peace statement (in a matter of student self-
created bookmark). The place appointed was Tunjungan Plaza. It’s a perfect
place as the center crowd of the city people where students can Considering that
I spend my weekend on TP , my grade suggested me to be the outing leader to
take responsibility on :
•Finding strategic spot location in TP.
•Arranging the appointment with TP promotion staff about the venue.
Bookmark which are going to be given are student self-made.
(see
Ms Word outing proposal TP)

I truly realized that during years of working, my professional development wasn't


really obviously seen to others. So when grade 6 offered an opportunity for other
teachers to get involved into PYP exhibition, I presume it as a chance to make a
stronger statement of excellence projection. Great news came together with
other information. The area dealt, Arts, was my area of interest. I still have a hard
guess on its following practice but Movie, Story, Character and Culture analysis
are my talent. My excitement on photography will bring another advantage too.
When came the day of mentoring time, I confidently and helpfully share my
knowledge, skill and interest to the students to have them big clear idea of
photography.

The last but the most obviously important development I’ve achieved throughout
this year is what you can see in my further pages of this professional portfolio.
SUMMARY of PROFESSIONAL READING

PDF Real Life Problem Solving - A Collaborative Learning Activity

REAL LIFE PROBLEM SOLVING: A COLLABORATIVE LEARNING ACTIVITY


by Karen Englander
(English Teaching Forum - January 2002)
 
Interaction allows students to practice being effective speakers by developing two needed sets
of skills (Bygate 1987). They are :
Managing the audience : knowing when and how to invite someone else to speak, and how to
keep a conversation going.
Negotiating meaning : making sure that the person you are speaking to has a correct
understanding and vice versa.
 
During lessons in the classroom, a real life communication involve students to talk in order to
get information they want, reach a decision or solve a problem. In this interactive and
collaborative activities, a teacher role is required as a facilitator to request student a full role in
developing and completing activities, accepting all kinds of opinions and being tolerant of
mistakes students make while trying to approach a communication.
 
In this article, the writer shared the activity called "real life problem solving" by putting a list of
stages and time limits on the board. The stages are:
 
STATE THE PROBLEMS AND CHOOSE ONE
Every student is asked to share the problem they personally have or experienced and in the
end, one problem is selected to be the problem in focus of discussion.
ANALYZE THE PROBLEM
The audience will ask several questions while the problem speaker will be interviewed and
answer every question honestly and thoroughly. The following four approaches suggested to
use during the activity are:
1. Find the pattern behind the problem (reason, background, people involved, etc.).
2. Analyze the motives and goals of the participants.
3. Get more information (could be about the solution and the ways).
4. Use a metaphor (comment: I don’t think it’s necessary for elementary students)
 
BRAINSTORM SOLUTIONS
Every audience is requested to brainstorm solutions from the problem while the problem
speaker takes a note of them.
 
CHOOSE TWO SOLUTIONS
From the solutions suggested, the speaker would point the two best solutions.
 
THINK THE SOLUTIONS THROUGH
From the solutions chosen, the group, once again, will help the student to define the details of
how the solutions can be implemented.
 
IDENTIFY A REPORT-BACK DATE
The problem needs to be solved. The student will try to deal the problem with the solutions
suggested. He will set a date when he needs to report the implementation of it.
 
FOLLOW UP ON THE REPORT-BACK DATE
The student with the problem reports on what occurred. If no action was taken, they discuss
what the obstacles were, then they brainstorm new solutions and think through two new ones,
then set a new report-back date.
three c
classroom
HOW INQUIRY OUR CLASSROOM IS?

TEACHING AREA reflects the


IBPYP PHILOSOPHY.
HOW INQUIRY OUR CLASSROOM IS?

STUDENTS' QUESTIONS (followed


inquiry concepts) are displayed
artistically meaningful suits to
the UOI

“Apply and integrate various forms of


question concepts into the learning
program.”
HOW INQUIRY OUR CLASSROOM IS?

STUDENTS'
PRIOR
KNOWLED
GE is
described Mind
through Web
various
diagrams.
“Apply and integrate various forms of
prior knowledge into the learning
program to freely enhance their
understanding.”

Diagram Diagram Tree


Venn Carol Diagram
HOW INQUIRY OUR CLASSROOM IS?
LOOK and LEARN
corner is situated to
be the facility for
the students to be
more
knowledgeable
about their
surrounding.
Pictures or
newspaper articles
related to UOI are
put and used for
discussion.
Relevant resources
are provided to
support learning.
Students are also
encouraged to
The display of WRITING bring their own
PROCESS is also books, artifacts,
displayed to encourage pictures, videos or
students independently articles to complete
having a qualified result the resources in
of writing. the classroom.
PERSONALIZED FRONT DISPLAY
Comparing to other class displays, it was my
original idea to have a personalized front
display which aims to :
• gain a sense of confidence and competence
to display their best work.
• put personal reward and certificate.
• have an easier check to students’ work
completion.
STUDENTS PERSONAL GOAL
Realizing the importance students’
personal goal into their learning
performance, we aim to have its
interesting big display which aims to :
• support them as an everyday
reminder of personal goals which was
set and agreed to implement along
the year.

“Visibly display their pictures of


achievement, projects and special
events like summative day in the
classroom to enhance their sense of
belonging. It also proves that you put a
big appreciation on little things they’ve
done.”
MATHS DISPLAY and CORNER
which aims to :
• encourage students’ initiative to
independently experience the Maths
equipments and artifacts.
• familiarize and constantly remind
students with Maths term they’ve
learned.
HOW INQUIRY OUR STUDENTS ARE?

“The best way to build the students’


understanding is through real
EXPERIENCING. To build their INQUIRY is
initially important for them to have
experiences by doing observation,
recording, experimenting, analyzing and
then taking action.”
HOW INQUIRY OUR STUDENTS ARE?

“INDEPENDENT LEARNING through


EXPERIENCING takes resource,
cooperation, concrete and abstract
materials, trial-and-error and analysis in
the form of reflection. All are thoroughly
observed and guided by teachers.”
HOW INQUIRY OUR STUDENTS ARE?
Students can reflect by TAKING ACTION
to show their understanding on their
inquiry learning. Some independent
ACTIONS are developed and encouraged
through their learning process.
"Avoid CONFLICT by
spreading a peaceful
environment. Students are
promoting some peaceful
quotes using banner to be
shared with other people."

“One of the ways to reduce


air POLLUTION is by
recycling paper which
means reducing cutting
trees for paper. Indirectly,
we provide more oxygen to
this world!”
“Share the knowledge you gain from
the classroom to people. The
sharing was creatively made in the
form of 3D model showing the city
situation BEFORE and AFTER
TSUNAMI.”
HOW INQUIRY OUR STUDENTS ARE?
“Understanding that our planet is constantly damaged
by pollutants is never enough. Nor only telling other
people in the form of presentation. Start the action
from yourself!“
Shania is doing a cleaning week duty at school every
break and lunch time, in a week as her action to
reduce soil pollution.

“ACTION should be seen as a voluntary


demonstration of students’
empowerment, so we create
opportunities that will lead themselves
to the possibilities of their-initiated
action.”
“It is traditional for the day of summative assessment,
every grade proudly celebrates students’ final
knowledge and concepts understanding from the UOI.
However, dressing up as their personal HERO is not
enough. They need to really understand on the values
that hero’s have and share why it inspires them to
others.
ESSENTIAL BEHAVIOUR
AGREEMENTS, REWARD,
CONSEQUENCES for inappropriate
behavior and POSITIVE BEHAVIOUR
are clearly established, constantly Group
reinforced and acknowledged. Reward

Every group is given a privilege to


sensibly set up their own agreement
which is also signed and truly
established.

The
Group Individual
Agreeme Reward
COMMUNICATION BOOK plays a very important role toward a clear
effective communication between teachers and parents about the
student's welfare issues include learning performance and behavior
in classroom; what needs to be finished or expected both from
teacher or vice versa. Parents may raise a question or request a
further assistance. Teachers may also compliment students’
development in written.
“Empower your students to take responsibility for their learning
and take on new challenges. Give them personal time to explore,
answer personal and peer inquiries and reflect. In the end, they
will show you their best.”

“Use every part of your “Give them chance to learn from


classroom effectively. peers. Ask them to analyze the
Surround its environment informative content and best things
with resources so students from their peers’ projects. Even kids
can freely access because their age are the best teachers.”
the most up to date fact is
in front of us.”
“Can you find the
meaning of difficult word
from dictionary like
him?”
“Because he really can.”
“Empower your students to take responsibility for their learning
and take on new challenges. Give them personal time to explore,
answer personal and peer inquiries and reflect. In the end, they
will show you their best.”
“Give them
opportunity to
experience
learning from
peers. The best
learning doesn’t
come from only
knowledge but a
true social
interaction with
other colleagues
which prepare
them to be a
balanced
“Teach theminquirer.”
well
with free
perspective about “Use your class computer
concepts of right, regularly to empower students’
wrong, giving, independent learning. Install
arguing, educational software like
defending, DICTIONARY, MAP
accepting, ENCYCLOPEDIA, and INTERACTIVE
winning, losing, MATHS, LITERACY and SCIENCE
etc. Self- educational games.”
management or
control is the key
to success.”
“Each student must be valued for their individual skills and
interests.”
For the summative assessment, students were given various
choices of ACTION to show their understanding of UOI
content.

“We chose Purifying Water “We chose 3D MODEL because


SCIENCE EXPERIMENT because we like to decorate and build
we want to show people that we things. It is made from
can really clean dirty water again styrofoam, straw, sand and real
using this experiment.” trash.”

“We chose POSTER because it’s colorful, “We chose Recycling Paper SCIENCE
easy to make and everyone can read EXPERIMENT because we want to
and understand what we’ve made. We know how can we make the recycling
also want to tell people to throw rubbish paper. Ms. Agustine helped us and it
in the proper place not on the river.” was very easy and fun!”
From SCRATCH to WIN
“Teachers must take a big portion of responsibility on analyzing,
discussing with students and correcting their written and oral projects.
What’s students’ written and spoken is the projection of their teachers’
teaching.”
From SCRATCH to WIN
“Teachers must take a big portion of responsibility on analyzing,
discussing with students and correcting their written and oral projects.
What’s students’ written and spoken is the projection of their teachers’
teaching.”
VARIED ASSESSMENT STRATEGIES and TOOLS included
in all aspects of the program
Achieving understanding and transferred concepts are necessary for
students’ future life. It will be determined by what they’ve learned now.
But understanding without being assessed will cause an unbalance
learning. PYP expects the test called the assessment.

The Strategies of assessment include Observation, Performance


Assessment, Process Focused, Open-ended tasks, and Portfolios. These
strategies are assessed using various TOOLS below :

RUBRI CHECKLIS
CONTINUU C T
M
VARIED ASSESSMENT STRATEGIES and TOOLS included
in all aspects of the program
Achieving understanding and transferred concepts are necessary for
students’ future life. It will be determined by what they’ve learned now.
But understanding without being assessed will cause an unbalance
learning. PYP expects the test called the assessment.

The Strategies of assessment include Observation, Performance


Assessment, Process Focused, Open-ended tasks, and Portfolios. These
strategies are assessed using various TOOLS below :

DOUBL
E ANECDOT
ENTRY AL
JOURNA RECORD
L
THE INTEGRATION of INFORMATION TECHNOLOGY to
SUPPORT POI
Every grade has its own culture. We work by dividing ourselves into smaller
groups and work with the members to discuss, plan, suggest the learning
outcomes and make the activities followed which we then share to the team
planning meeting. I belong to the IT team to do the job. RESEARCH (unit
INFORMATION
MIND WEB (unit topic
‘Natural Disaster’) topic ‘Transportation’ and ‘Hero’)
As the requirement of student self-centered
To give the students a chance to
learning in POI, students needed to search
preview their pre understanding
information from internet or Ms Encarta to give
of the topic, they were asked to
the students a term to support their knowledge
brainstorm their ideas of Natural
fulfillment and as the project completion. For
Disaster. The skills used were :
the website, we love www.wikipedia.org (a
thoroughly explained encyclopedia).
•Insert Text Box (which then
The skills used were :
they could change into
rectangle, square or oval).
•Click the Internet Explorer icon.
•Type, change the font and its
•Type the correct address with correct spelling
size.
in address bar or use search engine in some
•Give the color using the Format
sites like Yahoo! Or Google by typing the
Auto Shape into the Text Box.
keyword of information.
•Draw line to connect the Text
•Click the hyperlink provided in the site to go
Box.
into the page expected.
•Arrange the Text Box and lines
•Use mouse to select and block the information
into a representative Mind Web.
needed and right click in mouse or use Ctrl+C
to copy.
(see Ms Word feifei
•Open Ms Word to paste the information which
PHOTOGRAPHY Photography by Jeff
MENTORING
Contributing to grade 6 unit of
Exhibition, my roles as one of the
PHTOGRAPHY MENTORs are being the
resource person to help my mentees
to gain further knowledge, to expand
their interest and skill and work hand-
in-hand with them so their exhibition
will be a success.
• PYP Planner PHOTOGRAPHY
• PHOTOGRAPHY Group and Self Assessment
• The Inquiry Cycle
Photography by Photography by
Jason Michael
Photography by
Photography by Eka
Indra
“Every student is unique with their own strength and weaknesses, it is
essential to have specific comment describing their personalized performance
and development.”

Adel is an extremely capable and conscientious member of the class, who displays a real
interest in UOI and appears to enjoy all aspects of the work. She shows a good sense of
independence as she is thinking and acting independently and making her own judgments
based on reasoned principles. She has a good grasp of the UOI concepts, especially causation
and responsibility by producing complete explanation of reasons and people reaction toward
natural disaster. This semester, Adel has shown excellent thinking skills by having a good
understanding of the resources read, regularly trying to apply the knowledge in daily life, and
continually asking questions to improve her understanding. However, she should aim to
produce her best work at all times. It has been a good first semester, Adel.

FeiFei is a capable and enthusiastic member of the class, who takes a keen interest in UOI and
appears to enjoy all aspects of the work. She is curious as she frequently asks meaningful
questions about the topics. However, she still needs to work on her commitment as she rarely
shows enough self-discipline and responsibility to finish or submit works on time. She has a
good grasp of UOI concepts, especially causation and responsibility by searching information
and answering some of students questions during topics. This semester, FeiFei has rapidly
improved her communication skills by being a better listener and following instructions quickly
and confidently sharing her great ideas during discussion time. The results FeiFei has achieved
this semester could be better if she put more commitment and motivation toward her learning
in order to achieve results suit her actual level.

Devlin is a reserved member of the class, who displays a quiet interest in the subject and enjoys
participates in practical work. He could cooperate and collaborate easily with others during his
work. However, he still needs to work on his confidence as he frequently does not believe in his
ability as a learner and needs more courage to take risks. Considering this is the Devlin's first
term to learn new things the PYP way, he has developed some understanding of the form
concept but he still needs more time to understand the more complex concepts. This semester,
COMMENT

“Every student is unique with their own strength and weaknesses, it is


essential to have specific comment describing their personalized
performance and development.”

Walaupun Bahasa Indonesia merupakan bahasa asing bagi SeHyun, tetapi ia memiliki
konsentrasi yang bagus dan mampu mengkomunikasikan ide-idenya dengan baik secara
lisan maupun tulisan. Tulisan tangannya pun sangat rapi dan konsisten. Walaupun ia bisa
menerima pendapat setiap temannya dalam kegiatan kelas dan diskusi kelompok, SeHyun
perlu lebih aktif berbagi ide dengan teman-temannya dikarenakan pengetahuan keBahasa
Indonesiaan dan ide-idenya yang masih terbatas. Sikap belajar yang ditunjukkannya sangat
baik serta bertanggung jawab dalam setiap tugas. Setiap pekerjaannya pun dapat secara
mandiri diselesaikan tepat waktu dengan hasil yang maksimal dan dengan display yang
menarik.

Nicholas perlu banyak berlatih meningkatkan konsentrasi dan masih belum mampu
mengkomunikasikan ide-idenya dengan baik secara lisan maupun tulisan. Dalam diskusi
kelompok, ia kurang aktif dikarenakan ide-idenya sangat terbatas. Begitu juga dalam
kegiatan kelas, Nicholas memerlukan banyak bantuan guru. Sikap belajar yang ditunjukkan
Nicholas cukup baik walaupun masih perlu monitor guru untuk lebih bertanggung jawab
dalam setiap tugas. Setiap pekerjaannya dapat diselesaikan tepat waktu dengan hasil yang
bagus dan dengan display yang menarik. Tulisan tangannnya pun juga sangat rapi dan
konsisten.

Raymond memiliki konsentrasi yang sudah cukup bagus tetapi perlu lebih aktif lagi untuk
mengkomunikasikan ide-idenya dengan baik secara lisan maupun tulisan. Tulisan
tangannnya kurang rapi dan konsisten. Walaupun ia bisa menerima pendapat setiap
temannya dalam kegiatan kelas dan diskusi kelompok, Raymond perlu lebih aktif lagi untuk
berbagi ide dengan teman-temannya dikarenakan pengetahuan dan ide-idenya yang masih
terbatas. Sikap belajar yang ditunjukkannya cukup baik tetapi masih sering diingatkan guru
untuk lebih bertanggung jawab dalam setiap tugas. Kurangnya kemandirian membuat
At the end page of this presentation, I would
really like to say thank you to my beloved
partner, Ms. Agustine, who has done a really
terrific collaborative work with me and to my
colorful students of 3C who always enlightens
my days with their ups and downs.

Thank you for the Administrative team for


giving me the chance experiencing my year
with them. Thank you.