The Learning Hub is a shared space for all members of the YIS community to learn — a place to share resources, display projects, communicate ideas and help others by viewing and commenting on each others’ posts. Student, teacher and class blogs are at the heart of the Learning Hub, providing timely, first-hand views of the myriad learning experiences taking place in the classroom and beyond.
Recent Posts
-
GCD: Inter-cultural CommunicationAs someone that is bilingual and comes from two cultural backgrounds, this gives me the ability to compare the two languages and cultures in order to highlight certain concepts or issues that are specific to a certain culture. I often wondered what the reason was behind the differences in "awareness" of sexism in English speaking countries compared to Japan. I've noticed that in Japan, the issue of sexism isn't discussed very often, whereas in English speaking countries are constantly advocating women's rights and gender equality through marches, social media posts spreading women's movements. (ex: #metoo, #heforshe) As I saw aspects of sexism and gender inequality in both cultures, I questioned why there was such a difference in advocacy for equality. As I was studying the topic of "Sexism in Language" in my English Language and Literature class, I started to wonder if it was the difference in language that the two cultures have, that contribute to the differences in awareness of gender equality....
-
Advanced Academics: AISA Math OsakaAISA Math Osaka is a Math competition that Seisen Osaka International School hosted from Feb. 01 2018 to Feb. 03 2018. At this competition, the sole purpose was to strengthen your problem-solving skills, collaboration and deepen your math knowledge. It consisted of many 2-hour long individual tests, many group work activities and lastly a boat competition, to relieve some stress from the math....
-
Class 17: Focus on shadows, applying skills & knowledge of values, contrast, and gradation to create three-dimensionality - Grade 6E Visual Art #art #MYP #yislearning #middleschoolart #arteducationView on Instagram https://ift.tt/2RZp9dJ
-
InS 10: Kamakura Beach study, Part 2Now that we have collected all of our data, it is time to put it all together. First, make sure all of your paper data is inputed here...
-
Focus on INDEPENDENCE: Learning to discover how to make things through inquiry, technology, and trial & error - Grade 2 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2zUlXsl
-
Focus on REFLECTION: Thinking about the ways we learned new skills & knowledge, sharing our reflections & ideas via online learning journals - Grade 3 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2PvtmJ2
-
Focus on FORM: Using skills from the vessel projects to create sculptures of living creatures - Kindergarten Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2DiLtLf
-
GCD: Artistic Expression_Takumi Nishi 12GCD: Artistic Expression: Little Shop of Horrors Last year, I was involved in the high school production. And this was my first time taking part in theatrical performances outside of official classes. This year we have been working on a classic musical show called "Little Shop of Horrors". The process I've gone through was focused in practicing dancing movements as well as rehearsing songs. In terms of my initial strength, I realized myself as a competent dancer. During practices, I was able to follow and execute the complex movements, and I barely struggle to understand it. However, there were moments I realized my tempo, rhythm, and timing are sometimes inconsistent, understanding areas of improvement....
-
GCD Intercultural CommunicationTo establish intercultural communication I decided to participate in Van Der Poel. Despite my inability to speak Japanese I joined this group to integrate myself into the local Japanese community as that is something that is perhaps quite challenging for a foreigner. Thus we held a christmas party. This party allowed for us to get together with children from all of the childrens homes as well as some of the elderly and plan, organize and enjoy a fun day of games, performances, presents and christmas activities. For me this was a great experience as I am a part of the communications team in Van der Poel, meaning that we take care of all of the advertising and fundraising that comes with Van der Poel. The christmas party was the culmination of all of the work that me and the communications team put in through creating posters, writing posts for the daily to be heard by the whole school and the fundraising at each of the tutor classes from elementary all the way up to grade 12. This was not only an effort for me to integrate myself into the local Japanese community but to also bring the Japanese community into YIS. All of this effort allowed for us to raise around ¥400,000 and contribute to a wonderful christmas party. This was such a great experience for me to be a part of as it allowed for me to see the joy that we are able to bring to people simply through donating not necessarily money but our time to initiate and plan something on such a large scale that has so many moving parts. This was especially enhanced through the communication skills that I was able to build among the community at YIS and the children and elderly of Van der Poel....
-
Advanced AcademicsIn terms of my academics, I want to focus on two areas that I have displayed my research skills. One disciplinary is history. The other is in my internship. For history class, we had an internal assessment that we have to write. I wrote my essay on the Pearl Harbor attack by Japan in December 1941. Coming from a Japanese background, I was able to use Japanese and English to conduct my research. Therefore, I became aware of the bias present and contrasted them with each other. ...
-
MultilingualismMy native language is Spanish, I’ve been exposed to it all my life and I still continue to learn more about it through conversations and reading Spanish literature. Along with Spanish, I am fluent in Portuguese, English and French. Since the age of two, I’ve been exposed to acquire a second language. It all began by the exposure of English through bilingual pre-school through my academic career in international schools. At the age of 8, I moved to Brazil and became exposed to my second language, Portuguese. I like to call it my second language because I became fluent six months prior moving to Brazil. It came to me as if I spoke Portuguese all my life and almost as good as my native tongue. The ability to speak Portuguese opened my ability to communicate with the Brazilian culture as well as gaining a better understanding of a true Brazilian’s life. At the same time I was learning Portuguese I was still exposed to English during school but I wasn’t as fluent as Spanish or Portuguese. It wasn’t till I moved to the United States were I became fluent in English. In order to be able to communicate and move around the country I was exposed to learn and use the language which came with great advantage to communicate and explore more around the world. I studied French for 5 years, it has being a great advantage because in my family we have French relatives who do not speak Spanish. This language came into play now that I am able to carry conversation with them and help them translate to other family members who don’t speak the language. The inquiry of a new language is a very valuable skill that has helped me communicate with others, has helped me understand more on how the world communicates and it has given me the opportunity to be a person of help when in need of translation. I truly value the languages I’ve learned because now I know how the world speaks and how does it communicate and what is it made up of. I am glad to be exposed to other dialects that have their own meaning and purpose....
-
Focus on REFLECTION: Completing our paintings which communicate an idea or emotion about ‘conflict’ in an abstract way through color - Grade 5 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2qMLBes
-
Class 16: Focus on highlights, learning to draw with an eraser to create areas of reflected light to create three-dimensionality - Grade 6E Visual Art #art #MYP #yislearning #middleschoolart #arteducationView on Instagram https://ift.tt/2PVbgzF
-
Focus on FUNCTION: Self-assessing & explaining how contrast, unity, & balance can communicate ideas - Grade 4 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2Fhny1e
-
Cover work Grade 10You are working on graphing results. At the end of the lesson you should have your gradient graph and wave height graph done( this can be done using a computer) Homework is to sort and choose the photos you will use when you show landforms and mitigation in your analysis. 10 D if you need extra graph paper ask Trey. 10 A ask Andrew. ...
-
Friday's cover and homeworkFriday’s cover lesson Read this Guardian article ...
-
Class 15: Focus on proportion in determining if the size, shape, and placement of facial features are correct - Grade 6E Visual Art #art #MYP #yislearning #middleschoolart #arteducationView on Instagram https://ift.tt/2FcVX18
-
Using OPPLV to help analyse political cartoonsYou were asked to find a recent political cartoon from the news.
-
Focus on INDEPENDENCE: Learning to discover how to draw or make things using technology & books - Grade 1 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2QCpjrc
-
InS 8: Sustainable Development GoalsIn 2015, the UN launched the Sustainable Development Goals: find out what they are and why they were devised here...
-
Community Engagement in WyomingAudio File
-
Little Artists League presents "DREAM WORLD" ONE DAY ART EVENT for children & parents - December 15, 2018 @ YCC YOKOHAMA CREATIVECITY CENTER - check here for details: https://ift.tt/2qHTMIJView on Instagram https://ift.tt/2Qy5n8L
-
Focus on CONNECTION: Reflecting on who we sculpted and the culture we share, posting our artwork & ideas to online learning journals - Grade 2 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2Fa4i5K
-
Focus on DEVELOPING CRAFT: Improving our coloring & illustration skills as the comic strips near completion - Grade 3 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2yX4lfR
-
Different types of sources and OPPVL!Today we will look at how we analyse information to help us get a clearer idea of history and to realise many things need to be considered when we look at sources of information from or about the past We will look at different types of sources we can use and how we can analyse these sources see this doc...
-
Focus on INDEPENDENCE: Student-driven projects in morning “Open Studio” before school - Grade 4 & 5 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2FbSY9g
-
Focus on TECHNIQUE: Using splattering, dry brush, sgraffito, blending, frottage, and gravity to create abstract paintings - Grade 5 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2qwXntb
-
Class 14: Focus on developing technique in using a grid to sketch in the head & neck shapes & lines - Grade 6E Visual Art #art #MYP #yislearning #middleschoolart #arteducationView on Instagram https://ift.tt/2F5mptD
-
Unit 2 Core - Global climate - vulnerability and resilienceToday we will start the second core unit Global climate - vulnerability and resilience The first sub unit is 1.Causes of Global climate change - see this doc ...
-
GCD Reflection 2, Personal Goal[audio m4a="http://blogs.yis.ac.jp/19schuhmacherl/files/2018/11/Tri-Challenge-GCD-Reflection-Personal-Goal-1deex4w.m4a"]
-
GCD Multilingualism: Multilingualism Opens DoorsI consider myself multilingual as I am fluent in writing, reading and speaking in Dutch and English. I have been learning French for several years and I am quite proficient in German, but I would not consider myself fluent in these languages yet. However, I hope to develop fluency when I am older....
-
GCD Advanced Academics: Dutch Language & LiteratureBefore I moved to Japan in January 2018 I lived in the Netherlands all my life, where I attended local Dutch schools. Therefore, Dutch is my mother tongue, while English is my second language. When my parents and I decided that we would move to Japan, I also decided that I would be doing an official online VWO Dutch program to maintain my fluency in Dutch, because I find it important to remain fully capable of expressing myself in the language I use to talk to my Dutch family and friends and it is my expectation that I will move back to the Netherlands after I graduate from YIS. ...
-
Focus on PERSISTENCE: Using contrast, unity, and balance to complete our “pathos” collages- Grade 4 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2Pa3OBj
-
Focus on DEVELOPING SKILLS: A second opportunity to make new & different clay vessels - Kindergarten Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2D6AXXq
-
GCD: WellnessDuring ninth grade and tenth grade, I took Personal and Social Health Education (PSHE) as one of my school subjects. Through spending my time on this subject, I have improved my mental/emotional and social wellness. In this class, I was able to learn about my strengths and weaknesses as an individual and as a social person. I took several tests to find out about my character. One of these tests was the Values in Action Inventory (VIA) test. It ranks 24 characters in order of my strongest character and my least strongest character. (Link to the result) In general, the result was expected. For example, my humor was ranked 20th, and I agree that being humorous is not my forte. On the other hand, I was surprised by some unexpected result. For example, my creativity was ranked 10th. I did not expect it to be high in the ranking, as I've always thought that I lacked in creativity. The result made me think that perhaps, I had been degrading myself more than what I actually was. This test allowed me to review and understand my characteristics and to accept my strengths. Furthermore, understanding my strengths and regaining confidence in myself has let to improvements in my social relationships. Before, when I communicated with my peers, I frequently felt bad about myself and would only notice about what I have done or said wrong, leaving all the positive things aside. After accepting my strengths, I began to blame myself less for the things that could potentially do some harm. I realized that I don't have to be hesitant and timid to voice my opinion as long as I stay open-minded and kind. Even now, I frequently review my strengths on these tests and give myself time to think about 'me' as a person. This has improved both my social and emotional wellness....
-
Intercultural Communication: Mandarin Madness (How Learning a Language Allows us to be Part of a Foreign Culture)The most formative years of my childhood were spent in Shanghai, China. Since I was a kid, I picked the language up quite quickly and was able to speak Chinese competently enough to communicate with the local community. I would always be talking to taxi drivers, street vendors, and the mostly non-english speaking staff at my pre-school. I’ve always been a talker and to be able to do it in a language that was not my own always felt super rewarding; not only had I learned something, but it allowed me to be included with the culture and community of the place I was living in. Through my constant relocation (meaning having to learn a different language or not having the opportunity to practice my Chinese) I eventually lost the fluency I once had, and when I speak it now, I feel a pang of loss but also a spark of hope. Both for a lost connection and one that could be rekindled. As such, when I was presented with the opportunity to take an online mandarin ab initio course, I took the opportunity and ran with it (much against the advice of my IB coordinator). I often fantasise about having taken the easy route, with a teacher and peers to interact with and learn from, but I think my decision to take a course that is loaded with risk and demands at least 100% helps me be an inter-cultural communicator on the most personal and engaged level I can be. I think it is important to learn a language. Studies show that it definitely benefits you cognitively, but I think it helps one connect to a culture- I can personally say this is true in terms of my past experiences with mandarin and my experiences now. When I lived in China, I connected to it on a superficial level since I was not at an age where I was cognisant enough to form more advanced outlooks on things like culture, tradition… global things. Most of what I understand about China (even today) is from my parents’ interpretation of it. Because my family is from the west, I think they (and me too, probably) struggle to appreciate some of the nuances in culture that are not very familiar to us or the opposite of what we practice in our own lives. Through learning the language with a course that is also teaching me about the culture, I hope to gain my own understanding of what makes up the China of today. ...
-
GCD - Global perspectivesGCD graduates have given thoughtful consideration to the complexity of cultural and socio-economic conditions that shape our world, including the least privileged among us. I have engaged with cultural and socio-economic conditions, with the least privileged of us during the HOPE Cambodia service trip. Before visiting the school and starting the construction work there, we visited some cultural places, such as the historical significant of the genocide fields and the history of the famous Angkor Watt. We visited the genocide place in Cambodia on the second day and it was very shocking and depressing to hear about the things that have happened there. It was very depressing to hear about what has happened there with an audio guide that was provided at the genocide centre, where the tragedy took place. As we listened to the audio guide, you were able to see the mood we had. The Angkor Watt, was a temple we have visited on the second last day of the trip. The temple was a complete opposite of the genocide centre and we learnt about the impressive structure that was built in Cambodia....
-
DP Literature, Language and Literature - Upcoming Course ChangesWhile the guides for the next iteration of the DP Group 1 subjects has not been published, it may be helpful to preview the proposed changes for our current planning and conversations with the students leading into subject selections. The tentative information in the following slideshow and summary document is based on the three reports to teachers, published by the IBO. As such, the information may be updated once the new guides have been published. Brief summary document....
-
Captions and HeadlinesAccess the Google doc through Drive here.
-
Focus on REFLECTION: Sharing our family histories by explaining our drawings verbally via learning journals - Grade 1 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2OeIRQl
-
Community EngagementI've spent 3 years in RIJ, Refugees International Japan, where we work with the RIJ headquarters and we help refugees all over the world by raising funds and donating survival goods and money to refugees who are in serious conditions. As a citizen of a country that does not really accept refugees, I believe that it is important that as a school, we care and support the refugees that are struggling. As a community, we had sold Christmas cards which we got from the RIJ headquarters. During several events such as the Food Fair and Parent Teacher Conference and we were able to raise a great amount of money, which was sent to the RIJ Headquarters. At RIJ, we have watched several videos on refugees and we had been notified with the seriousness this global issue of refugees. After we had watched the videos, I was able to use this knowledge gained from RIJ in MUN, as one of the topics of discussion was about refugees. I was able to engage with issues of global significance, as I was able to mention several facts gained from RIJ and was able to show my engagement to the audience....
-
GCD - Inter-Cultural CommunicationThis year I have traveled to Korea for my volleyball tournament at an International School in Korea. Korea is a country where the people there do not speak English or Japanese, but only speak Korean which is a language I do not speak. When I travel somewhere with my family we go to a country where English or Japanese is a language of communication, so I almost never had problems with language with my life. Although I have gone to Korea several times, I was with several friends who could speak Korean. During the tournament, I was homestayed by a Korean student. Although the student spoke English, I had problems communicating with her mother sometimes as she only spoke Korean. During the first day, I called my homestay to come and translate what I wanted to say. However, I have changed over the next couple of days. I used gestures and body language to communicate with her mother, and she even understood when I wanted my (and my teammate's) uniform washed for the next day. I was personally surprised by the power of the language of gestures, and this experience also taught me how much gestures are important in communication with language....
-
Grade 9 cover work Friday Nov 2nd - ATL reflections and Intro to historyPart 1 - Reflection on last assignment Look at the PDF ...
-
Human Trafficking Fri Nov 2nd - Cover work and homework.Please go to this doc and scroll down to see the work for today and for homework. This should all be finished by next class ( Wed Nov 7th) so please get on with it in class. ...
-
Class 13: Focus on persistence in creating a medium-toned ground with pencil, step 1 of the self-portrait drawings - Grade 6E Visual Art #art #MYP #yislearning #middleschoolart #arteducationView on Instagram https://ift.tt/2QcgfsI
-
Wilderness Engagement: Hong KongFor my grade 11 expeditions(field studies), a small group of 11th graders, including myself, went to Hong Kong to learn how to sail. The first day was learning how the sailing boat works and learning the basics and essentials to sailing. Once, our group learned how to sail a boat, we were on our way to another island. The journey had been a very tough challenge, as the weather was not on our side. When we were sailing, for most of the time, it had been raining and it was freezing. In addition to that, there was no wind, we were not able to sail. Therefore, we ended up rowing a sailing boat in the rain. Although this experience was not the best, I was able to experience what it feels like to be in the wilderness....
-
Focus on FORM & FUNCTION: What is glaze? Why & how is it used to color clay artwork? - Grade 2 Visual Art #art #PYP #elementaryart #yislearning #arteducationView on Instagram https://ift.tt/2yHuBuf
-
Class 12: Focus on self-management & thinking skills as students finalize plans & objectives for their self-portrait projects - Grade 6E Visual Art #art #MYP #yislearning #middleschoolart #arteducationView on Instagram https://ift.tt/2Dgdrb0
-
Focus on JAPANESE TRADITIONAL ARTS: What is washi? How was paper traditionally made in Japan? - Grade 3 Visual Art with guest artist Paul Denhoed #art #PYP #elementaryart #yislearning #arteducation #washiView on Instagram https://ift.tt/2Pysqmx
-
GCD - Community EngagementUnderstanding themselves in connection to others, GCD graduates engage in significant and sustained service activities to support and elevate their local and global communities. One of the service activities i have engaged with in the years of my high school experience, is the HOPE Cambodia Service Club. The service trip to Cambodia was a great experience for me. It was a whole new experience for me, as I have never been in a third culture country. To be super honest I was scared of the place at the beginning, as we had to get vaccines before going there and a lot of people told me to take care of my belongings. However as we went to visit the school for the first time, we were very welcomed and everyone was pleased to see us there. I was learning about global engagement, as we were helping out communities in Cambodia, people who are unable to get a proper education. By constructing the school with the local construction workers, we engaged with the children there, as they have helped us with parts of the building process, such as carrying sand, stone and stamping the floor of the classrooms . Another way we engaged with the children was when we taught them English letters and later on words, such as Japan, Cambodia, colours and school utensils. After that, we played games with the children,which shows our engagement, adding on to that, this shows the engagement with global communities, furthermore the communities in Cambodia, such as the school children of two different elementary schools. ...