Can you tell WHO WE ARE by our eyes alone?
Can you tell WHO WE ARE by our eyes alone?
We don’t have too much ‘down time’ in 5H… just enough I’d say, although the kids might challenge me on that!
Each fortnight we have a designated time for collaborative activity. During this time, the students can choose what they work/play on, as long as they are doing it with others.
Often students choose…
Here are a few photos of today’s session (it differs most sessions).
In Maths this week
Being flexible with our maths thinking – Thinking about our thinking – Asking yourself …
Next steps (developed by students)
Ways you might show your learning
Can you solve the Pirate Riddle? Do any of the strategies above help you?
‘It’s a good day to be a pirate. Amaro and his four mateys – Bart, Charlotte, Daniel, and Eliza have struck gold – a chest with 100 coins. But now, they must divvy up the booty according to the pirate code — and the pirate code is notoriously complicated. Can you help come up with the distribution that Amaro should propose to make sure he lives to tell the tale? Alex Gendler shows how’.
Maybe you’re interested in trying the riddle yourself. Have your child explain how they went about it in terms of processes used and strategies for working it out. There was a great conversation that followed between Oliver, Athul and Lazare. Then Otto came up with an alternative (by twisting the rules) which Sean, Billy, Taiyo, Haruki and Goki tried to solve.
More often than not, it’s not about the answer but about how we get there. Get those brain of yours working!
YOU’RE NOT STUCK IN TRAFFIC – YOU ARE THE TRAFFIC
On Monday morning this week, we had guest speaker d’Arcy Lunn present about Teaspoons of Change and taking action (connected to their issues for the PYP Exhibition).
Some students were fortunate enough to speak with him in small groups to connect to their inquiries and to gain insight and ideas about purposeful and achievable action.
Some of the questions he presented included:
What is a global citizen? – Someone that makes a difference, someone who is responsible for their actions
Are you a global citizen? – Who I am – what I feel see think and do! The way I think. The actions I take
Can everyone be a global citizen? What can I do as a global citizen?
What are the things we can do to be a good global citizen?
What else can we do? The many little things we do allow are teaspoons or change that are easy to do more often such as turning off lights, not just recycling but reducing and reusing, creating a sharing economy e.g. toy libraries, book swaps, carrying your own chopsticks and plastic bags. Simple and easy but effective!
How we are connected to other things? If we are doing good things for the environment we impact in people
How do we create big change?
Are you (and your action) help heavy and harm light?
WHOLE GRADE CENTRAL IDEA
Earlier in the unit, we developed central ideas related to our inquiry choices in small groups.
This week Ms Catasti came to help us to co-create a central idea for the whole grade.
The process we used:
Step 1 – Individual classes developed ideas for a central idea
Step 2 – As we read them aloud we listening for key words –
Step 3 – Do these words stand out on their own and make sense? How and why is each word important to our message? Some of the keywords might not fit anymore!
Step 4 – Can we remove any of the keywords? This was interesting as some kids were passionate about certain words. They started to consider the understanding of the audience.
Step 5 – If we all our ideas together, what would the CI look like.
Step 6 – Students make suggestions for CI based on keywords.
A central idea is a message that’s really important to human beings – everyone should be able to access it regardless of culture, gender, age etc
It’s not about getting as many words in as possible…
It is about how these words are important and why we need to tell them to people!
AND THE FINAL OUTCOME… well, you might just have to wait for the night!
Thank you all so much for your attendance and attention today. You can see that the students put in quite a bit of time to get organised for their conference. Given that the students were leading it completely provided me with the opportunity to listen in (well, in the languages I could understand), and observe how well they could impart information about their learning. I thought how lucky they are to have the opportunity to do this. How much more they own their own learning and understand themselves as learners.
Again, thank you for your time.
Here are some photos I snapped…
The students made their final selection for inquiries for the exhibition this week. Difficult! But probably even more challenging; we developed lines of inquiry and key questions that will drive our research. In groups, we came up with central ideas. Now, this is a difficult challenge even for teachers, so well done kids!
For the next couple of weeks, we will be working really hard to research all that we might need to know to meet our big ideas. Gathering details, posing further questions and making connections. This is the finding out, sorting out and going further stage of the inquiry cycle.
Students will gather their information in various ways – personal research using books and the internet, podcasts, videos, songs and stories, images and art, etc. A great way to get answers is to interview experts or people that are passionate or knowledgeable about our big ideas. Many people are available here at school and can be done during school hours.
HOW YOU CAN HELP…
However, students may wish to access people or agencies outside of school and outside of school hours. Here’s where you can lend a hand by getting them to where they need to be or just supporting them in unknown situations.
Here they are… hard at work!
Academic honesty is a ‘code of conduct’ that consists of six values:
We will be using computers as we research and to record our learning journey. At the beginning of the year we all signed and ICT use agreement. We have revisited these ideas this week to ensure we all use our devices responsibly.
In class, we defined academic honesty and what it means for us.
Some examples of student thinking…
What does this mean for you, Catherine? This means that I should make sure to follow this rule. How? I will act with integrity and make sure I’m staying on task. Make sure I’m being truthful about my learning. Not copying anything without giving them credit. Making sure that I am honest about where I got my information. Trusting myself, to be honest about my learning and if I’m not there will be consequences.
What does this mean for you Athul? I will not “steal information” from sites without naming the site, I will not make someone else’s idea my own.
What does this mean for you, Julia? It means for me that when I am researching I will stay committed and tell the truth when I need to. I will be a responsible learner and stay on task. I will source my information to give credits and act with respect towards others and myself. I will be fair and responsible and I will always be a reliable, trustworthy person
What does this mean for you, Otto? For me to work hard and not disrupt others. I will Not plagiarise and will not Disrupt my own learning.
Mr Broughton chatted to the whole grade and also worked with each class on digital citizenship.
Our ideas about digital citizenship…
Further points of conversation included:
We used Socrative.com to record the communities we belong to such as sporting communities and online gaming community such as Minecraft.
Here’s what the students thought some of the expectations of being part of a community e.g. the YIS community, sporting communities?
Then we used a Venn Diagram and worked together to compare two communities… what can you achieve or accomplish in one community that you cannot in another?
This week we have been focussing on fractions. As all students have been exposed to fractions and related concepts over the years, the program will be differentiated to meet differing needs. Through a pre-assessment challenge, the students could determine the areas they needed to focus on or further challenge themselves with.
We all worked on equivalent fractions to varying degrees. Here are some kids that are ‘equivalent’. Well, in height anyway!
We played a game, sort of like bingo, to see who could fill in their sheet first. When a fraction was called, let’s say 2/4, the students could colour the most obvious – 2/4 OR they could colour equivalent sections such as 1/2 or 4/8 or 6/12. Some clever kids even used a combination of different fractions as a strategy e.g. 1/4 + 2/8.
We used the same idea but worked backwards removing equivalent fractions using manipulatives. Some students used a ruler to help them SEE equivalent fractions. Now it’s time to move on to the ‘traditional’ way of finding equivalent fractions… dividing or multiplying the denominator and numerator… what we do the bottom we do to the top! I’m sure you’re all familiar with this!
Here’s a challenge… take these shapes and divide them to show 2/3. The students took on this challenge in all sorts of ways. I found it easiest to cut out the shape and manipulate it… I did need to use a ruler to measure for accuracy. here’s a couple of examples of how students recorded their learning.