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

PART A. EFFECTIVE TEACHING

PERSONAL PROFESSIONAL GOALS - 2006/2007

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.

PART B. MANAGEMENT OF THE LEARNING ENVIRONMENT

PERSONAL PROFESSIONAL GOALS - 2006/2007

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 : staffs.
Books, materials, internet, partner, administrative teams, teaching team, and other

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.

2006/2007 PROFESSIONAL the topic, grade 3 REFLECTION As the manifestation action of the end ofINTERPERSONAL would go to a place where strangers to share a little peace statement (in a matter of student selfcreated 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 through various diagrams. “Apply and integrate various forms of prior knowledge into the learning program to freely enhance their understanding.”

Mind Web

Diagram Venn

Diagram Carol

Tree 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 bring their own books, artifacts, pictures, videos or articles to complete the resources in the classroom.

The display of WRITING PROCESS is also displayed to encourage students independently having a qualified result of writing.

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 reinforced and acknowledged.
Every group is given a privilege to sensibly set up their own agreement which is also signed and truly established.

Group Reward

The Group Agreeme

Individual 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 classroom effectively. Surround its environment with resources so students can freely access because the most up to date fact is in front of us.”

“Give them chance to learn from peers. Ask them to analyze the informative content and best things from their peers’ projects. Even kids their age are the best teachers.” “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 inquirer.” “Teach them well with free perspective about concepts of right, wrong, giving, arguing, defending, accepting, winning, losing, etc. Selfmanagement or control is the key to success.”

“Use your class computer regularly to empower students’ independent learning. Install educational software like DICTIONARY, MAP ENCYCLOPEDIA, and INTERACTIVE MATHS, LITERACY and SCIENCE educational games.”

“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 SCIENCE EXPERIMENT because we want to show people that we can really clean dirty water again using this experiment.”

“We chose 3D MODEL because we like to decorate and build things. It is made from styrofoam, straw, sand and real trash.”

“We chose POSTER because it’s colorful, easy to make and everyone can read and understand what we’ve made. We also want to tell people to throw rubbish in the proper place not on the river.”

“We chose Recycling Paper SCIENCE EXPERIMENT because we want to know how can we make the recycling paper. Ms. Agustine helped us and it 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 :

CONTINUU M

RUBRI C

CHECKLIS T

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 ENTRY JOURNA L

ANECDOT AL RECORD

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 learning in POI, students needed to search information from internet or Ms Encarta to give the students a term to support their knowledge fulfillment and as the project completion. For the website, we love www.wikipedia.org (a thoroughly explained encyclopedia). The skills used were : •Click the Internet Explorer icon. •Type the correct address with correct spelling in address bar or use search engine in some sites like Yahoo! Or Google by typing the keyword of information. •Click the hyperlink provided in the site to go into the page expected. •Use mouse to select and block the information needed and right click in mouse or use Ctrl+C to copy. •Open Ms Word to paste the information which

To give the students a chance to preview their pre understanding of the topic, they were asked to brainstorm their ideas of Natural Disaster. The skills used were : •Insert Text Box (which then they could change into rectangle, square or oval). •Type, change the font and its size. •Give the color using the Format Auto Shape into the Text Box. •Draw line to connect the Text Box. •Arrange the Text Box and lines into a representative Mind Web.
(see Ms Word feifei

PHOTOGRAPHY 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 handin-hand with them so their exhibition will be a success.

Photography by Jeff

• PYP Planner PHOTOGRAPHY • PHOTOGRAPHY Group and Self Assessment • The Inquiry Cycle

Photography by Jason

Photography by Michael

Photography by Eka

Photography by 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.