IGCSE Global Perspectives - Individual Choice
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Friday, November 26, 2010
Collaborative Activity for Global Perspective
In the last few days, two schools – AIS (Al-Irsyad Satya) and BAIS (Bandung Alliance International School) have created a collaborative event for Week Without Walls (WWW). WWW has been introduced to Al-Irsyad since last year. This year, we happened to carry it out successfully. WWW is a program which secondary students mingle and engage in community service, taking service learning outside the classroom and helping students to embrace their potential to make a difference.
This event was harmonised by Peace Generation with its mission to break the Wall of prejudice among cultures, to break the Wall of anger, stereotypes, hate, differences, pride, race power. Peace Generation is a movement towards the peaceful society. Instead of breaking the walls, ‘Plant the Peace’ was one of the top mission. All students and teachers spread a hundred trees around school area and visit other schools. They planted the trees everywhere they passed even they planted 5 trees at school and they named them. One day when they meet again they are going to find out h
ow big will be the tree of peace they are planted.
The students were divided into five groups. The number of students from AIS was 22 and around 17 from BAIS. The plan was that Darul Arqam Garut would join the program but they have something else to do. They mingled and worked, played, sang, ate, walked together. On day one, Peace Generation leader, Eric Maxey, promoted an activity of ‘breaking up the wall’. He provided us a sling shot to break the ‘wall’-paper-made to be broken up by hitting it. Several sling shot hit might not be strong enough to break the wall until he then invited all the students to run towards the wall and to break it. That was symbolised activity described to the students.
Another activity was preparing a skit introduced by BAIS students to AIS students. This time, they learned how to act and promote peace for everybody through the skit for the day after. They had to present this to the younger kids that would be invited to watch them. The skit was all about solving prejudice problems, bullying, discriminating, and gender bias. This was the best shot! Instead of having fun with the skit, there they could see some global perspective such as it has been mention on the AIS program for IGCSE; • Belief Systems • Biodiversity and Ecosystem Loss • Education for All • Humans and Other Species • Tradition, Culture and Language • Climate Change • Conflict and Peace • Family and Demographic Change • Water
Then the program went on planting the trees. They walked to the kampong around the school passed the rice f
ields. They were all ready with trees, ‘cangkul’ and some more equipment for digging. Students started to dig difficultly since they have never tried using ‘cangkul’. In this activity they liberated themselves from arrogant and prestige and they got ready to be dirty. This situation could grow solidarity among students and teachers of course.
The feeling of unity and harmony was flowing through the air of blending cultures and language. The cultures mixed between the east and the west, the east were from Indonesian, Korean, Chinese and the west were from American, Canadian and Australian. However they all used English as international language. For non-native students this was a good chance for them to practice English in the real situation whether or not their English would be understood easily since they used it for real communication which was not set up. This is the best part of learning language for non-native English speaker. Nonetheless, the native English speakers were also learn more Bahasa Indonesia. The blending of culture was very strong when they visited SMAN 2 Padalarang. There were a girl playing Kecapi and a boy singing traditional Sundanese Cianjuran. It was beyond awesome!
Day two was more exciting as they decorated and flew the kites. The way they decorated them had to be in line with the theme, Peace generation. Paint and spray paint were prepared for maximum accessories for all the activities. The kites decoration was in competition. Some students won the most beautiful kites, and most peaceful kites. The best part of this event was when they fl
ew the kites everybody was so excited to fly them. It’s been a long time for them not flies the kites. The philosophy was that they fly the peace and let everybody know that they were committed to keep PEACE for everybody like they dream put high up as high as the kites.
Wednesday, November 17, 2010
Human Boggle - EFL games
This activity is for a large group. It's like playing boggle but we put the alphabet on students, just write a letter on students palm.
How:
1. Pick any three volunteers from the large and come forward.
2. Let the rest of the students write any letter they want on their palm with a marker.
3. The three volunteers will be ready to play boggle after all the rest of students finish writing letter on their palm.
4. Teacher gives the sign to start the game.
5. The volunteers start selecting the letter(a students) to collect to make a word.
6. The longest word (a word contain most letters) get one point.
7. Every students should be active in finding words, the volunteers orginising the grouping of the letters to create a
word.8. play it several times.
9. The most words is the winner.
10. have fun.
This game was invented just couple of hours before preparing for Thursday assembly in Al-Irsyad Satya Islamic School.
Tuesday, November 16, 2010
Acquiring Language thru Week Without Walls
We acquire language when we understand what we hear and read, not when we don't. We hope that this statement will be reflected on the joint-venture program between Irsyadians and BAIS in two weeks to go. The program is about removing the barriers among international students and local students. On one hand, international students would like to recognise local cultures and get involved more with some local communities. On the other hand the local students have chances to practice their English and exchange cultures among themselves. It is expected that this is an attempt to establish a balance between providing meaningful practice and a useful rationale for improving theoretical awareness and cross cultural sensitivity.
Mingling with international students will provide local students to communicate actively in the foreign language (English) they are learning – English is still a foreign language in Indonesia. The local students will be demanded to speak English especially those who are less active in speaking. Some of the students are quite active in spoken language with sufficient language ability, some are showing their effort with less language ability, some are less active due to insufficient language ability. Later in the program, they are going to do activities together such as planting trees, playing traditional games and many more. We hope that less active students will activate their spoken language when they really communicate with international students in which English is the only language available for communication. In the grouping later, the local students will be grouped based on the most active (in spoken language) and the less active. The purpose of this grouping is that the less active students will get along with international students without counting on the active students. They will try really hard to make meaning when they talk to each other either verbal or non-verbal language as long as they can do the activities together. Thus, if we focus on the less active students we will see how they can experience meaningful learning.
“Meaningful learning (advised by Novak) refers to the concept that the learned knowledge (let’s say a fact) is fully understood by the individual and that the individual knows how that specific fact relates to other stored facts.” http://web.ics.purdue.edu/~rallrich/learn/mean.html
In this case the less-actively-spoken students will relate all the English language lessons they’ve been learning so far with the real life experience. They are going to practice their spoken English when no other language can be used. In the practice of meaningful learning, we recognize several variables. Firstly, Open work that enable the students to work with different students, Irsyad and BAIS students will have open work for not only practicing the language but also cultural exchanges. Secondly, Motivation will challenge them to have the real atmosphere talking in English and make the students be interested in the activities. They will be motivated to find out more about different cultural background. The third, Environment will make a connection between what the students learn with what surrounds them. They will learn how Gricean maxim works when they communicate each other. The fourth is Creativity that is expected to foster students’ imagination and intelligence through all the activities for example when local students find hard to communicate they will find ways to make meaning. The fifth is Concept map in which the students will find it later when they’ve done it. They will connect the concepts of the theme and the experience when they go through all the activities. They will also learn how different cultures can collaborate together in peace (the theme is “A walk of Peace”). The last is Curricular adaptation where students are introduced to international context as part of their preparation for international test, IGCSE. We hope that this program will cater all those variables and reach the achievement of meaningful learning.
This program is most likely concerning creating real environment of English spoken language used where cooperative principle (Grice) will be the main issue. Speakers shape their utterances to be understood by hearers.
“A basic underlying assumption we make when we speak to one another is that we are trying to cooperate with one another to construct meaningful conversations. This assumption is known as the Cooperative Principle. “As stated in H. P. Grice’s “Logic and Conversation” (1975)
Utterances are relative to the context of the speech: relation. Speakers try to present meaning clearly and concisely, avoiding ambiguity: manner. Cooperative principle is expected to be used to understand different cultures. We are going to see how it works. Meaningful conversation will only be obtained by meaningful practice of conversation.
Mingling with international students will provide local students to communicate actively in the foreign language (English) they are learning – English is still a foreign language in Indonesia. The local students will be demanded to speak English especially those who are less active in speaking. Some of the students are quite active in spoken language with sufficient language ability, some are showing their effort with less language ability, some are less active due to insufficient language ability. Later in the program, they are going to do activities together such as planting trees, playing traditional games and many more. We hope that less active students will activate their spoken language when they really communicate with international students in which English is the only language available for communication. In the grouping later, the local students will be grouped based on the most active (in spoken language) and the less active. The purpose of this grouping is that the less active students will get along with international students without counting on the active students. They will try really hard to make meaning when they talk to each other either verbal or non-verbal language as long as they can do the activities together. Thus, if we focus on the less active students we will see how they can experience meaningful learning.
“Meaningful learning (advised by Novak) refers to the concept that the learned knowledge (let’s say a fact) is fully understood by the individual and that the individual knows how that specific fact relates to other stored facts.” http://web.ics.purdue.edu/~rallrich/learn/mean.html
In this case the less-actively-spoken students will relate all the English language lessons they’ve been learning so far with the real life experience. They are going to practice their spoken English when no other language can be used. In the practice of meaningful learning, we recognize several variables. Firstly, Open work that enable the students to work with different students, Irsyad and BAIS students will have open work for not only practicing the language but also cultural exchanges. Secondly, Motivation will challenge them to have the real atmosphere talking in English and make the students be interested in the activities. They will be motivated to find out more about different cultural background. The third, Environment will make a connection between what the students learn with what surrounds them. They will learn how Gricean maxim works when they communicate each other. The fourth is Creativity that is expected to foster students’ imagination and intelligence through all the activities for example when local students find hard to communicate they will find ways to make meaning. The fifth is Concept map in which the students will find it later when they’ve done it. They will connect the concepts of the theme and the experience when they go through all the activities. They will also learn how different cultures can collaborate together in peace (the theme is “A walk of Peace”). The last is Curricular adaptation where students are introduced to international context as part of their preparation for international test, IGCSE. We hope that this program will cater all those variables and reach the achievement of meaningful learning.
This program is most likely concerning creating real environment of English spoken language used where cooperative principle (Grice) will be the main issue. Speakers shape their utterances to be understood by hearers.
“A basic underlying assumption we make when we speak to one another is that we are trying to cooperate with one another to construct meaningful conversations. This assumption is known as the Cooperative Principle. “As stated in H. P. Grice’s “Logic and Conversation” (1975)
Utterances are relative to the context of the speech: relation. Speakers try to present meaning clearly and concisely, avoiding ambiguity: manner. Cooperative principle is expected to be used to understand different cultures. We are going to see how it works. Meaningful conversation will only be obtained by meaningful practice of conversation.
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