Movin' on up!

KGGreat is now One Year Greater. I have moved up with the kindergarten class to grade one. Please go to www.oneyeargreater.blogspot.com to see what's going on in our class.

EY Celebration of Learning-The Final Showdown

Well, the costumes had been designed. The steps had been carefully crafted and rehearsed. The music was selected and ready to go. There was nothing left to do but to rock the house. The early years well was bumpin', and it was packed with parents and friends of ISD. Looking stage fright in the eyes, KGG broke through with an outstanding performance going through each dance move with vigor and emotion. Due to student absence, we even had a 'special guest' perform the robot routine with another student. I can't think of a better way for us to express who we are and to end the year with a bang!
Thanks to all the parents in attendance; it was truly an afternoon to remember.

KGG Art Gallery-An Open Afternoon

KGG asked their parents to come and share their personal creative journey. We turned the Early Years well into an art gallery where students shared artwork, reflective diaries, creative websites and writing. Students and parents had a chance to create surreal and popart work together, as the students explained what to do. It was a great way to share our learning!
Many thanks to the parents who came to participate. The students were very excited to teach what they know. It is positive events like this that helps International School Dhaka nestle so comfortably with the PYP!

Practicing our interpretive dance

Students have selected their music and started recording their choreography for their interpretive dance that they will be performing for the Early Years Celebration of Learning. We are using the mini stage in the classroom to rehearse our dance.

Expression: Pollock-style

As we continue to look outward toward the expression of others, KGG students are studying techniques used by famous artists. Students have put their own creative spin on the stylings of Andy Warhol, Jackson Pollock, M. C. Escher, Salvador Dali, Vincent van Gogh and many others.

This is how we felt about painting like Jackson Pollock:

'I like to run and give a big splash!'-Adrif

'The splash was like hi-yah!'-Samaraa

'I was tired when I finished.'-Nafi

'I did it using karate, and it felt good.'-Dominique

'I feeled proud.'-Saif

Bollywood Dance-A form of expression

Expressing who we are is a personal creative journey.

Before we can look inward toward our own forms of expression, we need to look outward to get a grasp of what expression is. KGG has invited secondary experts to show them different ways of expressing who they are. A group of students created a routine of Bollywood dance and introduced it to the KG students. We also plan to have guests come to teach us break dancing, ballet and Bangla dancing.

In small groups, KGG will select music and choreograph their own interpretive dance for ISD's Early Years Celebration of Learning. Check back to see our creative process!

Interview to find out how we express ourselves

As faithful inquirers, we set out to find what express means.
We were let out on the school to interview various people.
As a class, we devised the following questions:

• What does express mean?

• How do you express who you are?

• Why do people express themselves?

Here are some things that we found out:

'It is a way for people to make themselves unique and different from everybody else.'-Ms. Paula, Head of Primary

'I express that I am excited by dancing in a crazy way. I write letters to people to explain how I feel about something.'-Ms. M, Grade 1 teacher

'Be yourself, something I do all the time.'-Ms. Bidita, Secondary English teacher

'I express myself by talking to my friends and parents about everything that is happening in my life.'-S'aqib, Secondary student

'You show on the outside what you have in the inside'-Mr. Gaysek, supercool KG teacher

'I express myself through my interests, hobbies and sense of humor.'-Mr. Stuart, PE teacher

'We all need to communicate to other people what we feel, what's happening inside. If we keep everything on the inside, that's when we get stressed.'-Ms. Alison, Language teacher

'Express means to let something out. We need to express who we are to show that we are somebody.'-Ms. Kate, PYP coordinator, Deputy Head of Primary

Blindfold Learning Experience

In groups of two, one student was blindfolded, and the other student was the guide. The task was to get from one side of the playground to the other. The guide had many opportunities to use and develop directional vocabulary and empathy. The blindfolded student had to use keen listening skills and other clues to walk around the playground. KGG took to this with great care and patience, showing that they were thoughtful to others in the classroom community.

Students were encouraged by a video streamlined from The Exploratorium website based in San Francisco. The video was about a day in the life of 'Urban Navigator' Dean Hudson. He is a visually impaired individual who uses sounds of the city to get around. Our learning experience put the students in his shoes.

KGG saw more examples of how sound is important other peoples lives. Can you discuss with your child why it is important for people to listen to nature, listen to make music, listen to solve problems and listen to process sound?

Session with an Editor

Munaiba, a grade 12 Diploma student, is an editor for 'The Vibe' secondary newsletter for ISD. We were fortunate to have her come to our class and show us how she organised the newsletter. We looked at many examples of her work, and the KG students made connections between the different examples.

Through the discussion and interaction with Munaiba, many students concluded that a good newsletter needs page numbers, dates, news, headlines, cartoons, advertisement, a front page, table of contents, movie reviews and charts.

This was a great way to find things out in order to prepare 'The Vibe-KG Version'!

Signs-one way we organise ourselves

a sign inspired by Tahsin

Using this website, KGG students were able to put their own words on real life signs. This learning experience generated great discussions about what is important for a sign and why signs are helpful in our lives. Explore this website with your child at home, and let us know what you come up with!

a sign inspired by Dominique

How we organise ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

• How are words and numbers used in our community?

• Why are words and numbers important in our lives?

To delve into these questions and others, we set off to Gulshan II Market. By going to a place that we are all familiar with but looking at it in a different light, students explored how words and numbers connect us in society. Interviews with shopkeepers, acquisition of receipts and business cards and monetary transactions further solidified the function of words and numbers.

Dress As Your Animal Day

Becoming more aware of and mimicking animal movements can help people better understand animals and the similarities and differences between animals and humans. Human beings may have more brain power, but that doesn't mean we can't learn a few things from other living creatures-Taken from Science Is... a source book of fascinating facts, projects and activities by Susan V. Bosak

Today's rule: You have to act like your animal-for the whole day!

Student (I mean animal) led actions:

• Crocodile chasing the cow on the playground.

• Cheetah choosing the non-vegetarian option during lunch (Cheetahs only eat meet).

• Animals discussing similarities and differences using a life size Venn Diagram.

• House pets hanging out together.

• Winged animals playing by the trees on the playground

Sharing our Non-Fiction Books with Grade 3 Reading Buddies!

After careful planning and internet and library research, KG students crafted non-fiction books about caring for an animal they chose. Grade 3 students did a great job helping to scaffold us through the process, and they were the best resources to assess our books. On Wednesday morning, we shared our books with Grade 3 students, and they assessed us using a continuum. Here are some results:


"My buddy is giving me at the top. I don't know, maybe I am good. When I was small, I didn't know dogs eat bones. When I grew big, I had my first dog. I fed her the bone, now I know. I wrote the book about feeding dogs, taking them to the vet and caring them. I drew well about taking them to the vet."-Samaraa




"I am showing them: no shooting zebra, no putting dirt in the water. She said I draw nicely. I feel happy, because I like to draw."-Ellis

Researching with Grade Three Reading Buddies

It's typical that you'll find KGG and Grade 3R intermingling on a Wednesday morning, sharing favorite stories for our 'buddy reading' session. But we have been able to use this special cross grade relationship for so much more.

We met in the library for 3R to help us to do research on animals that we selected. The grade 3 students helped us determine where to find non-fiction books and find books that we need using the online card catalogue. This also was a great time for KGG students to show what they know as well, as many students pointed out that most non-fiction books have a table of contents.


Each student in KGG has chosen an animal on which to write a non-fiction book. Their book will help them show that they know how to care for and respect animals. As a form of peer assessment, Grade 3R will use a continuum to assess their book.

Play Workshop

Be sure to check out the presentation, that I posted on wikispaces regarding how International School Dhaka uses play for learning in the Early Years. The presentation was part of a workshop that our Early Years teachers put on for other Early Years teachers in the area. Each teacher put on an amazing part, while the participants rotated through our classrooms.

There are plenty of great photos of KGG and others engaged in play, and the slideshow breaks down what elements are necessary for genuine play in the classroom.

Vet

Our KGG Vet Area is a great way for the students to explore and take advantage of all the benefits of play. Observing their actions in the vet role play is an ideal way to assess their understanding of how to care for and respect animals as well as several emergent languange and maths skills. Students created injections for the animals and medicine out of ripped up pieces of paper. In addition, they made several signs for the vet's surgery, so they may respect their patients. Students created appointments lists, prescriptions and detailed vets notes.

Students ideas fueled the creation of the vet corner, but the actual visit of a veterinarian took their interest to the next level.

Our New Unit

"quick! the wolf needs an injection!"

what do I need?

"there's a long 'e' sound in tweet"
parakeets discussing phonics in large group time

gettin' wild in the Himalayan Mountains

Organising Theme: Sharing the planet

Central Idea: Animals need our care and respect

Key Concepts: Connection, Responsibility, Causation

Teacher Questions:

• What do animals need?
• How do people care for and respect different animals?
  
• Whay are animals important?

Already a great unit for this age group, the diamonds take their inquiry to another level once again with "Sharing the planet". We have already created a Himalayan Mountain habitat and Vet's Surgery in our classroom as requested by the students. We have also had many students' pets in our class such as birds, rabbits, turtles and dogs. The utmost respect has been shown to the animal guests, as students insist that they sit with us during large group time to "learn with us". Be sure to check back often to get updates on how this wonderful unit unfolds.

Laughing Healthy in the New Year

With a fresh New Year and the success of last year's 'Health and Fitness Week', KGG has been engaging in several different health exercises in the mornings. We contribute about 10-15 minutes each morning to enjoy the benefits of different types of yoga.

Of particular note, we have been participating in laughter yoga, where we set aside some time to strictly laugh-even when nothing is funny. This is a technique that was developed in India, and it's a good way to ensure you are breathing properly in order to get sufficient oxygen to your brain.

Here is some more information found on Squidoo:

Research studies have shown that when you laugh you use your stomach muscles along with chest , neck, and facial muscles. The muscles that are involved in laughing are tense while aiding you to produce that laugher. After you are spent, and you are all laughed out, not only the muscles that aided in the production of the laugh, but all the surrounding muscles relax. Leaving you feeling physically relaxed.

The results of the studies also support the theory that laughter can produce feelings of well being. These good feelings are due to a decrease in stress hormones that come with the action of laughing. For example, levels of harmful stress hormones such as, epinephrine, cortisol, dopac, and growth hormone were shown to be much lower in a group that were exposed to humor that resulted in laughter, then the group that was left without the stimulation of humor.

Laughter also appears to have a positive effect on the immune system. Along with other health benefits such as, lowering blood pressure, killing some forms of viral cells that cause various types of cancer, and in some cases even been known to reduce different forms of body pain.

So, here's to a healthy 2007, one where we can all laugh and learn together.

Diamonds as Expert Architects

You are an architect in Bangladesh. Your task is to design a good shelter. The goal is to convince your audience that you have the best shelter. The target audience is grade one peers. The context you find yourself is in Bangladesh. The challenges involve dealing with changes in season/weather and available materials. You will create a poster to show design and methods. You need to develop a presentation to 'sell' your design. Your product/performance needs to be understood by the audience and convince the audience that you have a good shelter. A successful result will show that you know what can make a good shelter. Your work will be assessed by your peers (rubric).

KGG proved to be great risk takers, as they firmly presented their shelter designs to the grade one class (1M). Take time to discuss with your child about his/her presentation and how they felt when they had to present to a large group.

Although the final presentation was a good way for the students to show what they know, the meat of the assessment was in the process of reaching the final goal. Students created blue prints and plans for their shelter, step by step cartoons of how their shelter was made, and an in depth break down of the materials used. The annotation of students' discussion and comments during the process were one of the best ways to guage their understanding of the central idea.

Earthquake

photos that provoked rich class discussion



It is easy to say that KGG this year does a wonderful job of taking a unit of inquiry to their own personal level. The activity started as an inquiry lead by the question:

• What do we need to think about when building a shelter?

It began as students were challenged to build a town using blocks and other materials on two tables. Students worked together carefully to design buildings in groups of four. When they were finished the teacher shook the two tables in a way that simulated an earthquake. Naturally, buildings that were well equipped continued to stand, while others were leveled. Students were then challenged to build again to anticipate another earthquake.

Here were a couple results:



"My shelter breaked from the earthquake. Ellis helped me. His did not break."-Minhaz



"My building broke for the earthquake. It (the building) was long and tall. Tahsin and Amber helped to make it short."-Saif




"The top fell because it was big. I made it shorter and I made a base. I'll use less things to make the next shelter."-Rehnuma


Not only was this a great opportunity for the students to be reflective, it also was a time for students show action and further develop interests. Students began checking earthquake books out of the library to learn more. They also practiced "School Earthquake Drills" on their own. In order to facilitate this excitement, I gathered books and photos that generated deep and meaningful discussion. Through their own interest, they became familiar with terms such as fault line and plates. They also came to the conclusion that a shelter must be flexible in order to endure an earthquake. In order to consolidate and extend this inquiry, please discuss it with your child, find adequate books or use the following websites:

Earthquakes for Kids

Kids Questions on Earthquakes

Essentials of Geology Animations

Exploring Local Materials

Part of our unit of inquiry, "Where we are in place and time', is an inquiry into local building materials and their properties. We brought local building materials into the class for an in depth exploration. Student activities were guided by the question:

• How do people change the strength and look of materials to make a shelter?

ISD Early Years on Wikispaces!

one way that the Early Years explores literacy

Click here to see a presentation that I created as part of a primary ISD literacy staff meeting. You may have seen it on the i-station in the early years well. The presentation shows how the early years classes (Playgroup-Kindergarten) explore literacy. The eight principles of learning literacy were taken from the book 'Word Matters' by Gay Su Pinnell and Irene C. Fountas. I was able to post it on line thanks to Wikispaces and their initiative to dedicate server space to educators.

Habitat for KG

Flooded in Bangladesh
a photo from Proma and Bisma's presentation

Our new unit of inquiry.

Organizing Theme: Where We Are In Place and Time
Central Idea: Shelters depend on where people live.
An Inquiry Into:

• How weather affects the types of shelters people build
• Local building materials and their properties
• How local people have found ways to make materials around them into shelters

In light of our new unit, I tried to think of ways to get experts into our classroom to initiate interest. I decided to recruit secondary students who devoted their time to Habitat for Humanity to share their insight and experience. It seemed like an ideal way to seamlessly blend the secondary and primary schools into one smooth community.

Six students volunteered to help, and we decided that they would work in pairs for three presentations.

This week, the KG students greatly anticipated the two expert guests. Bisma and Proma, the secondary students, worked hard to create an interactive computer game that guided the students through the beginning steps of building a house. They also explained Habitat for Humanity and why they helped build houses for people. The KG students were able to do some teaching themselves, as they explained the building materials that they had in their classroom.