Tuesday, May 31, 2011

Learner profile: Knowledgeable

Hmm...Is it okay for any one to say, " I am knowledgeable."?

During my college days I had come across a book called The dialogues of Plato. In it Plato refers to Socrates who had said, " The only thing I know is that I don't know."
I have never forgotten the sentence.



I am now reading The Tao of Pooh. It's such an easy read and yet so powerful.

"Rabbit's clever," said Pooh thoughtfully.


"Yes," said Piglet, "Rabbit's clever."

"And he has Brain."

"Yes," said Piglet, "Rabbit has Brain."

There was a long silence.

"I suppose," said Pooh, "that that's why he never understands anything."
In other words, your knowledge can come in the way of your understanding of something!



And another favourite quote:

"But isn't the knowledge that comes from experience more valuable than the knowledge that doesn't? It seems fairly obvious to some of us that a lot of scholars need to go outside and sniff around - walk through the grass, talk to the animals. That sort of thing."


Recently in school, we had a PD, a PYP refresher course. We started off with a fun activity. We had to say our name, followed by the grade we taught and then the Learner Profile or Attitude we thought we best represented. This was to be accompanied by rhythmic claps.  I was a little tickled I must say, when I heard some people say they were "Knowledgeable."


Who can really say that?! Doesn't knowledge come from individual experience? ...Subjective?  Isn't it relative to everything else?A fraction of what we don't know? The tip of the iceberg?!

Benjamin Hoff, the author of The Tao of Pooh refers to certain types of knowledgeable people...those who acquire it to be clever; to appear wise, and to complain. As I read the passage I find myself becoming less and less intimidated by the intellectuals around me :)

So are we teaching our students to claim that they are knowledgeable?

This post is not a denial of the power of knowledge! Knowledge helps us have a converstaion with people; become experts in a certain field etc but while talking to people whom we feel are 'simple', they should not become the intellectual snob and look down upon others. Aren't most of us guilty of this?

 Our students should grow up knowing that being wise does not necessarily mean being learned; and that being learned does not necessarily mean being wise. Let's stick to being open-minded, and knowledge will follow suit.



Signing off

Ms Owl




Thursday, May 19, 2011

Inquiry into Money

Central idea: Markets are organized to enable the exchange of goods and services.

This is the big idea the students will learn by the end of the 4 short weeks ahead of us.
How do we help them understand the role of money? The Barter trade is a good way to start. The students will be asked to bring an item that they want to barter. And then we let them loose.
Chaos! The students were mingling, negotiating, persuading, assessing, planning and communicating! They clearly understood what double coincidence (during the trade) without me having to teach them anything!


video























Wednesday, May 4, 2011

Reporting from the newsdesk

The students are looking at writing and how man has used it to express his feelings. In the "PYP Making it Happen" it falls under the theme How We Express Ourselves:

"An inquiry into the ways in which we discover and express our ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic."

In order to create internationally-minded students, we need to look at content through the lens of carefully selected "Attitudes", in this case:  empathy and tolerance, two vital ingredients that promote open minded and pluralistic denizens of the world.
OBL
The death of Osama Bin Laden opened old wounds for many. People were excited and curious about many aspects of the sitiuation. Was it justifiable to kill a human being who was unarmed? He harmed many innocent citizens of the world, so was it okay to take his life? Bury him at sea?

These questions were discussed in class by my very vocal students. It was great fun watching them argue and ponder over what had happened.

"How would you like to make others in school aware of what has happened and how you feel about it?" I asked them.

So they came up with the idea of creating newpaper reports.What do we look out for in these pieces of work then?

Content - have all the features of a newspaper report been addressed? The why, how, where, what  and when?Colums, pictures, captions?

Skills- have they created catchy headlines and chosen appropriate words to capture the audience's attention?

Knowledge- do they have enough knowledge about what has happened?

Attitudes- As reporters, is their work unbiased? Does it recognize the fact that people may have different reactions to the situation and that their job is to inform people as objectively as possible?

The work attached in the blogpost is group work done in 2 lessons on 40 minutes each.

NPR2
http://www.scribd.com/doc/54616875


Sunday, May 1, 2011

Literature circles

I have just introduced literature circle in my classroom. I thought the kids were ready as they had been independently using reading strategies for sometime. It would be quite interesting to observe whether they were able to further their appreciation of books through literature circle discussions. After taking them through what literature circle was all about and having short mini lessons on each of the roles they were to have, I let them loose. From the videos, I could assess myself as a guide. I know :( I should talk a little less and listened more. It's good practice I think for teachers to record themselves and see where they are going wrong and what they did good.
The questions we ask are so crucial. While listening, I was reflecting how I could ask better questions, pause a while longer...
So at the risk of exposing myself...here goes. Excuse the quality of video. They are shot from my Android.

video


I will try and post the other videos as soon as possible!