I think this is where I want to preface the international,
curriculum framework,
and the local framework.
Currently I'm teaching the I.B. (International Baccalaureate)
P.Y.P. (Primary Years Programme)
curriculum framework that goes back to the concept of…
everything that we're teaching, learning, assessing…
is authentic. It is connected to child… to the child,
and to the environment that they're living in.
And the learning engagements are such that… they are helping
students develop life skills. So we have no textbooks;
you know we have, you know, no 'open to page number 88
and read paragraph 2.' We don't do that, you know.
So that's the PYP framework. The curriculum is then decided
by the school. What are the standards
they want to follow? And some schools have decided OK
we want a mix of Australian and UK standards for our math,
English, science and it's then going to be taught
in the six trans-disciplinary themes:
which is the IB PYP framework.
In contrast, you have the local system…
which is very much textbook-based, and very
much "Let's follow, you know, exercise by exercise." I think
it is branching out. I think it is… some schools are
definitely trying different ways:
different strategies for teaching and kudos
to them for that.
I don't know enough about the local system.
I haven't been in the local system for a while.
To know how much life skills are taught.
But I do know that a lot of academic pressure…
and grading… is very much there in the primary section,
especially for P.6 when they have to do their tests
to graduate and go into their chosen secondary school.
So coming back to what I'm teaching… yes.
The learning engagements I designed… are…
aimed to develop life skills primarily communication,
teamwork, and…
reading and writing. Now, with that, we always talk about,
"You know what, I may not like you, but I have
to work with you. So I need to learn to respect you." "I may
not like your idea but I'm… how am I going to communicate
that?" Am I going to throw a tantrum? Am I going to say,
"You know what? That's
a really interesting idea. Maybe you'd want to try this?"
So that comes… back
to teamwork and communication. Now again, for a ten
and a half year old, that's a tough call. Right?
Oftentimes they're going to be like "I don't like him.
He's bad at soccer he's not going to be good at team work or
project work." And I'm like "Hang on sweetie. Soccer —
soccer skills, fantastic. But in soccer do you still have
to work as a team?" "Yeah, because otherwise we won't hit
the goal." I said, "Ah, OK. So use that same concept
into this project.
"Oh but he's always, you know, distracted and de-de-de"
I said "Ah, OK.
So what strategies have you seen me use, that you can use
with your friends?" "Ah. OK. Five minute breaks." "Fantastic.
Let's do that every 15 minutes. Have a five minute break,
have a drink of water, go to the bathroom
come back refreshed. Let's focus." "That strategy
is old now, what's next? OK great.
Let's take a walk around the block." Fantastic. So…
in terms of life skills they learn to negotiate,
they learn to talk, they learn to communicate, they learn,
like, teamwork. However, on the other side
of life skills, it's not understanding that his skills
are not just for this project: these skills are going to take
you on to middle school, to high school,
to when you work… in a company or an institution or
when you have your own company and you have to deal
with the clientele. Oftentimes students don't
understand those life skills.
And that's when you explicitly have to tell them.
This is a Life Skill that's not just for today,
it's not just for tomorrow, it's actually for 10 years
down the line… and they think about it. I said,
"Why would I say 10 years down the line?
We don't even know what jobs are going to be there 10 years
down the line. Let's… let's play with that." And then,
like, "Oh yeah… you know. You're right." So…
oftentimes students think, "Oh we just have to do
this because the teacher said so." Why do we have to do it?
What's… what's the purpose behind it?
What's the teaching behind it? Is it just the writing report?
How do I write a five paragraph report?
Or is it learning how to be able to communicate
an idea coherently?
Where is that going to lead me? "Oh I'll be able
to talk clearly. I'll be able to communicate my ideas clearly.
Somebody can read my work and actually understand
what I mean, or I might actually get a client
through the Internet… because they've read my work."
Do you see what I'm saying. So…
I think LifeSkills are right across.
It's how you present it to them… for them to understand
the purpose behind it and how it's going to take
you to the next step.
For more infomation >> Cita-cita 05 - Duration: 0:10. 
For more infomation >> Con đường xưa em đi - Liên khúc nhạc trữ tình bolero, Nhạc sến, Nhạc vàng hay nhất - Duration: 1:38:11. 
For more infomation >> توم وجيرى - توم وجيري الفيلم - توم وجيري 2018 الرسوم المتحركة الجديد أفلام للطفل - Duration: 11:42. 
For more infomation >> Would you like to learn Onlin...
For more infomation >> (FREE) Bryson Tiller Type Beat - "BLESS" 🙏 | Free Type Beat I Rap/Trap Instrumental - Duration: 3:21. 
For more infomation >> Björk - Debut (Montage) - Duration: 55:04. 
For more infomation >> White House says it plans to intensify pressure on N. Korea - Duration: 1:47. 
For more infomation >> how to draw watermelon slice coloring pages fruit step by step for kids|fruit art watermelon - Duration: 3:27. 
For more infomation >> 月を歩いている - ルラ【n-buna】CC字幕あり - Duration: 4:01. 
For more infomation >> 月を歩いている - 三月と狼少年【n-buna】 CC字幕あり - Duration: 4:02. 
For more infomation >> Growth and recovery | daily sprout 353 - Duration: 0:51. 
For more infomation >> BEN-HUR EIDT (27º SIC UFSC) - Duration: 4:40. 
Không có nhận xét nào:
Đăng nhận xét