APIS Update Summer 2014 (Print Edition)

Summer 2014

APIS UPDATE

Address: 57 Wolgye-ro 45ga-gil, Nowon-gu, Seoul, 139-852, Korea Website: www.apis.seoul.kr

In this issue Graduation Summer School New Faculty Introduction Alumni Spotlight

SUMMER 2014

A D M I N I S T R AT I O N

From

Dr.Kim’s Desk Euysung Kim, Ph.D. Director

Kindergarteners Need to Learn More Academic Content: The Question is not Whether, but How

According to a research by Daphna Bassok (University of Virginia), Amy Claessens (University of Chicago), and Mimi Engel (Vanderbilt University), two notable changes have taken place in U.S. kindergarten classrooms in recent decades: 1. Kindergarten programs are now much longer. They found that 80 percent of today’s kindergarteners attend a full-day program compared to 56 percent in 1988.

2. Kindergarten programs are much more academic. Their research also shows that most kindergarten teachers now think academic instruction should begin in preschool and expect their students to learn to read before 1st grade.

The emergence of these new norms in kindergarten education has stirred heated debate and concerns.

Kindergarten parents are experiencing anxiety around testing. Teachers similarly voice concern about the shift away from play and report being stretched to the limit. Hailing as a “crisis in the kindergarten,” the critics argue that academic instruction in early-childhood classroom is inherently at odds with “child-centered,” “developmentally appropriate,” or “play-based” practices.

While sympathetic to these concerns, Bassok, Claessens, and Engel point out that “[t]his presumed dichotomy—that preschool and kindergarten must either be geared toward play and socioemotional development or focused on rigorous academic instruction—is false.” They point out that we don’t have to choose between play and academically rigorous kindergarten classrooms: “Engaging and challenging academic instruction should (and can) be developmentally appropriate, and it does not have to be overwhelming, stressful, or boring. It does not have to supplant play or child-initiated activities. And it certainly does not have to involve worksheets, one-size-fits-all lessons, or an overemphasis on assessment.” In other words, the best kindergarten programs provide academically rich instruction in literacy and math— and also a rich diet of physical education, art, music, science, and social studies.

In fact, a growing body of research is showing that early exposure to language, literacy, and mathematics is not only developmentally appropriate, but also explains achievement gaps among kindergarteners, which are not easily closed in the later years. Sean F. Reardon of Stanford University, for example, found that average reading and math scores of incoming kindergarteners from high-income backgrounds are a full standard deviation higher than those of children from families with low incomes. The key reason for the difference is not the income in itself obviously but the fact that the students from poor families did not have (or could not afford) “access to instruction that is engaging, challenging, and fosters a love of learning.” Hence, the subsidized early childhood education is increasingly recognized as a critical policy intervention needed to help to close the educational gap between the rich and the poor in the U.S..

Moreover, recent position statements of the National Association for the Education of Young Children, the National Council of Teachers of Mathematics, and the National Mathematics Advisory Panel all concur

2

W W W. A P I S . S E O U L . K R

From Dr.Kim’s Desk with the view that young children are ready to learn varied and challenging math content. Not only that, they emphasize “the children who experience high-quality math instruction in the earliest years of school are at a distinct advantage relative to their peers.” Bassok, Claessens, and Engel conclude, “[t]o suggest that kindergarteners should be deprived of the opportunity to engage deeply in learning literacy and numeracy is to sell them short at a crucial moment in their development.”

The recent research on the value of early exposure to academic content, I believe, helps to highlight the distinct advantage of the APIS kindergarten program. When compared to other kindergartens (both international and domestic) in Korea, APIS is the only school that offers fully aligned and articulated academic instruction in math, foreign language (Korean, Japanese and Chinese), and literacy from kindergarten to grade 12! From kindergarten, our children can start learning two foreign languages, inquiry-based math program, and arguably Korea’s best balanced literacy program (based on Lucy Calkin’s readers and writers workshop models). We also have specialists in music (the Orff program), PE and art working with our students and the emphases in these areas are maintained all the way through high school. APIS kindergarten simply cannot be placed in the same level with the vast other “English-speaking” kindergartens. The APIS philosophy on early childhood education is simple and echoed by the conclusion drawn by Bassok, Claessens, and Engel in their research: “Let’s focus on creating engaging, fun, developmentally appropriate learning experiences for all kindergarteners… We need to meet all young children where they are, and help them build on their inherent curiosity and enthusiasm, and create opportunities for authentic learning.”

Reference: Bassok, D., Claessens, A. & Engel, M. (June 4, 2014) “The Case for the New Kindergarten: Both Playful and Academic,” Education Week, (Vol. 33, #33, p. 28, 24)

유치원생들에게도

SUMMER 2014

A D M I N I S T R AT I O N

학문을 가르친다고요?

이제는 선택이 아니라

필수 입니다.

최근 몇 년 사이 미국 유치원에는 큰 변화의 바람이 불고 있습니다. Daphna Bassok (University of Virginia), Amy Claessens (University of Chicago), 그리고 Mimi Engel (Vanderbilt University) 교수가 조사한 연구에 의하면 미국 유 치원들은 아래와 같이 두 가지 변화를 겪고 있다고 합니다.

1. 유치원 프로그램이 더 길어졌습니다. 오늘날 80%의 유치원생들이 종일반 수업에 참여하며, 1988년의 56%와 비교 했을 때 훨씬 증가한 것을 알 수 있습니다.

2. 유치원 수업이 학구적인 분위기로 바뀌었습니다. 최근 연구에 따르면 오늘날 대부분의 유치원 선생님들은 유치부 과정에서부터 학업 위주 교육을 시작해야 하고, 아이가 1학년이 되기 전에 글을 읽을 줄 알아야 한다고 생각하고 있 습니다.

W W W. A P I S . S E O U L . K R

3

SUMMER 2014

A D M I N I S T R AT I O N

From Dr.Kim’s Desk

유치원 교육에 불어온 이러한 변화로 인하여 많은 논란과 우려의 목소 리도 높아지고 있습니다. 유치원생 자녀를 둔 부모는 벌써부터 아이 시 험과 성적에 대한 불안감을 느끼기 시작하였으며, 유치원 교사 중에는 어려서부터 너무 무리한 교육을 하는 것은 아닌지 우려감을 표명합니 다. 이들은 “유치원에 위기”가 찾아왔다며 유아기 때부터 시작되는 학 업 위주의 교육은 “아동 중심의”, “아동 발달에 적합한”, 또는 “놀이에 기반을 둔” 유치원 교육철학에 정면 도전하는 것으로 보고 있습니다. 변화하는 유치원 교육에 대한 걱정을 이해하는 한편, Bassok, Claessens, 그리고 Engel 교수는 “이러한 이분법적인 사고 – 유치원 수업이 놀이와 사회 정서 발달에만 초점을 맞춰야 한다거나, 학습 지도에만 중점을 두어야 한다는 식의 생각 - 는 잘못되었다”고 지적합니다. 유치원 교육은 단순히 놀이와 학업 중에서 한 가지만 선택하지 않아도 된다고 주 장합니다: “학업 위주 유치부 수업은 충분히 아동 발달 과정에 적합하며, 방대한 학습량, 스트레스 받는 수업, 또는 재 미없는 공부로 인식돼서는 안 됩니다. 학업 위주 교육을 하기 위해서 놀이나 활동이 꼭 대체되어야 하는 것도 아닙니 다. 더불어 학습지나 틀에 박힌 일률적인 수업, 또는 성적만 중시하는 형태의 수업을 학업 위주 교육으로 이해하는 것 도 잘못된 인식입니다.” 즉, 가장 훌륭한 유치부 프로그램은 읽기/쓰기와 수학을 학습하게 하면서, 동시에 체육, 미술, 음악, 과학, 그리고 사회 교육 등 골고루 교육하는 수업입니다. 아동기에 언어, 읽기/쓰기, 그리고 수학 내용을 많이 접하는 것은 아이의 발달 과정에 적합할 뿐만 아니라 학습 성취도 가 증진되어 향후에 실력 차이로 이어진다는 내용의 연구 결과가 최근 많이 알려지고 있습니다. 예를 들면, Stanford University의 Sean F. Reardon 교수는 연구에서 고소득층 유치원생들이 저소득 가정에서 자란 아이보다 읽기와 수학 성적 평균의 표준편차가 더 높다는 사실을 발견했는데, 여기에서 근본적인 원인은 소득 자체보다는 (소득 차이로 인 해) 어린아이들이 얼마나 많이 “적극적으로 참여하고, 도전적인 정신을 발휘하며, 배움에 대한 즐거움을 양성하는 교 육”을 접했느냐입니다. (이 때문에 미국에서는 보조금 등을 통해 아동기 교육에 적극적으로 개입하여 교육의 빈부 격 차를 줄이는 것이 중요하다는 시각이 점차 많아지고 있습니다.) 더 나아가 National Association for the Education of Young Children, National Council of Teachers of Mathematics, 그리고 National Mathematics Advisory Panel에서 도 어린 나이에도 학생들이 다양하고 어려운 수학 내용을 배울 준비가 되어 있다는 입장에 동의합니다. 이뿐만 아니라 “어린 나이 때부터 높은 수준의 수학을 접한 학생들은 또래 친구들보다 분명히 유리하다”고 강조하였습니다. Bassok, Claessens, 그리고 Engel 교수는 다음과 같이 결론을 내립니다: “유치원생들에게 읽기/쓰기 능력과 수리력을 향상할 기회를 박탈한다면 아이의 발달 과정에서 필요하고 충분히 할 수 있는 공부를 시켜주지 않는 것과 같습니다.” 학문적 능력 중심의 조기교육에 대한 중요성을 다룬 최근 연구 동향을 볼 때 APIS 유치원 프로그램의 장점이 부각되는 것 같 습니다. 국내에 있는 영어 또는 타 외국인 유치원과 비교해 보 았을 때 수학, 외국어(국어, 일본어, 중국어), 그리고 읽기/쓰 기 프로그램이 유치원부터 12학년까지 연계되어 체계적으로 교육하는 학교는 APIS가 유일합니다. 유치원생들에게 두 가지 의 외국어를 교육, 탐구에 기반을 둔 수학 프로그램으로 수리 력을 길러주며, 한국에서 가장 균형 잡힌 읽기/쓰기 프로그램 이라고 자부할 수 있는 Lucy Calkin의 Readers and Writers Workshop으로 읽기/쓰기 수업을 지도하고 있습니다. 이와 더불어 APIS에서는 음악(Orff 프로그램), 체육 그리고 미 술 분야에 전문인 선생님들이 계시며, 이러한 예체능 분야의 중요성은 고등학교 과정까지 지속적으로 강조 되고 있습 니다. APIS 유치원은 단순히 “영어로 수업하는” 유치원과는 분명히 다릅니다. 아동기에 관련된 APIS의 교육철학은 Bassok, Claessens, 그리고 Engel 교수의 입장과 일치합니다: “모든 유치원생이 즐겁게 참여할 수 있고 일률적이지 않으며 각 어린이의 발달 과정에 적합한 교육을 제공하는 데 집중을 해야 합니다…어린이들의 타고난 호기심과 열정이 계속해서 키워질 수 있도록 도와주고 진정한 배움의 기회를 가질 수 있도록 해야 합니다.”

4

W W W. A P I S . S E O U L . K R

Elementary Principal

From the

Stephen Massiah Elementary School Principal

Welcome to summer and the celebration of another successful year here at APIS and also the achievement of a milestone. Four years ago in the elementary division, we began a journey to review each of the subject areas to ensure that what we were asking our students to learn was of the highest standard and that our approach to student learning was always based on best practice. For those of you who have been here during these years, you have seen the adoption of the “workshop� approach to literacy, a new math program, the re-aligning of our science program and, finally this year, new social studies and music programs. I often say two of our primary goals are to develop in our students a love of reading and a love of writing. I believe we have gone beyond this to develop a love for each of the subject areas. This has all taken place because of a talented faculty committed to putting in the time and work to make it happen. It has also happened because of parents who come to school to celebrate their child’s achievements and play an important role in the school, whether it is attending publishing parties, music concerts, Pacific Pencil ceremonies or parent coffees where you learn how to use online math resources. While we are very pleased with this growth, understand that this is a journey that does not end. Each year the school will continue to review a particular curriculum area to ensure that what we expect our students to learn is relevant, meets the most challenging criteria, and is delivered to students in a way that prepares them for the challenges of the 21st century.

SUMMER 2014

A D M I N I S T R AT I O N

On a personal note I would like to express my sincere thanks for the support and encouragement you have given me and the faculty on this journey. I feel privileged to have worked with this team of educators, parents and students. As I look back, it seems like much longer than four years when I arrived at APIS. In many ways it has come to feel like home. As I move forward to my next challenge, I will take with me many, many great memories of the time I have spent here and the great friendships and professional relationship that have developed.

W W W. A P I S . S E O U L . K R

5

SUMMER 2014

A D M I N I S T R AT I O N

From the

Secondary Principal Scott Paulin Secondary School Principal Principal’s Address to Seniors, Graduation 2014 (excerpts from the commencement speech)

It’s been said that life is a journey. Everyone has their own journey to take, each of you walking your own route. Some of you will travel down well worn paths, others will blaze exciting new trails – but whatever you do, wherever you go, your journey will be largely up to you. Mark Twain wrote, “Twenty years from now you will be more disappointed by the things you didn’t do than by the ones you did do. So throw off the bowlines, sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream.

Discover.” I think he captured the sentiment I want to encourage each of you with tonight. Your teachers, principals, and parents have all spent a considerable amount of time over the past 17 or 18 years telling you to be careful and teaching you to play it safe. While those instructions have their place, there also comes a time to throw caution to the wind and take some chances. I believe that time for you has arrived.

So how do we move from the safety of this sheltered harbor your families and your school have provided and begin the risky passage into the unknown?

First, take the right chances. The risks I encourage you to take are calculated ones. I’m not encouraging you to throw yourselves headlong into the abyss without a parachute, but to take Twain’s advice and risk exploring, dreaming, and discovering. What is that dream you hold that too many people have tried to steal, too many people have told you that you could never achieve? Don’t believe them. Better to have tried and failed than to never have tried at all.

Second, pack correctly. Every journey requires its own unique baggage. Some travels require lots of luggage, correct clothing, specialized tools. For other excursions, you need to pack light. Do your best to use the tools you have been given by family, friends, and teachers. Don’t forget the lessons you have learned; pack them in your suitcase or backpack and use them on the road ahead. There’s no one correct wardrobe that meets the needs of every traveler and every journey. Find out what fits you, and pack your life with it.

Third, be ready to improvise. There is no guidebook to completely cover the challenges ahead. Life is a messy journey full of twists, turns and adventure. Look for things you can use along the way. Meet new people, learn from their experiences as well as your own. Don’t waste experience, good or bad, each teaches us something useful if we are open to learn. When one plan fails, make a new one. When one dream fades from view, take in everything around you – there’s always a new one waiting. Improvise.

Fourth, look back from time to time. A good traveler knows that the trail can look surprisingly different going one way from the way it looks coming back. The old boy scout or woodsman trick is to take in landmarks as you go, but to always remember to glance back and take a look at things behind you. Hopefully the lessons you have learned from teachers, family, and friends, will help you keep your bearings and keep you safely on your way. Don’t forget these things as you expand your experiences on the road ahead.

Finally, I return to a piece of advice I believe each of you already understands. Never give up. When all seems lost, keep pushing on. Try a new path. Backtrack and begin again. Find a fellow traveler to walk with you and encourage you. Do whatever it takes, but never, never quit. Jack Kerouac writes, “Our battered suitcases were piled on the sidewalk again; we had longer ways to go. But no matter, the road is life.”

Take your road. Live your life. Explore. Dream. Discover. We are all proud of you. I am proud of you. Good luck and Godspeed, Class of 2014. The journey is yours.

6

W W W. A P I S . S E O U L . K R

From the

Dean of Students Matthew Johnson Dean of Students

It is hard to imagine that the 2013-2014 school year is over.

What a year it has been! We have appreciated the dedication and perseverance of our students in their classes, which has resulted in many exciting and fulfilling achievements. We have seen our students compete in athletics, excel in music and the arts, participate in worthwhile clubs and activities, and furthermore, our seniors have gained acceptances to wonderful colleges and universities throughout the world.

All of our students’ achievements could not be possible without the support they receive from all members of our school community. Thank you to all of the faculty and support staff who work tirelessly to make learning at our school possible and engaging.

Thank you also to all of our parents and guardians who support our students in so many ways. Whether you attended competitions or games, helped and encouraged with homework, provided morning wake-up calls, or served as a daily taxi service, we know that your efforts and encouragement have contributed to their school success.

As we close out yet another school year at Asia Pacific International School, let us not forget that learning happens at each moment of every day. School may be over until August 18th, but each of us, continue to learn on a daily basis. I wish you all a very happy and safe summer holiday. I wish you and your children time together to be creative and have fun. I hope that everyone can take some time this summer to relax, rejuvenate, and reflect on our many achievements and celebrations as a school community.

SUMMER 2014

A D M I N I S T R AT I O N

On a more personal note, I am incredibly thankful and honored to have served all of you over the last five years at APIS as both a teacher and administrator. Although I am excited about the opportunities that await me and my family on our next adventure, I will miss the APIS family dearly and you will always have a special place in my heart.

W W W. A P I S . S E O U L . K R

7

SUMMER 2014

A D M I N I S T R AT I O N

From the

Activities Coordinator Andrew Murphy Activities Coordinator

APIS Summer School 2014 The APIS summer school program is a four-week program, with both morning and afternoon classes, geared toward enriching our students both academically and socially. Our very qualified teachers are dedicated to delivering detailed instruction and practice, focusing on the needs of each individual student. The summer program at APIS is a wonderful opportunity to give students in-depth skills and knowledge helping them to be more successful in the classroom.

We were very excited to have over 90 students, for both elementary and secondary school, join the program this year. Not only did we have elementary school classes focusing on literacy, math, and technology, but we offered guitar lessons, a drama class, an art class, and a computer building class. On July 11, our elementary school capped off the summer with a publishing party where parents were invited to celebrate the learning of their student in summer school. For secondary school, enrichment classes in algebra, biology, and College Application Essay Writing to go along with activity classes of basketball, soccer, and volleyball were offered. This year also marked the first year of our Summer Reach Ahead program which allows high school students to fast track through APIS’ math and science high school pathways.

With the end of summer school, we put behind the 2013-2014 school year with fond memories, but we look forward to the 2014-2015 eager to help develop tomorrow’s future leaders of the New Pacific Century. We were pleased to once again be able to offer this wonderful experience and program to all APIS families. Have a wonderful summer!

8

W W W. A P I S . S E O U L . K R

Field Day for Everyone

T

eam jump rope, three-legged races, basketball, capture the flag...what’s your favorite sport? One of the most highly anticipated events of the spring is Field Day. It’s not just an excuse for students to get out of class, Field Day is full of great games and friendly competition designed to unify the student body and help welcome the end of school year celebrations. 단체 줄넘기, 2인 3각, 농구, 깃발을 잡아라!… 어느 게임을 가장 좋아하나요? 봄에 학생들이 가장 기대하는 행사 중 하 나가 바로 운동회 입니다. 운동회는 학생들이 수업으로부터 잠시 숨을 돌릴 수 있는 기회인데다가 다양한 게임을 통해

SUMMER 2014

SUMMER HIGHLIGHTS

학생들을 더욱 단결시켜주는 즐거운 행사입니다.

W W W. A P I S . S E O U L . K R

9

SUMMER 2014

SUMMER HIGHLIGHTS

Multiple Pathways: A Broader Vision for School Reform

by Elaine Park, Curriculum Coordinator

A

report by the Harvard Graduate School of Education titled, “Pathways to Prosperity” argues that American schools have been too narrow in their one-size-fits-all approach of preparing students to go on to four-year universities. The report states that “preparing for college and preparing for a career should not be mutually exclusive options.” It focuses on the need to develop meaningful career training as a part of comprehensive school reform. In other words, the implication of this work is that a focus on college readiness alone does not properly equip people with all of the skills and abilities needed in the workplace.

The report emphasizes on the need to evolve from single-track systems through high school and to the development of multiple pathways leading from high school to post-secondary education or career training.

At APIS, we want our students to become career-ready along with being college-ready. Lessons from other countries, in western and north Europe, strongly suggest that a curriculum preparing for college and career as mutually integrated options will allow our young adults who earn a post-secondary degree to embark on a meaningful career. With this foundational belief, our programs at APIS are starting to have a focus on Personal Pathways. Each student moves through a personalized academic pathway that is based on their individual needs and performance. While all students move through the same sequence of courses, they can also, depending on their strengths and needs, move through them at different rates. For example, students who plan to enter fields that do not necessarily require a very strong mathematics background can take a sequence of courses that may include Geometry, Algebra II and Core Pre-calculus. Meanwhile, students who plan to enter fields requiring a very strong foundation in high mathematics (e.g., engineering, pure sciences) can take a sequence of courses which could include Algebra II/Trigonometry, Pre-Calculus, AP Calculus (AB or BC) and/or AP Statistics. The figure below illustrates the possible mathematics pathways for our students at APIS.

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Integrated Grade 6 Math

Integrated Grade 7 Math

Algebra 1 Grade 8 Math

HS Geometry

HS Algebra2

Pre Calculus

Statistics (AP)

Statistics (AP)

Calculus AB

Alg. 1

Geom.

HS Geometry

Alg. 2

Alg. 2

HS Algebra 2

Pre Calculus

Pre Calculus

Pre Calculus

Calculus BC

Pre Calculus

Statistics (AP)

Statistics (AP)

Calculus AB Calculus BC

Statistics (AP)

Honors Multivariate Calculus ** (1year) Honors Linear Algebra **(1 semester)

Calculus AB Calculus BC

Honors Differential Equations **(1 semester) Discrete Mathematics ** (1 semester) Engineering **(1 semester) Honors Advanced Topics Math Number Theory

10

W W W. A P I S . S E O U L . K R

Given our pathways, HS Geometry, HS Algebra 2 and Pre-Calculus are available for grade 9 students.

The reach-ahead program acknowledges hard work, self-motivation and personalized interest. For example, a student taking Pre-Calculus as a 9th grader will have the opportunity to take the higher math needed for professional occupations in Engineering or Science and Technology in their 11th and/or 12th grade. We are also extending our Computer Science and STEM curriculum with the same goal of letting our students develop at their appropriate rate and interest. For example, we are adding Advanced Programming and C++ as electives for next year. In the near future, we would like to continue increasing opportunities in this field by adding AP Computer Science with Data Structure, Programming Languages, Discrete Structures, Software Engineering and Computer Architecture.

Meeting the Pathways challenge will require more collaboration, coordination, and effort to monitor outcomes and additional resources. The intent of providing these opportunities, however, aligns with our belief at APIS that all children can learn and that students can achieve high standards given the means to achieve them.

하버드 교육 대학원의 “Pathways to Prosperity”라는 보고서는 미국 학교가 4년제 대학교 진학만 준비시키는 틀에 박힌 교육을 한다고 지적하면서 “대학 진학 준비와 진로 준비는 상호 배타적이어서는 안 된다”고 합니다. 대학 진학에만 초점을 맞춘 교육은 미래에 학생이 가지게 될 직업에서 요구하는 능력과 기술을 가르치지 않기 때문에 고등학교-대학 진학에 있어서 한 가지 트랙만 고집하기 보다, 다양한 트랙과 방향을 제시해야한다고 주장합니다. 즉, 학생들이 향후 직업을 가질 때 필요로하는 능력을 갖출 수 있도록 학업과 커리어를 연계시키 는 교육을 해야한다고 강조합니다.

SUMMER 2014

SUMMER HIGHLIGHTS

APIS는 학생들의 대학 진학 뿐만 아니라 진로도 함께 고민하며 미리 준비시키고 있습니다. 대학과 진로가 통합 된 커리큘럼을 운영중인 서부와 북부 유럽권 국가들의 성공 사례를 교훈삼아 APIS 교육도 Personal Pathways 에 초점을 맞추기 시작하였습니다. Pathways는 학생들이 적성과 능력에 따라 수업 코스를 정할 수 있는 개인 맞춤식 교육입니다. 예를 들어, 대학에서 전공하고자 하는 과목이 탄탄한 수리력 기반을 필요로 하지 않다면 학 생은 Geometry, Algebra II, 그리고 Core Pre-calculus 수업이 포함된 일반적인 코스를 선택하면 됩니다. 반면 에 대학에서 고급 수리 영역 기반을 다져야 하는 전공을 선택할 학생은 Algebra II/Trigonometry, Pre-Calculus, AP Calculus (AB or BC) 그리고/또는 AP Statistics 수업을 포함하는 코스를 선택하면 됩니다. 왼쪽 도표는 APIS 학생들에게 제공되는 다양한 수학 코스를 나타내고 있습니다. 이러한 Pathways는 9학년 학생이 여름방학 Reach Ahead 프로그램을 통해 HS Geometry, HS Algebra 2 그 리고 Pre-Calculus 과목을 미리 수강할 수 있도록 합니다. 예를 들어, Pre-calculus를 9학년 때 수강하는 학 생은 11학년 그리고/또는 12학년때 (대학 Engineering 또는 Science and Technology 전공 배경지식으로 필 요한) 심화 수학 과목을 미리 수강할 수 있습니다. 뿐만 아니라 APIS에서는 Computer Science와 STEM 커 리큘럼을 확대하여 학생들이 자신에게 맞는 학습 속도로 관심있는 분야를 폭넓게 공부할 수 있게 합니다. 내 년 APIS 선택과목으로 Advanced Programming와 C++가 새로 개설되며, 조만간 AP Computer Science with Data Structure, Programming Languages, Discrete Structures, Software Engineering 그리고 Computer Architecture와 같은 수업도 개설하여 학생들에게 더욱 다양한 기회를 제공할 예정입니다. 2014-2015학사년도, 기대하셔도 좋습니다!

W W W. A P I S . S E O U L . K R

11

SUMMER 2014

SUMMER HIGHLIGHTS

Moving Up & Graduation

A

s the 2013-2014 school year drew to a close, APIS was filled with graduation and moving up ceremonies to congratulate students on taking their next step.

June 7 marked the day the Class of 2014 became the third graduating class of APIS. Families and friends gathered in the gym to congratulate the students for successfully completing their 12 years of education.

The first graduates, Class of 2012, sent flowers to congratulate the seniors and APIS alumni from both Classes of 2012 and 2013 attended the ceremony to congratulate them in person. This year, the Class of 2014 heared speeches from two Salutatorians, Gloria Kim and Kiwon Kang, as it was a tie. Afterwards, the Valedictorian, Jeremiah Kim, reminded his fellow graduates to learn to leave the “safe bubble of APIS” as they head on to the real world. Seniors stepped on stage to receive their diplomas that officially stated the end of High School. Every student stood proudly in front of the audience and beamed at the camera.

On June 10, family and friends gathered at the Christian Life Center and the Auditorium, respectively, to celebrate the Kindergarten and Grade 5 students’ Moving Up ceremonies. Both ceremonies were filled with performances that displayed what the students have achieved throughout the year, including a special musical performance from three Grade 5 mothers. Elementary Principal, Mr. Stephen Massiah, shared insightful stories in each ceremony and delivered memorable messages.

On June 11, thirty-five 8th grade students entered the gym to conclude their Middle School years. As they stepped on stage one by one, parents, teachers, and friends applauded to show how proud they were for each student. With their certificates of graduation from Dr. Kim and Secondary Principal Mr. Scott Paulin, 8th grade students have officially graduated from Middle School and are ready to move on to High School.

Congratulations to all students for your hard work and your accomplishments!

12

K5

Moving up

G5

Moving up

W W W. A P I S . S E O U L . K R

G8

Graduation

2013-2014 학기의 끝이 다가오자 APIS는 다음 학년으로 진급하거나 졸업하는 학생들을 축하하는 행사를 개최하였습니다.

6월 7일은 Class of 2014 학생들이 APIS의 세번 째 졸업반이 되는 날이었습니다. 모두 대강당에 모여 12년의 교육 과정을 성공적으로 마친 학생들에게 축하의 말을 건냈습니다. APIS의 첫 졸업반인 Class of 2012 동문들은 올해 졸업반 학생들에게 축하 화분을 전달하였 으며, 졸업식에 APIS Class of 2012와 Class of 2013 동문의 낯익은 얼굴이 보이기도 하였습니다. 올해 졸업식 행사에서는 공동으로 차석(Salutatorian) 자리를 차지한 Gloria Kim과 Kiwon Kang 학생이 연설을 하였으며, 수석(Valedictorian) 학생 Jeremiah Kim은 연설 문에서 함께 졸업하는 친구들에게 APIS의 안전한 울타리에서 벗어나 현실 세계에 부딪혀 도전해볼 것을 당부하였습니다. 이후 학생들 은 고등학교 교육 과정에 마침표를 찍어주는 졸업장을 자랑스럽게 받은 후 카메라 앞에서 각각 포즈를 취하였습니다.

6월 10일에는 Christian Life Center와 학교 소강당에서 각각 유치부와 초등학교 5학년 학생들이 다음 학년으로 진학하는 Moving Up ceremony가 진행되었습니다. 이 행사에서는 Mr. Stephen Massiah 초등부 교장 선생님의 말씀과 다양한 축하 공연이 있었으며, 특히 5학년 졸업식 행사에서는 학부모님들의 감동적인 음악 연주도 들을 수 있었습니다.

6월 11일에 35명의 8학년 학생들은 학교 대강당에 모여 중등부 과정을 마치는 졸업식에 참석하였습니다. 학생들이 한명씩 무대에 올 랐을 때 가족, 선생님, 그리고 친구들은 힘찬 박수소리로 학생들을 맞이하였습니다. Dr. Kim과 중고등부 교장선생님 Mr. Scott Paulin 으로부터 중학교 졸업장을 받은 8학년 학생들은 기대와 설렘을 안고 이제 고등부로 진학하게 됩니다.

SUMMER 2014

SUMMER HIGHLIGHTS

2013-2014 학기를 무사히 마치고 다음 발걸음을 내딛는 모든 학생들의 졸업을 축하합니다!

G12

Graduation

W W W. A P I S . S E O U L . K R

13

SUMMER 2014

SUMMER HIGHLIGHTS

End-of-Year Concerts Show Students’ Musical Maturity

T

he APIS Auditorium was reverberating with the beautiful sounds of music on May 30 when the Elementary School students showed off what they have achieved throughout 2013-2014 at their year-end concert. With the introduction of Orff in the Elementary music curriculum this year, the End-of-Year concert was filled with fun! Most of the students (including kindergarteners) incorporated the use of percussion instruments in their performances. The second grade students showed off their violin skills, and the concert ended with performance by the fabulous grade 5 Orchestra and Band.

Later on June 3, parents, students, and teachers gathered in the APIS Gymnasium to see and hear secondary students perform their final concert of the year. In this year’s concert, the audience had the chance to listen to familiar numbers. Students sung and performed pieces from famous movies (Star Wars) and popular rock bands (Coldplay). Through these performances, the audience were not only amazed by the depth of secondary students’ skills, but also had fun in enjoying popular music.

5월 30일 APIS의 소강당에서 열린 학년말 콘서트에는 초등부 학생들이 1년동안 배운 음악 연주를 뽐내는 소리가 울려퍼졌 습니다. 올해 초등부 음악 과정에 처음으로 도입된 오르프 수업 덕분에 공연은 다채롭고 흥미진진하였습니다. 유치원생들을 포함한 대 부분의 학생들은 공연에 타악기를 사용하며 흥겨운 연주를 선보였고, 2학년 학생들은 바이올린 음색으로 관객에게 즐거움을 선사했으 며, 콘서트는 5학년의 오케스트라와 밴드의 화려한 연주로 막을 내렸습니다.

6월 3일에는 학부모님들과 학생들, 그리고 선생님들이 중고등부 연말 콘서트를 관람하기 위하여 APIS 대강당에 모였습니다. 올해 콘 서트에서 학생들은 스타워즈와 같은 명작 영화 주제곡을 부르거나 연주하였고, 콜드플레이와 같은 유명한 밴드의 노래를 연주하기도 하였습니다. 이러한 공연을 통하여 중고등부 학생들이 음악적으로 얼마나 성장하였는지 알 수 있었을 뿐만 아니라 익숙한 음악을 감상 할 수 있는 즐거운 시간을 보낼 수도 있었습니다.

14

W W W. A P I S . S E O U L . K R

Baby Boom at APIS!

I

n Korea, the average number of children born per woman is 1.25. According to the latest statistics in CIA’s World Factbook, America has a slightly higher fertility rate at 2.01. These declining birth rates are raising concerns around the world, but at APIS, we find this hard to relate to. Why? Because APIS has experienced an unprecedented baby boom with a total of eight babies born in a single year! Starting with Mrs. Emily Kim who was the first to give birth to a baby girl in July 2013, three girls and five boys were born; Mrs. Ashley Stapleton’s baby girl being the youngest of all. We warmly welcome Olivia (Mrs. Emily Kim’s girl), Ripley (Mrs. Shana Russell’s boy), Logan (Mrs. Jillian Iwanuk’s boy), Minjun (Mrs. Iris Zheng’s boy), Miles (Mrs. Keira Lee’s boy), August (Ms. Carly Althauser’s boy), Cora (Mrs. Sophie Holbrook’s girl), and Kinsey (Mrs. Ashley Stapleton’s girl) to the APIS family! 가장 최근에 발표된 CIA World Factbook 통계에 의하면 한국의 출산율은 1.25, 미국의 출산율은 그것보다 약간 높은 2.01 입니다. 이 러한 OECD국가들의 저출산 통계는 각 나라에 많은 고민거리를 안겨주고 있는데, APIS 가족 여러분들은 이러한 통계나 뉴스를 접할때 마다 아마 공감하기 어려우셨을 것 입니다. APIS 선생님들 가정에서 작년 한해 8명의 아기가 태어났으니 말입니다! 한국어 선생님 Mrs. Emily Kim이 출산하신 예쁜 딸을 시작으로 총 3명의 여자 아기와 5명의 남자 아기가 태어났습니다. 이번 한해에 태어난 새로운 APIS 가족--Olivia(Mrs. Emily Kim의 딸), Ripley(Mrs. Shana Russell의 아들), Logan(Mrs. Jillian Iwanuk의 아들), Minjun(Mrs. Iris Zheng 의 아들), Miles(Mrs. Keira Lee의 아들), August(Ms. Carly Althauser의 아들), Cora(Mrs. Sophie Holbrook의 딸), 그리고 Kinsey(Mrs. Ashley Stapleton의 딸)—모두 따뜻한 마음으로 환영합니다!

Mi n

Riple y

n ju

Logan

Hehe

SUMMER 2014

SUMMER HIGHLIGHTS

Au g es

ey

ivia Ol

Kin s

Cora

t us

Mil

W W W. A P I S . S E O U L . K R

15

SUMMER 2014

SUMMER HIGHLIGHTS

Just ‘Cause It’s Summer, School Doesn’t Have to End!

W

hen the final school bell rang on the morning of June 13, not only did it signal the end of the 2013-2014 school year, it also ushered in the start of another exciting Summer School semester at APIS. While many students looked forward to get a jumpstart on their summer vacation, dozens of elementary and secondary classmates were anxious to continue their education by taking a wide variety of academic courses, athletics, and activities.

The 4-week APIS summer program offered a rigorous, student-centered academic program with the goal of the students improving their overall skills through a themebased program aligned with the current programs already in place in the school.

For the elementary school level, programs such as Everyday Math and Readers and Writers workshop were used to develop and improve students’ overall academic skills.

Students were also offered a variety of elective classes that stretched them creatively such as guitar, drama, computer building, and art.

For one week, students enjoyed Vacation Bible School (VBS) led by Chaplain Zach Luginbill and the Christian Life Department. VBS is always a favorite of the students that partners a fun and interactive Bible study experience with engaging activities and singing.

16

W W W. A P I S . S E O U L . K R

For three of the four weeks, the afternoons were spent engaging in friendly competitive sports and activities. Students also went on field trips to the zoo, waterpark, and the ice rink.

The secondary summer school program was designed to help students gain more confidence with their academics while also enriching their understanding of key concepts. New to the 2014 Summer School curriculum was the Reach Ahead program. Designed for independent, online study, Reach Ahead is wonderful opportunity for students to advance their knowledge and understanding of core classes. By completing this course, students are able to fast-track through to APIS’ higher level courses. Reach Ahead and APIS Summer School enrichment course offerings were in Algebra, Pre-Calculus, Physics, Chemistry, Biology, English, Modern World & US History as well as an annual favorite College Essay class, led by former Stanford University admissions officer, Mr. Martin Walsh.

SUMMER 2014

SUMMER HIGHLIGHTS

6월 13일 마지막 수업을 마치는 종소리는 2013-2014 학기가 모두 끝났음을 알렸을 뿐만 아니라 즐거운 APIS Summer School의 시작도 알렸습니다. 다양한 수업, 스포츠, 놀이 등으로 구성된 4주짜리 APIS 여름 프로그램은 정규 수업과 연계되는 여러 주제에 기반을 둔 프로그램을 통하여 학생들이 다양한 실력을 쌓는 데에 도움을 줍니다.

초등부 학생들은 Everyday Math와 Readers and Writers Workshop으로 학습 능력을 향상시켰으며 기타 연주, 연극, 컴퓨터 조립, 미술과 같은 다양한 선택과목으로 창의력을 최대한으로 이끌어냈습니다. 3주 동안 초등부 학생들은 오후에 다양한 스포츠 활동 을 하였으며 일주일은 특별히 Zach Luginbill 목사님과 Christian Life Department에서 진행하는 Vacation Bible School (VBS)에 참여하였습니다. VBS는 다양한 활동과 노래를 통하여 재미있으면서 동시에 서로 교류할 수 있는 성경 공부를 할 수 있기 때문에 학생들은 흥미로운 시간을 보낼 수 있었습니다.

중고등부 Summer School 프로그램은 핵심 개념을 이해하는 것과 동시에 학업에 더욱 자신감을 키울 수 있도록 구성되어 있었 습니다. 올해 Summer School에 새롭게 개설된 Reach Ahead 프로그램을 통해 학생들은 개별 온라인 수강 방식으로 주요 과목 을 미리 이수할 수 있었으며, 개학 이후에는 APIS의 심화 과목을 빠르게 접할 수 있는 기회를 얻게 되었습니다. Reach Ahead와 APIS Summer School enrichment 수업으로는 Algebra, Pre-Calculus, Physics, Chemistry, Biology, English, Modern World & US History 과목이 개설되었으며 매년 학생들에게 인기가 많았던 Mr. Martin Walsh (스탠포드 대학교

입학사정관) 선생님의

대학 입학 에세이 특강도 올해 개설되어 많은 학생들이 에세이를 준비하였습니다.

W W W. A P I S . S E O U L . K R

17

SUMMER 2014

SS T TU UD D EE N NT T A AC CH H II EE V V EE M M EE N NT T SS

2013-2014 Director’s Award

A

spire Award Judy Park (G1) Amber Lee (G2) Christine Jeong (G3) Neo Lee (G4) Justine Suh (G4) Jack Song (G5) Joan Kim (G5)

P

ersevere Award William Yoo (G1) Jenny Kim (G1) Lulu Timpson (G2) Margarette Gatesi (G3) Eugene Kim (G4) Rian Kwak (G5) John Suh Kim (G5) Phuc An Duong (G5)

I

ntegrity Award Yeonsue Arata (G1) Ashley Hong (G2) Jeannette Kim (G3) Hannah Kim (G4) Peter Jin (G4)

S

piritual Growth Jacklyn Veri (G1) Adelia Kwak (G2) Jinu Hong (G3) Jane Kim (G4) Sophia Park (G4) Jardine Veri (G5)

18

W W W. A P I S . S E O U L . K R

Frankl Anna Kwon (G6) Henry Kim (G7) Grace Kim (G7) Jinny Choi (G8) Eugenie Kwon (G8) Noah Kim (G8) Paul Lee (G9) Kenny Jang (G10) Hana Kim (G11) Joseph Kim (G12) Charissa Juun Kim (G5) Eric Lee (G6) Alex Woo (G7) Amelia Tang (G7) Josephine Oh (G8) Sungjin Shin (G8) Chunjin Park (G9) Any Hong (G10) Eddie Kim (G10) Simon Oh (G11) Don Choi (G12) Irene Kim (G5) Bryan Jung (G5) Clara Park (G6) Gerry Hwang (G7) Grace Kim (G8) Crystal Cho (G9) David Jinsoo Lee (G10) Jennifer Lee (G11) Brian Kim (G12) Mei Mei Timpson (G6) Aaron Kang (G7) Sophia Jung (G7) Donna Kim (G8) Gyu yeon Lee (G9) Jeho Hahm (G10) Esther Kang (G11) Jackie Lee (G11) Paul Chung (G12)

Student Representative Council Members for 2014-2015

T

he following students have been elected to serve in the Student Representative Council (SRC) during the 2014-2015 school year. Congratulations to each and every student who pursued their dreams of representing their classmates in school government.

President

Vice President Kyle Park (G12)

Grace Kim (G10)

John Kim (G12)

President

Vice President

Secretary

Treasurer

Sarang Yang (G12)

Grace Kim (G8)

Daniel Suh (G8)

Secretary

Gerry Hwang (G8)

Treasurer

SUMMER 2014

STUDENT ACHIEVEMENTS

Aaron Kang (G8)

E l e m e n ta r y S c h o o l

President

Allison Lee (G5)

Vice President Claire Park (G4)

Secretary

Davis Beatty (G5)

Treasurer

Grace Lee (G5) W W W. A P I S . S E O U L . K R

19

SUMMER 2014

N E W FA C U LT Y I N T R O D U C T I O N

Introducing New Faculty Bruce Knox Bachelor of Teaching, The Queensland University of Technology Master of Educational Technology, The University of Southern Queensland, Australia

Jodi Nielsen B. Teaching QUT Grad. Dip L.O.T.E. USQ Masters of Guidance and Counseling USQ

In 1992, after graduating with a Bachelor of Teaching from the Queensland University of Technology, Australia, Mr. Knox stood at the door to his first classroom and welcomed thirty-two students for their first day of sixth grade. He wasn’t sure who was more nervous!

Now, more than twenty years later, Mr. Knox has stood at many classroom doors and welcomed a world of students into classrooms across all grade levels from one to twelve, undergraduate to postgraduate, in five different countries. Through teaching at all grade levels and working with teachers and students in Australia, Saudi Arabia, China and Laos as a teacher, school leader and administrator, Mr. Knox has been able to share his love of learning with others. Recognizing the opportunity that technology offers our learners of today, Mr. Knox received his Master of Educational Technology through the University of Southern Queensland, Australia and is passionate about supporting learning through the use of technology. When finding time to relax, Mr. Knox’s alter ego as a musician, songwriter, performer, sportsman, or playground slide companion to his six year old daughter can be found out on a mountain bike, behind a drum kit or electric guitar, or deep within his daughter’s dress up box.

Mrs. Nielsen graduated with a Bachelor of Teaching in Primary Education from the Queensland University of Science and Technology in Brisbane, Australia. She has also completed postgraduate studies in a Graduate Diploma of Languages Other Than English (Mandarin) and a Masters of Guidance and Counseling through the University of Southern Queensland in Toowoomba, Australia. She is currently researching to gain her Doctorate of Education through the University of Southern Queensland in Toowoomba, Australia with her research focusing on international teaching families and successful international transitions. Mrs. Nielsen was born in London and grew up in Australia. She is married with one daughter. Her career began as an Elementary Classroom Teacher and has included the roles of Behaviour Management Advisor Support Teacher, PYP coordinator, Elementary Coordinator, ELL Support Teacher, Student Support Teacher, and School Counsellor. Mrs. Nielsen is passionate about supporting families and staff with transitions and examining factors that facilitate successful transitions. She is excited to work in an educational setting where staff are advocates for student learning and health. Reading and exploring are ways that she likes to spend time with her family.

20

W W W. A P I S . S E O U L . K R

Derek O’Malley B.A. International Affairs, University of Colorado M.Sc. International Development, Lund University, Sweden

Mr. O’Malley graduated from the University of Colorado with a B.A. in International Affairs. He later earned a M.Sc. in International Development from Lund University, Sweden. After completing his undergraduate degree, Mr. O’Malley taught for three years in rural Romania while also helping to build educational facilities in local villages. During his master’s degree studies, Mr. O’Malley worked for an HIV/AIDS NGO in Kenya and carried out research on peace building through education in Uganda. Following his time in East Africa, Mr. O’Malley taught in an experiential educational organization in Washington, D.C. For the past two years, he has been teaching at an international school in Phnom Penh, Cambodia. Mr. O’Malley strives to create an inquisitive, supportive and fun environment in his classroom where hard work and an open mind are rewarded. In his spare time, Mr. O’Malley enjoys hiking, reading books on history and politics, and traveling.

Sarah McRoberts B.S University of Wisconsin – River Falls M.Ed. Grand Canyon University

SUMMER 2014

N E W FA C U LT Y I N T R O D U C T I O N

Ms. McRoberts graduated from the University of Wisconsin – River Falls (UWRF) with a B.S degree in Secondary Education in Broad-Area English and History. While attending UWRF, she spent a semester studying abroad in Scotland. This experience inspired her to travel and work around the world.

After graduating, she moved to Bagdad, Arizona – a small copper mining community where she was responsible for teaching every level of High School English. While in Arizona, Ms. McRoberts completed her M.Ed in Curriculum and Instruction with a technology emphasis from Grand Canyon University. In the summer of 2009, she participated in the National Writing Project at Northern Arizona University. For the last three years, she has been working at Newman Catholic High School (NCHS) in Wausau, Wisconsin as the school’s AP English teacher, English 11 and 12th grade, and Speech teacher. At NCHS, she completed her Basic Religion Formation training which has helped her strengthen her relationship with Jesus and develop ways to bring His message to her students.

In the summer of 2013, Ms. McRoberts was awarded the Fulbright-Hayes fellowship for the Educational Seminar: India Teacher Exchange. For five weeks, she lived and worked as an English 9th and 10th grade teacher in Kolkata, India. She believes that working in India was one of the most exhilarating and humbling experiences of her career. Within the last seven years, Ms. McRoberts has been a Forensics Coach, Drama Director, National Honor Society Adviser, and Key Club Adviser.

As a teacher, Ms. McRoberts searches for creative and alternative ways to help her students understand and master language skills. Her love of the English language and curriculum is constantly fueled by her students’ inquisitive nature. In her spare time, Ms. McRoberts enjoys photography, reading, volunteering, watching movies, crafting, traveling, new technology, and American football.

W W W. A P I S . S E O U L . K R

21

SUMMER 2014

N E W FA C U LT Y I N T R O D U C T I O N

Don Kirkwood B.S. Mathematics, Willamette University Masters of Science in Education, Western Oregon University (Certifications: Advanced Mathematics, Computer Technology)

Mr. Kirkwood has been a high school teacher for over thirty-four years, teaching AP Java, C++, and Pascal along with English, and mathematics. He has been a member of the College Board AP Computer Science Test Committee and a Question Leader as well as an exam grader. He has led AP workshops in Oregon – SuperQuest; Bangkok, Thailand; Hawaii; California and other western states as well as being a lead instructor in Google’s CAPE program. Mr. Kirkwood has written several journal articles and created the curriculum he uses as well as the C++ component of the Oregon computer science teachers web site. He has been the president of the Oregon Computer Science Teachers Association, organizing the SuperQuest workshops during these times.

For his work, he has received the inaugural Software Association of Oregon’s Technology Teacher of the Year Award, the Siemens’ Award for Advanced Placement Teachers, The Oregon Museum of Science and Industry and Tektronix Foundation’s Award for Excellence in Teaching Science and Mathematics, along with other honors. Most importantly, Mr. Kirkwood’s passion for teaching and figuring out ways to make computer science meaningful and accessible to his students is still a driving force in his life.

Karl T. Craton B.A. Magna Cum Laude, University of Maryland M.Ed. University of Maryland

Mr. Craton began his teaching career in Maryland shortly after graduating from college in 1980. After one year of teaching at a junior high school, he began teaching at a high school in Southern Maryland, where he taught Social Studies for 33 years, focusing on World and European History. He loves history and he believes in offering his students a rigorous, challenging curriculum. Mr. Craton has also been involved in a variety of extracurricular activities, including sponsoring a ski club, coaching American Football, and advising a National Honor Society chapter. Mr. Craton was awarded a position as a Fulbright Exchange teacher in the United Kingdom during the 1996-1997 school year. He has worked for the College Board as an AP Reader since 2008.

Mr. Craton has been a Christian since he was in high school. He has been a volunteer at his church and for Young Life, an organization whose vision is to give every adolescent everywhere “the opportunity to meet Jesus Christ and follow Him.” Mr. Craton has been married to Susan Craton for 27 years. They have two adult children. He loves spending time with Susan. He also likes to stay in shape through weight training, bicycling, golf, and tennis, and he enjoys reading, watching sports, and traveling. Mr. Craton is excited about living in Korea and joining the APIS community.

22

W W W. A P I S . S E O U L . K R

Alicia Morgenroth B.S. Interdisciplinary Studies, Summa Cum Laude Texas State University

Not wanting to miss any opportunities to live out her dream, Ms. Morgenroth graduated early from Texas State University with a B.S. in Interdisciplinary Studies.

She was blessed with the opportunity to teach for 6 years in the district that bred her passion for teaching as a child. Working with a wide range of students, including gifted and talented students as well as students with learning disabilities, has given Ms. Morgenroth teaching strategies to meet the needs of all learners. She strives to promote a loving, comfortable learning environment in which each student aims to do their best academically, as well as becoming the best person that they can be. Ms. Morgenroth has a passion for traveling and helping those in need. She spends her summers leading mission trips for teenagers across the United States and Belize. Outside of school, Ms. Morgenroth can be found riding her bike, reading, cooking, or traveling. She is eager to live out her faith in Christ by following His calling for her to South Korea.

Patricia Hallinan Diploma of Teaching, Australia Catholic University Graduate Diploma in Education - Multicultural Studies (TESL), Australia Catholic University Graduate Diploma in Education - Adolescent Health, Melbourne University

SUMMER 2014

N E W FA C U LT Y I N T R O D U C T I O N

Ms. Hallinan’s career has spanned three decades, multiple grade levels and various leadership roles in several cities on different continents.

She began working as a classroom teacher after obtaining her Diploma of Teaching from Australian Catholic University in Melbourne, Australia. After teaching in a multicultural classroom in Melbourne, it became obvious that she needed extra training in order to be of particular assistance to her students who were from a non-English speaking background, so she completed a Graduate Diploma in Multi-cultural Studies (TESL), again from Australian Catholic University. Several years later, Ms. Hallinan completed a second Graduate Diploma, this time in Student Health and Welfare from the University of Melbourne. For over twenty years, Ms. Hallinan has worked in various schools in Australia, both primary and secondary, mainly in a combination of classroom support and administrative roles. For the last twelve years she has worked in International Schools in Asia: Vientiane International School in Lao PDR and at International School Manila in the Philippines, her most recent post where she held the position of Elementary School Teacher-Librarian.

Ms. Hallinan is never far from a “hands-on� approach within the classroom, using a co-teaching model to assist students and teachers with their learning. She believes that relationship-building in order to know and understand each student well, along with student-centred, inquiry based learning, are the foundations upon which teachers assist students in becoming independent, lifelong learners and successful, contributing adults in society. Ms. Hallinan enjoys travel and meeting people to learn about different countries and to better appreciate the various cultures within them. She enjoys pilates and loves to play golf or read in her spare time.

W W W. A P I S . S E O U L . K R

23

SUMMER 2014

N E W FA C U LT Y I N T R O D U C T I O N

Mandy Kern B.S. Central Michigan University M.A. Science Curriculum and Instruction, University of Colorado at Denver

Matthew Kern B.S. Saginaw Valley State University M.S. Central Michigan University

Mr. Kern is originally from Michigan, but settled down with his wife in Colorado, where his three daughters were born. After three years of working toward a doctoral degree, Mr. Kern changed career paths and pursued a career in secondary education, earning his teaching credentials from Metropolitan State University of Denver. Since then, he has had the opportunity to work with a diverse array of students in both public and private education settings in the United States and abroad. Mr. Kern has been involved in a number of different scientific research projects. He loves to learn and he values the education regularly provided to him by his students, peers, and family. During his free time, Mr. Kern enjoys spending time with his family, traveling, reading, listening to music, playing sports, hiking andcamping.

Mrs. Kern has been an educator for the past 15 years, working in both middle and high school settings and teaching a wide variety of science courses and math as well. She earned a Bachelor’s of Science in secondary education from Central Michigan University, and began her teaching career in Michigan, where she grew up. She moved to Colorado in 2001, where she spent the majority of her teaching career in the suburbs of Denver, Colorado. She earned her Master’s degree in Science Curriculum and Instruction from the University of Colorado at Denver. She has had many opportunities to take additional science courses and participate in field studies and laboratory work. She has also had the opportunity to develop curriculum and act as an instructor for younger children at the Denver Museum of Nature and Science. She began her international teaching career in 2012 at the American International School of Kuwait. Mrs. Kern strives to foster a classroom culture of inquiry and create problem solvers with a passion for science. She employs a hands-on, minds-on approach to instruction that uses problem-based labs and service learning opportunities to engage students in applications of their learning. In her spare time, Mrs. Kern enjoys spending time with her husband and 3 children.

Her outside interests include hiking, running, reading, traveling, volunteering, exploring other cultures, and learning as much as possible.

Benjamin Langholz B.A. Psychology and Economics, St. Olaf College in Northfield, Minnesota

Mr. Langholz graduated from St. Olaf College in Northfield, Minnesota with a B.A. in Psychology and Economics. While at St. Olaf Mr. Langholz participated on the Men’s Varsity Soccer team and spent his summers as a counselor and coach at youth soccer camps throughout the United States. His interest in international education began at a young age as he spent his elementary years attending international schools in Morocco and Saudi Arabia. This interest was fortified in college, when he took part in a month long service-learning trip teaching English to African refugees in Valetta, Malta. He is excited to share his passion for teaching and coaching with the APIS community.

Outside of the classroom Mr. Langholz enjoys alpine skiing, biking, and supporting Iowa Hawkeye athletics.

24

W W W. A P I S . S E O U L . K R

Ryan Williams B.S. Physical Education, Northern Arizona University M.S. Ed. Integrating Technology in the Classroom, Walden University

Mr. Williams has been a teacher and a coach for 16 years, working with all grade levels of students.

Most recently, in south Seattle, WA, where he was an Elementary PE teacher and soccer, track & field, and cross country coach for middle and high school students. In addition to Mr. Williams’ teaching and coaching, his professional experiences include: being a National Board Certified Teacher, department head,and playing an integral role during curriculum adoption. His true educational passion focuses on all students experiencing a quality physical education program, that is well-planned and well-implemented that also increases competence, health-related fitness, self-responsibility, and promotes the enjoyment of movement for all students so they can enjoy a lifetime of activity. Raised in a military family, he grew up moving every 2-3 years and has lived all over the US, Spain, Germany, and Japan. This upbringing helped to mold his appreciation of travel and learning about other cultures. Outside of work, his hobbies are mostly activity based including: cross fit, soccer, snowboarding, camping, and fishing. Meeting new people, spending time with family and friends, cooking, and listening to music are always enjoyable.

Randall Kondruk B.Ed University of Alberta

SUMMER 2014

N E W FA C U LT Y I N T R O D U C T I O N

Mr. Kondruk is new to the Asia Pacific International School community for the 2014-2015 school year. He has lived his entire life in Edmonton, Canada and is excited about moving to, living and working in Seoul, Korea. Mr. Kondruk has a B.Ed from the University of Alberta and brings 25+ years of experience to APIS, having taught Math and Science to Grades 7, 8, and 9 throughout his career. He enjoys sharing stories of practical applications of math and science that he uses in various ways in his life interests. Whether it be: - using Pythagorean Theorem while building a deck - figuring out probability in card games - contemplating ranges and averages of temperatures when planning camping trips - solving patterns and puzzles in board games - admiring geometric designs on fishing lures - using ratios and rates when cooking - calculating batting averages and shot percentages of favorite sports teams - or simply balancing checkbooks and calculating monetary exchange rates when shopping Mr. Kondruk believes that the connections, humour and relationships that we build outside the classroom during extra-curricular activities, field trips, sport and academic competitions, showcases, etc. are an important part of the in class relations that we all share.

W W W. A P I S . S E O U L . K R

25

SUMMER 2014

ALUMNI SPOTLIGHT

Alumni Spotlight: Grace Park 1. Where are you going to school now?

I am currently attending Duke University in Durham, North Carolina—a choice I know that I will never regret. I love that my school is so vibrant with various opportunities whether it is something you have never tried before or a lifetime hobby that you never knew other people also enjoyed. This year, I tented for a Duke basketball game for a month to become a Cameron Crazie. Despite the unbearably cold and rainy nights, it was worth it. The energy in that court was astonishing and even though I never particularly enjoyed basketball, I felt like I was a part of the Duke family. The people I have met, and the conversations I have, challenge me and play a role in shaping my identity.

(left) Grace Park (Class of 2013) attends Duke University and is majoring in Civil Engineering. She poses in front of Duke Chapel with her twin sister, Sophia, who is also a freshman at the same university.

2. What is your daily schedule like? Is college life different from what you expected?

My schedule really depends on the season, the day, and the time. My weekdays usually involve going to classes, studying in the library, and grabbing meals with other people. I could also be going to a meeting for a club or just playing pool with some friends. I am also involved in the Christian life at Duke so I could be taking part in fellowship, small group, or church-related activities. My weekends are usually packed with events to go to including dance performances, socials, or conferences. College life is definitely what you make of it, while at high school I felt like I had a more fixed schedule. You can get involved in a lot of activities or just stay in your room all day (which I would not recommend).

3. What do you miss the most about being a student at APIS? I definitely miss the relationships I made at APIS and the memories we shared in THEIA mission trips, varsity soccer, and even in classes. Students, heed my advice. Make the most out of high school because you may find yourself missing the intimacy and close-knit community in college.

4. What was the most challenging part in preparing for college applications?

The most challenging part of college applications for me was trying to find my own voice and establishing my identity. I took a lot of time thinking about what was most important to me and the person I became based on this event/ person/ life experience. I would say not to rush this process because words are not going to magically appear on a screen and give you a ticket to college. The best applications are the ones that are most real, clear, and well thought out. Be yourself—advice that is somewhat cliche, but very true.

You do not need to feel the need to have to twist the truth or make your application not your own. While it is great to get other people’s input, you do not have to listen to everyone if it clashes with your voice. I took a risk with my college essay that not everyone agreed with. Yet, I was proud of it—knowing it was my best work. In the end, it got me into my first choice for a college!

5. What programs or sessions at APIS were helpful in preparing for college applications?

The college advisor that visited APIS, Mr. Martin Walsh, for a workshop was very helpful. He initially sparked my interested in Duke and recommend that I apply based on my interests. He also helped me get a head start on understanding what a good application looks like.

6. Lastly, what advice do you have for our seniors and juniors?

Seniors, be excited for college! Do not expect to be able to jump into a new environment completely ready.

The collegiate freshman year is the best time to be lost, confused, and ask for help. Perhaps learn a few life skills like doing your laundry or cooking before you arrive on campus. Juniors, do not be too stressed out. Do not push back all your work until the last minute but do not feel guilty to have some rest. Make the most out of high school because you do not want to look back on high school only remembering studying for SATs or worrying about AP tests.

26

W W W. A P I S . S E O U L . K R

From the

School Chaplain Zachary Luginbill School Chaplain

To finish out our 2013-2014 school year, our secondary chapel theme was called “Overload” where we took a look at how God gives us strength especially when we are overloaded with stress and difficulties. Seniors Brian Kim and Paul Chung each shared a short challenge to APIS on how to finish strong during the last weeks of school. Both middle school and high school praise teams were all student lead, which was a great way to celebrate the end of the year. One of the Bible verses we talked about was Hebrews 12:1-2 (NLT) which says, “let us run with endurance the race God has set before us.

We do this by keeping our eyes on Jesus, the champion who initiates and perfects our faith.” This is a good encouragement to remember all summer long as well.

Our final elementary chapels were about forgiveness and humility. Forgiveness is deciding that someone who has wronged you doesn’t have to pay for what they have done. Jesus is the greatest example of this because He gave up His own life for us so we can have a relationship with God. He even helps us forgive others. We also learned that humility means putting others first by giving up what you think you deserve.

This isn’t always easy to do, but God can help us whenever we pray and ask.

SUMMER 2014

CHRISTIAN LIFE CENTER

During our final week, we had our all school chapel together--elementary through high school--to honor each of the grades by calling them to the platform and presenting them with commemorative crosses.

Each grade received a cross necklace with APIS inscribed on it as a reminder of the sacrifice and victory of Jesus. Mr. Massiah shared a challenge to the 5th grade, Mr. Paulin spoke to our 8th graders, and it was my joy to encourage the graduating seniors one last time. This was a great way to end our year in celebration.

It is my prayer that God would continue to bless our APIS community through the summer months and help us grow in faith and grace. Thank you to all the teachers and students for making this a fantastic year, and I hope you all have a wonderful summer! God Bless!

W W W. A P I S . S E O U L . K R

27

SUMMER 2014

MUSIC

From the

Music Department Chair Sophie Holbrook Music Department Chair Congratulations on another year completed at APIS! It is always amazing how the years fly by; they feel quicker and quicker as time goes on. It is also amazing to watch the students grow and mature throughout the years; students who were once awkward middle schoolers turn in to grown young men and women, ready to become leaders in the world. This goes for our student musicians as well. Students who start their musical training as young children and make their first sounds on instruments or who experiment with their voice become performers on stage. Throughout this process of learning music, students come to understand the importance of teamwork, effective practice, discipline, and self-motivation. Music, like all subjects, requires a consistent work ethic to develop the skills needed to properly sing or play an instrument. It is not possible to become good at music overnight or by cramming before a test. Music is more like a sport in which years of practice and discipline are needed to hone the right abilities. So…what does that mean for the summer? PRACTICE!

What does practicing music really mean? There are so many techniques that need to be accomplished to play music well, but there are also other forms of practice that are effective, especially in the summer when students may be traveling and without their instrument. Follow these tips and you will be ready for music class next year:

LISTEN: Listening to professionals play music of any genre will give a student a higher sensitivity

to music of all kinds. Listen to symphonies, jazz combos, vocal ensembles, string quartets, marching bands, folk music, and anything that may spark your interest in new music. Becoming familiar with what good recordings sound like will improve your own sound and understanding of music. Try to make yourself sound like the recording.

MUSCLE MEMORY: For instrumentalists, learning your fingerings for scales and warm-up exercises is crucial for advancing on your instrument. If you don’t have your instrument, practice by holding a pencil and memorize all your fingerings.

READ & WRITE MUSIC: Practice your note memorization by reading music like a book. Can you figure out the song just by looking at the notes? Can you write down a tune just by listening to it being played?

Knowing your music notes will really help a student’s ability to play or sing well.

PLAY & PERFORM: When you can, pick up your instrument or start singing! The muscles used to make music are very small and quickly deteriorate if not used. By playing or singing you will exercise your muscles to keep them in shape. Try to perform a short song for your family or friends on a regular basis. The more you play and sing over the summer, the better prepared you will be for August.

Enjoy the summer and make music joyfully!

28

W W W. A P I S . S E O U L . K R

From the

College Counseling Director Shana Russell Director of College Counseling Summer is always an exciting time for a college counselor because one group of students has graduated and is preparing to go off to college in the fall and another group of students is starting the college search process!

Congratulations to the Class of 2014 on all of their hard work in getting to this point. I know that they are off on a wonderful adventure and I hope they will check in with me after their first semester.

For the Class of 2015, the summer provides a wonderful opportunity to spend some time on in-depth college research, visiting colleges, beginning the college application and brainstorming the college essay.

While the rising seniors and I have talked a lot about how they can have a productive summer, there are a few things that parents can do to help their child succeed in this process.

1. Encourage your son or daughter to use their summer wisely.

This means having a job or an internship that will help them decide what they would like to study in college, volunteering somewhere they are passionate about, immersing themselves in a new culture through travel, exploring Korea, engaging with family, studying something just for fun, reading a non-required book...the possibilities are endless! Since there are so many amazing things for a student to engage in, I would caution you from encouraging your son or daughter to only attend hagwon this summer. While preparing for standardized exams and the school year are important, when considering the US college application process, being well-rounded, engaged, and passionate are far more important. There is no better way to demonstrate this to a college than through meaningful participation in an activity this summer.

SUMMER 2014

COLLEGE COUNSELING

2. Encourage your son or daughter to begin preparing for the college application process to relieve stress this fall.

Your student(s) should be researching colleges in order to create a college list which includes reach, target, and possible schools. This list should include not only why this college is a good fit but what is required by the college for admission. Requirements may include deadlines, recommended classes to take during high school, required or not required standardized tests, essay topics, recommended letters of recommendation, etc. Knowing what is required and how this school fits your student by the time they return for school in August is a great way to start off the school year stress-free. If you can, visit colleges this summer! This is a great way to get to know a school and to decide if it’s a good fit for your student.

3. Educate yourself.

You should be learning about the college application process, too! Keeping an open dialogue between you and your son or daughter is a great first step to learning what they are interested in getting out of the college experience. What do they want to learn in the classroom? What do they want to learn outside of the classroom? How will the college they have chosen lead them toward a lasting career? These are all questions I hope you and your child will consider discussing this summer.

Please also read the “APIS College Counseling Handbook,” which is written in both English and Korean, to learn more about the application process. I would also suggest reading the book “The Gatekeepers: Inside the Admissions Process of a Premier College” by Jacques Steinberg. This book is written by a New York Times education reporter who had unprecedented access to the application process at Wesleyan University. Another great book is “Colleges That Change Lives” by Loren Pope. This is a look at 40 schools that will change the way you think about college. This book is also available in English and Korean.

W W W. A P I S . S E O U L . K R

29

SUMMER 2014

COUNSELING

From the

School Counselor Kirstan Beatty School Counselor What a full year we have had at APIS! I have so enjoyed getting to know the students at APIS and have been thrilled by their ability to work on ways to get to know themselves and their classmates through lessons, activities, and serving opportunities. As the school counselor, I will continue to provide avenues for students consider ways to make APIS a place where all students feel welcomed and appreciate for who they are.

With summer finally here, students will be faced with a different schedule that may or may not require them to make different decisions regarding their use of free time. It is very easy for many students to spend their day in front of a screen, but when hours have gone by without a break, it is not beneficial for the child or the family. Children will still need parental regulation to make good decisions regarding how much time they spend with technology.

When your child utters the awful phrase “I’m bored!”, use this simple tool to help students consider other activities to find a good balance throughout the summer. Ask them have they:

B - been creative O - outside play?

R - read a book?

E - exercised for ten minutes?

D - done something helpful?

Other options to consider are: • create a Lego version of something made in MineCraft • make a nature collage from items picked up after taking a walk outside • make homemade popsicles and eat them outside • gather your friends and put on a play based on your favorite story • tour all the parks in your neighborhood • invite the neighborhood kids over and have a dance party

• turn over a rock and look for bugs • plant a seed & watch it grow • buy a new board game & learn how to play it • get a library card & read as many books as you can • make an obstacle course • create your own family newspaper • go stargazing • go on a picnic

Have a great summer spending time together. I look forward to reconnecting in August!

30

W W W. A P I S . S E O U L . K R

From the

Literacy Specialist Suanne Forrester Literacy Specialist

Beware of the Summer Learning Slide Most parents don’t realize there is a hidden monster lurking in the summer months. The dreaded “Summer Learning Slide.” It is waiting to grab your students and drag them down, negating the hard work they have done this year.

Research says that when students do not engage in reading during the summer months, they have an average 2 months learning slide or regression. This means that by the time a child reaches 6th grade, they could be almost 2 years behind their peers who actively read during the summer. Don’t let your child fall victim to the summer slide! There are many easy ways to keep you child engaged in reading and writing over the summer.

1. Provide a variety of reading material. Give your child access to different types of reading material. They can read not only books, but comics, magazines, and newspapers.

Try to find something that sparks their interest.

2. Read something EVERY DAY! Research is very clear. Chil-

dren who read for at least 20 minutes every day perform better than their peers in school and on standardized tests.

3. Set a good example; let your child see you read! Make a point of letting your child see you read. You can read a newspaper, book, or magazine. Children like to do what their parents are doing.

4. Do activities together that require reading or writing.

SUMMER 2014

LITERACY

Let your child help you cook. They can read the recipe for you! If you are planning a vacation, let your child do research on things to do and take part in the decision making process.

5. Try audio books. Listen to books during long drives.

6. Have meaningful conversations with your child. Talk

with your child about movies, TV shows, or stories you hear on the news. Ask them questions that encourage them to think and form opinions. This will boost their critical thinking skills, increase vocabulary and language skills.

7. Read to or with your child. Young readers need to have

a continuous model of strong readers. As a parent, you are the best model your child can have. Keep reading aloud to your child. If you have an older student, read the same books as they do and create your own book club.

To help fight the summer learning slide, we are happy to announce the APIS Reading Club! All elementary students and parents are invited to participate. All you need to do is read, read, and read some more! Keep track of the number of minutes you read this summer on a reading log. Return the reading log the first week of school. All students and parents who read 1,000 minutes (30 minutes a day, 4 days a week) will be recognized in chapel and receive a special APIS Reading Club T-shirt.

W W W. A P I S . S E O U L . K R

31

SUMMER 2014

CURRICULUM

From the

Curriculum Coordinator Elaine Park Curriculum Coordinator

Performance-Based Learning and Personalized Learning at APIS Transitioning into a learning structure that creates flexibility allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. Performance-based strategies provide flexibility in the way that credit can be earned, and provide students with personalized learning opportunities. These strategies include online and blended learning, project-based and community-based learning, and credit recovery, among others. Content becomes relevant to each student and tailored to their unique needs; as a result, student engagement increases.

This structure also leads to better student outcomes because the pace of learning is customized to each student. By enabling students to master skills at their own pace, performance-based learning structures create multiple pathways to graduation, make better use of technology, and help identify opportunities to target interventions to meet the specific learning needs of students.

Our APIS Foreign Language program has developed a performance-based scope and sequence based on the American Council on the Teaching of Foreign Languages (ACTFL) standards. Having the performancebased structure in our Foreign Language program allows us to better assess and create target learning goals at the appropriate proficiency level for each student. Coupled with an external assessment tool, Avant’s STAMP (Standards-based Measurement of Proficiency), the performance-based structure presents an opportunity to achieve greater efficiency and increase productivity for student learning.

STAMP assessments are web-based and computer-adaptive with real-world questions that engage foreign language students and will also help them understand their own proficiency levels. It is an external assessment tool used to monitor and identify appropriate target learning goals by determining a student’s proficiency in multiple domains and skills such as writing, reading, speaking and listening. With a more accurate assessment of the students’ skills, applicable performance tasks are created and aligned with the appropriate target learning goals.

The performance tasks can be simple assignments (also known as Can-Do statements) such as writing an article, following a recipe or using an online resource to demonstrate their proficiency. The performance tasks can also be part of a bigger assignment connecting to real-life applications or project-based units.

They can be flexible and provide personalized learning opportunity where a student can choose the performance task to demonstrate their understanding and skills at a proficiency level. In any case, the performance tasks become a collection of evidence illustrating a holistic picture of the students’ learning and where they are on the learning continuum. This photo album of student learning allows both learners and educators to make target learning goals that become dynamic and relevant. The collection of data also allows educators to provide support for specific learning needs more effectively.

Similar performance-based structures are in place for our Mathematics, Social Studies and English Language Arts programs as we adopted measurable standards such as the Common Core and the AERO standards. By using other external assessment tools such as Northwest Evaluation Association’s Measures of Academic Progress (MAP) and Educational Records Bureau’s Writing Assessment Program (WrAP), educators are able to more accurately identify performance tasks that are appropriately aligned with the learning goals for our students. Again, this process ensures that each student is placed in the correct proficiency level and, more importantly, that the student demonstrates continual growth.

32

W W W. A P I S . S E O U L . K R EDITORIAL TEAM: ■ Euysung Kim Director ■ Nicole Suh Art & Design Editor ■ Josephine Shim Communications & PR Team Leader ■ Brian Beatty Writing / Editing Staff ■ Soora Koh Communications Officer