Patana News Volume 25 Issue 28

What Makes Learning stick?

Cindy Adair, Cross Campus Assistant Principal, Continued Professional Learning

Aseducators, our ultimate goal is to help our students learn and retain knowledge for the long haul. Not just this academic year but next year and the year after that. Can you remember something a teacher taught you once that’s stuck with you? For me it was Mr Tom Parsons, my Secondary English teacher, a strict, ex-military man who delivered feedback in brutal and forthright little bullets. Telling me once, “your writing is occasionally trite”. This cutting comment sent me first to a dictionary to look up what trite meant and then on a lifelong quest to always keep my writing fresh and relevant. But what exactly makes learning stick?

Dylan William, a well-known educational researcher, and former teacher, believes that formative assessment is one of the most effective strategies in making learning stick. Formative assessment involves regularly checking on students' progress in real-time and using that information to adjust instruction. This approach allows teachers to identify areas where students struggle and provide targeted support. Formative assessment is the opposite of summative assessment – the big end of Term or Year exams – rather, it’s small, continuous low stakes assessments of student progress that you do every lesson.

John Hattie, another prominent educational researcher, stresses the importance of feedback in making learning stick. In his extensive meta-analysis of over 800 studies, Hattie discovered that feedback is one of the most potent influences on student achievement. Specifically, he found that timely, specific and task-focused feedback can have a significant impact on student learning. When teachers provide feedback that is clear, concise and actionable, students are more likely to take action to improve their learning. Feedback might be verbal, written, digital, a reward (like a house-point or praise postcard), a numerical score or grade. The best feedback includes next steps.

Retrieval practice is another effective strategy in making learning stick. This technique involves regularly recalling information from memory to strengthen neural pathways associated with that information, thus making it easier to retrieve in the future. Tom Sherrington, an experienced teacher and education consultant, believes that retrieval practice is one of the most effective ways to embed knowledge into long-term memory. Just like if we practice shooting basketball free-throws our muscle memory gets stronger and we become more successful at getting the baskets, the same will happen if you purposefully practice fetching mathematical formulae, historical dates or spelling words from your memory.

Although evidence-based strategies are essential, it's important to recognise the significant role that teachers play in making learning stick. Teachers who are knowledgeable, passionate, and skilled in their subject areas can significantly impact student learning outcomes. According to Wiliam, "the most crucial factor in determining student learning is the quality of the teacher." It comes as no surprise that learning the Spanish vocabulary associated with food sticks better when you do it whilst learning to cook your own guacamole. Or that Newton’s Laws of Physics come alive when you visit a theme park and observe the rollercoasters. We are very lucky at Bangkok Patana to have creative teachers and the resources and learning spaces to construct those magical learning moments (and therefore memories).

In addition to implementing evidence-based strategies, teachers can create a positive learning environment that fosters student engagement and motivation. Hattie states that "when students are engaged in their learning and feel motivated to succeed, they are more likely to retain information." Teachers can create this environment by providing opportunities for student choice and autonomy. Student-led learning or co-construction is often observed best down in our Foundation Stage where our children will follow an inquiry through play, and along the way learn new language, new skills, form new relationships and understanding of the world around them. I love to watch our young learners let their imagination be their guide… a friend riding past a water play station on a tricycle soon becomes a “car wash” with lots of clients queuing for a polish, and a sign advertising the prices and services at the car wash is quickly thrown together with a variety of mark making skills… such fun!

Furthermore, student well-being is a critical factor in making learning stick. When students feel safe, supported, and happy, they are more likely to be engaged and motivated in their learning. David Bott, the Director of Well-being and Learning at the International Positive Education Network, emphasises the importance of well-being in education. According to Bott, "well-being is not a luxury, it's a necessity. When students feel safe, supported, and happy, they are more likely to engage in their learning and achieve their full potential." To promote student well-being, teachers can promote positive relationships, provide opportunities for physical activity and movement, and create a sense of belonging in the classroom. By prioritising student well-being, teachers can help create a positive learning environment that fosters engagement, motivation, and learning that sticks.

Patana Page-Turners

Welcome to your monthly round up of reading recommendations. This month’s theme is in celebration of New Year festivals from around the world, including Songkran and Vaisakhi - it is… New Beginnings!

INTERVIEW: ARUNEE

SRIBHIBHADH,

SECONDARY THAI TEACHER

1. What is one of your fondest or most favourite reading memories?

I most enjoyed reading The Happiness of Kati by Ngarmpun (Jane) Vejjajiva, a Southeast Asia Write Award winning Thai author (2006); I personally connected with the optimism presented in both the character and the author’s challenging life experiences. Despite the fact that the writer has been confined to a wheelchair for her whole life due to cerebral palsy which limits her movement, she has masterfully composed a heartfelt and skilful work of literature that conveys the importance of hope in times of adversity, motivating others to take pride in their own abilities – in particular, living life to their full potential, no matter the circumstance. The story centers upon Kati, a nine-year-old girl who lives a simple life with her grandparents in the house by the river. She goes to school everyday, plays with friends, helps Grandma with the chores and sometimes goes on boat rides with Grandpa. On the surface, she appears happy but deep down, knows that someone is missing from her life: her mother. Kati hasn’t seen her mother for several years and no one tells her where she is or talks about her… that is, until the day Kati receives some shocking news from her Grandmother: Her mother is very ill with Lou Gehrig’s disease (ALS) and has suffered from it for many years. To discover the truth, Kati goes to visit and spends the rest of her time with her mother. As she does, she learns her mother’s story and thereby learns her own. This profoundly touching story of love, hope, and renewal is set against the lushly exotic background of Thailand; it reminds readers of how very brave and wise children can be. The book has been adapted into a film and translated into multiple languages including English, Japanese, Chinese, French and Korean.

ing lotus strings and breaking them into pieces to make a necklace which cannot be found in a busy and dusty city. Besides, I want to tell her that I admire the way in which Kati finds happiness in the simplest of things; we can all learn from her qualities of courage, strength and determination. The challenging life experiences that she faced from a young age, particularly the unfortunate decision that her mother had to make due to her own illness, makes us empathise with both mother and daughter, reinforcing the love between them. With the support of family and friends, which Kati had from her own grandparents and friends, she was able to both understand her mother’s intentions, and from this, find a sense of acceptance and progress in her journey. Ultimately, Kati is an embodiment of the idea that happiness is all around us.

3. What does the term ‘New Beginnings’ mean to you? Do you have any book suggestions for this theme?

‘Beginnings’, from my perspective, are always occurring everyday – we always can start again and move forward. Thai books like ‘The Happiness of Kati’ teach us the importance of enjoying the present moment and using the past to progress and learn from. ‘New Beginnings’ offer opportunities for everyone to find their own happiness in their own ways. Each chapter focuses on different settings characteristic of the rural Thai way of life - with the chapter title representing either an everyday household object such as a pan and cooking spatula, or a setting that is reflective of the natural, peaceful simple way of life, such as Baan rim klong and Baan chai talay. Nature, such as plants and animals that are found along the seashore, is presented as healing and transformative - another source for ‘renewal’.

FS AND KEY STAGE 1 BOOK RECOMMENDATIONS:

Sarah Gaughan, Leader of Learning and Strategic Development, Foundation Stage

1. What is one of your fondest or most favourite reading memories?

My favourite reading memory is sitting on the carpet in primary school listening to Roald Dahl’s Twits, especially the part when he has food stuck in his beard. I remember thinking that it was gross!

2. Which fictional character would you most like/least like to meet in real life and why?

A fictional character I’d most like to meet would be Elmer the Elephant because he is so much fun and likes to play tricks on his friends to make them laugh.

2. Which fictional character would you most like / least like to meet in real life and why?

I would like to meet the character ‘Kati’ from the book ‘The Happiness of Kati’ -I want to tell her that I envy her simple life. I like the atmosphere of the riverside house, which is peaceful, comfortable, and close to nature. I would like to have the experience of pick-

3. What does New Beginnings mean to you? Do you have any book suggestions for this theme?

New beginnings in Early Years is often about supporting children in saying goodbye to their parents for the first time and helping them to feel safe and secure and to build new relationships. A particularly favourite

Your monthly round up of reading recommendations. This month’s theme… New Beginnings!

Curious if we have any of these books available in our libraries? Search online here, or contact our library staff here

book of mine to share with children to support this concept in Owl Babies by Martin Waddell. This story really helps children to understand that even though their mother has gone, she will come back soon! - A repeated phrase in the book “I want my Mummy” said Bill! The children can really relate to little Bill!

KEY STAGE 2 BOOK RECOMMENDATIONS:

Daniel Ferguson, 7W and Mr Ferguson, Year 4 Teacher

Alex Rider Stormbreaker by Anthony Horowitz. Alex Rider was a normal teenager when he learnt that his uncle had died mysteriously in a car crash. This devastating news signalled a new beginning for Alex; after investigating, he learnt that his uncle had been a spy for the British agency, MI6. Before he knew it, Alex had taken over his uncle’s investigation and began a new life as a teenage spy. This is the first in a thirteen-book series. It is recommended for ages 9+.

Wings of Fire by Tui T Sutherland. At the start of the first book, five dragons were stuck in the cave in which they had hatched. They had never known anything else. After waiting for six years and starting to learn about a prophecy that they were said to fulfil, they decided they had had enough of the darkness and managed to escape the cave. The books then follow the adventures of the dragons as they make their way across their continent looking for their lost parents. This is the first in a fifteen-book series. It is recommended for ages 8+.

Percy Jackson and the Lightning Thief by Rick Riordan. While on a school trip, Percy Jackson, an average school kid, discovered that his maths teacher was a demon! After managing to vaporize her with help from his Latin teacher, who turned out to be a centaur, Percy learnt that he is a half-blood (half human and half god) and the son of Poseidon. In the first book, he is accused of stealing Zeus’s lightning bolt. This series follows Percy as he fights monsters and generally tries to stay alive. And getting chased by Zeus doesn’t really help either! This is the first book out of a five-book series, quite a nice read. It is recommended for 9-12 years.

KEY STAGE 3 BOOK RECOMMENDATIONS

Molly Moo-Ming, 8C

The Broken Hearted by Amelia Kahaney. The main character (Anthem Fleet) had started sneaking out with a “South sider” and had completely changed after she fell into a river, only managing to survive with the help of a new mechanical heart. In this world, police would abuse their power and spread terror. This gave Anthem the fuel she needed to start with her solo rebellion. But in many ways, the story gives Anthem a new beginning: by giving her new powers. She starts taking more risks and gets the courage to stand up to those pushing her down, like her rich, entrepreneurial parents and crazy boyfriend. In this sense,

she gets a chance to live a new life, and this book tells the story of her going through this change and getting her new beginning.

Emma Turchetti, 8C

Magnus Chase and the Gods of Asgard by Rick Riordan. Magnus Chase and the Gods of Asgard is based on Norse mythology and is set in the same universe as the Percy Jackson and The Kane Chronicles series’. This is a new beginning because the story starts when Magnus Chase dies, and goes to Vahalla, the anglicised name for Old Norse Valhǫll, (hall of the slain). Here Magnus learns to adapt to his new lifestyle and train for the dangers to come. At hotel Vahalla Magnus finds out about his new self and the imminent Doomsday he must prevent.

Annika Vigoda, 8C

Klara and the Sun by Kazuo Ishiguro. This book is about an AI robot who lives in a shop with other robots, and longs to one day belong to a child. One day, she gets bought by a girl and starts a new life in the countryside. However, the girl is very ill almost all the time and throughout the book Klara uncovers secrets about her new family, while developing emotions, feelings and rational thoughts of her own. This book shows that if you are brave enough to leave your “shop” you can find your new beginning.

KEY STAGE 4 AND 5 BOOK RECOMMENDATIONS:

Ansh Narula, 12C

Kafka on the Shore by Haruki Murakami. This novel explores the theme of new beginnings through the stories of two characters, Kafka Tamura and Nakata. Both characters embark on journeys of self-discovery that ultimately lead to new beginnings and a deeper understanding of themselves and their place in the world. Kafka, a teenage boy who runs away from home, seeks to escape his troubled past and start a new life, while Nakata, an elderly man with a unique ability to communicate with cats, embarks on a quest to find a lost cat and ultimately discovers hidden parts of his own past.

Welcome to the New World by Jake Halpern. This graphic novel tells the story of a Syrian refugee family seeking asylum in the United States. The story follows the lives of the family as they leave their wartorn country and embark on a perilous journey to America in search of a new life. The novel portrays the family’s struggle to adapt to their new surroundings and the emotional toll that displacement takes on them. Through the family’s story, the novel highlights the importance of empathy and compassion towards those who are forced to start anew due to circumstances beyond their control. It also emphasizes the resilience and strength of individuals who are able to persevere through adversity and create new beginnings for themselves.

Dance Showcase in Foundation Stage!

TheBangkok Patana Dance Academy was recently invited to perform for a Foundation Stage (FS) assembly. Students from the JV Dance Team, Under 11 Dance Team, Secondary K Pop, Primary Dancesport and soloists made their way to the FS amphitheatre, where they were greeted by a huge audience of very excited young fans. The FS students really enjoyed the music and dance, clapping along enthusiastically and bopping along to the beat. One was even heard proudly exclaiming, “That’s my sister!”. For the dancers, it was a valuable performance

opportunity ahead of the upcoming Dance Extravaganza. The energy of the audience was electric. Our showcase included a wide variety of dance styles (Ballet, Hip Hop, Contemporary and Jazz) to inspire the FS students in their own physical development. The FS teachers were happy to report that following the showcase, there was lots of dancing going in the FS classrooms! The Dance Academy was grateful for the opportunity to inspire young, up-andcoming dancers and we hope to see some of them up in the dance studios very soon!

Ana Bolakoso, 8D

WorLd schoLar’s cup: Regional Round

Danny Nason, Secondary English Teacher

Over450 students from 31 different schools gathered at Bangkok Patana for the Bangkok Regional Round of the World Scholar’s Cup on March 25th and 26th.

The event featured four competitions: Team Debate, Scholar’s Bowl, Scholar’s Challenge and Collaborative Writing; and students studied a wide range of subjects, including Science, Art and Music, Literature and Film, History, Social Studies and a Special Area based on the year’s theme. This year’s theme is “Reconstructing the Past”, covering such areas as forensics, archaeology, the de-extinction of animals and museums.

Bangkok Patana School entered 39 students in the competition’s Junior and Senior Divisions, and they performed exceptionally well, winning over 220 medals and several significant trophies. Amongst the most noteworthy achievements are Utkarsh Bagaria ranking second overall in the Senior division with 12 gold medals, one silver medal and three trophies. Utkarsh’s team, alongside Ashley Uh and Seiya Tiraratanakul, also placed third overall. Tanzila Sumaiya was the top performing debater in the Senior Division and was invited to debate in the showcase in front of the packed-out theatre. Sophie Luedi, Valerie Luedi and Elyse Hawson were the 2nd ranked debate team overall in the Seniors and Paul Leeswadtrakul, Arevik Khanyan and Yi Xuan Low were the 5th overall team, ranking 1st in the Bowl event. In the Junior Division, Win Kuptivej, Payton Sapayanon and Tim Anantanavanich were the 2nd team overall.

The World Scholar’s Cup is about more than just winning medals and trophies though; it’s also about developing academic skills, making friends, having fun and feeling a sense of belonging.

The Regional Round marks the beginning of a journey for each team, as they’re invited to participate in the Global Round, to be held in Bangkok in September. The Global Round is an opportunity for students to earn larger alpacas, which are the cute mascots of the World Scholar’s Cup. If students make it through the Global Round, they’ll have the chance to compete in the Tournament of Champions at Yale University in the United States of America.

The event would not have been possible without the support and help of the staff and volunteers who contributed to the weekend, so a huge thank you to all who helped in any way. World Scholar’s Cup will continue as an extra-curricular activity (ECA) offering in Term 3 and next year. All are welcome to join!

Patana ParTiciPaTes!

Achievements from Our Community

Thitida Leelapanyalert, Patana Parent

Ina series of team competitions leading up to the Songkran break, Ornicha (Ava) Voravutvityarak, 7H, along with her teammates, received a number of impressive accolades. These include: Thailand National Championship Qualifying Round, Second and Third Place in Combined Group Apparatuses, Gold Medal at Sunrise Rhythmic Gymnastics Competition in Japan and Silver Medal at the Happy Cup Competition in Japan. Congratulations to Ava and her team!

There has recently been an increase in instances of children attending school who are unwell. Please keep your children at home if they are feeling unwell. If symptoms of sickness become more severe, the family should seek medical attention. Children should only start back at school when they are completely free of symptoms. If a child returns to school whilst still unwell, the parents will be asked to take their child home. Your kind consideration will be highly appreciated.

Symptoms may include:

Fever or chills

Fatigue

Nausea or vomiting

Nagging cough or wet cough

Muscle or body aches

Diarrhea

Nasal discharge

Sore throat

Eye redness with discharge (pus or mucus) or itching, tearing, and swelling in the eyes

WhaT haPPens on a staff cpL day?

Cindy Adair, Cross Campus Assistant Principal, Continued Professional Learning

You might have noticed that on Monday next week our students have the day off… yes, it’s Labour Day, but our fabulous faculty will still be coming into work for their annual May CPL Day. CPL stands for Continued Professional Learning. These days are essential for staff to get together to learn, plan collaboratively, discuss and debate new ideas and also take some time to relax together. The day presents a chance to reflect on the year thus far and look forward to 2023/24 to ensure we are creating an environment where we can unlock the potential of every student.

This year’s May CPL Day is no exception, here is what is on the menu for our hardworking teachers:

1. The day will start with an optional Boot Camp in the Shark Tank. Healthy bodies = healthy minds!

2. Our Academic Leadership Team will be taking part in a working breakfast, discussing our new Leadership Academy for staff, launching in 2023/24.

3. We are lucky to have now one, but TWO visiting professionals in the form of:

a. Tom Sherrington –Renowned expert on instructional coaching and professional learning

SCIEntIa:

b. Matt McGinlay – Co-creator of the Great Teacher Toolkit and expert in the area of CEM data

Tom and Matt will be presenting Keynotes, participating in a Fireside Chat and taking part in planning meetings with key staff. Look out for both Tom and Matt on Tuesday when they’ll also be stopping by lessons – say hello if you see them in your classroom!

4. Lunch will be a chance to relax with colleagues from across the campus and enjoy some beats from our resident staff DJs Mr Baker and Mr de Cock.

5. Now that residentials, sporting fixtures and Duke of Edinburgh International Award trips are in full swing, we will be running some Trip Leader Training to share best practices when on school trips. The training even includes a crisis simulation, so our staff are prepared for every eventuality!

6. At the end of a long day of learning we will be hosting the Matt Mills Staff Testimonial Cricket Match. Two “elite” teams of staff will battle it out for glory and bragging rights in the staffroom.

MSG - IS It ActuAlly HArMful?

Anik Ratta, 10F

MSG: It’s the stuff that they put into your noodles. The essence of umami. The flavouring that’s always getting criticised online. But where does it come from, and is it as bad as say?

What is MSG?

MSG is an acronym for the compound Monosodium glutamate and is also known as Sodium Glutamate. It is the sodium salt of Glutamic Acid and can be found in many natural foods such as tomatoes and seaweed. MSG produces an umami taste that amplifies the savoury and meaty flavour of foods. Because of this, it is commonly found in soups and other foods that have a savoury (salty or spicy) flavour.

Read Anik’s complete article on Scientia’s website, linked here.

VICE CHAIRPERSON

Vice Chairperson position description

The Vice Chairperson deputises for the PTG Chairperson, while operating within the bounds of the PTG Constitution The time commitment for this position may vary throughout the year depending on the tasks/events at hand

Attributes & Skills-

Be friendly, outgoing and approachable Show leadership, which translates to trusting the team’s ability to deliver and delegating tasks, maintaining a focus on the big picture, listening to the team and allowing open discussion, accepting criticism and being open to change, accepting praise gratefully and sharing it with the team and other volunteers, and being objective and not bringing personal issues to the table; Be diplomatic and discrete, which translates to ensuring personal and confidential information is not disclosed inappropriately (being the main point of contact in the PTG for parents, teachers, and staff, as well as PTG Committee members)

Be transparent, which translates to being open, frank and honest (and expecting the same from team members), and operating ethically at all times; and

Be organised and structured, which translates to staying informed about the PTG’s actions and functions, ensuring PTG activities are planned and executed efficiently and effectively.

AVAILABLE PTG COMMITTEE POSITIONS 2023/24

YEAR REPRESENTATIVESNURSERY, FS2, YEAR 6, YEAR 7, YEAR 8 & YEAR 11

Year Rep Position Description

Be the sole point of contact for your respective Year group Update and report to Primary Representative with comments and concerns raised by parents Volunteer and support as many Primary parent meetings and events as possible (e g Newcomers’ events; Primary Year Group and Class Parent coffee mornings, the Christmas Concert) and raise awareness about the PTG, the role of the PTG Primary Parent Representative and the PTG Primary Year Group Representatives and solicit volunteers to assist with PTG activities and events.

Relay PTG and school updates to the respective Year Groups

CURRENT PTG COMMITTEE POSITIONS RE-RUNNING

I grew up in the Los Angeles metropolitan area but spent the years prior to Bangkok in the suburbs of Washington D C Our family has been in Thailand for seven years My kids are Milo in Year 3 and Ronan in Year 1 who started at Patana this year I am also the PTG USA representative I have served as the Secretary this past year, coordinating PTG Executive and Heads of School meetings and managing administrative tasks

I grew up in India and lived in Hong Kong for eight years before moving to Bangkok

This is our 6th year in Patana; my kids are in Year 6 and Year 3 I have served as the Communications Rep these past two years, handling Social Media posts, Graphics, and PTG updates on Firefly, Patana News, and Primary Newsletters, in collaboration with other PTG members and school leaders

Ratchadaporn

Parinyanusorn (Soreda)

Thai Liaison ptgthai@patana.ac.th

Our family has been at Patana for four years I have two daughters: Mona in Year 4 and Lisa in FS2 We love Patana! During the past two years, I have served as the Thai Rep coordinating and executing school activities and events in collaboration with other PTG members

I have two boys in Patana, Adryan in Year 6 and Aaron in Year 3 I was born and raised in Bangkok, but my family is originally from Japan I love playing sports, especially badminton, and football!

I served as the Events Coordinator for these past two years, from planning to executing all PTG Events along with other PTG members and school leaders

Apollo Chansrichawla

Primary Representative ptgprimary@patana.ac.th

I have two kids in Patana My son, Lucas is in Year 7 and my daughter, Sophia is in Year 4 This is our 7th year at Patana I have been involved with PTG in various capacities such as Fun Day Coordinator and Year Rep for FS1, Year 1 and Year 2 I have served as the Primary Rep these past two years acting as the liaison between the PTG Primary Year Group Representatives and the Primary Leadership Team

Chris Huang Secretary ptgsec@patana.ac.th

Sneha Rebecca Mathew Communications Coordinator ptgcomms@patana.ac.th

Anchal Pathela Events Coordinator ptgevents@patana.ac.th

#246: ParenTs’ and carers’ guide To Wizz

As of spring 2023, Wizz sits in the App Store’s top 20 social networking downloads and has amassed an impressive 10 million users globally. The majority of its user-base hail from Generation Z (that’s anyone currently between the ages of about 8 and their early 20s), with the app’s aim being to enable young people to forge rewarding online connections with others.

Despite its verification processes and security checks, Wizz can still be prone to risk, however. Bypassing the age limit of 13 isn’t particularly difficult, and, regrettably, wherever young people gather to chat online, potential predators and the possibility of explicit material are seldom far behind. Click on the image to learn more about Wizz.

Have a great weekend.

Brian Taylor Assistant Principal, Campus Curriculum Technology Integration