BROADCAST Beijing BISS International School
Issue 5, September 13th 2013
Health and Social Education in Chinese A
IN THIS WEEK’S ISSUE:
UPCOMING DATES:
• • • • • • • • • •
18th Sep Half day. Classes finish at 12:15 buses leave at 12:30 19th-20th Sep Mid-Autumn Day (government holiday) 23rd-27th Sep SS BISS on the Road 30th Sep-4th Oct October Break 7th-11th Oct ES BISS on the Road 19th Oct Family Bowling Night
MAP Testing - What’s MAP all about? PYP Coordinator’s Message Does class size matter? Grade 1 Writers ES BISS on the Road Grade 9 and 10 Chinese A CAS Capers SS BISS on the Road Soccer Camp Staff First Aid Training
BISS is an IB World School serving the international community, committed to the ideals of the International Baccalaureate. Our Mission is to educate and empower our students to attain personal excellence and positively impact the world.
MAP Testing What is MAP all about? Students in Grades 3-8 completed three computerized tests last week in reading, language and mathematics. This is the 2nd phase of our pilot program to implement MAP (Measures of Academic Progress TM). The tests are administered in Fall and Spring. What happens during the test? The test is adaptive, so it is individualized for your child. As he/she answers a question, the next question is generated from the previous response. (If they answered correctly, the tasks get harder; if they answered incorrectly, the questions get easier.) The test is tailored in real-time to the needs of the learner so your child is always answering questions just at their level. This ensures that students feel confident, capable and challenged throughout. Also, the test is not timed, so children can work at their own pace, without pressure. What do we do with the results? The data is analyzed to show growth and progress, not performance. We use the data for 2 purposes: • to follow each child’s individual progress, analyzing improvements made throughout the school year (we do not use the data to compare students.) • to inform teachers of the skills, strategies & content that each child is ready to learn next (so our lessons can be tailored to student needs) The results are not used for report grades. The data we receive from MAP is a small puzzle piece, which helps us understand and teach each student effectively. We collect this information in conjunction with our own observations, work samples, class assessments, self-assessments and other information, to build a picture of each student and their learning needs. If MAP results do not correlate with the data we collect at school, we may disregard it as anomalous. Continued on page 3.
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Why do we do it? We collect MAP data to help us to tailor our teaching to student needs. With this information, we can ensure that each student is receiving the academic support and challenge they need to thrive at BISS. What should parents do? Parents can help us by downplaying the importance of the MAP test. Remind your child that the purpose is to help teachers know what to teach each student. Encourage your child to try hard and enjoy the novelty of answering questions on a computer. Remind them that real learning is happening at school and home every day. For further information, please review last week’s letter from Mrs Gailis & Ms Fredericks. If you have any questions or concerns, please contact Ms O’Dwyer or Ms Rapoport. Thank you for your support. Ms Shannon O’Dwyer Ms Robin Rapoport ES OLC Teacher SS OLC Teacher sodwyer@biss.com.cn rrapoport@biss.com.cn
什么是 MAP? 上周，3-8年级的学生完成了三个计算机化测试，内容有阅读、语言和数学。这是我们MAP试点方案实施的 第二阶段（MAP=Measures of Academic Progress TM，学业进度测评）。此测试每年在秋季和春季进行。 测试期间做什么？ 此测试系统灵活，每个考题的难易程度是适时自动调整的，所以它能为孩子提供个性化的测评。孩子每回答 一个问题，接下来的考题及其难易程度是根据上一考题回答情况自动调整。 （每当孩子答对一道题时，下一 个考题会变得更难。如果孩子答错了一道题，接下来的考题将变得简单。）本测试是适时地根据学生的实际 学习水平量身定做的，让您的孩子总是能够在他们的学习水平回答问题。这将确保学生测试时感到有信心、 有能力，而且整个过程又充满挑战性。此外，MAP是不定时测试，所以孩子们可以根据自己的速度答题，没 有压力。 测试结果用来做什么？ 通过分析测试结果数据，了解学生的学习进度情况，而不是学习表现。我们使用此数据有两个目的： • 遵循每个孩子的个人学习进度情况，分析整个学年的教学进度和改进教学计划。（我们不使用这些数 据来比较学生。） • 给教师提供每个孩子下一阶段所应学习的技能、方法和内容，为学生的下一步学习做好准备。（所以 我们的教学可以针对不同学生的需求，因材施教。） 测试结果不用于学习成绩报告。我们得到的MAP测试数据，只是教学的一小部分，它有助于我们有效地了解 和教导每一位学生。我们收集这些信息将结合我们自己的教学观察、作业样本、课堂作业、自我评估和其他 信息，为每个学生建立一个学习需求蓝图。如果MAP测试结果与我们平时在学校收集的数据不相符时，我们 可能会把此作为一个案看待，不予理睬。 为什么我们要举行此类测试? 我们收集学业进度测评的数据，是为了帮助我们根据学生需求调整教学计划。有了这些信息，我们可以保证 为每个学生提供他们所需要的学习支持，及在学习上需要面对的挑战，让他们在BISS学习进步，茁壮成长。
BISS Broadcast: Issue 5 September 13th 2013
Continued on page 4
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家长应该做些什么？ 家长可以帮助我们淡化MAP考试的重要性。提醒你的孩子，测试目的是为了帮助老师了解如何对每个学生因 材施教。 鼓励你的孩子努力去做，并享受计算机化测试的新颖性。提醒他们，真正学习是日积月累的，它发生在学校 和家里的每一天。 如需进一步信息，请查看上周的小学校长和中学校长的信。如果您有任何问题或疑虑，请联系Ms. O’Dwyer 和 Ms Rapoport。 谢谢您的支持， Ms Shannon O’Dwyer Ms Robin Rapoport ES OLC Teacher SS OLC Teacher sodwyer@biss.com.cn rrapoport@biss.com.cn
PYP Coordinator’s Message Recently a Beijing publication interviewed me about the IB Learner Profile. To help to give our community a better understanding of the IB Learner Profile, and the PYP programme in general, I would like to share some of the questions they asked me, as well as the answers I provided.
1.
What is the IB Learner Profile?
The IB states, “The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.” To serve this purpose, the IB promotes ten traits that “IB learners strive to be.” Collectively, these ten traits comprise the IB Learner Profile. Examples of these traits include Inquirers, Caring, Open-minded and Balanced.
2.
How is the IB Learner Profile used in classrooms? How does the IB Learner Profile benefit children?
As teachers develop their curriculum, they link learning experiences with the IB Learner Profile. The children are taught the IB Learner Profile, both explicitly and implicitly. This aspect of the curriculum certainly gives IB students an advantage. For example, the trait Reflective helps us to ensure that our students can assess and understand their strengths and limitations to support their own learning and personal development. This is a powerful ability, which will serve them throughout their life. Similarly the trait Risk-takers helps us to empower our students to approach unfamiliar situations with courage and forethought, and to have the independence of spirit to explore roles, ideas and strategies. If you stop and think about this, you can see what a tremendous asset it would be to posses such personal attributes, whether you are a Grade 3 student or a corporate lawyer.
3.
How does the IB Learner Profile benefit teachers?
Continued on page 5
BISS Broadcast: Issue 5 September 13th 2013
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Continued from page 4 We can sleep easy at night knowing that we are working to foster attributes in our students that will serve them well for the rest of their lives. The IB Learner Profile will help us to develop competent, caring and dynamic global citizens.
4.
What do you like best about an IB PYP education?
There are several things. Certainly the attributes of the IB Learner Profile and the PYP attitudes help us to shape very empowered, principled, happy and effective young people. Moreover, an element of the PYP curriculum that I find quite exceptional is ‘Action.’ We encourage our students to reflect on their learning and to choose something from their learning to act upon. This process builds confidence, and develops students who grow up feeling empowered that they can do something to make a difference. Many curriculum models are passive, but the PYP framework is student centered and we do see that our students grow up with a strong sense of identity and poise.
5.
What one thing would you like Beijing parents to be more aware of, with regard to choosing a school for their kids?
It is important to understand that education has evolved a lot since we were students. We now know much more about how to educate our students academically, socially and emotionally. Sometimes parents look at traditional curriculum models nostalgically and they think their children will benefit from the same kind of education that they got. I would encourage them to trust that a lot of research has been done in the last twenty to thirty years and that a curriculum framework like the PYP is based on the ‘best practice’ findings that have come from extensive research. If you want your children to be empowered with a lifelong love for learning and a belief in themselves, choose a more modern and innovative approach to education. Certainly, the PYP provides a framework for education that I would recommend with great enthusiasm. Justin Jarman PYP Coordinator & ESOL Teacher jjarman@biss.com.cn
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BISS Broadcast: Issue 5 September 13th 2013
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Does Class Size Matter?
A few parents have raised this question over the past weeks, so I thought it would be of interest to write this article to detail an answer. Traditionally, the Western belief has been that smaller class sizes allow for more individualised attention and therefore better learning. As many schools in both the Western and Asian systems have 30 or more students in a classroom, questions about class sizes often arise at schools. It was interesting to me then to hear parents voice concerns about their children being in smaller classes at BISS. Reasons for these concerns were that children might get lonely, or that teachers may not be able to keep up the same level of quality teaching in smaller classes. (Admissions standards and teacher recruitment were also raised, but as these do not directly relate to the actual class size question, I will not go into them now.) So which is better - smaller or larger classes? Actually, recent research indicates that class size does not have as much of an impact on learning as was once assumed! A growing number of studies show that the correlation between class size and learning is in fact quite small. Student learning depends on many different variables, each of which is in turn further influenced by other factors. The quality of the teacher, for example, provides a much larger correlation to enhancing learning than the actual size of the class. Continued on page 7
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Continued from page 6 Here is a list of some of the variables and factors requiring consideration when trying to determine what the best number of students might be for a class: •
Balance of students (e.g., age, grade, personality, language, ability and “social intelligence”)
•
Teacher skills and experience (e.g., classroom management and differentiation skills, ESOL and Special Educational Needs training and/or experience, etc.)
•
The particular subject and in-class activity (e.g., larger groups with more contributors can enhance class discussions, but classes that are too large can also limit the chance for individuals to contribute)
•
Size and layout of the physical classroom (which may physically limit movement and prevent some types of activities from occurring).
So while the quick answer might be “yes, class size does matter”, the full answer is far more complex. I think “it depends” would be a more accurate answer to the question. Like most quality international school, BISS makes efforts to keep class sizes relatively small, and maintain a high teacher-student ratio, so as to offer individualised learning and reach all students at their specific levels. If a class size gets too large to do this, we then either stop accepting student into the class, or make two classes to enable it to occur. In the Diploma Programme, we are pleased to be able to offer our students a large selection of courses, and this also contributes to smaller classes. Of course it would be great to have a few more students in our smaller classes in order to gain the larger class benefits, but I think most teachers and families would prefer to have the classes a little smaller than too large, considering the comparative benefits and our desire to have a supportive family atmosphere to learn in. To conclude, we have seen that the “ideal” class size depends on many different factors. More importantly, quality teachers are what make the most impact on learning. Due to this, emphasis is placed at BISS on recruiting the best teachers we can find, treating them well as we value their work, and providing them a high level of on-going professional development to ensure they continue to improve on their skills. We are therefore able to gain the high correlation to learning that we all desire. Dr Gwyn Underwood Head of School gunderwood@biss.com.cn
BISS is officially now on Facebook!
www.facebook.com/ BeijingBISSInternationalSchool
BISS Broadcast: Issue 5 September 13th 2013
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Grade 1 Writers The Grade 1 children are all writing! They are writing stories, writing recounts, writing about their observations, publishing class books, writing lists and making cards. They are “writers” and though they are still learning about the conventions of spelling and sentence structure, it is pleasing to see them write with such freedom and confidence. They are learning that the written word is no different to the spoken word, just on paper… Due to this great attitude, they are taking risks by trying to write difficult words and experimenting with punctuation as well as sentence structure. These early sentences allow us, as teachers, to help them re-edit their work and teach them more about spelling and sentence structure through the child’s own expression. But most importantly the children are developing their own writer’s voice! They are valuing the opportunity to express themselves in the written form. Lara Ronalds Grade 1 Teacher lronalds@biss.com.cn
BISS Broadcast: Issue 5 September 13th 2013
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Elementary School BISS on the Road! As you have probably heard, BISS on the Road in the Elementary School will take place the week of October 7-11. If you are new to our school you may not be aware of why we organize such a week. As we are an inquiry-based school, the idea of children extending their learning beyond the classroom walls is linked to the philosophy of the PYP. Students are engaged in authentic activities in and out of the school building where they can display their understanding of the IB Learner Profile and attitudes. Each activity is planned carefully with your children in mind. We have made links to the curriculum and with your child leaving campus they will gain a better handson idea of the concepts discussed in class. Teachers have been grouped together as a team to plan the trip and to escort your children as well. BISS on the Road activities will vary according to your child’s age. For example, preschoolers will only leave school for a few hours on one day while the grade four class will leave campus for a few days and will even be gone for one night. The big grade five students will be away from school for two nights. Teachers have travelled to these overnight destinations ahead of time to analyze the venue to make sure it is safe for your children. Permission slips and itineraries will be sent to you after we return from the Moon Festival Holiday. We realize that over night trips may be a new idea for you and your family, but we want to encourage you that it will be an incredible time of learning for your Grade 4 and 5 students. Not only will they bond with their classmates, but also they will be given opportunities to become better team members and thinkers. Please begin to speak with your children about BISS on the Road and the wonderful week it will be. It is truly an amazing opportunity that BISS affords its students. I look forward to hearing all the amazing stories from your children about what they experienced during BISS on the Road! Ms Kyra Gailis ES Principal kgailis@biss.com.cn
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Journalist Visit in G9&10 Chinese A G9 & 10 Chinese A class is currently studying journalism. The Area of Interaction is Health and Social education. Students are looking at how to effectively influence an audience’s understanding of events. Mr. Lin, a journalist at Caixin, is a specialist in China’s macro economy. He paid a visit to our G9 & 10 Chinese A class this Tuesday. During the lecture, he talked with students about how to dig for stories and research for news reports. He also shared his experience researching information and getting stories as a financial journalist. Students exchanged with Mr. Lin on some current news. Journalism is a force pushing our community forward. Our students, new generation of the world, are preparing themselves to positively influence our communities. Ms Lynn Long Chinese Teacher llong@biss.com.cn
BISS Broadcast: Issue 5 September 13th 2013
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CAS Capers: Raymond!
Welcome to the new weekly column. Here we will highlight the laudable CAS endeavors of BISS students CAS. ‘Creativity, Action, Service’ is an important component of the IB Diploma course, which encourages students to: 1. Increase their awareness of their own strengths and areas for growth 2. Undertake NEW challenges 3. Plan and initiate activities 4. Work collaboratively with others 5. Show perseverance and commitment in their activities 6. Engage with issues of global importance 7. Consider the ethical implications of their actions 8. Develop new skills BISS has 61 CAS students who are a credit to the IB philosophy intent on creating a better and more peaceful world through intercultural understanding and respect. I invite teachers and students alike to contribute to CAS CAPERS and to applaud the worthy adventures of our BISS students. Raymond- Grade 12 Long term project (Action and Service) Raymond decided to share his passion for basketball with his peers and MYP students. Each lunch break he is out there on the court, encouraging, challenging and promoting the sport of basketball at BISS. Raymond writes his journal, documenting his experience and combines this with pictures that illustrate his activity and will also assist in his ultimate reflection. Raymond will constantly refer to our 8 CAS Learning Outcomes (above) to ensure his long-term project is demonstrating some of the outcomes. Raymond’s project is a real, purposeful activity, with significant outcomes. It was also a personal challenge as he was a new student to our school. Raymond has given thoughtful consideration to planning, reviewing progress, and reporting with his pictorial display, and will eventually reflect on the outcomes as well as his personal learning. Ms Mariann Thorne CAS Coordinator mthorne@biss.com.cn
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Secondary School BISS on the Road! We are on the road again… and the excitement is brewing as we ready ourselves for our C & S journey! Different adventures for different grades, but all, facilitating the learning experience which is the focus of BISS on the ROAD. Hold onto your hats as we embark on our exploration of our wider community. We will have fun, learn more about ourselves, our friends, make new friends, learn new skills and experience the unfamiliar. Check out how we record our BISS on the Road experience:
BISS on the Road Describe your adventure a. b. c. d.
Homeroom Teacher’s Name: Title of Project: Project Type – Creativity/ Action/ Service Project Description: Personal Goals:
Journal entries a. Write a journal on your trip as a reminder of all the cool and not so cool adventures you have. b. Take pictures of yourself and friends Write a Reflection of Your Experience & Performance at the End of Your Project. a.
Community Details:
b.
Project Evaluation:
c.
Personal Goals Evaluation:
d.
Rating My Performance:
a picture paints a 1000 words! Ms Mariann Thorne CAS Coordinator mthorne@biss.com.cn
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Soccer Camp
Registration Deadline: Sept 19 Ages: 10 – 18 years old Level: You must have previous soccer knowledge and skills Location: ISB
1:30 - 2:45 3:00 - 3:30 3:30pm
Training session Summary of the day Pick up
Saturday 10:00am - 1pm
Mini Tournament
Daily Schedule: Monday - Friday
Any questions?
9:30am Drop off 10-00 - 11:15 Training session 11:30 - 12:30 Theory session 12:30 - 1:00pm Lunch/rest
BISS Broadcast: Issue 5 September 13th 2013
See Ms Dryer Ms Mindi Dryer Athletics Director mdryer@biss.com.cn
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Staff First Aid Training Health and Safety awareness is an essential feature of the BISS school community. At BISS we aim to provide a safe environment for all our students and teachers and effective responses should school members require medical care. To ensure all staff are skilled in first aid techniques, BISS recently hosted three first aid training sessions over three Saturdays. The sessions were run by First Aid Trainer Dr An Min (School Doctor), John He (PE department) and Roger Hawke (G2 teacher), with more than sixty staff attending the training.
The training focused on situations that we may encounter in everyday school life and on school field trips, which is timely given the upcoming “BISS on the Road� week activities in which all grades will participate. The training provided staff with the opportunity to refresh their knowledge and skills of first-aid practices (such as CPR, choking, bleeding control and head, neck and back injuries) and to ensure there is a common understanding among staff of BISS first-aid emergency procedures.
Thanks to all the staff for making this training a valuable learning opportunity. If you have any questions about BISS medical procedures please feel free to contact Dr An Min at amin@biss.com.cn. Dr An Min amin@biss.com.cn Mr John He jhe@biss.com.cn Mr Roger Hawke rhawke@biss.com.cn
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SS Girls’ D3 Volleyball Tournament On September 7th, after only 5 practices, the High School Girls Division 3 Volleyball team played a tournament hosted by ACI, just outside the city. It was a fun tournament in which we played just one set with each of the other 4 schools: WAB, THIS, HISB, and ACI. There were 12 girls who went to the tournament with the team. Our first game was against WAB, and the girls played well, completing several volleys against WAB. We had an average of 81% serving as a team during this game and though it was the strongest game of the day, we ended up losing that game 25-15. In the final game against HISB, we served an average of 79%. Serving was our most consistent skill of the day. Unfortunately, we did not make it into the final rounds, but have made definite improvement since the first week of practice. The girls have a great amount of enthusiasm for the game and improving their skills. After another week of practices, we are looking forward to our game next Monday, September 16th against HISB. Ms Amanda Von Jentzen SS Girls’ D3 Volleyball Coach ajentzen@biss.com.cn
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Counselor’s Corner Upcoming University Visits (Those NOT held at BISS are marked with * ) All students and parents are welcome to attend any of these sessions. Bring your lunch and feel free to eat during the presentations. Monday September 16th (2:30-3:15) in Art Room during Drama / Music for gr. 12 students – see Ms. Shrimpton if you are in gr. 11 and really want to go. California College of the Arts www.calarts.edu Molly Ryan, Director of Admissions, tel:661.291.3071 mryan@calarts.edu Tuesday September 17th (10:30-11:00) Morning Break in BISS Courtyard University of La Verne (CA) http://laverne.edu/international Adam Wu, Director of International Admission awu@laverne.edu Wednesday September 18th (10:30-11:00) Morning Break in BISS Courtyard Endicott College (MA) http://www.endicott.edu Warren Jaferian, Dean International Education wjaferia@endicott.edu Sunday September 22nd (1:00-4:00pm) * Linden Fair for US Universities at Shangri-La Hotel www.lindentours.com for more information about which universities will be attending. Email to register: usa@edubridge.com.cn Saturday September 28th - individual appointments as requested * Washington University in St. Louis http://admissions.wustl.edu Elizabeth Rosen, Admissions Officer ejrosen@wustl.edu Monday October 7th – (1:00-1:50) in BISS Annex Northeastern University www.northeastern.edu/admissions Erin Brandt, Assistant Director of International Admissions e.brandt@neu.edu Monday October 14th (1:00-1:50) in BISS Annex University of British Columbia (UBC) you.ubc.ca Dayna Li International Student Recruiter Advisor dayna.li@ubc.ca Tuesday October 22nd (1:00-1:50) in BISS Annex Hong Kong University of Science & Technology) HKUST http://join.ust.hk/ Cherry Chui cherrychui@ust.hk Wednesday October 23rd (10:30-10:50 in BISS Courtyard) University of Rochester Isthier Chaudhury Senior Admissions Counselor i.chaudhury@rochester.edu Friday November 15th – (10:30–11:35 in room 345) Loyola Marymount University www.lmu.edu/international Dwayne Zamora International Admissions Counselor Dwayne.Zamora@lmu.edu University of Kansas - Audra Cryder Baruch College - Teresa Liu
Further information from: Ms Karen Shrimpton BISS School Counselor kshrimpton@biss.com.cn
BISS Broadcast: Issue 4 September 13th 2013
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