meaningful, creative, and fun learning and education
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Ottiya is a learning and education magazine for parents and children. We imagine a world where all children have access to meaningful, fun, and creative learning.
Cover Photo by Rufina Kyung Eun Park
Founder, Creative/Editorial Director Rufina K. Park Publisher Veronica Yeun Sook Kim Assistant Editor Evelyn Pei Qi Ooi Widjaja Lead Designer Rufina K. Park Assistant Designer Amy Si Hyeon Jeong Main Contributors in alphabetical order Begoña de Abajo, Jessica Chu, Rae Cao, Sally Chung, Students from CGS Greece, Mathilde Ploug Hansen, Yoon Jae Lim, James MacDiarmid, Rebekah Nivala, Evelyn Peiqi Ooi Widjaja, Hanna Otani, Rufina K. Park, Laura Malou Philipsen, Nadia Düring Rosendahl, Jerónimo van Schendel, Samantha Song, Peixiang Sun, Stephen Sun, Mijeong Takahashi, Laura Tsang
Sponsored by Write the World Hello Geeks Seoul Foreign School Fanny & Alexander West Point Grey Academy Julie Min Jae Leigh Soon Kee Kim Many thanks to all 133 of our spring 2017 Indiegogo Crowdfunding Supporters!
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© 2017 Ottiya All rights reserved. ISSN 2508-7711 Publication Date: May 2017
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All material in the magazine may not be reproduced, transmitted, or distributed in any form without the written permission of Ottiya Ottiya Magazine reserves the right to accept or reject any article or material and to edit this material prior to publication. The articles published reflect the opinions of the respective authors and do not necessarily represent the views of the publishers and editorial team.
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Letter from the Editor
In June 2016, I was wrapping up a presentation on a report I wrote about South Korea's creative and software education for the Asia Pacific Foundation of Canada. The report became one of the most viewed report of the year in the organization I worked for and was retweeted by big names in education such as creativity expert, Sir Ken Robinson. I think the report faired well because it discussed a big trend in K-12 education--creativity and computer science education in a way that was relevant and readable to both education practitioners and researchers. After putting that report together, I wondered why research can’t be more engaging, relevant, and fun for the stakeholders who really matter the most--children, educators, and parents. How can we really learn about what education is all over the world instead of depending on international standardized data? How can we bring people from different fields with a common passion for education together? Personally, I was also really curious about what teaching and learning looks like in classrooms in other countries. Last summer, I took a leap of faith and started Ottiya as a platform to bring together a global community people passionate about education to start the conversation about creative, meaningful, and fun learning and education. The Ottiya magazine all started with one conversation with one friend, which led to another conversation and eventually that snowballed into over hundreds of back and forth emails and messages. Over the course of about 8 months, I gathered contributions from all corners of the world and looked for more when we needed
to the pages. I worked really closely with all of our contributors to help them put together interesting articles and activities. With no previous issue to refer to, literally everything had to be built up from scratch. This was definitely not an easy journey. Hundreds of hours were poured into writing, editing, and designing, and illustrating this magazine and Ottiya's online platform. Although I had support from my wonderful assistant editor, designer, and publisher, I had to quickly pick up new design, production, and business skills. What kept me going in the tough times was my strong conviction that our children and the education community deserve and need a platform like this: a place to connect, a place to refresh, and to come together for learning and education. I hope that the Ottiya magazine will provide you with valuable insight about learning and education from our contributors from all over the world. Also, keep your eyes out for the next issue on play and consider contributing to and supporting our work in the future. Many thanks to my wonderful assistants, our publisher, our contributors, our sponsors, and you for believing in this vision for Ottiya and making this a reality! I hope you will stay connected in our community--together we can continue to grow into a global community dedicated to meaningful, creative, and fun learning and education for children for years to come!
Yours truly, Rufina
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Samantha Song is currently a 1st grade teacher in Massachusetts. She has taught kindergarten, 1st grade, and 3rd grade and is now in her 7th year of teaching in both public and charter school settings. Samantha strongly believes in the transformative power of education and creating a welcoming and joyful learning environment for all children. Samantha holds a M.Ed. in International Education Policy from Harvard University and has consulted on educational initiatives for schools, non-profits, and Unicef.
My name is Nadia, I am 12 years old. I live with my mom, dad, older sister and my dog. I go to rhythmic gymnastics once a week, along with my best friend. I love the subject Danish because I love to write stories and work with journalism. I am always up for fun. I am almost always with my friends. And I like to play with more than three friends at a time. I love being with my family. We also have a cottage where we go a lot.
Jessica is a graduate student studying clinical counselling. She loves to capture moments through the viewfinder and tell stories with film photography. She is passionate about journeying with people in their cultural context and life situation. Other than working as a freelance photographer, she has also worked with refugees in Toronto, college students in Tokyo, children from marginalized family in Taiwan, and Tibetan villagers in China. Rebekah Nivala’s expertise includes formal and informal education, with significant exposure to the education systems of US, Finland, China, and Indonesia. Wtihin classrooms in Chicago, Boston, and China, Nivala gained extensive experience teaching music and art, coordinating activities for preschool students, and assisting students with special needs. Nivala currently works as Program Development Manager for Yayasan Dharma Bermakna (YDB), an organization pioneering at the nexus of psychology and education, conducting research on education ecosystems and leading professional development for teachers in Jakarta. Rebekah Nivala holds a B.Mus in Piano Performance from Wheaton College, IL and Ed.M. from the Harvard Graduate School of Education.
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Our student contributors: Grade 1 and 2 Students from CGS in Athens, Greece, Peixiang Sun (Lanjiang Elementary School, Yuyao Zhejiang, China), and Lim Yoon Jae (Gujeong Elementary School, South Korea) James holds degrees majoring i n S o c i o l o g y, P r i m a r y Ed u c a t i o n , Educational Leadership and International Economic Relations. James’ primary interest is both in EO Wilson’s notion of biophilia and biophilic design and the restorative and positive effects nature has on our socioemotional intelligence, including wellbeing and prosocial (sustainable) behaviour patterns. James applies his knowledge in the fields of ecopsychology, (learning) cognitive development, and education. He is the Founder and chief content creator of Barefoot, an Australian based company that has been brought together by the desire to provide a product, or series
@lalatsang
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of products, that inspires wonder in science and nature for all generations. Barefoot also provides a diverse range of professional learning opportunities, workshops and consultancy services both in-person and online.
Laura is a 9-5 lawyer who devotes her free time to the pursuit of creativity. She enjoys navigating the challenging practice of litigation as much as she enjoys working on her next photography project. Located in British Columbia, Canada, Laura draws inspiration from local farmers markets and her favourite recipes to craft fun images from natural materials.
Having participated schools in Japan and the U.S. in her childhood, and observed schools in Benin, India, Ethiopia, France, and Vietnam, Hanna is passionate about creating an environment for children to learn at their full potential by respecting each child’s uniqueness. She has worked with organizations such as Unicef, World Bank, and Teach for America as a researcher. Currently, she works for a peace-building project in Myanmar. Hanna holds a Master's degree in International Education Policy from Harvard University and a Bachelor's degree in Education from International Christian University, in Tokyo.
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COMMUNITY Ottiya Magazine Issue One Theme Introduction words Rufina K. Park photos Jessica Chu
Community is the warmth of a caring friend, the rich diversity in our neighborhoods, and the spaces that unite us together. It is inseparable from our sense of who we are and our well-being. Ottiya exists because of the community of contributors and team members who believed in a vision to bring together children, educators, and creatives from all over the world to promote meaningful, creative, and fun learning and education. In celebration of community--the reason why we've made it thus far and the reason why we do what we do--we decided to dedicate our inaugural issue of the Ottiya magazine to the theme community. In the pages that follow, you will hear a diverse array of stories and insights from places as different as China and Denmark. In the section, Hand-inHand, we offer insights with a hands-on activity that adults and children can read and try together. In Design for Learning, we explore how design and the spaces we dwell in affects our sense of community and learning. Lastly, in Community Voices, we open the floor to diverse voices in education.
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6 Creative Ways to Interact with Our Children’s Artwork 3 How do you feel about your art?
1 Tell me about... This is a GREAT statement to ask in replacement of “what is that?” Ask this question if you don’t know what a certain part is supposed to be so that the child doesn’t feel insecure about their drawing. We do not want the child to receive the message that all art has to be something.
2 I see that you… Try to make very neutral and observational comments, perhaps about the lines, colors etc. This ensures you avoiding personal remarks or assumptions about their work, and allows the child to know you’re paying attention to the details.
By asking this question, you’re inquiring them about their thoughts, putting the focus on them so that they’re not seeking your approval. At times they may respond with “I don’t like it.” Remember! Don’t immediately reply back with, “It looks so awesome though! Don’t feel that way!” Once that is said, you have just placed your own beliefs on their work and completely dismissed the child’s feeling of disappointment. Explore more. Ask, “How come? Why don’t you like it?” Give them space to process and to respond.
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Can you tell me a story about your picture?
How did you…?
When you ask this question, there is no doubt that children will share a story about their art. It encourages them to expand their creativity, even allowing you to better understand what the child is experiencing a little more. However, this question should only be asked for representational art, since it may be tricky for stories to be created about unrecognizable art forms that focused on the process.
Once again, this emphasizes the process instead of the product. Ask them how they got to that drawing, how they thought of the idea. This enables the child to identify his/ her own abilities to have worked through any challenges in their art making, even enhancing their problem solving skills that may have gone unrecognized before.
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This looks very creative (expressive, colourful, sad, energetic etc.)… Try to look for other qualities and adjectives to say rather than generic comments such as “pretty” or “beautiful”. This also lets them know that art is not merely about looking aesthetically pleasing, but that it’s about the creative energy and meaning behind it.
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Begin Nurturing Creativity Draw an important or favourite memory (what was a pivotal memory in your childhood)? This activity asks you to document it and reflect on why it was so important to you. Where were you? Who else was there? Why was it important? Child and parent(s) can both do it together and talk about it with each other!
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Making Our Hopes and Dreams Come True words and photo Samantha Song illustration Rufina K. Park
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meaningful, fun, creative, and creative and fun learning and education
“The classroom shouldn’t feel like the teacher’s classroom— it is a community space of learning, knowledge, and hopefully, joy for the children.”
At the beginning of each school year, my key priority as an educator is to create an inclusive and inviting classroom community. Children need to feel a sense of belonging and safety before they are comfortable enough to take risks and make mistakes in their learning, whether it is in front of their classmates or even their teacher. This inclusiveness is foundational to the possibility of joyful learning. If we as adults reflect on our collection of learning experiences, aren’t our most inspiring moments when we were happy to be present, felt encouraged and secure enough to attempt something novel and different? Typically around two weeks into the start of the year, I lead an activity with the class called Hopes and Dreams. By identifying children’s hopes and dreams, we are building community in the classroom and a sense of togetherness by creating a shared purpose for the school year. This practice acknowledges each child’s voice and sets the stage for a positive and productive year of learning. I have also found that students’ insights during this activity illuminate my understanding of them as individuals. I start by encouraging students to reflect on what they are wishing and dreaming for the school year, which they can then illustrate and put into writing. A hope and dream could be learning how to read, embarking on particular science projects, making new friends, and so much more. As the teacher, I too participate. These hopes and dreams are put on display somewhere in the classroom throughout the entire year to remind us all of what we are striving for, and what we can do each day to realize these aspirations.
so that the class can make each hope and dream come true. Students take the lead in brainstorming rules, even when as young as 6. They are often quite perceptive and able to identify what kind of boundaries should be in place so that everyone in the class can enjoy a safe, positive learning environment. Naming hopes and dreams at the start of the year can get children invested in their learning and their classroom community. The classroom shouldn’t feel like the teacher’s classroom—it is a community space of learning, knowledge, and hopefully, joy for the children. This activity and practice is foundational to the Responsive Classroom philosophy, which is grounded in community building, understanding students as individuals, and emphasizing social-emotional learning as much as academics. This approach to educating children started as a small gathering of public school educators whose ideas led to a laboratory school in Massachusetts, USA in 1981. Those initial ideas have since developed into a nationally recognized, research-based approach to K-8 instruction. Children need to feel safe and included in the space where they spend most of their day, in what is essentially their second home. As an educator, I feel that this is one of my main responsibilities and it is a belief that is well integrated into my personal philosophies and played out in my daily practices.
The follow up conversation, ideally the following day, is to have a class discussion around what kind of rules we should create
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The introduction of new technology and the programming of a new app let the high-schoolers have complete control of their meals, but at the same time, a whole new data could be generated to continue improving the service.
The grab-n-go packages can be ordered in the morning and picked-up at lunchtime.
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When it comes to something as important as children’s education, there’s a tendency for us to take a conservative approach to tackling problems. We seek solutions with routines and actions that feel familiar and comfortable and tend to avoid venturing into the unknown because we believe that sticking to what we know means that we are keeping things under control. But, what if we put aside our preconceived notions and realized that, when it comes to innovation, we need to learn to take risks into the unknown? In education, could we involve children more in solving problems related to their own learning experiences? Could they become guided protagonists, to find alternatives to situations that directly affect them? With the right environment and guidance, there is no one better than ourselves, including children, to express, respond to, and change what we dislike. The era of the one-size-fits-all is over and what is good for kids should not be standardized. Instead, we should aim to create customized solutions for our communities. By solving problems
together, we can also become a closer community. One of the most useful ways to bring different opinions and experiences together and zero in on the problem that needs to be solved is the Human Centered Design (HCD). This creative approach to problem solving involves the people who are affected by the problem from the very beginning of the design process until a solution is reached. The HCD is an integral part of the work done by IDEO, which is a leading international design and consulting firm. The process by which they redesigned the school cafeteria experience in San Francisco demonstrates how the HCD can facilitate innovation in education.
Case Study: Redesign of School Cafeterias in SF, USA Leading up to 2013, the San Francisco Unified School District (SFUSD) (which is the seventh largest school district in California that serving over 57,000 stu-
dents from K-12) was struggling with a very low opt-in rate at its school cafeterias. Many students ate off-campus or did not eat at all because the school cafeterias had long lines, students felt rushed to finish eating and because of uncomfortable makeshift lunchrooms. All of these problems drove the Student Nutrition Service into a $2+ million deficit. In an attempt to increase the number of students eating in the school cafeterias, the SFUSD focused on improving the food quality. SFUSD tried several options, including hiring what they considered to be one of the best food caterers, Revolution Foods. However, improving the quality of the food did not seem to resolve the root cause of the problem.
Turning Point: Creative Problem Solving Approach In the middle of this struggle, the Sara and Evan Williams Foundation saw that the SFUSD needed a fresh approach to problem solving and facilitated a collaboration with IDEO. Over the course of five
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My school is perfect and I love it. I love drawing. Whan I am a school I am in my classroom. I sit at my desk. I go out on break. I come to school by bus. Valia Pikouni Grade 2
This school The school of imagination. n children, takes (enrolls) many foreig g company boys and girls. I like keepin ntries. with children from other cou 2 Faidra Loupaki Grade
urage made it with co imagination. I y m of ol ho much. This is the sc ade myself so this school I m e lik I t. gh ou and th ntis Grade 2 Theodore Sala
Dimitris Prattas Grade 1
The school at the bottom of the ocean Stavroula Koutri Grade 1
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China
我梦想中的学校是在海岛上。海里有鲸、大白鲨、红肉鲛等动物；海岛上有大象；天空中有鸽子！进入校门有 一个通道可以通往教室、食堂，还可以前往马戏团。课余时间可以去那里观看精彩的动物表演，放松心情。动 物学校里我们可以与动物和谐相处，既能玩乐，又能增长知识，这就是我梦想中的最美学校！ My dream school is on an costal island. In the ocean there are whale, white shark, red shark...on the island there are elephants, and pigeons flying up in the sky! When you enter the school, there are direct paths to the classrooms, dining hall, but also to the circus troupe. You can watch animal performances during class break to relax yourself. In this animal school we can learn to get along with animals while also playing with them, and learn about the amazing knowledge of the animal world. This is the most fabulous school in my dream! 孙培翔 9岁 余姚兰江小学 Peixiang Sun 9 yr old Lanjiang Elementary School, Yuyao Zhejiang China
school in the ation with my This is a illustr there are hool is small so sc ur O . nd ou backgr g field. but we have a bi only two floors, rade 6 Lim Yoon Jae, G
Korea
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K i n d n e s s a n d E m p at h y i n t h e Danish Folkeskole words and photos Laura Malou Philipsen and Mathilde Ploug Hansen
Hello or “Hej!” as we say in Danish. We’re two girls named Laura and Mathilde, who are attending 9th grade in the Danish Folkeskole. In this article we would like to tell you a bit about how the danish folkeskole works. We will mainly focus on the school we’re attending, which is Trekronerskolen in Roskilde, but will include facts about the Danish Folkeskole in general. We hope you’ll like to read it!
The Danish Folkeskole is the municipal primary school in Denmark. It is mandatory and takes a period of 10 years to complete. It consists of a 1-year kindergarten class and nine years from 1st to 9th grade. There is, in addition, an optional 10th grade. The word Folkeskole can be divided into two words, folk and skole. ‘Folks’ means people and ‘skole’ means school, you can translate it as ‘the school of the people.’ This actually describe it really well, in our opinion, since there are all types of children in the Danish Folkeskole. In Denmark, we also have other types of schools, such as boarding schools and private schools. However, the majority of parents choose to enroll their children in the Danish Folkeskole. As a matter of fact, 81% of the Danish children, at an compulsory school age, are enrolled in the Danish Folkeskole. Something that could explain a big part of this is that the Danish Folkeskole is free of charge and paid by the government. This is, however, only possible due to the high tax rate in Denmark.
In 2014 the Ministry of Education created a new school reform for The Danish Folkeskole. This new school reform changed the 8,070 mandatory school hours to 10,960 mandatory school hours divided across nine years, from 1st to 9th grade. There is also, in addition, an obligatory kindergarten class, a transition phase between kindergarten and 1st grade. This means that the Danish students have the most compulsory school hours than students of any other country in the OECD nations. If you look at how many hours we are spending in school each day as 9th graders, we’re in school around seven hours a day, but of course this number depends on what school you go to and what grade you’re in. When you read that, you will probably think that it is not much more than in many other countries, but our holiday breaks aren’t as long as in most other countries, therefore we have more school days. Our summer break, for example, is only about six weeks long, which we both think is very short and also when we talk about it with different students from around the world
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Teacher perspective - Ms. Lee, Primary School Teacher in a government school
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Q: Singapore is said to have one of the best education systems in the world. As a teacher, do you agree with the statement, and why so? A: I do not fully agree. The education system still places a lot of emphasis on academic results through test scores, which means that teachers are under great pressure to complete the curriculum before each exam cycle--half by the mid-year exam, and the whole curriculum by the year-end exam. Teachers’ competency is questioned if students do not perform well. A small minority of parents who are overly anxious call me before the exams to ask for more materials to be provided to help their children before the exam. My competency in teaching is tacitly accessed by my ability to provide these extra materials. Parents apply a great amount of pressure on their children to perform well through monitoring their children’s work and through teachers.
Q: As a teacher, what do you like the most about the education system in Singapore, and what do you think can be improved on? A: The MOE is very supportive in providing money and resources to upgrade school facilities and fund co-curricular activities and immersion trips. These programs help pupils develop a strong sense of civic responsibility and communication skills, which is something different from scoring well on tests. For example, students are brought to Shanghai, China to immerse themselves in the Chinese culture and extend their learning beyond Chinese language learning in the classroom.
Q: Despite the government’s efforts to move away from rote learning towards project-based learning, students still seem to do best in memorizing and scoring well in tests. What is your opinion on the method of teaching, and what would you like to see introduced in the curriculum? A: Despite the Ministry’s effort to push for more holistic assessment--a certain portion of the grades is dependent on project
work--most of the grade is determined by students’ final examination results. I hope to see lower weight placed on final examination results so that there can be more flexibility in the curriculum. This way, I can have more time in the classroom to explore different ways of teaching my students. Also, with less pressure to complete the curriculum, I can try to get to know my students better and build better relationships with them. Q: The support of the community/ecosystem - teachers, parents, neighbors, government - is integral to having you teach well in school. Does Singapore’s ecosystem help support you as a teacher? A: Singapore’s ecosystem is generally quite supportive of teachers. The support comes from a couple of stakeholders, such as MOE, the school management, colleagues and parents. MOE launched an initiative to give an award to students who exemplify good values and character. Schools will roll out the program and based on a structured assessment, with teachers picking a student for the award. Teachers feel empowered this way. When we tell our students the importance of building their character, we have awards to affirm them. Having a good management-level personnel in school also affects our teaching. For example, some teachers are exhausted from a high teaching workload. A good school management would respond by delegating our administrative responsibilities to other personnel in school. Also, it is up to the principal of the school to set guidelines on whether to allow direct communication through phone/Whatsapp between teachers and parents. When teachers face complaints from parents, how did the school management help or react at your school? Within my school, my colleagues have been very encouraging. We also share teaching expertise with each other. Parents’ trust and support for us boosts our morale to teach. On the other hand, if parents doubt our competency, it will affect how we think about our teaching.
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Activities of International Understanding for Upper Grade Elementary School Children in Japan
At the second “Ukiuki English” (Exciting English) workshop held on a Saturday morning, four activities were held. The participants were Japanese Elementary school 5th and 6th grade students, international students and Japanese University students (hereinafter called “facilitators”). The activities held were as follows:
Crash Game Look at the picture and directions below for instructions. Try to reach the other side before the opposing team does! 1. Make teams of six to seven players 2. Have two teams face each other with six cards in-between on the floor 3. Look at the picture cards (mostly English words like strawberry, eggplant, and apple, some have “hello” learned in the foreign languages learned in other games) 4. To earn a point, go from your team’s end to the other end while reading the words on the card out loud. 5. When you meet the player of the opposing team coming from the other side, do rock-paper-scissors! If you win, keep on going! If you lose, you have to go back to your team’s side and another player on your team will start again. Try to stop the player from the other team reaching your end. 6. Your team gains a point if you reach the other team’s end! The team that gets the most number of points wins!
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Chateau This is a game played in Bangladesh and Guinea. Try to get the highest score gained by hopping on one foot!
Fruits Basket
1. Make teams of six to seven players. 2. Try to move the sponge from one block to the other within the lines. 3. The team with the highest point wins!
Self Introductions in English Try to greet as many people as you can! 1. Shake hands with someone you do not know! Say your name and something you like, "give your friend a high five!" 2. At the end, share how many people you talked to. Were you able to talk to someone from a different school and to international students? 3. Give a round of applause to children who were able to speak to more than 10 people! Learn how to say “Hello” in the language of international students
This is a popular game in Japan. If you can’t find a chair, you’ll be the next one standing in the middle! 1. Sit on chairs in a circle, except for one person. 2. The one person will stand in the middle without a chair and say, “I like xx (e.g. basketball, cherries)” If you also like xx, stand up and change chairs! 3. The person who was first standing will run and sit on an empty chair. 4. The next person who is left standing without a chair will be the person in the middle! 5. Try saying the phrase “I like” in languages other than English and your native language, and continue the game and try using other languages!
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Julia Min Jae Leigh
Soon Kee Kim
Thank You! This issue of the Ottiya Magazine would not be possible without the generous support of our sponsors and supporters.
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Community Issue USD $25.00 KRW 25,000
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