PECHERSK SCHOOL INTERNATIONAL
WINTER 2018
PSI LIFE
Action This Winter 2018 edition focuses on Action, as a required component of the 3 International Baccalaureate (IB) programmes that are offered at PSI.
PSI Life Quarterly Magazine
3
EDITOR’S LETTER
4
DIRECTOR’S NEWS
6
FROM THE BOARD
9
FROM THE PRIMARY PRINCIPAL
10
ACTION IN THE PRIMARY YEARS PROGRAMME
12
GRADE 2 STUDENTS LOVE TO TAKE ACTION!
14
GRADE 4. FOCUS ON ACTION
16
POSITIVE ACTION FOR RUSSIAN NATIVE SPEAKERS CLASS
18
ACTION IN THE EAL CLASSROOM
20
THE IMPORTANCE OF OBSERVATIONAL SKILLS IN DRAWING
22
INVASION GAMES / GYMNASTICS IN PYP
25
FROM THE SECONDARY PRINCIPAL
26
MATHEMATICS IN ACTION
28
LEARNING A LANGUAGE THROUGH ACTION
30
DESIGN TECHNOLOGY
32
ACTION…. OR REACTION???
35
PTA NEWS
40
IT NEWS
42
ACT OF KINDNESS AS CAS EXPERIENCE
44
ACTING TO BECOME A CHANGEMAKER
46
WHY SHOULD SCHOOLS HAVE SPORTS AND PHYSICAL AND HEALTH EDUCATION (PHE)?
48
WHY WE GET INVOLVED?
50
PSI ECA PRAGRAMME
52
ACTION IN THE LIBRARY
54
ALUMNI
PECHERSK SCHOOL INTERNATIONAL
WINTER 2018
PSI LIFE
PRIMARY
WWW.PSI.KIEV.UA
Action
PSI Life is published quarterly by Marketing and Communications Department of Pechersk School International, Kyiv for students, alumni, parents, and friends of the school.
Founder Pechersk School International, 7a Victora ZabilyKyiv, Ukraine, 03039 Phone: (380 44) 377 5292 Fax: (380 44) 377 5242 communication@psi.kiev.uawww.psi.kiev.ua
facebook.com/PSIKiev
twitter.com/PSIKiev
PSI LINKEDIN PAGE
2
COMMUNITY
Chief Editor – Emma Zeleninaemmaz@psi.kiev.ua Copy Editor – Patricia Puia patriciap@psi.kiev.ua Layout Design – Max Mart Printed by: “Ukrdruk” Publishing company
SECONDARY
This Winter 2018 edition focuses on Action, as a required component of the 3 International Baccalaureate (IB) programmes that are offered at PSI.
ACTION
Dear PSI Community
By Emma Zelenina, Marketing and Admissions Manager
What a wonderful winter season we have had at PSI! PTA International Night, CEESA tournaments, Primary concerts, Secondary production, every day classes and snowflakes - all this that we have enjoyed so far makes it one of my favourite seasons of our school life. This Winter 2018 edition focuses on Action, as a required component of the 3 International Baccalaureate (IB) programmes that are offered at PSI. Action is something that we can observe every day at PSI at different levels: students working in the classrooms, collaborating with each other, implementing their own projects, taking care of others, growing and succeeding, becoming goal-oriented personalities, and leading by examples. I invite you to take a look also at our Facebook page to see what our students do every day at school. Please enjoy reading this issue, where you will see some great examples of student achievements. With so many best wishes for the winter holidays and New Year 2018 - happy winter break, and warm warm holiday greetings to all of us !
3
Director’s News
Action A Measure of Success and a Pathway to Happiness Kind regards, Rachel Caldwell PSI Director
In a variety of shapes and forms, Action is a required component of the 3 International Baccalaureate (IB) programmes that are offered at PSI. As I ponder the significance of the Action component, my mind gravitates to individuals who have impacted my understanding of this integral part of the IB experience. In particular, I vividly recall a community conversation that took place in an international school setting a few years back, around what it means to be successful. A parent in the discussion group proposed that for her, a state of happiness indicated success. Being happy meant that one had succeeded in life. Whilst there were many accompanying nods in the room, a Primary-aged student tentatively raised his hand and asked, ‘...but what if the happy person doesn’t care about others; does that still mean they are successful?’ A lively debate, which entered the realms of values and civic responsibility, ensued. The same Primary School student returned to the original theme and elucidated his thinking further: ‘Someone who is really happy acts for others, because they want the happiness to be shared, and they get even happier that way’. The starting point of the debate was the enigmatic definition of success. The commentary that the debate about this definition provoked, led to consideration of the importance of Action and Service Learning in the context of individual and group happiness, and indeed in the overall meaning of success. IB schools like PSI are committed to addressing students’ cognitive, social,
4
ACTION
emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities. Our collective well-being, now and in the future must be an ongoing and important focus in an IB World School. A student who does not demonstrate care, and a desire to, ‘create a better and more peaceful world through intercultural understanding and respect’, cannot be considered a truly successful member of the IB community. As the adult role models to our PSI students, this suggests that we should take stock, that we should share the ways in which we act for the collective wellbeing and have a clear expectation for our children to behave in similar, and even more proactive and impactful ways. In one of her early articles, Service Learning expert Cathryn Berger-Kaye says:
From acts of kindness, we can move deliberately so our children learn about their world and develop helpful attitudes to people in need. We want them to be able to see these needs and take thoughtful, appropriate actions. This develops and enriches their character, allowing our children to be reflective, considerate participants in civic life, essential to the continuation of our democracy.
Returning to the sage comment made by the young student referred to at the beginning of this article, it would be good to heed his advice and work together to ensure that our students learn to take Action for their own well-being, for the wellbeing of others and for the community. In this way, the elusive nature of success and something we all want for all of them - happiness, may be a little clearer and more accessible. We are happy to hear from community members who would enjoy further involvement in any of our ongoing projects or who would like to contribute to Action in other ways. Please enjoy all of the articles, focused on Action, in this edition of PSI Life!
5
Board's Update by Alex Munteanu Board Chair
After Inquiry, thoughtful consideration and analysis, the time comes for Action. How fast shall we act, especially when multiple solutions / directions are possible? Shall we act at all? How much time shall we reflect on our possible actions / options so it does not transform into procrastination?
It may seem that in certain situations, one should act fast or lose. Imagine a football player in front of a goal in the World Cup final or a surgeon operating on a suffering patient…But in both cases, the very fast actions requiring sometimes only a fraction of a second for execution, have been preceded by months and years of tedious training… And this training in schools usually comes through actions called experiments. Experimentation is an action when you test a hypothesis or try to prove or demonstrate a well-known act or phenomenon (under some supervision and guidance of course; don’t try to build a nuclear reactor in your home kitchen!). Experiments lead to experience, skills and knowledge. Any experiment at school would take you one step closer to that, even if your first experiments are failures. In fact, experiments cannot be failures, not at school at least, because
6
you’re learning, and it’s OK to move at your own speed when learning. Later on, you may make your own experiments with no supervisors in places called laboratories, which may lead to discoveries that would change this world… An action, especially a complicated one, say a college application, is usually preceded by a decision. Some decisions are difficult, but let me tell you a big secret! In adult life, we call them ‘hard decisions’. ‘Moral decisions’ that then lead to ‘judgmental actions’ are probably the most difficult. For most adults, it usually has to do with balancing between personal priorities, aspirations, family, friends, jobs and financial stability. If an action, which is preceded by a decision, is similar to a move in a certain direction, then one probably needs a compass to make sure that the direction is right. Every adult has a certain compass which is
ACTION
a set of moral values that are learned, acquired or developed through different experiments and interactions with family, friends, teachers, mentors and all the community. This compass of moral values is something on which one would never compromise; North is always North on a compass after all, isn’t it? That compass helps us to move and act, especially when dealing with others. ‘My liberty ends where yours starts (or in even rougher terms - your nose begins)’. It helps us to determine our own space and most importantly its limits, teaches us how to be respectful and compassionate and, at the same time, tells us how to remain strong and ‘hold the ground’. To always act with dignity and honor and never assume that the others would act the same way! You become responsible, forever, for what you have tamed (‘Tu deviens responsable pour toujours de ce tu as apprivoisé’) as Antoine Saint-Exupéry wrote in The Little Prince. What a
beautiful way to say it! – in other words, we’re all responsible for ourselves and for the wellbeing of our closest ones, our family, friends and community. Isn’t this a core value? In modern terms, it got transformed into the butterfly effect, which is the idea that small things can have huge impacts. The concept is imagined with a butterfly flapping its wings and causing a typhoon remotely. Well, a fool sitting close to a nuclear button can cause a typhoon remotely - quite unfortunately nowadays. The responsibility for our actions comes with experience guided by the compass (‘moral values’), but sometimes the form may be deceitful, the words, expressions or jokes - wrong and/or inappropriate (all those are small actions as well – ‘Medium is the message!’). ‘God did not let us second-guess how our word would come back, slanted’ (‘Нам не дано предугадать, как слово наше отзовется) as Russian poet Tyutchev wrote in the 19th century. In a modern version, Fall Out Boy, an American rock band compares words to weapons (‘I am an arms dealer, fitting you with weapons in the form of words’). No need to sound threatening or condescending. After all, the ultimate human ability and privilege while making decisions or actions is to make mistakes; we make mistakes constantly, but hopefully are learning from our own mistakes and improving! Those who learn from others’ mistakes are called geniuses! Therefore, always think and learn from your own and others’ actions, decisions, achievements and especially mistakes! Cheers and good luck!
7
PRIMARY SCHOOL
ACTION
From the Primary Principal By Sue Williams, Primary Principal
Taking action, or having agency, is a critical part of our PYP school. Students who take action do so because they have found / investigated a problem and chose to do something to help solve that problem. Throughout the Primary School, students take action every day.
A
ction does not necessarily need to be at a large, global level. Action / Student agency can be at a ‘molecular’ level – the classroom, among a small group of friends, the school, the family setting. Each day, students work with each other as they learn and teach each other. One student might help a peer translate a word or directions in English; another might help a friend feel better about a situation, and still others might take action by helping students in a grade level see the need for fair play. Our Primary Student Council took the initiative to hold a bake sale and raise money for the Centre of Social Rehabilitation and Assistance. They raised 9020 UAH for the children and families who have come to the Kyiv region from the east of Ukraine and are in need of food, clothing, and at sometimes a temporary place to live. Our Student Council saw a need in our wider Kyiv community and chose to take action. As we all know, our learner profile is a set of attributes that we try to live by and instill in our students each day. Through student agency, out Student Council decided to acknowledge, at each assembly, students throughout the grade levels who demonstrate the learner profile attributes. Teachers and
students can nominate students to be acknowledged. This action has helped further our social conscience and provide positive reinforcement throughout the school. Our fourth graders saw a need to help others problemsolve conflicts, so a group of them got together and formed the Peacemakers Group. These are students whom other students can go to and ask for help in solving conflicts with friends. The Peacemakers group shared ideas and strategies at one of our assemblies as they took action for the well being of others. Kindergarteners just had a learning celebration where they taught parents about their community members - what they do, why they do it, how it helps the school, why it is important. After interviewing various school members, they wrote reports, invited their parents into their classroom and shared their learning. Students chose and wrote the questions they wanted to ask and decided on how they were going to present it to
their parents. This student agency, leading to action, is the beginning of what we do to help students take action and see the importance of it. As a culmination of the PYP, our Grade 5 students have their Exhibition. Their research and actions are all based on their passion and how they can use their passion (animals, music, horseback riding, hockey…) to take action in an area of their choice. Our Primary School community is once again embarking on our Holiday Charity Drive. This year, we are sponsoring families from the village of Brovary outside of Kyiv. Classes help collect food stuffs, clothes, toys and more for families in need during this holiday season. This year, due to the need of some medical supplies such as a wheelchair and some medicines, we are also collecting funds to help purchase these essential items. Action is an integral part of the PYP and PSI. While students develop their academic knowledge, they develop their empathy as well as discover problems and seek solutions. They look at different perspectives and think of connections and ways they can help. Action helps us become involved with those around us - in the smaller community of a family or school and in the larger global community. It reinforces empathy and caring and helps children think through the lens of making a difference. 9
I
PRIMARY
by Glen Nicholson Primary Deputy Principal and PYP Coordinator
10
ACTION
Students demonstrate agency when they: • • • • • • •
influence and direct their own learning make choices voice opinions ask questions and express wonderings communicate understandings construct new meanings participate in and contribute to the learning community…
… and take action in a myriad of different ways. (The Learner- PYP International Baccalaureate Organisation 2018) Action does not have to be massive or grand, and action is not always visible, either. It may take time to see the results of new learning. However, the PYP curriculum model is definitely based around the philosophy of the learner profile and action, where students have agency and live the learner profile.
Here are some of the ways we have taken action in our school since the start of this year. 1. Appointing roles of responsibility around recycling in the school 2. Making the Green Committee ECA a year-long ECA so the participants can see some of the bigger issues through to fruition and work on longer term projects 3. Putting reminders about recycling or printing on both sides around the photocopiers 4. Using water bottles or biodegradable cups for events 5. Conducting student-initiated surveys into what kinds of snacks are being brought to school in the hope of encouraging an awareness of having a healthy, balanced diet. 6. Making a commitment to develop our culture of thinking and working together to make our thinking visible. What kind of action can you take in response to today’s and tomorrow’s challenges and problems?
11
I
PRIMARY
RESPONSIBILITY COMMUNICATION
2
BALANCE
by Nikki Tapara, Kim Brown and Lisa Monkus Grade 2 Teachers
12
CHOICES
CARING GRADE 2 STUDENTS LOVE TO TAKE ACTION! Throughout the first Units of Inquiry for Grade 2, the theme of action has played a key role in our learning. As students’ knowledge of the world around them, their roles in our classrooms and school, as well as their ability to make balanced individual choices grew, students were encouraged to incorporate action as a sustainable component in growing as both learners and thinkers.
ACTION
As the new year started, students played a key role in determining how they wanted their classrooms to look, to be organised and to function. These choices have been constantly used, reflected upon, adapted and tested as part of their ongoing cycle of learning. They have developed a deeper understanding of the importance of communication within our classroom communities, which has led to reflecting on their choices and balance, both at school and at home.
Through the Shrinking Carpet game, students had to figure out how they were going to help each other stay on the carpet as it got smaller and smaller. They needed to work as communicators and caring members of the community to problem solve and try other ideas. This led to a greater awareness that they needed to add to their essential classroom agreements to ensure that all ideas are heard and respected and that instead of getting frustrated, they can voice their needs and seek out help from others in the community to solve their problem.
In our second Unit of Inquiry, we explored the idea of choice and balance. We learnt about making balanced choices in our free time, class time, in our relationships with ourselves and others, and with diet and exercise. We also learnt about the consequences of not making balanced choices, and that all of our choices have consequences. We went further and discussed that the best time to think about the consequences of our choices is before we make them. Students worked together to show their learning as part of their summative assessment.
13
I
PRIMARY
FOCUS ON
by Jane Lueders Grade 4 Teachers
GRADE 14
ACTION Action in the Primary Years Programme (PYP) can take many forms. In Grade 4, students took action to research and share their learning about exploration and discovery in their Living Museum. Showing commitment over the course of the inquiry, students enthusiastically learnt how to read non-fiction texts as well as to identify and record important information. They organised the information into paragraphs and created speeches to share their information. Students focused on the discoveries and explorations of their explorers, including uses of technology and the changes that came about as a result of the exploration and discoveries.
ACTION
On Tuesday, 20 November, the auditorium was alive with excitement as visitors to the museum got to meet and learn about different explorations. The well-rehearsed Grade 4 students confidently impersonated their explorer and explained their explorations and discoveries. Their costumes were creative, their posters were well designed and the information was interesting and inspiring. As a result of this inquiry, the students gained valuable research and thinking skills that will aid them in future when they want to find information on their own. The integration of reading, writing and inquiry come together to enable the students to take action whenever and wherever they are.
15
… ive t i ¶ Pos n • o n i t a i c s s u A R ◊ e v for Nati s r e k a e Sp class I
PRIMARY
by Nataliia Grishyna Teacher of Russian for Native Speakers
16
Positive action promotes healthy student behaviour. The feeling that students get about themselves from their action is a powerful motivator. Students act positively to get positive feelings, which are important to them. Students are challenged to think about the concept being taught. Positive action works for increasing academic achievement, as it prepares students to learn and be engaged in the classroom. Using age-appropriate curriculum materials, students acquire the necessary skills for achievement in various areas through six units of inquiry that are common across all components and grade levels at PSI.
ACTION
Grade 4 – Students focused on the concepts of connection and reflection, as well as communication, thinking and research skills. One of the learning experiences offered to them was exploring narrative texts by creating and presenting a project about the conflicts faced by the main character in Mark Twain’s famous novel, Tom Sawyer. Students had the challenge of researching and selecting information to identify the conflict, recognise its cause, tell what kind of conflict it was (ideological, needs, desires) and explain how understanding the type gave them more empathy for individuals involved. Grade 4 took an action and tried to look at a certain conflict from the perspective of the other side and discuss their feelings / reactions.
3 Grade 2 – Students explored the letter combinations of ЖИ - ШИ. They were prompted to think about what words they know having these combinations and how we hear them in our speech. Students focused on the concepts of form and function as well as cooperating, acquisition of knowledge, application and reading skills. Students showed their understanding by taking individual whiteboards and writing words that have ЖИ – ШИ.
1
4 Grade 3 – Students were asked for and shared ideas on the concept of responsibility and how it varies depending on one’s role in society. They created a poster with their responsibilities as a student, a child and a citizen. Students brainstormed their ideas about the rights that children have. Through class readings stories as ‘Лиса и заяц’, ‘ Сестрица. Аленушка и братец Иванушка’, ‘ Лягушка-путешественница’, students looked for examples of characters’ rights that were neglected or not respected. Students decided to create their booklets ‘Declaration of Kids’ Rights’ as an action.
2
Grade 1 – Students focused on the concepts of perspective and change while reading a famous Russian story, ‘Как Ослик счастье искал’. Students discussed the issues that the main character faced, and shared their ideas on key questions: What makes you happy? What good can one do using the magical power that the character had? Students also took action by creating their own picture mind map of the story using linking words.
17
I
PRIMARY
ACTION IN THE CLASSRO S When we were first trained in PYP years ago, action was described as something we’d see a student do at the end of a unit or at the end of a class project. Actions are now shifts in what learners say, think, feel, believe, have and become… not just what they do. As EAL teachers, we see our students challenged by this because they are working to grasp a newlanguage.
by Sharon L. Cofer EAL Teacher
18
ince the beginning of the year, the Grade 2 EAL class, has been getting to know one another, learning to express who they are and how they feel. This can be easy for intermediate students, but for beginners, it can be daunting until they feel comfortable enough to try a new language. In the regular classroom, they have begun the unit, ‘How We Express Ourselves’. In the EAL classroom, we have been reading, sharing and writing poetry of our own. This is tapping into the feeling, thinking and being components of action. We discussed, drew pictures and acted out different types of emotions to try and understand what they mean. When thinking about each poem, whether it was a shape, acrostic or rhyming poem, I could see what students wondered about, what inspired and interested them. This is what action is like in an EAL classroom when writing
ACTION
EAL OOM and reading.We are discovering a new way of expressing ourselves and our passions, not only by writing poetry for the unit but also in a different language. Grade 5 EAL students studied the Scientific Method, in which they learned vocabulary such as hypothesis, variable, experiment, procedure, observation, replicate and investigation.Among other experiments, they conducted an experiment that involved pouring oil and water into a bottle. Then they added food coloring and an ‘Alka Selzer’(fizzy) tablet. The students observed the reactions of oil and water together and learned why oil floats on water. They also observed the reaction of the fizzy tablet and how it created a ‘lava lamp’effect. Following this experiment, the students took action by deciding together which variables they would like to add to see what would happen and then figure out why. One group decided to add sugar and the other group decided to add baking soda. They conducted the
experiment again and observed the different reactions. After discussion, the students wrote up the results following the procedure of the Scientific Method. Because the students were selfdirected for the action piece of this experiment, they were all interested and engaged in their learning. Student-directed action in PYP can help students take action, not just in school but in the wider world. For EAL students, though, they must first learn ‘survival’ English. The next step would be learning how to express themselves by explaining, questioning and understanding the content of the units of inquiry that are being taught in their regular classroom. Learning to show action can be challenging for our EAL students. But once they start to learn the language and become better at it, the more they can participate with confidence and then their learning becomes more and more visible everywhere.
19
I
PRIMARY
The Imp of Observati Skills in Dr Children learn about the world around them by observing it, asking questions and exploring. Observation is one of the crucial skills in exploring and understanding how the world works. This is particularly true in art. Like artists, student artists learn to draw by observing their surroundings, people, nature and various objects.
20
ACTION
portance tional Drawing By Anna Belokon Primary Visual Art Teacher
Drawing is about observation. Drawing helps us to express ourselves on paper, express our ideas, thoughts and imagination through visual images. Learning to draw teaches children to see the world around them with more awareness. It trains them to observe carefully and improves the artistic skills of their mind and hands. This is what our students do in Primary School whilst exploring in Art lessons through all units, especially learning to draw. So far this year, the Grade 4 Art class has developed their observational skills whilst drawing their landscapes. We have talked about this genre, the elements of composition in a landscape and applying perspective techniques. Students then observed various landscapes and seascapes and identified the elements taught in class. They then drew their landscape compositions and used different drawing media such as pencils, pastels, and watercolour crayons to complete their work. As you can see from the examples here, their drawings have turned into beautiful landscape compositions.
21
PRIMAR I
PRIMARY
INVASION GAMES / GYMNASTICS IN PYP
Challenging ourselves and the opponent!
Invasion Games An invasion game is a term used for any game where the aim is to attack an opponent's territory and score a goal or point (football, basketball, hockey, ultimate Frisbee, pre-sport games). Usually consisting of teams of equal players, these fast-paced games focus on teamwork, keeping possession, scoring and defending
Invasion Games at PSI The class is set-up around stations designed to learn, practice and improve basic skills on the relationship with the games like that. Dribbling, shooting, passing, and catching are the main stations to play during doubles classes (120 minutes long); during single lessons (60 minutes), the main goals are to develop teamwork, planning strategies, and sportsmanship.
22
By Andres Rodrigues PYP PHE Teacher
RY PHE ACTION
GYMNASTICS EC / GR 5
Gymnastics is one of the most important units of the year; the student has the opportunity to learn and develop new mental, behavioural and physical skills. Through exercises and observation, teachers look for: - students’ ability to demonstrate independence whilst practising, as well as demonstrating a sense of safety; - their ability to execute movements accurately and link movements together with a minimum of steps and pauses; - their ability to plan and choose movements that are within appropriate ability level; - commitment and enthusiasm in creating and executing a performance; - teamwork and communication whilst practising. Development of the attributes of the learner profile include the following: thinkers, risk-takers, reflective, and open-minded.
23
24
SECONDARY SCHOOL
ACTION
From the Secondary Principal by Patricia Puia Secondary Principal
When we hear the word action, we’re most likely to think of one or two things. We think of physical activity - of kids involved in sports teams, representing PSI at regional tournaments and perhaps the many extracurricular activities (ECAs) that involve movement. We might also think of our Creativity Activity and Service (CAS) programme, where students take action to make the world a better place. Take a look at the PSI Facebook page on any given day, and you’ll see our CAS students engaged throughout Kyiv in ways that help others – at orphanages and animal shelters, at centres for the disabled and shelters for the homeless. Of course, both of those definitions are correct, but ‘action’ in IB terms is so much more. Any time students ‘apply what they are learning in the classroom and beyond’, they are engaged in action (www.ibo.org). Any time students reach out to be of service, they are engaged in action. By this broader definition, PSI Secondary School is buzzing with action and activity.
For example, students involved in our Green Committee worked with the PTA on International Night to apply what they know about conservation to our most popular school event. They set up a recycling centre in the gym, encouraged the use of reusable dishes and flatware, and even made it possible to give leftover food to those in need. Students in the Sciences, Design and the Arts engage in hands-on activities, and display their work for the school community to enjoy. Maths and Individuals & Societies classes look at the statistics and world-wide impact of migration and look for ways to support migrant communities. Some of our older students have opened a tutoring centre to support younger students in all of their classes. In short, both MYP and DP students have opportunities to act on what they’ve learnt in ways that are meaningful and helpful. ‘Action’ is very much alive and well at PSI.
25
II
S E CO N DA RY
MATHEM IN AC People have different expectations of what they want to see in the Mathematics classroom. What do we as a department want students to take away from our teaching? We focus on developing students’ conceptual understanding, communications, reasoning and ability to apply mathematics to real-life situations. In the modern world, it is not sufficient to memorise formulas and expertly perform algebraic transformations. Thinking, real-life connections, application of technology, students’ engagement, and actions become the main threads of teaching and learning of mathematics.
26
R
esponding to these modern world challenges, The International Baccalaureate (IB) is currently introducing significant changes in the Diploma Programme (DP) Maths programme, and this, consequently, will influence all Secondary School Mathematics. Starting in the 2019 - 2020 academic year, DP will offer Mathematics: Applications and Interpretation as well as Mathematics: Analysis and Approaches courses. The first one will focus on practical, applied mathematical ideas and methods. It also will incorporate modern technology into exploring and modeling real-life phenomena and processes. The Analysis and Approaches course is designed for the students who in their future learning and work wish to pursue wider and more abstract mathematics content. Acting in implementing these new courses is one of the tasks of our department.
ACTION
MATICS CTION
by Secondary Mathematics Department
Research in Maths education confirms that if the students see a purpose in their learning, it becomes more efficient. For example, in Grade 10, students are asked to apply their exponential growth / decay knowledge and skills to real-world situations concerning human population growth and endangered species decline. Students are encouraged to discuss, analyse and find correlations on a global scale. This assessment asks students to create tables, write equations, draw graphs, and extrapolate information from their models. We’d like to extend this activity by asking students, ‘What actions could they take to create change?’ Next year we hope to fundraise, make a donation, and educate the community on endangered species and wildlife conservation. While studying surface area and volume, Grade 9 students were given the task to create an eco-friendly cereal box that would use less material. In collaboration with the Design class, students did research, worked on finding the best solution and building a prototype. They used technology for calculation and visualising design. Students not only learnt a very important process to solving problems, but they also saw the global implication.
The first unit in Grade 7 involves finding percentages and percentage change. Students applied this skill to the task of calculating the percentage change to their water footprint created by lifestyle changes. Students learnt about ‘virtual’ water, which is used in manufacturing and transporting products they use. For example, beef requires about 15,000 liters of water per kilogramme. This meant that when students used the water footprint calculator, they discovered that by changing from eating meat daily to a vegan diet, they could reduce their water footprint by 5%. To share their learning and help their peers make good environmental choices with a global perspective on water conservation, these students gave a presentation for the November MYP assembly. In this way, Grade 7 has turned the Water Footprint unit into service learning action. The goal of our teaching team is to maximise success for every student and make mathematics accessible and meaningful for kids. A dynamic, interactive approach to teaching is one way we act to support and engage our students.
27
II
S E CO N DA RY
Learning a language through action
Learning foreign languages at PSI goes beyond the traditional classroom with a teacher lecturing in front of the whiteboard and students practicing vocabulary and grammar structures in their exercise books. Teaching and learning language gains a new dimension and meaning when action is involved. In Secondary language classes, students take on a variety of actions throughout the school year.
28
ACTION
by Olga Berezhna, Secondary Languages Head of Department
E
xploring the city with its historical places, visiting a museum or a theater performance, interviewing the Cultural Attaché in the French Embassy or a professor of the Physics Institute of the National Academy of Science, performing dances and songs, or presenting books to the Primary School students -This is not the complete list of activities that PSI Secondary School students do to practice their language skills in real-life situations. Action brough Russian classes leads to a new level in exploring Russian language and culture. For example, when studying the unit on Food, Phase 1/2 Russian classes went to the Demeevski market to buy ingredients for the well-known Russian salad ‘Olivier’. First, students researched the background of where the salad was invented and where it came from. (In Russia, it is a very popular salad for celebrations that dates back to the 1860s.)
The next day, they had 40 minutes to prepare and eat the salad with their classmates and teachers. The kinesthetic learners could easily memorise action verbs while cutting, chopping and peeling all sorts of vegetables, meat and potatoes, adding some sour cream and mixing and serving the salad. In French, the Grade 6 Phase 1 students take action in an annual service learning event, the French Café. Students prepare and serve French cuisine to PSI French-speaking students and teachers as a part of their unit on food; they practice their French oral skills. Last year, the French Café raised 1670 UAH. This money has been donated to the animal shelter CAS project. Learning through action actively involves students in a wide range of experiences and helps them to become functional users of the language. At PSI, that action component is a lively part of language instruction.
29
II
S E CO N DA RY
Design Technology by Nicholas De Dios MYP/DP Design Technology Integration/HOD
“Good design is innovative. Good design must be useful. Good design is aesthetic design. Good design makes a product understandable. Good design is honest. Good design is unobtrusive. Good design is long-lasting. Good design is consistent in every detail. Good design is environmentally friendly. And last but not least, good design is as little design as possible.� Dieter Rams
30
The concept of innovation is an important aspect in design. PSI students are problem solvers and designers of solutions to existing problems in our environment. They are asked to use their creativity to develop new ideas or methods. As designers, our students seek to solve existing problems for future environments and be a catalyst of positive change.
ACTION
‘Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow.’ William Pollard
In order to prepare our students to compete in our modern day society and to make positive and impactful change, they must first practice out-of-the-box thinking skills. As a designer and innovator, having a creative mind and being a visionary can shape the future of many organisations and inspire success in any professional atmosphere. Here at PSI, we strive to teach students the creative thinking skills necessary to be innovators in our world and be that positive change and driving force for any organisation.
31
II
S E CO N DA RY
//ACTI OR REACTI Dr. Seuss (1996) said it best, ‘Some days are yellow. Some are blue. On different days, I’m different too.’ As much as I wish stress would go away, stress is always around the corner. Thus, it is vital for young people who are still growing to realise the power of daily actions to ward off stress as opposed to simply reacting to pressure demands.
S
imply put, stress creates emotional, social and / or physical tension for a person. Stress can derive from positive and / or negative events. It can arise in a wide range of scenarios, including driving through heavy traffic, having to prepare for three exams in a day, walking on slippery ice, and getting into a university. Everyone experiences stress. It is unavoidable, but everyone approaches stress differently. Daniel Amen (2005) says that people need to take inventory of how they spend their time. People need to take actionable daily steps to create tension-free minds and bodies. Actionable steps are those daily behaviours or do-able habits that are proactive in reducing stress and increasing enjoyment and balance. Reactions are usually tense, unsettling and instantaneous responses to an event or trigger. Proactive steps can take the form of daily behaviours like meditating, exercising (preferably being outside in as much sun as possible), petting your pet, listening to and / or playing uplifting music, doing breathing and mindfulness practices, or interacting with like-minded people in person. We need to eat
32
fruits and vegetables every single day (while limiting white flour and sugar products). Having set periods of time with no internet or social media is also a good actionable step. Daily journaling and writing ‘gratitudes’ can help young adults focus on the positives of life and bring an uplifting appreciation of the world and the events around us. A nice family routine would be to enjoy meals together frequently. We also have to make sure we are sleeping as much as we need. If none of these daily habits are present, then stress will have an easier time causing negative and frustrating reactions. Reacting to stress without having a good foundation often makes situations more difficult. People react to life in many ways. Some experience physical reactions such as headaches, stomach aches, palpitations, and insomnia. Others react emotionally to stress. They may express anger by yelling, screaming, punching or hitting people or objects. Some may feel overwhelmed and weep. Still others abuse substances. These are all damaging reactions to stress, not healthy actionable, solution-based, behaviours.
ACTION
ION... By Michele Basu Secondary School Counselor
ION??? How do we avoid simply reacting to stress and instead move forward proactively? I believe a good first step is to take a stress pause. Donald Altman (2017) describes a stress pause technique using the acronym S.T.O.P.
S
= Stand still: take three long and slow breaths and slow your body down. By doing this, you will be in control and not controlled by the trigger.
T O
= Tune In: Scan your body from your toes to your head. Be like a tree and get grounded.
P
= Possibility: Pause and think about the possibilities that lie before you. If you had been reacting angrily, now is your time to pause and rethink and find a better solution.
= Observe: Now take note of your external environment. Notice three different aspects of your surroundings (colours, textures, sounds).
Next, people may need to interact to solve the issue. This is a good time to use simple ‘I’ statements. For example, ‘I feel upset when I ask three times for help and I am not given help.’ Or, ‘I feel frustrated when the trash is not taken out.’ Effective communication is critical to resolving stress. Finally, we must take responsibility for our actions and reactions. If needed, we must apologise to anyone we may have reacted negatively toward. Accountability increases self respect and understanding. Stress is inevitable. However, practicing daily, healthy life habits will provide grounding and mental / emotional safety and strength throughout life. When life gets hard (and it will time and again) self care brings people back to calmness and back to their centre. These routines can construct the tranquil foundation of our lives and make each day wonderful, do-able and dare I say, simple. Altman, D. (2014) The Mindfulness Toolbox. Wisconsin: PESI Publishing and Media. Amen, D. (2005) How to Get of Your Own Way. California: Mindworks Press. Dr. Seuss (1996) My Many Colored Days. New York: Random House.
33
34
COMMUNITY
ACTION
PTA NEWS As you walk through the halls of PSI, the children are constantly and consistently taking action in both big and small ways to be valuable and contributing citizens of PSI and the world. As the Parent Teacher Association (PTA), we mirror our children in taking action to make our community and the world at large a better place.
The PTA has focused on the actions we take and how we are moving forward to inspire PSI students to become critical and creative thinkers, empowered to take action in the local and global community.
Action is the foundational key to all success. Pablo Picasso
The creation and implementation of the Community Improvement and Social Responsibility Initiative (CISRI) is one of our most visible actions. Students in both Primary and Secondary School are invited to submit grant applications to implement projects that will make a positive impact in the local community through benefitting those in need (e.g., women, elderly, children, disabled persons, animals, environment, etc.) The selection process is rigorous and the winners of the grants are given financial support for their projects. CISRI projects encourage PSI students to build collaborative and reciprocal community relationships in response to an authentic need and to improve the lives of others. The PTA also takes action to unite the school community to further support PSI being a ‘Place Where We Belong’. Through a wide range of community events, we strive to make sure that every family, teacher and staff feels welcome at PSI. Through the Back-to-School Picnic, the International Night, the Art Bazaars, the Spring Fundraiser, Fun Run, and Staff Appreciation Party, we create a place where all members of the community feel engaged and supported.
by Debbie McWhorter, PTA Communication Officer
You don’t have to be great to start, but you have to start to be great. Zig Zagler
The PTA not only supports the community, but also the environment. With educational lectures on recycling for Primary and Secondary students, purchasing recycling boxes and reusable water bottles for classrooms, ensuring that all utensils and dishes provided at our events are biodegradable, and working closely with the PSI Green Committee, we strive to create a community where being environmentally conscious is an essential part of our culture! At our International Night, the Green Table, the Waste Sorting station, the Allergens Cards and BYO (Bring Your Own plates, cups and utensils) initiatives took place for the first time. All members of the PSI Community gladly accepted and celebrated these initiatives. The PTA, together with the Green Team, Student Council and all members of our community not only minimised the potential negative effects of our event for the environment but also, given the large number of stakeholders involved, raised awareness and hopefully inspired change among parents, teachers, staff, guests, and the local community. Traditionally, all countries participating in International Night were very generous in organising their country tables and sharing their favorite traditional dishes with the rest of the PSI community. This year, a Food Share Basket was made available where families could contribute any extra food.This surplus of food was then shared with people in need.
The future depends on what you do today. Mahatma Ghandi
As an IB World School, PSI prepares students to succeed in a world where the capacity to take responsibility through thoughtful and appropriate action is a crucial skill, allowing them to flourish long after they’ve left the school walls. At the PTA, we see student action as extending well beyond the walls of the classroom and the school. In the Parent Teacher Association, parents and teachers work together to create an involved and caring school community. Together we create, implement and support initiatives that benefit our students and help them learn to take action and make, not only our school but, also the world, a better place.
35
III
COMMUNITY
PTA International Night 2018
36
ACTION
37
III
COMMUNITY
Secondary Winter Production
38
ACTION
39
III
COMMUNITY
Mr. Curbelo-Cantera’s 3rd Grade class collaborates and comments on a writing assignment with students from the John F. Kennedy International School in Berlin, Germany.
SCIENCE AND TECHNOLOGY REVOLUTIONISE OUR LIVES, BUT MEMORY, TRADITION AND MYTH FRAME OUR RESPONSE. Arthur Schlesinger (Historian)
40
When one examines the word technology, an inherent suggestion of action, of motion, of change springs to mind. Technology, by definition is ‘the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science.’ This definition itself implies action, for technology is a tool, a means to an end. Through its usage, something is getting done, goals are being accomplished, and the human condition changes. These understandings are all action oriented. Thus, it is natural to associate technology with change, technology with creation, and technology with action.
ACTION
In education, the call to action to utilise, to harness and to implement technology-rich learning environments is a natural extension of preparing the next generation for the challenges of our future. This call to action can take many forms and is constantly changing as new educational technology tools, methodologies and applications are introduced to the educational environment. The challenge for educators and educational institutions such as PSI is to keep abreast of these changes, and learn how to best utilise, adapt, and incorporate technological change into a preexisting culture of learning and thinking. Embracing and adapting to this constant change is one of the strengths of international schools such as PSI. Some adaptations are inherently visible and easily understood; others lay the base for a sound foundation upon which to continuously build and improve upon an already strong culture of learning. The end goal for both actions, those readily visible
and those behind the scenes, is to improve the overall learning environment and enhance the education of all students. This belief, to harness the best that technology can provide, to aid and better the learning environment at PSI, is our primary goal within the technology department. This is our raison d’être. This is our daily call to action.
Mr. Helman displays a student-generated graphical presentation on market segmentation in the Grade 9 Individual and Societies Class.
by Brent Zeise IT Director
41
III
COMMUNITY
CAS
by Liubov Bessarab Grade 12 Student
ACT OF KINDNESS AS CAS EXPERIENCE
42
ACTION
As a CAS student, I believe I have a responsibility of giving my all to those who are in need. The Djerella Project gives me a chance and an opportunity to engage in the process of bettering the lives of others - those who are less fortunate.
D
jerela project aims at supporting a centre for intellectually impaired young people. It is a multidimensional project; it includes weekly visits to the Djerella Centre, sales of the crafts made by the centre clients, and fundraising actions. Another crucial and really special part of the project is providing direct help to a family who struggles with the financial and emotional implications of a bedridden victim of Down Syndrome. Before, I had only heard of the family and the
visit, but this year I got to experience it on my own. Overall, the experience was challenging but also immediately rewarding. At first, we helped purchase necessary products the family was normally struggling to afford. However, the most important part of this visit was meeting the family, and being inside their home. It was challenging to witness the effects of Down Syndrome on the patient as well as the repercussions it had on the family. However, after we met the family and brought all the products to them, another emotion overwhelmed the room. The gratitude and appreciation that the mother of the patient showed us was incredible. She was thankful beyond belief and appreciated the work which we have done to help her. She displayed this through her multiple thanks to each member, and even a present. It was in that moment that I decided that this is what makes CAS, and each individual project like Djerella, beautiful, because I got to witness how much we are able to help, and that, I think, is amazing.
43
III
COMMUNITY
CAS
by Aleksandra Chouliak, Grade 12 Student
ACTING TO BECOME A CHANGEMAKER What is CAS really about? The name suggests 3 obvious parts: creativity, activity, and service. While this is true for the work that we do, CAS is so much more than this. CAS is about acting to become a changemaker.
44
ACTION
O
n a Saturday in November, we held another celebratory event for the kids and parents from the Down Syndrome Centre in Kyiv. While many think that this is an event held simply because of the need to finish the IB Diploma Programme (DP) or to get a passing grade in CAS, the event we hosted represents a lot more. It was a continuation of a process that was started over 10 years ago, and what is the most rewarding is that more and more people are joining. Our project doesn’t remind me of a business or a club. While we make money, the bond and the level of cooperation we have with each other reminds us of a family. On this Saturday, seeing our family expand to students from MYP and DP made us all very happy. But the joy we brought to the kids is what made our day. The morning started in chaos and a lot of work. I was sipping on my coffee while nervously adding last touches to the event plan, changing some time and games planned. The planning is the most challenging part. It takes a lot of time, creativity and effort. Cooperation with a lot of people is also needed to make sure that everything gets set up before the event, because no one wants to let our guests down. But once the plan is done, all the work pays off.
Kids pour into the gym, looking in awe at all the equipment set up for them, their smiles broadening on their faces. And these are the smiles we work for. The next 3 hours are spent playing with the kids. Understanding that every kid has a special need and that each and every single one of them wants to try out and play at every station is important, but we have enough people to help every kid have the best time possible. While the kids play, the parents gather in the cafeteria to discuss ideas regarding their kids and how to improve their lives. Three hours pass in what feels like minutes and all the kids are brought to the cafeteria to be fed with fruits, cookies and juices, but not before our team proudly presents the centre with the gifts purchased with funds from the Student Store and a PTA grant. These include a printer, a camera, and many other devices that will help the centre expand their reach to families all over Ukraine who are joining them online. After the kids are fed, the families leave, waving goodbye and thanking us for the time they had. In the end, we were all exhausted. But if we were given an opportunity, we would do this all over again.
45
III
COMMUNITY
WHY SHOULD SCHOOLS HAVE SPORTS AND PHYSICAL AND HEALTH EDUCATION (PHE)?
It is no secret that physical activity is necessary to a person’s well-being. But let’s have a closer look at why we value Sport and PHE so much at PSI:
by Ric Floyd Athletic Director
46
ACTION
Physical Health Sports and Physical and Health Education programmes directly benefit students’ physical health. Getting the recommended amount of exercise during our activities and lessons combats obesity, asthma, sleep disorders and other illnesses. Regular exercise also contributes to cardiovascular health and promotes muscle and bone development. In addition to participating in physical activity, students in sports and PHE learn the fundamentals of a healthful lifestyle, the building blocks upon which they can develop into healthy, knowledgeable adults.
Academic Performance Regular activity during the school day is strongly associated with higher concentration levels as well as more directed, composed behaviour. Studies show that physical activity contributes to improved academic performance.
Social Interactions Activities in sports and PHE help students develop good social interactions. From a young age, students learn cooperation through group activities and form a positive sense of identity as part of a team. Such group activities are continually important as we grow older.
Mental Health The benefits of sports and PHE to a child’s mental health are both complex and comprehensive. Improved physical health, academics and social interactions all contribute to good mental health. Physical activity sets the stage for a good night’s sleep. Regular physical activity, in addition to adequate sleep, provide more energy to participate in hobbies and interact with others.
47
III
COMMUNITY
WHY GET INVOLVED? THE BENEFITS OF PARTICIPATING IN OUR PANTHERS ACADEMICS PROGRAMME by Peter Hausz PHE teacher /Assistant Athletics Director
GETTING INVOLVED IN ACADEMIC ACTIVITIES OUTSIDE OF CLASSROOM TIME CAN GIVE YOU NEW SKILLS AND HELP YOU LEARN ABOUT YOURSELF — AND IT CAN BE FUN. 48
ACTION
SOME OF THE KEY BENEFITS TO PARTICIPATING IN THE PANTHERS ACADEMICS PROGRAMME:
DEVELOP SOCIALLY These programmes encourage teamwork, leadership skills, cooperation and social development beyond what students get when working in the classroom.
DEVELOP WIDER INTERESTS Another major benefit for middle schoolers participating in the programme is how they can foster a lifelong passion.
HELP TRANSITIONING
ENHANCE ACADEMIC PERFORMANCE
The transition from another school to PSI can be a stressful one, and one of the ways to mitigate this major change in a child's life is by participating in activities outside of the classroom.
The way children choose to spend their free time can have a huge impact on their academics. The programme is a good way to encourage positive use of free time.
ADD TO COLLEGE APPLICATIONS
CURRENTLY, WE HAVE THE FOLLOWING ACTIVITIES IN OUR PANTHERS ACADEMICS PROGRAMME:
Such activities also play a part when you apply to colleges. Most college applications ask about your activities. That’s because the things you do in your free time reveal a lot about you — in ways that grades and test scores can’t. Your accomplishments outside the classroom show what you’re passionate about and that you have qualities valued by colleges.
Grade 9-12 Yale Modern Government Europe (YMGE) Grade 6-8 Mathcounts Grade 6-12 International School Theater Association Grade 6-8 Model United Nation Grade 6-8 Knowledge Bowl In short, there are a lot of good reasons to join the Panthers Academics programme! 49
III
COMMUNITY
PSI ECA PROGRAMME by Alina Berezhna ECA Coordinator
The PSI Extracurricular Activities (ECA) Programme is an example of the action cycle of the International Baccalaureate (IB) beyond the curriculum. Students who participate in ECAs ‘choose’ while signing up for the activities; ‘act’ during the season while attending the ECAs that they have chosen; and then ‘reflect’ on what they have learnt, on what impact their choice had on their hobbies and interests, and on whether they would like to continue with the same activity in the following seasons to maintain their progress. The students are motivated to work independently, so the whole PSI community can see the results of their ‘action’ at the end of every school year.
50
T
he main benefit of the ECA Programme is encouraging students to ‘take action’ giving them an opportunity to do that in six different categories: Academic, Sports, Art, Media & Tech, Social & Leadership and Languages. The ECA programme promotes action-taking among all grade levels. For example, the Yearbook Club ECA provides Secondary students opportunities to learn how to interview people, to write articles and take journalism-style pictures. This year, we have slowed down the expansion of the ECA programme to focus more on the quality of the programme to meet the demands of PSI students. In ECA Season 2 this year, we are offering 116 classes, and have 708 student registrations. Also, this school year, we have added several new activities to our programme: Drama Club, French for beginners, Drone Piloting, Green Fork Wizard: Healthy Eating Course, Movie Scripting & Making - iMovie, and Mother Tongue classes in Swedish, Chinese and Lithuanian. All of these are from different categories to support PSI students taking action in different aspects of school life. All of them support the aims of the ECA programme to let students try something new, to expand their interests, and to broaden their horizons. At PSI, apart from the ECAs that take place from 15:00 to 16:00 every weekday, we also offer the Super Saturday Sports activities: Football, Basketball, Gymnastics and Swimming.
Please, visit the ECA/SSS programme website for more details: In case of any questions, feel free to contact the ECA/SSS coordinator – Ms. Alina Berezhna – eca@psi.kiev.ua.
The Super Saturday Sports schedule for Season 2 is the following: 09:00 - 10:00
Dynamo Kyiv Football Training (KG - G2); Basketball (G3-5)
10:00-11:00
Dynamo Kyiv Football Training (G3 - 5), Basketball (G6 - 9) , Gymnastics (KG - G5);
11:00-12:00
Dynamo Kyiv Football Training (G6 - 9), Basketball (KG-G2);
The SSS Swimming session’s time: 08:45 - 09:00
First group changing time
09:00 - 09:45
First group swimming time
09:45 - 10:00
First group changing time
10:00 - 10:15
Second group changing time
10:15 - 11:00
Second group swimming time
11:00 - 11:15
Second group changing time
11:15 - 11:30
Third group changing time
11:30 - 12:15
Third group swimming time
12:15 - 12:30
Third group changing time
III
COMMUNITY
Action in the Library Action can take many forms and this is certainly true for action in the library. The time of thinking of libraries as places of strict rules and rigid regulations, constant hush and inaction is a thing of a past. The world over, libraries have become dynamic, exciting and innovative spaces. PSI library is no exception, and action can be seen daily in its different forms.
by Pam York and Polina Spencer, PSI Librarians
52
ACTION
A
t a person - to person level, students can be heard discussing books, giving recommendations, sharing their passions for stories and information with each other. Some students use online book recommendation forums such as goodreads.com and Destiny Quest. Person to community action involves students creating reading lists and making books for the library for other students to read and borrow. As the library collection is constantly updated and refreshed, the withdrawn items are not discarded but used by student groups as part of their fundraising book sales or donated to local educational organisations in the community. Interactive displays such as polls, quests and open-ended provocations appeal to different community members and promote participation and engagement of students and teachers in sharing points of view and interests. The library naturally engages students in research for action. Students extend their knowledge of the world and share their learning with others in the community while also being exposed to different viewpoints and therefore allowing students to see alternative ways to address and solve problems independently. Gaining personal insight, developing existing and new skills and working collaboratively with others are all forms of taking action.
In fact, the library is on a mission to create awareness of diverse viewpoints, new information and research, as well as to promote reading for pleasure and recreation. Student advocacy helps to support this mission, and students now remind each other of appropriate and effective use of the library, caring for books and resources, and supporting each other in the location of information. Big events organised by the library annually such as Literacy Month, visiting authors, book fairs, and new book orders reflect on the demands and interests of the community and celebrate the passion for literacy and knowledge.
53
III
COMMUNITY
ALUMNI An exclusive interview with Filip Frahm, a former PSI student.
How long were you a PSI student and when did you graduate? I was at PSI for 7 years. I graduated in 2012.
What did you like the most about PSI? The community. PSI being as small as it is means that you have the chance to have very close relationships with students and teachers. I didn’t appreciate that until I got to university where it’s easy to disappear in the sea of students.
What were your favourite subjects or activities? My favourite subject was Maths. I also enjoyed English Lit and Chemistry at times, but Maths was definitely the subject that challenged me most and I ended up having a lot of fun around that with Dr. I and my classmates. In terms of activities, I was huge on basketball. I would have played 30 hours a week if I had the time.
54
ACTION
The biggest success at PSI? Sticking with High Level Mathematics. I’m also proud of all things basketball related, but looking back now, that’s what’s been most beneficial to me.
Where have you studied, what was your major and why did you choose this major and this particular University? I studied Mathematics at the University of Edinburgh. I chose to study math because Dr.I, my Maths teacher, said that if you can study Maths, you can do anything. There is a huge misconception that the only thing you can do with a Maths degree is become a Maths teacher, but in my experience, maths is almost everywhere and being good at it opens a lot of doors. I think the best example of that is big tech companies like Amazon and Google. Almost all of their big innovations and products have people with strong math backgrounds working on them. In terms of the University of Edinburgh, I would highly recommend it to anyone because it is well respected internationally (top 20 worldwide), located in a beautiful city, and full of very interesting and fun people.
What is the key feature that differentiates this university from others? There is a huge focus on independence and being interesting and self-motivated. They don’t just want you to learn and spit out knowledge. Final year Law students, for example, only have 4 contact hours per week, but are typically very busy anyways. I spent most of my time working on projects that I chose and didn’t get any academic credit for. What is your life today: any special projects and initiatives? Until recently, I was an artificial intelligence (AI) engineer for a startup company in London. Now, I’m sorting out my visa application so I can start as a Data Insights Engineer at Flatiron Health in New York. I’m using the time in between to get in shape, rest and play around with some startup ideas of my own.
Do you keep contacts with some PSI friends? What do you miss the most about PSI? Yes! About half of my class ended up in London after graduating from various universities in the UK. I’m still close with one or two people and see everyone else once or twice a year for a mini-reunion. We see each other quite rarely, but typically have a lot of fun when we do see each other.
What advice would you give to the students in Grades 11 and 12? Enjoy yourselves, but make sure to get good grades and do your CAS.
Your plans for the future? Settle into my new job and maybe start a startup at some point.
55
Please register to join us by filling out the online registration form on the website (www.psi.kiev.ua).