Education is a collective undertaking, requiring the collaboration of a community to nurture a child. The growth of an individual cannot be detached from their social surroundings alone. Leverage diverse community resources to facilitate children's learning within the community, create authentic learning experiences, and ensure that learning is grounded in reality.
During the ongoing Unit of Inquiry (UOI) inquiry-based learning at ASJ, we were delighted to welcome parents and friends from all grades of the PYP Department to our school. Together, we integrated the inquiry themes of each grade to organize parent workshops for the children, harnessing the collective strength of the ASJ IB program learner community.
Central Idea：
Animals play a role in maintaining balance of life on Earth
Our second Unit of Inquiry was taught under the “Sharing the Planet” Transdisciplinary Theme and was called “Pets and Friends”. In this Unit, we learned about the characteristics of animals, looked at what opportunities animals create for us, and discussed what responsibilities humans have for animals.
To enrich students’ learning about animals and to involve other members of our learning community in our learning, we invited Louie’s mother to come and arrange a baking class for children. Different animal shapes were used for making cookies, which helped learners continue exploring the variety of animals and made them think of what animal they will choose for the bookmaking activity they will participate in at the end of the Unit.
Central Idea：
Family relationships contribute to shaping our identity
A Cultural Journey: Parents Share Rich Traditions of Chinese New Year in the Classroom.
In a recent visit, parents took the initiative to enrich the students understanding of Chinese New Year traditions. The educational session not only delved into the rich history of this festive celebration but also offered hands-on experience by teaching the kids how to make dumplings from scratch.
Parents became cultural ambassadors, sharing insights into the significance of Chinese New Year customs. From the vibrant decorations to the symbolic meanings behind various family traditions, students were immersed in a captivating exploration of a different cultural heritage.
The highlight of the day was a practical lesson in dumpling making. Guided by the parents, students got their hands busy in the art of crafting these delectable treats. The experience not only fostered a sense of community but also provided a unique opportunity for cross-cultural learning.
This initiative showcased the power of parental involvement in education, turning a regular classroom day into a vibrant cultural experience. The impact extends beyond the immediate lesson, leaving an indelible mark on students’ perspectives and giving a sense of inclusivity and appreciation for diversity.
Central Idea：
People’s choices of lifestyle affect personal health
Central Idea：
Structure of the body consists of systems and parts that are interdependent
We invited Annabelle's mother, Shino, to give us a lecture. She is an extraordinary parent from G2-A, was kind enough to share and discuss in great detail how and what we need to maintain a healthy lifestyle. During the presentation, many healthy tips and healthy snacks we should consume to maintain high energy were showcased. Students gladly participated in read-aloud segments and shared their daily eating habits as well as other fun activities. For example, students were chosen to play games to prove how strong their minds and bodies were through physical exercises such as push ups and a guessing game learning activity where students were asked a series of questions to figure out which item they represented.
Furthermore, students were given a handout that encouraged them to speak with their parents about how to maintain healthy habits and lifestyles. Shino’s input was proven to be very beneficial to students and is greatly connected to living a healthy lifestyle, and we thank her tremendously for sharing her knowledge on the subject!
Central Idea：
People establish and maintain relationships through social interactions
Psychology Workshop: Psychological tutor share interpersonal skills.
In the "WHO WE ARE" theme exploration activity, we invited Ms. Zhu, a psychological tutor, to participate in the third unit of inquiry learning on interpersonal communication, guiding students to learn to sincerely appreciate others, discover the shining points in others, and try to praise others with sincere and appropriate language.
In this inquiry, children experience pleasant emotions in praising and being praised. From the very beginning, Ms. Zhu raised a fun test to let the students understand their daily social performance, and let the children understand the theme of the activity and the meaning of praise. Through case analysis, students learn the three key points of praise words: "concrete, true, and decent". Finally, in the "People I Admire the Most" activity, students were guided to try to use appropriate words to praise the people they admire.
Through the activity, the psychological tutor was invited to participate in the children's theme exploration activities, and it was observed that the children could take the initiative to express their appreciation for their classmates. What impressed the children the most was the activity of "sending you a little red flower", in which they experienced the joy of praising others and being praised. This theme exploration also deepened the children's understanding of the theme of interpersonal relationship exploration, and can play a good guiding role in children's daily interactions.
Central Idea：
Traditions and cultures give people a sense of identity
Today was a beautiful day in our inquiry process!
Rooted in the transdisciplinary theme of who we are, today’s sharing session was about the importance of being internationally mindful.
A big thank you to the two G5 parents who hosted a sharing session when they took the students on a journey towards being global citizens. The parents in both G5 classes focused on open-mindedness as an essential key to becoming an inclusive person and a person who can appreciate other people’s cultures, no matter how different.
The parents also emphasised the importance of learning the English language to be able to connect with other global citizens. Students added their own voices by sharing about their own personal experiences outside of their motherland. They noted the differences, which included the language, food, and different ways of being.
Sam’s dad assured the students that leading with love always opens different doors and gave them a quote that is also a song from a movie most of them love, Frozen. The song says, “Love melts even the coldest of hearts. This emphasised that global citizenship and international mindedness are connected and work well if we become accepting and appreciative of the differences in all our different cultures. He concluded his sharing with a quote from the Bible about love and showed students different ways of saying I love you in various languages.
Henry’s mom zoomed in on the importance of self-motivation, having an interest in education, and striving to learn the scientific and cultural knowledge of different nations as part of the inquiry process. She also confirmed that it is highly possible to be internationally minded without losing one’s own identity and traditional values. Narrow nationalism must be avoided. She concluded by mentioning that the Chinese public should not only have a sense of national pride and self-esteem but also a global mind.
Inquiry-based learning works so much better when the learning community works together for the good of our learners. We appreciate parents who understand the old African adage "It takes a village to raise a child,” as this involvement not only personalises the inquiry process but also helps the learners broaden their visions as they are able to see examples from their own parents.
Another successful inquiry day in the ASJ PYP bag!
Central Idea：
The choice of role models reflects the beliefs and values of individuals and societies
Parents play a pivotal role as the most influential guides and role models in the journey of a child's growth. Their actions, values and lifestyle profoundly impact children. In this unit, special teachers, the parents，and siblings of the children were invited to share their experiences and stories about role models, inspiring the children to emulate these examples and shape themselves through action.
In Class 6G, Ms. Zeng Hui, mother of Yang Haohan, shared her role models with the students. She encouraged them to read more, learn from role models, overcome challenges, and contribute to society.
Mr. Liao Yunlong from Class 6Z, conducted a wonderful class narrating his experiences playing the African drum in different regions and bringing positive influence and change to local communities. His story moved the children, conveying the message that they too can use their strengths to impact others and society, emphasizing the importance of developing strengths for meaningful endeavors.
Mr. Frank, The homeroom teacher of Class 6A, guided students in revisiting the history of China's Anti-Japanese War. He shared the true story of a German named John Rabe, who saved the lives of 200,000 people in Nanjing, China. Despite being born in a time of peace, the students were reminded of the heroes in history who are always remembered in their hearts
In Class 6S, Lris's older brother shared a story his role model, an old monitor in the army. The students learned that role models are around us. During his time in the army, the old monitor always gave up his opportunity to visit his family so others could. The principles of "If one family is not complete, ten thousand families are complete." and "Words are not the best action, action is the best language" reflected the old monitor's character. The students were encouraged by their role models to believe in light, follow the light, approach the light, and become the light- to illuminate themselves and others
In the IB Primary Years Programme (PYP), the school is recognized as a learning community. This community extends beyond the school to encompass the entire IB community, considering the world as the broadest environment for learning. It is inclusive of everyone associated with the school: students and their families, all school staff members, and other significant adults in the students' lives.
A heartfelt thank you to the parents and friends within the ASJ learner community for your unwavering support to the students in the ASJ PYP program. Your words, actions, and selfless contributions serve as exemplary models for our students, inspiring them to take initiative in their learning. We believe that with the collaborative efforts of our entire learner community, both our children and ASJ will continue to thrive and improve. Thank you all!
