Browsed by
Month: January 2019

FIB Bintan Service Trip: Podcast

FIB Bintan Service Trip: Podcast

FIB Bintan Service Trip: Podcast

Recently, the FIB class took a Global Perspectives service trip to Bintan alongside an NGO called The Island Foundation (TIF) with the shared aim of assisting local communities in Bintan with gaining English Communication and 21st Century skills of critical thinking, collaboration and confidence.

This podcast overviews reflections and the processes we followed during the implementation of our projects.

 

FIB Bintan Service Trip

by Group 1 | Global Perspectives

Shownotes

TIF is an International Charitable Organisation, registered in Singapore. It runs an education programme in collaboration with local people in the coastal communities of the Riau Archipelago in Indonesia. It’s aim is to create lasting change by educating the next generation to create resilient, resourceful problem-solvers, equipped with skills for better prospects in life. Click here to visit their site and learn more about their projects and support them.

Throughout this process we used several resources that helped us plan our lesson. We organised all of this on a shared google folder. Here is the link to our folder with all our planning and resources

To gain more context about our trips, here are the links to the posts that reflect on Bintan Service Trip 1 and Bintan Service Trip 2

There are podcasts created by other groups in FIB: Group 2, Group 3, Group 4, Group 5, Group 6

And why did we do this? Because us as a students as part of the UWC movement, hope to “make education a force to unite people, nations and cultures for peace and a sustainable future.” 

Stop Motion Animation: Reflection

Stop Motion Animation: Reflection

 

In our, FIB Dpers Class, we have been working on a Stop Motion Animation Project. The slides below shows our preparation for the Set Day. The video we were working on was a description of classic Indian life in Mumbai.

 

We started off this process by making a partnership agreement

After we carried out the project – we individually reflected on our partnership agreements and asked these questions:

To what extent did you honour your original partner agreement? Looking back now, what is one thing you should have added to that agreement and how could that help future collaborations?

What did you bring to this collaboration? How well was your partner able to rely on you? What can you do to be more reliable in future projects?

My reflection on the partnership agreement is linked here

This is a link to our stop motion video.

For our project, we also created a rationale that helped us understand what we wanted to bring out in our body of work.

This is a reflection on our rationale and to what extent we followed this:

  1. What is the ‘emotional significance’ in this moment (what should the audience feel and why?)
    1. A sense of longing for home, especially for an Indian
    2. The way the details were conveyed brought an intimate touch to the piece

I felt like in our stop motion animation, the pictures and images wouldn’t really resonate or evoke nostalgia due to the slightly bad quality, however, the backing track and the audios piled up together using Indian music, background conversations in Hindi and Tamil, and the familiar sounds of India – dogs, cars, birds – all make the video quite emotionally impactful. The audio also has a lot of the intricacies and details with the timing, language, tone that add an intimate touch to the piece.

  1. What is the tone you want to convey in your work, and how does that reflect the original word choices in the passage? a) Never forget your roots, where you come from and how they will always be a part of you.

The tone of ‘never forgetting your roots’ wasn’t fully brought out in this video as the message of the video was more to resonate and illuminate the simple things and the atmosphere that make India ‘home’ and the video had some nice features that spread the message of what India is through it’s details. So, maybe more than to tell audiences to ‘never forget your roots’ the message was intended to allow audiences to ‘remember their roots’.

  1. Should the interpretation have voice over, music, dialogue, or a combination of all? What guides that decision?
    1. Sound effects and music will be heavily used, since it is an intricate description of the environment

We stuck to the rationale pretty thoroughly in this part as the interpretation in the video was fully composed of  music, descriptions of the environment and dialogue to portray the Indian atmosphere – we used lots of small noises, for example, jewelry sounds, dogs, cars, traffic and birds to portray the environment in a detailed manner. We also made our content authentic by recording conversations and expressions common in the Indian environment and added them to our background track to make our interpretation a more accurate intricate description.

  1. Summarize the scene in three words and explain why you chose them:
    1. Vivid
    2. Resonant
    3. Emotional

The video can be quite resonant and emotional due to the texture and intricacy of the audio track but the visual description may lack in vividness as it was not really carefully thought about and is not realistic enough to portray the true Indian atmosphere.

  1. What is one question you would want your audience to wonder about and why?
    1. How does the place that you call home always draw you back no matter what?
    2. Why do we end up feeling like a place is home? – what details, environments, emotions and actions add to that.

I feel like the video does make people ask themselves what makes a certain culture special or the small details and often over-looked things that make their own homes and cultures so unique. This video is very specific to the culture of India and has an audio that make Indian listeners feel like ‘home’ through the environmental and emotional detailed added to it. Maybe it won’t evoke the same resonance or reflection to listeners not familiar with the content but could potentially have them asking these questions.

FIB Bintan Service Trip 2 – Reflection

FIB Bintan Service Trip 2 – Reflection

Recently, the Grade 10 FIB Students went for our second trip to Bintan, Indonesia to carry out projects we have been planning alongside The Island Foundation over the past few weeks. Our objectives were to teach students concepts that would be relevant to their life within the community of Bintan and maybe give new methods of teach/ the TIF staff.

My group, for example, created a lesson plan that would allow for students to think about their environments and what they could do as individuals to help it in the future. We had created a set of activities and tasks that would help achieve this. In our lesson we had strengths, weaknesses and opportunities that we unpacked in this SWOT Analysis:

To what extent did you meet the needs of the TIF? What were the opportunities that were identified by the TIF after you completed your lessons?

To aid our lesson we made several resources for example, sets of pictures and words, but most importantly, we wrote a storybook for the children to learn the relevant threats to their environment in Bintan (overfishing, crude oil spills, pollution etc.)

In my opinion, the storybook resource that we created was the most applicable to their needs as a result of the variety of possibilities in which it could be used.  The main opportunities in the book were:

  • We could make a video narration of the story for the students and to make them adept in listening to fluent English speaking which can help them have experience understanding to English speaking in the future.
  • In Depth study: The book can teach a variety of topics for example – emotions, nature, animals, environmental- and help in developing particular topics vocabulary
  • According to TIF staff, there is an opportunity to publish the book as a resource for English learners in general and the profits from the book can be used to aid TIF with funding.
  • Out of classroom

Secondly, Our group came up with a small activities that was engaging for the children:

  • WhiteBoard Reflection Activity: In this slightly competitive activity, a group of students line up behind each other and the first in line writes a concept they learnt from the lesson and passes it on to the next person – this goes on in rotation. This was an engaging way to mark their progress and what they have picked up through the lesson. The versatility of this can be applied to any unit or topic and is fun  and collaborative for the children.
  • System-Mapping Based-Activities: Our initial activity to introduce the children into the topic of the environment was by giving them a series of pictures in which the have to decide why one image was good for the environment and one image was bad and asking the question ‘why?’ behind their reasoning. To further develop this activity by asking students to come up with connections between different impacts on the environment and will give them an opportunity to enhance their critical thinking.

2.The adaptations that TIF suggested during your final discussion with them on Thursday morning

In discussion with TIF, we came up with a few adaptations to our ideas to make them more suitable. This was mainly in applying our ideas into the unit of ‘Food’ that they are planning on teaching the children. We revisited the ‘whiteboard reflection activity’ and how that could fit in the unit of ‘Food’ and came up with a sequence of energiser activities based on the concept.

Additionally, suggestions were given to improve our storybook and develop it to be better suited to the children in a variety of mediums (video, different language) and add actions throughout the story to make it more active.

Looking at it from the perspective of our assessment criteria:

  • The content that we were trying to teach was very relevant to the environmental context to Bintan [storybook addressed all relevant environmental hazards ]
  • Developed the 21st Century Skills of Critical Thinking [categorising what is good and bad for the dugong and why] , Confidence [play] and Collaboration [group work throughout]
  • We could have improved our activities to make them more engaging and make students be more active in class.
  • We could have also enlisted better classroom management techniques (auditory cues instead if raising a hand) and better group techniques (counting 1,2,3 into groups).
  • Overall, the level of English was a bit challenging and some words were effective but other vocabulary too advanced for the children’s level of English.

Skip to toolbar