BAFeature Article
Never Too Young to Explore Big Issues
Grade 5 Students Look into the Topic of Migration in Bali - by Laetitia Knight
At Bali International School the Grade 5 students embarked on an 8-week long investigation that involved refl ecting, inquir- ing and researching the topic of migration in Bali. This inquiry led them to act directly in several fi elds and to make a differ- ence to the world around them. They challenged stereotypes, misconceptions and formed a new understanding of the mi- grant communities on the Island. The class is showing the results of their fi ndings, refl ections and actions in an exhibition open to other students and parents on May 6th.
This yearly event at BIS is the culmination of the Primary Years Program and an integral part of the International Baccalaure- ate program. The exhibition allows proud students to share their learning with the whole school community. What is innovative about the process is that their journey leading to the exhibition is not only about the content of what they learnt but, more importantly, it emphasizes the process of learning that students go through. They get the chance to make connections between several disciplines, to show the attri- butes of the learner profi le and to engage in hands on activities. They work collaboratively and aim to offer solutions to real-life issues or problems.
Each year the theme changes. This year the exhibition is based on the theme of where we are in place and time and focuses on the concept of migration. The central idea behind all their investigations was that “Human migration is a re- sponse to risks, challenges and opportunities”. One of the reasons that students become fully engaged in the project is that they are the ones who decide what exactly they would like to investigate. Early on students formed their own groups and chose different groups of migrants to investigate. They opted to fi nd out about the reasons why people migrate, the migration process and the effects of migration on individuals, communities and their culture. They analyzed the situation through the lens of three key concepts: perspective, change and causation.
Part of their tuning in process was to visit the Sun Hee char- ity in Padang Galak where they were exposed to the conditions migrants from other parts of Indonesia live under. Students were able to interview some of the migrants and investigate the reasons for migrating here and the migration process they have gone through. This visit spring boarded ideas for two groups. Alex T. and Bradman investigated ways to improve the system for collecting water from one of the wells used by the settlement while Molly and Putri investigated ways to work with the children and adults. They prepared and taught differ- ent groups educational games as well as English lessons. The other groups focused on migrant workers in hotels, construction sites, resorts, villas and businesses here in Bali. Closer to home, Nico and Alex M. investigated the migrants here in our school community.
All the groups worked through the inquiry process with an advisor. They meet regularly with these advisors who gave them ideas, feedback and helped monitor their progress. Parents proved to be a valuable resource as they provided expertise, contacts and helped with transporting the students to different areas where migrant worked or lived. This was truly the work of the whole learning community.
Here’s an overview of the students’ initiatives in their own words:
“We have collected old sports equipment and clothes. We go there every Thursday to help them be healthy.” Olivia “For our group’s inquiry we are trying to make a difference for the Sun Hee charity. We are trying to raise money and we are trying to make a library for them.” Jenna
“In our exhibition group we chose to help Sun Hee charity with the problem of diabetes. We thought it would be good to make them a vegetable patch but the vegetable patch was so hard so we decided we should pot the vegetables in boxes.” Mina “We interviewed the adults at Sun Hee Charity and found out about why they chose to migrate to Bali. When we went to their community we found out that they wanted to learn Eng- lish. So we have chosen to teach them English.” Molly “My group is raising money and donating books for the Sun Hee Charity. We are planning to set up a library at the Sun Hee Charity as well as teach them English. So I hope we will make a difference to their life.” Putri “What we didn’t know was that when it rains it fl oods and the rubbish gets burnt and the eaten by the cow so we thought we would bring in recycle bins so they don’t pollute. With the drainage problem, we will make a model with the drainage system so Sun Hee (owner the Sun Hee Charity) will think about making an improved drainage system.” Jack “My exhibition group was trying to focus on developing a healthy lifestyle at the community. So we went to the PE shed and asked if they had any sports equipment that hasn’t been used for a while. We got a few and went to visit the Sun Hee charity and taught them sports. They really enjoyed it. Next time we will bring unwanted things and may be fruit.” Jessica “In the exhibition our group went to Karma Kandara to interview the staff and the builders. One of the problems the staff faced was learning the English language but some of them already took English lessons.” Beatrice
“My group is working on setting up connections between mi- grants of other hotels. We are hosting a soccer match.” Ethan “We interviewed some migrants from three hotels: The Bali Dynasty, The Puri Jimbaran, and The Four Season and it has been going well. We have decided on organizing a soccer match for The Bali Dynasty where the staff can have a fun time.” James F, James K
Isn’t it amazing that a group of 10 year-olds can display so much energy and will to make a difference to their world? In other subjects such as the French class, students embarked on a parallel activity. With the growing French community at our school, students wanted to fi nd out why French people migrated to Bali, the challenges they faced and opportunities they found in Bali. Students prepared questions and inter- viewed French students and teachers at the school. They further analyzed the data and plotted their fi ndings in a grid to show the recurrent comments from this particular commu- nity. It was interesting for them to note that all the French community migrated voluntarily, that all found life in Bali easier and better that life in France and that their main chal- lenge to communicate in English and in Bahasa Indonesia. This also proved to be a great opportunity because all were motivated to learn, study or work using English. Parents’ profession and their desire to change lifestyle were the main reasons why they migrated. However, leaving their family behind, not having access to the food and culture from their home country sometimes put some strain on their experience of living in abroad.
It would be a lie to say that the Grade 5 exhibition is a simple and straightforward learning experience. Students and advi- sors encountered occasional hiccups trying to synchronize their ideas and to make things happen. Plans evolved, changed in some cases or started again from scratch in some cases. All could feel the stress of time and the high expecta- tions of the exhibition. Nevertheless, tasting the possibility that anyone, however young they are, can be an actor of change in our global world is one of the most beautiful outcome of good education today.
Students’ refl ections on their journey:
“The exhibition is like a balloon because you keep blowing it and it gets fi lled with hard work and then, you hit a roadblock, it pops and all the hard work is undone.” Bradmin
“The exhibition is like a roller coaster, it has ups and downs but you get out fi ne in the end!!” Luke
“The exhibition is like walking a dog. It all begins with the fi rst step.” Luke
“The exhibition is like a kite. It’s hard to get started, it gets higher and higher and then the wind fades and the kite goes lower.” Alex T.
“The exhibition is like a balloon because you are fl oating to the top. It pops and you have to do it again.” James F.
“The exhibition is like a knife because if you do it right, you will be safe, but if you do it wrong, you will really mess up.” Bradmin
“The exhibition is like a fl ash of lightning because before you know it, it is over.” Casey B.
“The exhibition is like a TV because it has good connection but when it gets up to the bit you lime, it has a problem.” Putri
“The exhibition is like a bouncing ball because you go up but you come to a roadblock and come back down.” Jack
“The exhibition is like a sand box because every time sand falls out of the box your ideas spill.” Alex M.
“The exhibition is like a telephone because it uses lots of dif- ferent ways to communicate.” Beatrice
“The exhibition is like book because the start is bad than it gets better in the end.” Ethan
“The exhibition is like food in a microwave, when something goes wrong the food starts to burn, when things are going well, the food will taste much better.” Molly
“The exhibition is like a mountain because when you climb up you get prong when you slip you don’t get prong. “ James K
“The exhibition is like a balloon because at the end when it pops there’s a big sigh of relief that it is over.” Jenna
“The exhibition is like a cookie, soft with hard bits, and when the exhibition is over, the cookie will be eaten.” Olivia
“The exhibition is like a game when you fi rst play the game you want to win so you put the best effort into it and, at the end, you feel like you did a great job even though it’s just a game.” Mina
Way to go Grade 5! A very special thanks for the Grade 5 classroom teacher and Primary Years Programme Coordinator, Mr. Greg Parker, who is passionate about inquiry-base learning and the motivating force behind this project.
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