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A Claim Of Prior Experiential Learning
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A Claim Of Prior Experiential Learning






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A Claim Of Prior Experiential Learning Presentation Transcript

  • 1. A Claim of Prior Experiential Learning Hendra Agustian
  • 2. Proposed Claim In this Accreditation of Prior Experiential Learning, I claim to be capable of keeping my passion for work by balancing my routine professional activities at school with my artistic and musical activities.
  • 3. Occupational History (chronologically reversed)
    • New role as Primary Years Programme Mathematics Coordinator, responsible for coordinating mathematics in early years education level up to primary years (in accordance with International Baccalaureate system of year level).
    • Primary mathematics teacher in an international school, taught pupils ranging from 2 nd to 6 th graders.
  • 4.
    • Voice teacher in a music school, taught singing to pupils ranging from 5 years old to 50 years old.
    • Chorister and singer for 11 years, has been part of the whole learning experience; supporting, motivating and uplifting the spirit to keep being passionate about work and study.
    • Keywords: international education, mathematics, musical intelligence, inclusion
  • 5. Learning Experience
    • How to organise, prepare, and lead a professional development session on mathematics for teachers of primary and early years level.
    • Evidence: PowerPoint presentations
    • How to manage resources in mathematics to be disseminated to teachers and pupils across year levels.
    • Evidence: sample of resources
    • How to prepare a diagnostic assessment in mathematics based on Waddington system for pupils as well as prospective pupils to be admitted.
    • Evidence: diagnostic assessment
  • 6.
    • What philosophy underpins the pedagogy of teaching in an International Baccalaureate school and why this is important to advocate.
    • Evidence: Inquiry Workshop certificate
    • How inclusion was practiced in an international school and what school policies supported and/or inhibited the practice.
    • Evidence: testimony from a colleague in the previous school
  • 7.
    • Why music plays an important role in my life and how music serves as a counterbalance of my scientific way of thinking.
    • Evidence: journal on musical intelligence?
    • certificate of achievement in choir
    • competition
    • academic transcripts
  • 8.
    • How I applied my musical way of thinking in the pedagogy of mathematics.
    • Evidence: testimony from colleague in the previous school
    • How music activity helped me with approaching some pupils with mild autistic spectrum condition
    • Evidence: testimony from the principal in the previous school
    • To be added later
  • 9. Proposed Structure of APEL
    • Biographical statement (Introduction)
    • Most recent role: PYP Maths Co
    • Musicality, musical intelligence
    • Inclusive classroom, musical classroom
    • Claim and conclusion
    • Reference