MHS Principal’s Corner
by Mr. Benjamin Martin, Middle & High School Principal
The Power of Self-Efficacy
This year, our grade 9 students started off their year by learning the lyrics of the popular song, “This is Me” from the Greatest Showman. This was part of their first social and emotional learning unit centered on building self awareness through self-efficacy.
What exactly is self-efficacy? Cambridge dictionary defines self-efficacy as a person’s belief that they can be successful when carrying out a particular task. I think the key word here is belief and specifically the ability to believe in ourselves.
In her article for verwellmind.com, “Self Efficacy and Why Believing in Yourself Matters”, author Kendra Cherry explains that how you feel about yourself is a big determiner in how successful you will be at achieving your goals. This is because people with a high self-efficacy tend to recover from set-backs and welcome challenges while those who have a low self-efficacy often avoid challenges or focus on the idea of “failure” versus the idea of “growth”.
Cognitive psychologist Albert Bandura also wrote about the necessity of having a strong self-efficacy in his book, “Self Efficacy in Changing Societies” and summarized that because our beliefs help shape our thoughts and actions, naturally starting with a belief in ourselves and our abilities to meet our goals is more advantageous than when we feel we aren’t good enough or strong enough to eventually meet our goals before we even start.
So how can we build a stronger sense of self-efficacy? There are many ways such as celebrating our small victories, observing others, and transforming our negative self-talk.
One activity that might be a good place to start comes from Big Life Journal:
Divide a sheet of paper into three columns.
In the middle, we list negative self-talk we find themselves using. Examples might include, “I can’t do this,” “I’m not smart/cool/funny enough,” or, “I’m just too shy/boring/bad at school.”
In the column on the left, we list situations or thoughts that trigger the negative self-talk we wrote in the middle column. For example, thoughts about being “dumb” or bad at school may be triggered by earning a bad grade or comparing their own performance in school to their peers.
Finally, we write a positive statement in the right column to replace the negative statement on the left. We could simply reverse the statement on the left (e.g., “I can do this,” or, “I’m good enough”). Alternatively, We can use a growth mindset statement, such as, “I can improve my grades and get better at school if I study more and ask for help when I need it.”
Starting with self-efficacy and then following that up by showing resilience and reflection undoubtedly will have a positive impact on our eventual successes in life. Even Sesame Street and Micheal Buble know that!
Upcoming events of note
- Tue, Sept. 17: CIS Corporation Annual General Meeting
- Fri, Sept. 20: HAD 1 (AM only-no classes/PM Faculty in-service)
- Sept. 21-27: CIS/WASC Accreditation Visit
- Sept. 22-25: IB Evaluation Visit
- Tue, Sept. 24: Parent Coffee Morning (PTA)
- Fri, Sept. 27: Grade 12 DP Recommitment
- Fri, Oct 4: End of Quarter 1
Please refer to the CIS Event Calendar for the complete calendar of school events.
Exploring Rhythm and Beat in the Early Years Music
by: Ms. Marie Vic Briones, PYP and MYP Music Teacher
In the Early Years’ first unit entitled Moving to Beat and Rhythm, and under the transdisciplinary theme “Who We Are,” students have begun exploring rhythm and beat. The unit’s central idea is, “Exploring beat and rhythm helps us understand their form, adapt our movements to changes in tempo and volume, and encourages responsible use and care of musical instruments to enhance our performance and musicianship.” Through this exploration, students begin to see how rhythm shapes their musical experiences and personal expression.
Form, Change, and Responsibility
The first Line of Inquiry focuses on Form. Here, our Early Years students are introduced to the basics of reading and interpreting stick notation. This rudimentary skill allows them to visually represent sound patterns, helping them understand how rhythmic patterns are constructed and, later, how to translate them into sound.
In the second Line of Inquiry, the focus shifts to Change. Students discover how the same rhythmic patterns can be expressed differently depending on the musician’s intention. Using stick notation, they explore how rhythms can be played slow or fast, loud or soft, and how these changes affect the emotional and expressive quality of the music. This inquiry helps them understand how rhythm can be adapted to reflect various moods and expressions.
The third Line of Inquiry emphasizes Responsibility. Students develop essential skills in using musical instruments mindfully and carefully. Through explorations and learning engagements on musical instruments, they learn to respect them by handling these instruments properly, showing awareness of how their actions affect the sound and long-term function of the instrument, and fostering an early sense of respect for learning and the learning environment.
Translating Visuals to Sound: Developing Communication Skills
Since our young musicians have been learning how rhythm is visually represented, they are now slowly gaining confidence in interpreting these rhythmic symbols and translating these visuals into sound through their instruments. As they bring these symbols to life, they gain a deeper understanding of how images, sound, and language interact to convey musical ideas, thereby strengthening their Thinking and Communication Skills. Through these engagements, they begin to understand basic music theory and notation.
The Five CIS Respects, Social Skills, and IB Learner Profile in the Classroom
Throughout the unit, the CIS Five Respects, particularly Respect for the Learning Environment and Respect for Others, are emphasized. Our EY musicians demonstrate these values by handling instruments with care and by listening to and valuing each peer’s contribution. This reflects the development of Social Skills and the IB Learner Profile, Caring. Highlighting the importance- and the joy- of learning in a group and setting the tone for the rest of the year, the unit helps build a sense of community and identity (Who We Are) for our Early Years learners in the classroom.
Grade 8: MYP Science
by Ms. Christine Enrile, MYP Science Teacher
The concept of energy and its varied applications is being explored in the unit, “On the go!”. The students are engaged in several learning activities to learn the different forms of energy, modes of energy transfer, and their transformation in different natural and manmade systems. Several applications of kinetic energy, gravitational potential energy, heat, and specific heat capacity are also covered.
The students showcase their understanding by making innovations and improvements in the design of parachutes. In teams, they experiment with one variable to increase the drop time of the parachute, reducing the impact of the fall. These variables include length and type of string, and size, material and orientation of the canopy.
Grade 11 & 12: DP Mathematics
by Ms. Maria Victoria Bacus, G11/12 Math Applications and Interpretation (AI) SL Teacher
Exploring Sequences and Series and Investigating Correlation
Year 1: Exploring Sequences and Series – The “Calculator Challenge”
The IB DP Math students have begun their journey in the Applications and Interpretation Standard Level course. This course is designed to allow students to apply mathematics in real-world contexts, with an emphasis on modeling with functions, statistics, and the use of technology. As students delve into the concepts of Sequences and Series, they are learning to recognize patterns and examine various applications of arithmetic and geometric sequences and series in real-life situations. They have explored topics such as calculating salary increases, price changes, inflation, and population growth or decline. Through these activities, students deepen their understanding and develop their skills in utilizing graphic display calculators. They have practiced efficiently computing the sums of various sequences, both by substituting values into specific formulas and by effectively using the applications on their TI-84 calculators.
Additionally, they have started setting SMART goals for themselves as they continue to familiarize themselves with the IB DP Math course and summarize their action plans.
Year 2: Math Exploration and Correlation Investigation
The IB DP Math AI SL students engaged in activities that demonstrated their understanding of the statistical tests of Pearson’s correlation coefficient and Spearman’s rank correlation coefficient. They reviewed scatter plots to check for linear relationships between two variables related to sports statistics, social media trends, and environmental and health data.
The Correlation Challenge
The students then analyzed the results and interpreted the calculated values based on the given contexts.
They reflected on the effects of outliers on the correlation between two variables and considered which correlation coefficient would be most effective in each situation. This activity provided valuable insights and led to thought-provoking discussions on the implications of their findings, particularly the distinction between correlation and causation. It not only enhanced the students’ understanding of correlation but also developed their critical thinking and analytical skills, preparing them for future statistical studies. The students were able to connect mathematical concepts to real-world situations and explore the practical applications of these statistical tests in various fields, such as psychology, biology, and economics.
College & Careers Counselor Corner
by Ms. Jenny Basa, College Counselor
Thank you to all those who attended and supported the very successful Cebu World University Fair 2024!
As part of our Centennial celebration, CIS hosted its first university fair today. We welcomed representatives from 52 institutions across 12 different countries, including those from North America, Europe, Asia, and Australia. Our heartfelt thanks go to the parents and students of CIS, as well as from other schools in Cebu City, for their active participation in making this event a success. A huge shoutout to EducationUSA of the U.S. Embassy in Manila for delivering an insightful session on “Study in the USA.” Your support added immense value to the event, providing students and parents with valuable information about pursuing higher education opportunities in the United States.
This event provided an excellent opportunity for students and parents to engage with university representatives and explore a wide range of options for studying abroad.
Alumni Chats – Centennial Edition
Invitation from Brown, Columbia and Penn
Join us to learn more about Brown University, Columbia University and the University of Pennsylvania!
Admissions representatives will hold a public information session for students and families about their respective universities and the highly selective college admissions process.
Topics will include: academic programs, campus activities, admissions policies, financial aid and international student life.
Joint Presentation with Brown, Columbia and Penn Friday, October 11 at 4:30 – 6:00 p.m.
International School Manila, Little Theater
University Parkway, Fort Bonifacio
Enter campus through GATE 3
RSVP by October 10 by clicking here
- Space is limited and registration is REQUIRED.
- In order to provide this opportunity to as many students as possible, each student is permitted to bring a maximum of only one guest.
- On the registration form, you will be required to provide your car license plate number in case you intend to drive to ISM’s campus. If you drive to campus and this information is not provided at the time of registration, you will be unable to access campus.
- If you have questions about the information session, please email ugrad email@example.com.
- If you have signed up to be on the mailing lists of multiple institutions, you may receive more than one copy of this invitation.
August 2024–June 2025 SAT Registration Is Now Open
Test Dates | Registration Deadlines | Deadline for Changes, Regular Cancellation and Late Registration Deadlines* |
October 5, 2024 | September 20, 2024 | September 24, 2024 |
November 2, 2024 | October 18, 2024 | October 22, 2024 |
December 7, 2024 | November 22, 2024 | November 26, 2024 |
March 8, 2025 | February 21, 2025 | February 25, 2025 |
May 3, 2025 | April 18, 2025 | April 22, 2025 |
June 7, 2025 | May 22, 2025 | May 27, 2025 |
*Additional Fees apply