Dear Parents, Students, and Esteemed Faculty,

In a rapidly changing world, the ability to adapt and innovate has become more crucial than ever. Our commitment to fostering innovation in education is not merely a response to change; it is a proactive stance to prepare our students as the trailblazers of tomorrow.

At BIS, we believe that innovation in education extends beyond traditional boundaries. It involves embracing new methodologies, leveraging cutting-edge technologies, and instilling a mindset of curiosity and exploration. It is about creating an environment that nurtures creative thinking, problem-solving, and the courage to challenge the status quo.

One avenue through which we embody this commitment is through the integration of design learning into our curriculum. Design thinking is not just a process; it's a mindset that empowers students to approach challenges with empathy, creativity, and a solution-oriented perspective. Through design learning, students not only acquire practical problem-solving skills but also learn to collaborate, iterate, and see failures as opportunities for growth.

As we pave the way for tomorrow's trailblazers, we encourage our students to explore, question, and create. Our classrooms are dynamic spaces where curiosity is ignited, and students are encouraged to think beyond the conventional. Whether it's through project-based learning, STEAM initiatives, or collaborative projects, we strive to provide an educational experience that goes beyond textbooks and prepares students for the complexities of the real world.

Innovation in education is not just a buzzword for us; it's a commitment to shaping individuals who are not just well-educated but are also equipped to navigate a future that demands agility and creativity. Together, as a community, let us continue to inspire, innovate, and pave the way for the trailblazers of tomorrow.

Thank you for your ongoing support and partnership in this exciting journey of education.

Warm regards,

Executive Director

Mrs. Nitu Bothra

Understanding and accommodating diverse learning styles is a crucial aspect of effective teaching. As educators, it is essential to recognize that students absorb and process information in various ways. Tailoring your lessons to accommodate different learning styles can break down barriers and foster a more inclusive and successful learning environment.

Students have unique preferences when it comes to learning. Some may thrive through visual aids, while others prefer hands-on experiences or verbal explanations. Recognizing these preferences helps educators create a more comprehensive and accessible learning experience for all.

Planning methods of instruction, and assessments according to the diverse learning styles of students is pivotal. By incorporating various teaching strategies, educators can provide students with multiple means of perceiving, comprehending, and expressing their learning. This approach not only engages students more effectively but also addresses potential barriers to understanding.

Tailoring activities based on learning styles adds flexibility to the learning process. By offering a variety of activities, educators ensure that students can engage with the material in ways that align with their preferred learning styles. Teachers must allow students to showcase their understanding through written assignments, oral presentations, artistic creations, or even multimedia projects. This flexibility empowers students to leverage their strengths and express their knowledge in ways that resonate with their preferred learning style.

It is important to recognize that students have different learning speeds. Providing flexibility and allowing students to learn at their own pace can be achieved through asynchronous learning platforms, recorded lectures, or providing additional resources for further exploration. This personalized approach fosters a sense of autonomy, boosting motivation and engagement.

Regular assessment and reflection are integral components of tailoring lessons for diverse learning styles. Assessments should align with the various ways students express their understanding. Additionally, providing constructive feedback and encouraging self-reflection can guide students in identifying their strengths and areas for improvement.

In conclusion, designing lessons for all learning styles enhances inclusivity and learning effectiveness. By identifying diverse learning preferences, designing courses with flexibility, and incorporating various instructional methods, educators can create an environment where every student has the opportunity to thrive. Embracing these strategies not only eliminates barriers but also fosters a positive and empowering learning experience for all.

Noopur Chaturvedi

Cluster Coordinator & HOD English

Let's start with some examples from Ancient Greece and the wonderful inventions by them. Starting from 1st century B.C one of the first things to be invented was Alchemy, which was nothing less than the origin of chemistry. Moving on to the 7th century B.C. they had designed skewers to hold utensils, then later by 1300 B.C. an Arch Bridge, which stands even today as testimony to the brilliant minds. By 700 B.C., fighting superstition and religious beliefs some path-breaking inventions were made in the field of medicine, advancing to surgical instruments and equipment.

Netflix, Nike, Oral B Electric Toothbrush, Uber, and Airbnb are a few of the many examples that are real-life examples of Design Thinking.

Design Thinking is the new age skill of the 21st century coupled with its two main pillars CREATIVITY and EMPATHY.

We talk about the new age skill, Design Thinking, and it's the new buzzword, but why?

I think it's time again to design more complex and path-breaking products that would help us sustain in the future with depleting resources, damaged environment, waning natural reserves, global warming, increasing population, and a world full of violence and anarchy.

All great innovators in art, literature, science, music, and business have practiced design thinking. Design is the product of innovation which is the key to progress and success. But innovation doesn't come that easily. That's exactly where design thinking comes in. Learning from the design thinking examples mentioned in this article, you can create a powerful framework that can revolutionize your approach to anything.

To protect us and our planet we need DESIGN THINKING.

Manya Jain

Primary School Principal/PYP Coordinator

Design learning, also known as design thinking, is an innovative and problem-solving approach that focuses on empathy, ideation, and iteration. The IB, Cambridge, and CBSE curricula enable teachers to integrate design learning in their teaching modules to enhance students' critical thinking, creativity, and collaboration skills.

We, at Bodhi International School, establish learning outcomes and assessment strategies following the design thinking process and framework. Individual modules are prepared with measured actions that we want the learners to be able to do upon completion of the module. Our teachers try to create an effective learning experience based on clarity, consistency, and cohesion. Learning designers help spark this reflective process for academics and help the students improve their own learning design process following the five steps:

We implement the key stages of the design thinking process to support our learners, which include empathizing, defining the concerns, ideating, prototyping, and testing. These stages are perfectly aligned with the curriculum content and learning objectives. Collaboration is encouraged to promote communication, teamwork, and diverse perspectives. These steps are adapted and modified based on the specific grade level, subject, and context of our classroom. The goal is to create a dynamic learning experience that combines the strengths of both design learning and diverse curricula.

It’s time to recognize and celebrate successful design solutions. Let’s motivate our learners to understand what academics teach, how it’s done, and why it matters.

“Practice design, Not Decoration: Don’t just make pretty talking points. Instead, display information in a way that makes complex information clear.” – Nancy Duarte

Vivaan Mirdha bagged gold in singles & doubles (category under 14).

Pratyush Bishnoi bagged gold in doubles (category under 14).

Priyanshu Bishnoi bagged gold in doubles & bronze in singles (category under 17).

Vidit Kothari bagged gold in doubles (category under 17).

Vanshal Bhati bagged silver in singles (category under 19).

Ms. Akanksha Singh, the Head of the Computer Science Department at Bodhi International School, achieved a significant milestone by earning her Doctorate in Computer Science and Engineering from Sir Padampat Singhania University, Udaipur. The prestigious award was conferred upon her during the Convocation Ceremony held on November 20, 2023.

Dr. Singh's noteworthy contribution to the field includes her pioneering research on "Green Wireless Sensor Network using Tree-Based Distributed Clustering Routing Protocol," focusing on the concept of Energy Efficiency. Her dedication to advancing knowledge is evident through the publication of 12 research papers in reputable National and International conferences and journals, including those indexed by Scopus, IEEE, and Springer.

Bodhi International School takes immense pride and extends heartfelt congratulations to Dr. Akanksha Singh, celebrating her remarkable achievement, and acknowledging her as an inspirational beacon of academic excellence and innovation within our school community.

A Resounding Ovation for Our Debaters

We proudly extend warm congratulations to Advicaa Verma and Jahanvi Talukdar from Grade 10, who represented our school with unparalleled excellence at the esteemed 24th V.V John Memorial Inter-School English Debate Competition on November 4, 2023, hosted at St. Anne’s Sr. Sec. School. Amidst a gathering of some of the brightest minds from schools across the region, our students showcased their exceptional debating skills with finesse and eloquence.

Their articulate arguments and well-reasoned perspectives not only captivated the audience but also left an indelible impression on the distinguished panel of judges. The commendable performance of Advicaa and Jahanvi stands as a testament to their dedication, hard work, and the exceptional guidance provided by our esteemed debate coach, Ms. Abhilasha Goyal.

Participation in events like the V.V. John Memorial Debate transcends the pursuit of trophies; it is a journey of intellectual growth, honing communication skills, and instilling a passion for critical thinking. Our students embraced this opportunity with enthusiasm, engaging in spirited debates that reflected their depth of knowledge and the ability to express their thoughts with remarkable clarity. Both debaters were recognized with well-deserved participation certificates.

Mapping Our Country: Exploring Geography Through Design Learning

The incorporation of design learning into a geography map activity makes it easier for students to not only grasp theoretical aspects of topography but also engage in a practical, creative exercise that reinforces their understanding of geographical concepts. The objective of this active teaching strategy was to enhance students' understanding of geography, landforms, and regions of India through a hands-on, design learning activity focused on topographical maps.

• Students of grade 9 CBSE were asked to gather around the large-scale physical map of India located on the first-floor hallway.

• They were encouraged to recall and identify key physical features such as mountains, plains, rivers, coasts, oceans, and deserts on the map.

• A list of all key landforms was provided to each student and they were encouraged to find and label the features on the map.

• Students were requested to label individual landforms by recalling the textbook/notebook map activity conducted in class.

This practical class involving a physical map activity on a large scale engages students in hands-on learning, making the subject of geography more tangible and memorable.

Dear Parents, Students, and Math Enthusiasts,

We are thrilled to bring you another edition filled with exciting updates and achievements in the world of mathematics at Bodhi International School. We filled Diwali Mela with vibrant colours of Math Quizzes, puzzles, sudoku etc., as briefed below:

1. A Plethora of Math Quizzes! 🌟

November witnessed a cascade of exhilarating math quizzes that put the intellectual prowess of our budding mathematicians to the test. Students from diverse grades participated with enthusiasm, showcasing their adept problem-solving skills. Heartiest congratulations to all participants, and a special shout-out to the victorious minds!

2. Crossword Frenzy in Math 🧩

The crossword craze took hold of Bodhi International School, captivating students in a brain-teasing experience that seamlessly blended language and mathematics. These crosswords were more than just puzzles; they served as journeys of discovery, reinforcing mathematical concepts engagingly and interactively.

3. Sudoku Extravaganza at Diwali Mela ✨

Our Diwali Mela turned into a grand celebration of lights and learning. Amidst the festivities, the Mathematics Department orchestrated a spectacular Sudoku competition, injecting an intellectual challenge into the joyous occasion. Witnessing families come together to solve puzzles and relish the thrill of numbers was truly heartening.

4. Classroom Chronicles: Graphs Take the Spotlight 📈

Classrooms across the school were immersed in the captivating world of graphs. From grasping the fundamentals to mastering intricate representations, students embraced the challenge with curiosity and determination. Graphs not only provide insights into mathematical concepts but also offer a visual and tangible means to comprehend real-world scenarios.

5. Prepping Up for Premocks 📚

As we approach the month's end, our senior students have been diligently preparing for their upcoming pre-mocks. The Mathematics Department has been offering additional support through targeted revision sessions and personalized guidance, ensuring our students are well-prepared for success.

Looking Forward: December's Math Extravaganza!

Brace yourselves for a dynamic December, where we'll delve into exciting topics such as advanced algebra, geometry challenges, transformations, and a special holiday-themed math worksheet. Stay tuned for details on our upcoming events and initiatives!

Thank you for being an integral part of the mathematical journey at Bodhi International School. Here's to another month of learning, growth, and mathematical brilliance!

More about Python

The aim of this Flipped classroom was to increase student engagement and showcase Design Learning by Grade 8 learners.

What is the Flipped Classroom method, you may ask?

It is an approach that flips the traditional order of learning. In a typical classroom setting, students listen to lectures during class time and then work on assignments at home. With the Flipped Classroom, it is not the same. Here the Learner takes ownership of their learning as well and implementation happens during the class itself.

Why are we implementing the Flipped Classroom method?

The Flipped Classroom allows for more engaging and interactive learning experiences. By reviewing the upcoming topics, students can use their time to engage in hands-on activities, discussions, and problem-solving exercises. This methodology promotes a deeper understanding of the subject matter and encourages collaboration between peers.

In the Python-teaching lesson, this approach greatly benefits our students. Python is a programming language that requires practical application and problem-solving skills. By flipping the classroom, students have ample time in class to practice coding, work on programming projects, and seek guidance from the teacher. This method helps them to develop a stronger grasp of programming concepts and enhance their problem-solving abilities.

Aryan Singh (8A) Explaining Block Python of Code

Here's how the Flipped Classroom worked in the Grade 8 Python lesson:

1. Learners reviewed the topics and jot down any questions or concerns they may have.

2. In class, the teacher facilitated discussions, and peer-work, while providing individualized instruction to address any queries or challenges the students may have encountered during their at-home learning.

3. Learners are given critical thinking questions during lessons which encourages them to actively participate in teaching the concept to the entire class.

4. With this technique, learners collaborated within pairs and brainstormed on the given topic while actively implementing Python coding concepts using the Integrated development environment(IDLE) in the classroom.

By implementing the Flipped Classroom method, we aim to foster a more dynamic and engaging learning environment for our Grade 8 Python class learners. It will empower our students to build as strong logical reasoning ability, develop their problem-solving skills, and develop a deeper understanding of programming concepts.

Dear BIS Community,

We are delighted to illuminate you on the premier source for updates and insights emanating from the vibrant realm of commerce education at BIS. Let us embark on a journey through the latest occurrences and highlights unfolding within our bustling Commerce department.

Recognizing the individuality of each learner and their unique learning styles, our AS-level participants exhibit adaptability to innovative teaching approaches. Recently, our AS-level learners were guided through a pedagogical shift employing differentiated learning methods, leveraging the impactful use of flashcards. The enthusiasm displayed by the learners in showcasing their talents was truly commendable. The class was strategically divided into two groups, with each group crafting a set of flashcards tailored for the other team. This initiative not only facilitated a deeper understanding of various business concepts but also successfully met the Assessment Objectives outlined by Cambridge. Beyond academic achievement, this activity fostered team building and peer learning, unveiling the latent leadership qualities within our learners.

The subsequent question and answer session provided a platform for learners to articulate their views and demonstrate their knowledge, seeking to garner marks in response to posed questions. This engaging activity served as a catalyst for learners to analyze the significance of key terms, empowering them to construct valuable comments and insights.

Stay tuned for more enlightening updates as we continue to explore innovative avenues in the realm of commerce education at BIS.

The table is prepared for the opposing team to select a card.

Jayani is selecting the card and preparing to respond to the question.

Garvit has chosen his card and is poised to articulate his response.

Nupur getting ready to set the scores of each team.

The students were deeply immersed in the activity, fostering a positive learning environment that prompted them to shift their focus from rote learning to the more adaptive methodologies, providing them with valuable food for thought.

In the inaugural week of November, the junior investiture ceremony unfolded, bestowing students with esteemed leadership roles. This moment was a source of immense pride, serving not only to acknowledge but also to empower students with the responsibilities bestowed upon them. This ceremonial event played a pivotal role in cultivating a spirit of unity and cohesion among the student body, as they observed the seamless transition of power and collectively embarked on the journey of enhancing the school's overall well-being.

Allow us to regale you with the splendid tale of our Diwali Mela, a mesmerizing celebration adorned with the glitz and glamour of Bollywood, aptly titled 'Lights! Camera! Action!'

Transforming our school grounds into a cinematic wonderland, each stall bore the moniker of iconic movie titles, meticulously adorned to transport visitors into the enchanting world of Indian cinema. The atmosphere was a kaleidoscope of vibrant colors, reminiscent of the Bollywood extravaganza we all adore.

At the heart of the festivities stood the central gazebo, a cultural hub where our talented students took center stage to dazzle the audience with captivating performances. The rhythmic beats of traditional dances and soulful melodies echoed through the air, creating an ambiance that resonated with the spirit of Diwali.

Culinary delights awaited at every corner, as delectable aromas wafted from the food stalls, tempting taste buds with an array of mouthwatering treats. From savory street food to sweet delicacies, the gastronomic offerings were a feast for both the senses and the soul.

Adding an extra layer of excitement, inventive games were crafted to engage participants of all ages. Laughter and cheers filled the air as families and friends indulged in friendly competition, creating unforgettable moments of joy and camaraderie.

In the grand tapestry of our Diwali Mela, 'Lights! Camera! Action!' truly stood as a testament to the creativity and collaborative spirit of our school community. It was an event where every detail was meticulously curated, resulting in an experience that transcended the ordinary and left an indelible mark on the hearts of all who attended.

Here's to the magic of Diwali and the enchanting memories created during our cinematic celebration!

The Children's Day festivities unfolded as a delightful outdoor affair, where students, accompanied by their educators, engaged in spirited games on the school grounds. Bedecked in festive attire, the children were pleasantly surprised by a choreographed dance performance orchestrated by their teachers. Adding to the merriment, the young ones brought delectable treats to share, infusing the classroom with a sweet and joyous ambiance. Furthermore, the faculty curated an array of enjoyable games on the fields, ensuring that the children experienced a day brimming with laughter and revelry. The celebration reached new heights with the inclusion of vibrant music and dance performances, providing a stage for the children to showcase their talents and immerse themselves in the jubilant atmosphere of Children's Day.

On a stormy and thunderous night, the sky is dark and foreboding, with heavy clouds rolling in from the horizon. The flashes through the trees, bending its branches. Lightning flashes across the sky, illuminating the darkness with brief bursts of light. The air is thick with the smell of rain, and the ground is slick and muddy underfoot.

With a luminous entrance and a dappled path, it was a dreamlike view - shrouded in a thick, eerie fog. As I followed the source of white light in the dark night, it was a matter of time before I saw it had a horn. Which animal could have a single? Unicorn? But they are just fairytales, right? It turns out I was wrong; indeed, it was a unicorn. As I followed it, it ran behind the greenery of the bushes. As I passed the bushes, I could see a gigantic yew tree with big branches, and an old man standing near the tree was dressed in a tattered coat and a worn pair of boots. He carried a gnarled wooden staff that he leaned on as he stood sentry at the gate. He seemed to be a man haunted by his past, and there was a sense of darkness and secrets lurking behind his eyes.

The man stamped his staff on the ground, and there it was! The unicorn appears mystically. The man mounted on the unicorn and started galloping towards me; my body couldn't move. I’m thinking it will stop, but it never does. The magical unicorn kicks, only to find out that my sister kicked me off of my bed.

GARVIT TATIYA

BODHI INTERNATIONAL SCHOOL

The Inter-House Best Out of Waste Competition, held at Bodhi International School for students in grades 6 to 8 and 9 to 12, emerged as a triumphant showcase of our students' ingenuity and creativity. This dynamic event unfolded on 20.11.23, highlighting the exceptional creative flair and environmental awareness exhibited by our talented students across Grades 6 to 12.

The primary objective of the competition was to nurture creativity, promote sustainable practices, and foster teamwork among participating students. Enthusiastically, participants from both Grades 6 to 8 and 9 to 12 devoted their efforts to metamorphosing recycled materials into imaginative and purposeful projects.

The competition bore witness to a striking array of entries, encompassing sculptures and functional items, which reflected the diverse interpretations of the theme by the students. Each project not only showcased artistic prowess but also underscored a commitment to repurposing materials for the sake of a more sustainable future.

A distinguished panel of judges, featuring Ms. Meghna Shah Vaidya and Ms. Shivangi Kanwar, meticulously evaluated the projects based on criteria such as creativity, material utilization, and presentation. The judging process was thorough, ensuring an equitable and comprehensive assessment of each entry.

We congratulate the winners from each grade category for their outstanding contributions. The results are as follows:

Grades 6 to 8:

1st Position: Manvi, Ira, Yashi, Rudranshi [Chanakya]

2nd Position: Hridhaan, Daksh Gaur, Mudit, Abhyuday [Aryabhatta]

3rd Position: Pranvi, Devarsh, Kushaan, Naisha [Aryabhatta]

Grades 9 to 12:

1st Position: Nupur, Shailvy, Garvit, Yesha [Agastya]

2nd Position: Himangi, Priyanshu, Minal, Jhanvi [Aryabhatta]

3rd Position: Madit, Jayani, Samyukta [Aryabhatta]

The Inter-House Best Out of Waste Competition has not only celebrated the creativity of our students but has also inspired us to continue organizing events that promote environmental awareness and artistic expression.

Best regards,

Hema Singhal

HoD Science

At Bodhi International School, our commitment revolves around fostering the holistic development of every learner. We aspire to offer equitable opportunities tailored to individual needs, recognizing and leveraging their unique strengths and capabilities.

Our approach involves providing personalized care and support, creating an environment where each learner's distinct success story can unfold. Through early intervention, collaboration with parents, curriculum adaptations adhering to IGCSE or CBSE norms, and the creation of Individualized Educational Programs (IEP), we actively engage in designing pathways for growth and progress. The Enrichment Department plays a pivotal role in the analysis and ongoing monitoring of each learner's journey, ensuring a comprehensive and enriching educational experience.

Enhancing Pedagogical Skills: A Comprehensive Teachers' Training Program

In our recent teachers' training program, educators delved into the nuances of pedagogy, focusing on key frameworks such as Bloom's Taxonomy and Solo Taxonomy. The sessions emphasized the importance of tailoring instruction to individual learning levels, ensuring a nuanced understanding of cognitive processes.

Differentiation strategies took center stage, exploring ways to accommodate diverse student needs within the same classroom. The aim was to create an inclusive environment where each learner can thrive at their own pace.

Assessment methodologies and their types were thoroughly examined, providing educators with insights into formative and summative assessment practices. The goal was to enable teachers to employ varied assessment tools effectively, promoting a holistic understanding of students' progress.

Active teaching and learning strategies were explored to cultivate engaging classroom experiences. Educators were encouraged to incorporate interactive methods, collaborative projects, and real-world applications to enhance student participation and comprehension.

Classroom management techniques were addressed to foster a positive and conducive learning environment. The training underscored the significance of clear expectations, consistent routines, and effective communication in managing diverse classrooms.

Overall, the training aimed to empower teachers with a multifaceted toolkit, equipping them to navigate the complexities of education with confidence and efficacy.

निर्देशात्मक शिक्षण का उद्देश्य लचीलेपन के साथ सीखने के वातावरण का निर्माण करके सभी छात्रों के लिए समान सीखने के अवसर प्रदान करना है, जिसे प्रत्येक व्यक्ति की जरूरतों को पूरा करने के अनुकूल बनाया गया है| यह शिक्षा को विस्तार प्रदान कर वैश्विक पटल पर इसे अपेक्षाकृत अधिक समृद्ध और बेहतर पद्धातिपूर्ण सिद्ध करती है| इसी का एक अंग है- रचनावाद|

रचनावाद (Constructivism ) की अवधारणा छात्र को संवादात्मक और गतिशील बनाने पर केन्द्रित है| यह शिक्षार्थियों को नवीन ज्ञान खोजने, सीखने सिखाने के उन सिद्धांतों पर आधारित है जिसमें विद्यार्थी अपने ज्ञान की रचना अथवा निर्माण वातावरण से अंत:क्रिया करते हुए अपने अनुभवों से स्वयं करता है । विचारों का आदान-प्रदान ,विचारों का संचार और सतत सहयोग से काम करना रचनावाद की पूर्वापेक्षाएं हैं| सीखना एक सतत, सहज, निरंतर चलने वाली एक सामाजिक प्रक्रिया है, जिसमे सीखने वाला अपने वातावरण से परस्पर अंत:क्रिया करते हुए अपने अनुभवों से स्वयं सीखता है । बच्चे अपने आस पास की चीजो से जुड़े रहते है । खोजबीन करना, सबाल पूछना, करके देखना, अपने अर्थ बनाना बच्चो की स्वाभिक प्रकृति होती है । रचनावाद को सीखने का प्राकृतिक या स्वाभाविक सिद्धांत कहें तो शायद ज्यादा सटीक होगा । बच्चा स्वभाविक रूप से ही अपने आप को दूसरो से जोड़ कर देखता है जिससे उसकी समझ विकसित होती है, और अपने इन्हीं अनुभवों के आधार पर वह अपने जीवन के कार्य कर पाता है । ज्ञान के सृजन की इसी प्राकृतिक विधा को शिक्षा शास्त्र में रचनावाद कहा गया है ।

रचनावाद बाल-केन्द्रित शिक्षा शास्त्र का मुख्य आधारभूत सिद्धांत है । इस व्यवस्था में बच्चों के अनुभवों , उनकी जिज्ञासाओं और उनकी सक्रिय सहभागिता को केंद्र में रख कर पठन पाठन हेतु वातावरण तैयार किया जाता है । बाल केन्द्रित व्यवस्था में शिक्षक एक सुगमकर्ता के रूप में बच्चो को सीखने हेतु यथोचित सामग्री , सीखने की सहज परिस्थितियों को उपलब्ध कराने और निरंतर उनका सतत और व्यापक मूल्यांकन करते हुए उन्हें अपनी क्षमताओ के विकास के अवसर उपलब्ध कराने की महती भूमिका का निर्वहन करता है ।

स्वतंत्रता के पश्चात भारत में शिक्षा के सार्वभौमिक और गुणवत्तापरक होने के विषय में कई प्रयास किये गए । कोठारी आयोग की सिफ़ारिशो की बात हो या फिर 1986 की नई शिक्षा नीति की , सभी सरकारी आयोग और नीति पत्रों में शिक्षा की गुणवत्ता को एक अहम् मुद्दे की तरह प्रस्तुत किया गया है । और हो भी क्यों न , बिना गुणवत्ता के शिक्षा एक औपचारिकता मात्र है, जो बच्चो के कोमल मन पर एक भार की तरह विराजित हो जाती है । और कितने ही नौनिहाल अर्थहीन शिक्षा के बोझ तले सीखने की अपनी स्वाभाविक प्रवृत्ति को खो देते है और खो देते है ऐसे न जाने कितने अवसर, जहाँ वे अपने अंदर छिपी क्षमताओं और ढेरों संभावनाओं से अपना और देश का सुनहरा भविष्य गढ़ सकते थे ।

रचनावाद की अवधारणा छात्र को संवादात्मक और गतिशील बनाने पर केंद्रित है। यह शिक्षार्थियों को नवीन ज्ञान खोजने में व्यस्त रखने पर केंद्रित है। विचारों का आदान-प्रदान, विचारों का संचार और सहयोग से काम करना रचनावाद की पूर्वापेक्षाएँ हैं। उदाहरण के लिए यदि छात्रों को एक शिक्षा भ्रमण के अंतर्गत किसी ऐसे क्षेत्र में ले जाया जाए जो उन्हें पूर्वज्ञात हो तो बच्चा उस स्थान के विषय में अपनी परिस्थिति, जलवायु व आवोहवा एवं व्यावहारिक ज्ञान के सम्बन्ध में अपने तजुर्बे को इस्तेमाल कर रचनात्मक बदलाव लेन की कोशिश करता है|

‘रचनावाद’ गुणवत्तापरक और सार्थक शिक्षा का वह स्वाभाविक व आनंदमयी सिद्धांत है जिसमे बच्चा अपना सर्वश्रेष्ठ विकास कर सकता है और वास्तविक जीवन में अपने ज्ञान का सही मायनों में प्रयोग करते हुए कुशलता पूर्वक जीवन यापन कर सकता है । शिक्षा व्यवस्था का वास्तविक सरोकार बच्चो को सार्थक अनुभव देने वाली शिक्षा प्रदान करने का है, जिससे वे अपने अनुभव से उस यथार्थ और व्यवहारिक ज्ञान का सृजन करे जो उन्हें कुशलता पूर्वक जीवन यापन करने योग्य बनाये ।

Children’s day- A day that is dedicated to celebrating the joy, innocence, and boundless optimism of our wonderful children. Children are the most precious treasure of any country. They are the hope for our future. On this children day kids came dressed up and the teachers have planned a surprise dance performance for them. Kids have brought a treat for their friends and they have shared it with them in the class. They have enjoyed playing different games arranged by teachers for them on the fields .

Design thinking -Children's creativity, problem-solving skills, cooperation, communication, curiosity, questioning, and empathy all improve when they use the Design Thinking paradigm. It fosters children's natural ability to communicate their thoughts and advances their verbal, social, emotional, and cognitive development. Additionally, it seems that the design-oriented learning approach gives kids self-confidence, facilitates peer learning, and actively involves them in the learning process. Pupils move through the phases of Ideation, Evolution, Experimentation, and Discovery in an effort to find creative answers to challenging issues.

Picnic to Shagun Resort - As part of the educational experience, the students went on an enriching excursion to Shagun Resort, where they had the opportunity to explore the outer world and immerse themselves in a day of fun and excitement with their peers. It was a day filled with camaraderie, as they were able to spend quality time with their friends, creating lasting memories. Upon arrival, they had a blast indulging in the various activities the resort had to offer. From savoring delicious meals to spectating and partaking in the captivating magic show, the students were thoroughly entertained throughout the day. Additionally, they relished the experience of engaging in the numerous electronic rides, as well as embracing the tradition of camel and horse rides. After an eventful day, the students returned home, carrying with them not only the merriment of the day but also the enriching experiences that contributed to their personal and social development.

Hands on engagement {UOI} - Under the Transdisciplinary theme "How the world works," a "Guess What" engagement has been thoughtfully designed for the students. Each child has brought their favorite object from home and combined it with the favourite items of their peers, placing them in a box. During this activity, the children are encouraged to explore different materials and their textures. With the use of touch alone, they must guess the object's identity on the other side of the box based on its texture. This engaging activity not only fosters curiosity and creativity but also enhances their sensory perception and appreciation for the diverse materials found in our surroundings.

Design Thinking -Design thinking is an integral aspect of the International Baccalaureate curriculum, fostering a solution-based approach to problem-solving while cultivating empathetic understanding. Through design thinking, students develop the capacity to generate and visualize creative solutions, enhancing their critical thinking and problem-solving skills. By prioritizing empathy and creative ideation, design thinking empowers students to approach challenges with a holistic perspective, promoting innovative and effective solutions. Encouraging an interdisciplinary and collaborative approach, design thinking plays a pivotal role in developing students' ability to navigate complex issues and contribute positively to their communities.

Fun Trip- Our students had the opportunity to go on a short trip to Shagun Resort. Students were quite excited about the trip because it was a day they could spend with their pals. They had a blast getting there, eating, watching and participating in the magic show, enjoying the many electronic rides, camel and horse rides, and returning back home.

Hands on learning- What the hand does, the mind remembers or we can also say learning and entertaining can go hand in hand. Students demonstrating the Tally marks 1-10 using clay dough and popsicle sticks, subtraction using manipulatives, learning Time to an Hour by investigating clocks at home and building their own clock can be considered as few of the examples.

Story Narration- Communication skills develop when there’s something meaningful for children to communicate about- when they are taking an active role. As we've been talking about stories for the entire month, the students were given the opportunity to narrate their favourite story, and they did a wonderful job. Positive improvement in student learning is clearly visible with increased participation and better narration.

Session by Parent- Education is a partnership between parents and teachers, working together for the benefit of children. This time, it was evident in our classroom when a parent led a concept-based learning session for the students. The parent showed an interest towards taking a session and she handled the subject with great care. She devised assignments that included reading, colouring, and a fast assessment of the new knowledge. She took great effort to approach every child and check on their progress. It was a fun-filled learning session that provided insight into how parents have begun to view learning.

Design Thinking- Empathy is a component of design thinking. Empathy is a social emotional skill that can be taught through mindful lessons and activities. When we do stories, which is also our Unit of Inquiry that we take all year, we speak about how the character feels when they confront a challenge in the story. We also discuss the problem and solution in the story. Students then construct their own solutions to the same challenge.

Math Week showcased mathematician puzzles, linguistic adventures in crosswords, hands-on conversion activities, and real-life math presentations. From deciphering mathematicians' riddles to expanding vocabulary and mastering conversions, each day brought unique insights. The concluding day celebrated math's omnipresence in our lives through creative posters. A week of intellectual stimulation, teamwork, and real-world connections left students with a profound appreciation for the multifaceted beauty of mathematics.

Design Thinking- In the unit "How We Express Ourselves," learners embarked on a journey of self-discovery and emotional understanding, delving into the rich tapestry of Navrasa - the Nine Emotions. Applying the principles of Design Thinking, students were encouraged to exercise agency by making choices, finding their voice, and taking ownership of their expressions. To foster emotional exploration, learners engaged in a dynamic activity where they spoke sentences embodying four different emotions chosen from the Navrasa. This exercise not only provided an avenue for creative expression but also allowed learners to apply the Design Thinking principles of empathy, defining the challenge, and ideation.

Exploring the world of modern dance, students discovered the elements of dance encapsulated by BEST (Body, Space, Time, and Energy). This hands-on experience enabled them to connect with the Design Thinking phases of prototyping and testing, as they embodied and tested different movements to express varied emotions.

The introduction to the elements of music, including Dynamics, Pitch, Tempo, and Rhythm, provided a platform for learners to experiment with sound and rhythm, aligning with the Design Thinking phases of implementation and showcasing. Students were empowered to express their emotions through dance and music, turning abstract concepts into tangible and meaningful experiences. Additionally, understanding the connection between color and emotion reinforced the interdisciplinary nature of the unit, as students used this knowledge to enhance their expressive endeavors. By embracing Design Thinking, Learners not only learned about emotions but also applied a structured approach to creatively express themselves, fostering a foundation for future innovative thinking and problem-solving.

Design Thinking- Ideate

Ideate is a stage in the design thinking process where designers generate a large number of creative ideas and concepts in response to the problem statement.

English -

Students were provided with sheets featuring 4 quadrants and placards. They described the content on the placards and passed them to team members, fostering the development of their thinking and designing skills.

Summative Assessment for the unit : Who we are -Differential learning" refers to an educational approach that recognizes and accommodates the diverse learning styles, abilities, and preferences of students within a classroom. Assessment through differential learning involves tailoring assessments to meet the unique needs of individual students, acknowledging that learners may excel in different areas and may benefit from varied assessment methods. Keeping that in mind students were given a choice to choose their assessment format form the given grid which included different assignments such as constructing a quiz, making a poster on healthy habits or body organs, role play on any body system, comic strip, doctor for a day, case study, fact o finder , survey or make a poem on body systems.

Promoting Observation Skills : “I Live Here" is an engaging activity designed to help students explore and share their personal experiences, focusing on their daily journey to school. Students develop geographical awareness and understanding of their local geography, landmarks, and the significance of their surroundings.This activity not only provides a platform for students to express themselves but also introduces fundamental concepts like the difference between a journey and migration.

Designing Lapbook promoting sustainability of resources-

While learning our unit, Sharing the Planet, students designed lapbooks that promoted the sustainability of resources. We believe in equipping our students not only with academic knowledge but also with a deep understanding of their responsibility towards the planet.

Students collaborated to create engaging lapbooks centered around the theme of sustainability.

Lapbooks incorporated information about the importance of conserving resources. Students explored concepts such as reduce, reuse, and recycle through visually appealing displays and informative content.

Students delve into the understanding of their significance in reducing our carbon footprint.

The lapbooks featured practical tips and creative ideas for adopting eco-friendly practices in everyday life. From sustainable gardening to reducing single-use plastics, students learned how small actions can make a big impact.

The lapbook enhanced the learning experience by encouraging students to actively participate in creating, organizing, and presenting information. This interactive approach not only deepened their understanding of sustainability but also nurtured creativity and critical thinking skills.

Designing Thinking-Grade5 Students made a Student-Led Social Entrepreneurship Project for Children facing risks and challenges throughout the World. Through a social entrepreneurship lens and the power of design thinking, this project empowers students to address critical issues, foster empathy, and drive sustainable solutions.

The Project included following phases- Problem Identification, Empathizing, defining the Problem, Ideation, Prototyping, Testing and Iteration ,Implementation and Showcasing.

Students began by researching and identifying challenges that children globally face, such as lack of education, access to healthcare, or safety concerns, etc. They Conducted interviews, explored stories, and leverage multimedia resources to understand their unique experiences and needs. They developed a sense of empathy to inform the subsequent design thinking phases. Based on the insights gained, they defined the specific challenge in a clear and concise manner.

This step provided them a foundation for creative problem-solving and solution ideation. Students transformed selected ideas into tangible prototypes of social ventures. Prototypes may include educational programs, healthcare initiatives, or community-building projects.

Students made their own social app and designed a QR code asking help for children in need. Designed small booklets out of waste paper and collected old clothes ,stationeries and toys for charity purpose.

By blending social entrepreneurship with design thinking, students become agents of change, equipped with the skills and mindset needed to address complex social issues. Get ready to design for impact, instill hope, and be the change-makers our world needs.

कक्षा - 5 में उत्कर्ष पाठमाला के अजंता की गूँजती गुफा पाठ के अंतर्गत यह गुफाएंँ किस तरह चट्टानों को काटकर बनाई गईं हैं व ये बौद्ध स्मारक हैं, जिन्हें यूनेस्को ने विश्व धरोहर स्थल घोषित किया है। अजंता की गुफाएंँ मुख्य रूप से बौद्ध गुफाएंँ हैं, जिसमें बौद्ध धर्म की कला कृतियाँ है इन सभी की विस्तृत जानकारी प्राप्त करने हेतु गतिविधि करवाई गई।

जिसके अंतर्गत विद्यार्थियों ने अजंता की गुफाओं के मॉडल बनाकर बहुत ही आकर्षक प्रस्तुतिकरण दिया। इस गतिविधि में रचनावाद के अंतर्गत बच्चों ने अपने मॉडल को परखा व अपनी गलतियों में सुधार लाना सीखा। हिन्दू, बौद्ध व जैन धर्मों के इतिहास व स्थापत्य कला में अंतर को जाना |

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