Vidyatree Modern World College hosted a workshop for Parents about Inquiry based teaching and learning. We would like to thank all the Parents who attended and contributed to the experience.
The workshop was conducted under the guidance of Primary Years Head and Coordinator Ms. Shalini Fate and was aimed towards bringing the awareness to the parents’ community about the purpose and importance of inquiry and to make them 21st Century Parents.
It was an amazing experience for our Parents as they got the first hand experience of how inquiry feels, looks like and sounds like.
The participation and involvement from Parents’ side was commendable and applaud worthy.
This workshop gave Parents a wider view of the picture that how kids get involved in various classroom activities and how they understand the concepts of Science and Maths.
Our students are currently learning about Products and Its Origins. In this unit, they are also learning about the changes a natural product goes through. In our school’s International Baccalaureate (IB) Primary Years Program (PYP) learning is different from that of a traditional classroom. We do not hand out lists for children to learn. Instead, for every task we list out Lines Of Inquiry (LOI), because our teaching is inquiry-based. In the current unit, our LOI is how a natural product goes through different stages to reach our tables.
So first, we talked about milk and its products. For this, the children were asked to bring a milk product from home along with their lunch. I was surprised to see how much thought these tiny tots put into the task. The next morning, I had a table full of eatables, ranging from the obvious ones like butter and milk to kheer (“because it’s made out of milk”), rasgulla (“made out of paneer which is a milk product”) and even pizza (“it has cheese on top which is a milk product”). I was glad we were on the right track. We also made a collage with pictures of all these products.
Next up was wheat. Again, the children brought products made out of wheat. So first we had wheat flour. Then our enthusiastic bunch got to knead the dough. Since we always discuss with the children how we will go about a topic, which is a very scientific approach, they had come prepared with aprons. Faraaz had even brought a rolling pin! So once the dough was ready, they learnt how to roll out chapatis. At school, we had already arranged for an induction cooktop and the chapatis were cooked under my supervision. “Ma’am, it smells like popcorn!” said Rishita and Aanya. The entire activity was such fun that some older children, who were passing by, couldn’t resist joining in. The more, the merrier, I thought, and allowed them.
While all of this went on, Nabeel, who had set his heart on cooking a chilla, did so. As a teacher, it is heartening for me to see that what we are working so hard for is bringing the desired results. Because just a couple of days ago, when the class XI were organizing their farewell and my class was out, playing, they watched the food being prepared and even talked to the cook about how the paneer he was using was a by-product of milk. That’s how education should be, making our children inquirers for life and training them to connect the dots themselves. They don’t forget their lessons once they’ve left the class.
The IB methodology of language and learning implemented at VMWC; immensely helps children to develop original ideas, organize them and create their own pieces of writing; may it be a paragraph, story, dialogues or persuasive writing. Our children outshine their counterparts when it comes to independent writing.
We familiarize the children with how authors think and create stories and what the different parts of a story are, introducing visual or written prompts that inspire them to think of story ideas, and encouraging them to plan before starting to write, make a complete and imaginative story.
And result of the process of thinking, imagining, planning and organizing thoughts and ideas obviously is the original pieces of work done by our champions. Take a look!!!
Learning is social in nature. Those who develop good social skills go on to become very successful in life as they have the ability to deal with people and have a sharper EQ.
Collaborative learning teams are said to attain higher-level thinking and preserve information for longer. But why is this so? Groups tend to learn through discussion, clarification of ideas and evaluation of others’ ideas. Information that is discussed is retained in long-term memory. It is widely accepted that we learn approximately 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we discuss, 80% of what we experience and 95% of what we teach others. Collaborative learning is vital for enhanced learning in the classroom and students who demonstrate lower levels of achievement improve when working in diverse groups.
Collaborative learning is a salient feature of IB PYP classrooms at VMWC. Here students work in collaboration with their peers, each having a specific role but each role being equally important and vital to the overall success.
Students use this powerful tool of collaboration to tap into new ideas and information; it allows them for challenge, enhanced confidence and self-esteem. Collaborative learning experiences help them to deeply engage in non-judgmental interactions; acknowledging each person’s point of view which fosters critical thinking skills for life and empathy towards others.
Students use this powerful tool of collaboration to tap into new ideas and information; it allows them to be challenged, enhance confidence and enhance self-esteem.
Learners of grade KG green learned about the life cycle of a chicken
through various ways. First of all they saw a video of lifecycle of a
chicken and had a group discussion. After understanding clearly the
concept of the life cycle of a chicken they drew pictures and coloured
them in their drawing books. After drawing they danced on the cock
song and enjoyed. Next day they did the craft activity to show their
understanding regarding the lifecycle of a chicken. To do the craft
activity they used water colours, grass, paper etc. Through all these
activities learners enjoyed and completely understood the lifecycle
of a chicken.
Our tiny tots of Nursery thoroughly enjoyed playing ‘Sinking and Floating’ game while exploring the properties of water and its uses. Through this activity they not only understood the concept but also enhanced their Social and Communication Skills contributing to the process of becoming “Lifelong learners”.
They were given objects to put inside the water. They saw that some objects were sinking and some were floating which increased their curiosity to inquire about the reason of these phenomena.
They tried with many objects and could conclude with the help of the discussion facilitated by the teacher that heavy objects sink in water while light objects float.
Vidyatree Modern World College believes in all around development of the students. A sound health is the product of healthy cooking! To make them aware of this fact and to experience the self – management and social skills, students of grade V were taught to make healthy sandwiches. The importance of cooking without fire to conserve energy was realized by the learners. They enjoyed making sandwiches and of course loved eating them too!
Students of grade Nursery were engaged in the reading of The Very Hungry Frog. They got exposed to the life cycle of a frog under the theme ‘Sharing the planet’. The little learners were very enthusiastic and demonstrated the attribute of inquirer and communicator throughout the session. We discussed questions like:
- Where did the egg come from?
- What changes did the caterpillar go through on its way to becoming a butterfly? What surprised them?
Students watched video which showed the changes that happen to several different organisms over the course of their life cycles. They saw a tadpole develop into a frog. They were asked to pay close attention to the changes that occurred. Later the students watched the video again and then arranged the life stage cards in the correct order to show the life cycle of the frog and a hen. Finally, the students coloured the worksheet given to them which showed the life cycle of the frog and the hen.
PYP exhibition is the most important part of grade 5 curriculum. It involves deep understanding of Transdisciplinary themes to make our children life long learners. This is the last week of exhibition inquiry children devoted their day for inquiry, painting and various activities.
PYP Exhibition is an important part of grade 5 curriculum .It involves deep inquiry by the students into their own chosen topics .Their Research skills ,Thinking skills ,Communication skills , Social skills and Self-management skills are improved and children relate their understanding in solving a real-life problem .This Monday was devoted to the research and presentation of their first Line of Inquiry .