Learning Addition through Shopping…Ohh! What a fun.
Students of grade 2 were given a certain amount of money (artificial money) and a grocery price list and they had to make their own grocery list as per their choice. They brainstormed ideas regarding the perfect grocery list according to them and the money allotted. For creating their lists, they had to add the listed items and thus, ensure the sum does not surpass the amount given to them. This formative assessment not only helped them check their addition skills but also experience real-life applications of mathematics.
Students of grade 10 observing the working process and principle of image formation through convex lenses in physics lab. They are also drawing the ray diagram for a point and lateral object in physics lab
“Mathematics can be more fun and easy with pictures”
FRACTION PICTIONARY is an activity that combines understanding and recognizing fractions with drawing. The goal is to find the sum and difference of fraction through illustrations to give them an idea about wholes and parts. It helps them to build their critical thinking, and social interaction.
This activity builds on students’ work with adding fractions with like and unlike denominators. The mathematical concept in this activity builds toward future work solving ratio, rate, and proportion problems, and prepares students for work with highest common factors and least common multiples.
Shapes can be constructed anywhere and everywhere. Kids had extreme fun in identifying and exploring the attributes of varied shapes like circle, triangle, rectangle, pentagon, oval, square.Learners showed curiosity by placing distinctive shapes of foodstuff which was brought by them and they excitedly placed the respective shapes under the particular heads and enhanced their knowledge.
They identified & explored various numbers by doing before, after and between.
Students of grade 11 are observing the working principle of screw gauge and finding the diameter of wire with the help of screw gauze in Physics lab.
La langue à l’esprit est ce que l’exercice est au corps.
(Language to the mind is what exercise is to the body.)
More than 220 million people speak French on all the five continents. French is a major language of international communication, and also one of the official languages of the United Nations Organisation(UNO).
As per the lead researcher, Dr Viorica Marian “Using another language provides the brain built-in exercise.”
Now, when we bring into the perspective, the pedagogy of teaching French in our school, Vidyatree Modern World College(VMWC), we are here to make a difference. While in other leading schools, the methodology of teaching French is limited only to the reading and writing. However, the fundamental element of any language is the ability to be able to speak and communicate. Therefore, in VMWC, we aim to develop the diction and communication on priority basis.
Its our endeavour to provide the learners the right atmosphere where they could speak French. For instance, the student are tuned-in initially with some common French words and phrases which they speak during the French classes. They are using some of them frequently, such as Sir, Madam, thanks, excuse me, sorry etc., all in French. This not just helps them learn French, but also boosts their confidence levels.
Now, that we know that understanding language is one of the hardest things your brain does, making it an ultimate brain exercise.
So, keep up those efforts of learning and becoming fluent in French. Voilà !
Where does all the Earth’s water come from? The earth has a limited amount of water. That water keeps going around and around and around and … (well, you get the idea) in what we call the “Water Cycle”.
Learners of Grade 3 did an experiment to see the existence and movement of water. They came to know water is always in movement and is always changing states, from liquid to vapour to ice and back again. They connected the terms like evaporation, condensation and precipitation with the real life and gave examples as well.
To know about the shapes is always fun, but to make 3D shapes by hand that too using clay and toothpicks itself makes the task fun. Learners Of Grade-1 used clay and toothpicks to make 3D shapes like cube, cuboid, cone, pyramid and sphere along with 2D shapes like square, triangle and rectangle. They then filled a record sheet which asked the number of sides, corners, edges and lines by examining the shapes made by them. As it was a pair activity, different strategies were seen to finish the task at first.
Learners of pre primary celebrated ‘World Dhamma Day’ They were called in orange colour attire and some were called in attire of ‘Lord Buddha’. Learners were curious to know about Dhamma Day as it was inaugurated in Vidyatree modern world college. They meditated by closing their eyes and learnt breath watching. It was surprising that little toddlers were so much involved in meditation and expressed their feeling by colouring the picture of Lord Buddha. Learners were shown a movie of Lord Buddha in which they saw the journey of prince Siddhartha as Gautam Buddha. Then take away were given to the students by tying a band on their wrist.
On the pious occasion of International Buddhist Dhamma Day, Shri Rakesh Kapoor, Founder, Rector and creator of Mindfulness Curriculum for the students of the college, inaugurated the revised curriculum. On this auspicious day Gautama the Buddha preached his first sermon about 2500 years back. Vidyatree Modern World College, formerly called Modern College, was founded to propagate the mindfulness, as propounded by Shri Jiddu Krishnamurti in the 20th century.
The mindfulness curriculum’s first lesson plan, as re-created by Shri Rakesh Kapoor, consists of inquiry and investigation into fear as an illusion because “Fear cripples intelligence”. The program aims to develop an understanding among students and teachers on how the mind responds to different situations and challenges, how fear is different from responding to danger and thereby helping children and teachers to grow as mentally free and good human beings. A Mindful School is also a safe school.
Shri Rakesh Kapoor said that Vidyatree Modern World College aims at imparting an education to its students which will help create a society where people live peacefully in harmony with each other and children grow in great mental power and goodness. A Mindful School is also a safe school. For students to live a life with a lot of creative energy and understanding, it is essential that in a school children not only learn technical skills and acquire academic excellence but also ‘Know Thyself’ which is the school’s motto, how illusionary fear and sense of insecurity if rooted in the mind, destroys it.
Vidyatree Modern Curriculum gives due emphasis to academic and mental health development, which aims to help a child lead a life free of conflict, stress and fear, and also help the child excel in his career or profession.
It is said that a picture is worth a thousand words.
Students needs to be challenged time to time to develop their interest in the subject. To develop the creativity and see the wonders of their imagination grade 6 learners were given the task to present a story through pictures. Learners in different groups read the story ‘’ ??? ?? ?????’’ thoroughly and made posters to present the whole story in sequential manner. They were challenged further to perform a role play on the same story which helped them to build their Communication Skills .
Students of grade X science observed the refraction of light through prism and calculated the angle of deviation with the help of prism.
“Mindfulness” programme will be inaugurated in Vidyatree Modern World College on 27th July, 2018 coinciding with the International Dhamma Day – the day when the Buddha preached his first sermon.
The programme aims to develop an understanding among students on how the mind responds to different situations and challenges, thereby helping them to grow as good human beings.
Learners used a Venn diagram to perform this activtiy. They did this activity in a group. The learners were asked to put their favourite things in two different circles. Then we asked the learners if one object was liked by two or more learners. Such objects were put in the part where both the circles were overlapping.