Affiliated to: IB – PYP | MYP | DP & Cambridge – IA111
A collaborative culture is at the core of BGSIAS. It’s not just about students working together, fostering a community of experience and learning, but also includes teachers and staff.
Facilitators collaborate with each other as well as globally, with facilitators from across the world. They work together to plan and create lessons and curriculum. This helps us to take innovative approaches for teaching and learning. The main focus is a student-centered approach alongside sharing ideas and thoughts while planning in order to emphasise on engaging lessons and assessments . Passing on a sense of community and collaboration is important for the success of any school. Students too work collaboratively on transdisciplinary projects through which they gain all the necessary skills.
Learners celebrate collaboration while working on transdisciplinary projects, which facilitates open-mindedness. Further, they become open to the perspectives, values and traditions of other individuals and communities.
Collaboration promotes higher order thinking skills and boosts the learners’ confidence level. Brainstorming of ideas, visualisation, problem-solving skills are enhanced during peer-peer collaboration.
Working collaboratively helps learners to express themselves fully and fluently with a range of media including written, oral, and visual communication. It empowers them with good interpersonal skills.
Emotional well-being of our learners is equally important to us. Collaborative projects helps learners to be empathetic towards their peers, while taking equitable decisions. Furthermore, it promotes taking full responsibility for one’s actions.
IB promotes collaboration among educators worldwide. Educators are supported with a platform where they can access and share digital resources, which help them cope up with the challenges posed due to the pandemic.
Covid-19 has had a major impact on all domains. The education domain is no exception. It has witnessed a notable disruption. As per statistics put out by UNESCO on its website, over 190 countries faced disruption in formal learning and teaching impacting nearly 1.5 billion learners at one point.
COE @BGSIAS makes sure that the learning experience is unperturbed and extraordinary by making use of the best teaching methodologies. One of them is blended learning, which seamlessly combines print and digital resources to create a harmonious, rich learning environment for the student, teacher, and parent. It can be visualized as a printed textbook that is aligned to audio-visual content connected to a digital platform. Learners work on projects that are transdisciplinary in nature. Online assessments report the progress to parents, digitally. Instant feedback with digital badges motivates learners towards success.
Rashed Nessar created Foldable Emergency Shelters – 3D printed portable homes/shelters for refugees, made of durable and recyclable High-Density-Polyethylene (HDPE). Rashed, originally from Afghanistan and a Middle Years Programme (MYP) student at DPS International School, in India, had been looking for a solution for the refugee problems existing in his country and felt a personal obligation to help with the ongoing Syrian crisis.
Rashed’s project provides plans for a foldable system of housing that provides a better alternative to current shelters. The rigid and anchored structures are more sustainable, safer and better temporary solutions.
MYP student Tashvi Anand created a fully sustainable, zero budget, natural farm. She grew a range of vegetables using only natural resources, and encouraged the local community to do the same.
Tashvi became inspired after attending a workshop on terrace farming, detailing how to naturally grow vegetables. “Farming is something that a lot of people do, but I wanted to take this forward by making my farm a fully natural and completely sustainable, using traditional Indian techniques of farming, and one that uses readily available means and does not need any capital investment.
The personal project may be over, but Tashvi will continue in her pursuit of natural farming and continue to educate those around her.
“I plan on creating my own blog and Facebook page, which will contain weekly articles and posts about different techniques I am using for my farm, or things I have researched that can benefit others. The Facebook page will also contain weekly updates from the farm about its progress, and followers can contact me about natural farming.”
Student Trisha Nair of Class MYP created a working model with her group on ‘Bermuda Triangle’ shares, “This generates creative energy, collective scientific thinking and interaction among students that enhances further interest in science”