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Objective of the Learning Engagement: Application of Percentages through collaboration and self assessment Details of the Learning Engagement: Station Activity was designed to help the students apply the learning of tax and discount percentages in various real-l ife situations. Through these interactive scenarios, participants practiced computing discounts, taxes, and percentage change. This dynamic approach encouraged critical thinking and mathematical skills as learners tackled varying discount scenarios. They also collaborated and self-assessed their work. Impact of the engagement on students and my reflection as a teacher: The students were engaged and participated actively. This helps them to collaborate and self assess for better learning. - Deepika Gupta

Objective of the Learning Engagement: To comprehend how to construct a meaningful statement of inquiry. Details of the Learning Engagement:  Forming a Statement of Inquiry (SOI) is a vital component of an inquiry-based learning strategy that fosters critical thinking and comprehension of a central theme. The concept of a Statement of Inquiry (SOI) and its importance in guiding the learning process was introduced at the start of the activity. The students were told that the SOI should be clear and concise. Students then worked in small groups to reassemble the jumbled words into a meaningful sentence. They then shared their understanding of the SOI's with their peers .Students were also asked to identify the key concept, related concept, and the global context given in the SOI. Impact of the engagement on students and my reflection as a teacher: This engaging activity develops students' comprehension and analytical skills while also encouraging teamwork and critical thinking. St

Objective of the Learning Engagement: The learning engagement connects to the SOI and use mathematics to understand and interpret the changes in design. For the objects chosen, students must find the surface area and volume before and after the change in the design with full working of calculations being shown. In their presentation, they should also include how the change in the design impacted the environment around them, market values and any other factors that are relevant to the objects. Also discuss whether the change has played a positive impact or negative impact on the environment and on the people’s perceptions. Details of the Learning Engagement: Reflection from Student: Participating in the learning engagement that required us to analyze the surface area, volume, and environmental impact of objects before and after design changes has been an enlightening experience. Initially, the idea of calculating these mathematical concepts seemed abstract, but as we worked through the

MYP4 extended group had two student engagement activities recently.   Activity 1:   Treasure Hunt   Objective: To revise the concepts of simplification of surds.   Activity: the students were sitting in pairs, and they were given twenty cards with one question and one answer (not matching each other). They could start from any card number. Solve the question and find the card that had the answer and then solve the question on that card. They had to do this repeatedly till they exhaust all the questions and all the cards.   They were racing against each other and only correct answers would lead them to complete the treasure hunt.   Activity 2:   Objective: To revise laws of exponents   Activity: the students were given A4 size sheets with exponential number written on it. For example 2 10   The objective was to frame 3 questions using three different laws of exponents to arrive at this number.   On the back side of the sheet was a variable with an exponent. For example x 4 . They repeat

Objective of the Learning Engagement: Students will be able to have hands on experiment practice on DNA extraction and use appropriate scientific terminology for communication. Details of the Learning Engagement: Grade 10 students got to see and hold in their hand the substance they have been studying that seems so abstract and hard to believe it even exists- The DNA!! Blueprint for an organism’s growth and development. Students were able to present their DNA extraction results and insights to the class, using appropriate scientific terminology and clear communication skills. They had to explain how DNA extraction techniques are relevant in fields such as forensic science, genetic research, and biotechnology. Most importantly, they could describe the role of detergent in breaking down cell membranes, the function of salt in precipitating DNA, and the use of alcohol to isolate DNA strands. Impact of the engagement on students and my reflection as a teacher: Engagement and Interest: Hand

Mr. Zubair Idrisi conducted an engaging Forum Theatre workshop for Grade 9 & 10 students on the 22 nd  and 24 th  August, 2023 . The workshop, spanning 2 days, focused on the core principles of Forum Theatre, a dynamic form of interactive theatre aimed at exploring social issues. Through a blend of theoretical discussions and hands-on activities, students were introduced to the concept of "spect-actors," who actively participate in altering the outcome of a scene. Mr Idrisi adeptly guided students through exercises that honed their improvisational skills, encouraged critical thinking, and promoted empathy. By delving into real-world challenges and collaboratively brainstorming alternative solutions, the workshop fostered a deeper understanding of the role theatre can play in addressing pertinent issues. Students left the workshop not only with a richer appreciation of Forum Theatre's potential for social change but also with newfound confidence in their own expressive

Objective of the Learning Engagement: Non-Literary text analysis Details of the Learning Engagement: Students worked in groups to analyse the essay "I Want a Wife" by Judy Brady that highlights issues like gender stereotypes and roles and societal expectations of women. Students were provided 3 guiding question which they had to answer after a class discussion of the essay. Students could use any presentation tool such as Canva/Prezi/Google Slides for their presentations. Students had to focus on the various lines of argument being used by the author, the figurative language used and assumptions about the audience and women that prompted the author to write the essay in context. Students needed to be aware of contextual limitations faced by women and their ways of trying to combat certain expectations. Impact of the engagement on students and my reflection as a teacher: Students were engaged in working on different presentation tools during the lesson. The tools afforded them

Objective of the Learning Engagement To understand and study interactions(RC) between various factors in the ecosystem (KC) and how interaction of factors contribute and affect to the maintaining of balance (RC) in the ecosystem, by observing and recording data of their self created scientific tool-Mesocosm (GC). Details of the Learning Engagement: Students were given opportunity to create their own scientific tools, Mesocosm & a Scientific Journal. A prior knowledge about the mesocosm was developed through inquiry based learning in class, in the context of sustainability. Learning experiences were created to provide guidance for making of mesocosm and further evaluate the significance of this scientific tool. Following that, students made their own mesocosms to study the interactions between various factors and how it affects the balance in the system, through observation. They are encouraged to record their observations in the scientific journal for minimum period of two weeks. I

Reinforcing command terms in a Middle Years Programme (MYP) science class can be an engaging and effective way to help students understand their meanings and apply them correctly. Incorporating activities with pictures related to command terms can enhance visual learning and make the concepts more accessible. GRADE 8E students, played the game of Command Term Picture Sorting. The cohort was divided into two teams. A set of pictures related to various command terms (e.g., "describe," "compare," "evaluate," "justify," etc.) were prepared. Each team was provided with picture cards and a set of command terms with its meaning. Students had to correctly match the command terms with the pictures that best represent their meanings. This activity reinforces their understanding of each command term in a practical context. Not only students were able to understand the precise meaning of the command term, but this activity build collaborative skills while wo

The six MYP global contexts provide a framework for guiding questions that promote a holistic and interdisciplinary approach to learning.   I'm going to walk you through the steps we took to examine the global contexts for our MYP 2 curriculum and how it in fluenced the students' understanding:     Introduction to the Concept of Context: I started out by having a conversation with the students about what "context" means. Example of a party was used to demonstrate the concept, pointing out that while there are many different reasons for parties (birthday, anniversary, achievement), each one has a context that gives it meaning.     Using Context to Improve Learning:   I compared the party example to education inside the IB framework pushing students to consider why context matters while learning about a subject. This helped them to recognize that context gives any learning meaning and depth.     MYP Global contexts and their explorations were discussed and students w