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Objective of the Learning Engagement: Communication in mathematics Details of the Learning Engagement: The students of MYP 5 were given an alphabet grid (as shown in the picture). Each triangle is equilateral triangle of side 3cm. Students were required  to make up some coded messages for each other using bearings. We started with an example "CODE". Imagine we wanted to send the message ‘CODE’. We start at the dot in the middle of the drawing. The first letter is C, so we need to give the bearing and distance to the letter C.  This was scaffolded for the students. after this for Task 2, students thought of a four letter word and wrote the instructions on a sheet of paper. These sheets were randomly distributed and the students now tried to decode the instructions and tried to form the word. At the end of this activity they answered questions like: was it difficult to code or to decode ? why ? Where did they slip up ? and reflected on their learning. Task sheet for reference:...

Discipline: Sciences- Biology Grade Level: MYP 5 Objective of the Learning Engagement:  The learning objective is to foster engaging learning experience through hands-on experimentation on extraction techniques, and generate curiosity on the role of DNA in living organisms. Details of the Learning Engagement:  MYP 5 BIOLOGY students began the new session exploring the process of extraction of DNA from bananas. The simple experiment provided hands-on experience of isolating DNA through scientific method, and visualizing the biological molecule. Impact of the engagement on students and your reflection as a teacher:  This learning experience reinforced the scientific method of designing experiments, and exploring how various chemicals used in the process helped in the extraction of DNA. Experiments conducted in groups, fosters teamwork and collaboration skills. Students are given an opportunity to communicate effectively, share responsibilities, and work towards a common goa...

Objective of the Learning Engagement: To promote critical thinking and communicating information in a logical way which helps in forming conjectures. Details of the Learning Engagement: Students have engaged in a practical application of both measurement and geometry concepts to determine the distances between each runner on the race track. The students used a measuring tape to measure the radius of the track and also the width of each lane. Then students applied perimeter of the circle, arc formulae to check whether the race track is exactly 200 metres or not. In a relay race, the second runner always stands ahead than the first runner (runner in the inner most lane) and the third person stands ahead than the second person and so on.. Students have identified the reason for the same mathematically and they found how much each runner should stand ahead than the first runner. They organised this information logically and formed a conjecture in finding the distances between the nth runn...

Objective of the Learning Engagement: To understand current, voltage and resistance. To enable the students to differentiate between current and voltage. Details of the Learning Engagement: Voltage and current: As a part of science curriculum, students have been learning about electricity and magnetism. For engaging the students to effectively understand current, voltage and resistance, a kinesthetic activity was planned. The entire class was asked to stand in a circle/closed loop representing a circuit, with two of the students playing the role of the terminals of the battery. Method: Activity 1: To understand current: The student portraying as the negative terminal of the battery was handed over a piece of paper which they had to pass from one another showing the flow of electrons from the negative terminal to the positive terminal and the stopwatch was switched on to record the time. Once the piece of paper reached the student representing the positive terminal the stopwatch was ...

Objective of the Learning Engagement: Learning Objectives:  Understand the motivations and feelings of a character from the text. .  Analyze the character of Ed Boone deeply.  Discuss the situations from another character’s perspective.  Understand the difference between a close-ended and an open-ended Question.  Form open-ended questions. Details of the Learning Engagement: Activity Description: Students were asked to write that one burning question that they would want to ask the character named Ed Boone from the novel ‘The Curious Incident of a Dog in the Night Time’. Ed Boone is the protagonist’s father in the novel. While the students came up with their questions, they were also taught how to come up with a good open-ended question instead of a question that required a yes/no answer. After this, the students uploaded their questions on a padlet. Some Questions that the students came up with are shared here: Link to the document: https://drive.google.com...

  Objective of the Learning Engagement: To analyze 4 different characters using a Visible Thinking routine.  To be able to identify 3 character traits per character and find supporting evidence for justification.  To be able to comment on language and authorial choices. Details of the Learning Engagement: Character Wheel Activity: As a part of the English curriculum, students of Grade 8 have been doing an analytical study of the novel 'The Curious Incident of a Dog in the Night Time' written by Mark Haddon. In order to do an analysis of some characters from the novel, the students worked on a visible-thinking routine called the Character Wheel. In this activity, the students were divided into 4 mixed ability groups of 3 - 4 students each. Each group was asked to select a representative. The group representatives chose the character they will be working on through a draw of lots system. Each group was given a printed format of a character wheel.  The students were giv...

Objective of the Learning E ngagement: Applications of static current Details of the Learning Engagement: Every student possesses a unique learning style, akin to the distinctiveness of fingerprints. Recognizing this diversity is crucial for educators aiming to effectively reach every student in their class. Differentiated instruction, a method tailored to accommodate individual learning needs, offers a promising solution. Implementing differentiated instruction involves adapting teaching approaches to suit diverse student needs, whether by employing varied instructional techniques for the same material or adjusting lesson difficulty levels based on individual abilities. By catering to different learning styles—be it visual, auditory, kinesthetic, or linguistic—teachers can foster inclusive learning environments. Moreover, differentiation acknowledges that students vary in their requirements for teacher support, allowing for flexible arrangements such as individual work, group collabor...