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This presentation summarizes the handout "Making PYP Happen", which is a basic information about Primary Years Program in International Baccalaureate schools.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
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It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
This presentation summarizes the handout "Making PYP Happen", which is a basic information about Primary Years Program in International Baccalaureate schools.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
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All images used are under CC licences and these, plus references, are in the presenters' notes.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
6. Page 6
Purpose
A culminating project for the PYP that
demonstrates what was learned in previous
years
A collaborative inquiry that students have
interest in exploring
A celebration of who our students are as
learners
An opportunity to take action as a result of
learning
7. Page 7
It is not
• A science fair
• A competition
• Product driven
• Poster contest
• Individual
• Adult directed
It is
• Self directed
• Exciting
• Action provoking
• Rewarding
• Student driven
• Supported
• Process driven
8. Page 8
Decide on an area of interest
Use the concept questions to inquire into the
area
Conduct research
Document our process
Produce a knowledge product and come up with
other creative ways to present work
Engage in positive action
How will we do this?
10. Page 10
Action samples – Make a difference
My Exhibition and Action reflection-By Isabella Hall
Exhibition has changed me in a positive way by allowing me to be more confident, more open-minded, a
better thinker, and a better learner. I learned that I have a very long attention span, I can help other
people well, and I know how to do many thing that I wasn’t aware of before Exhibition. For example, my
mentor, Ms. Ljepoja says that I have great leadership skills which is something that I didn’t expect or know
about myself.
Something that went really well was that our group worked really well together. Something that was
challenging was making sure that everyone’s ideas got included in our actions. For example, in the game
animal tag we had to make sure that everyone could have a different part in explaining the game, make
sure that if someone had an idea about how to tweak the game a bit, we had to really think about it, and
how we can include the ideas.
I was a bit surprised about how much our group could accomplish, about how valuable the information we
had was, and how getting this new information has made us better people. Exhibition turned out better
than I thought it would because everyone worked really well together, did many amazing things as a group
and as individuals. I am most proud of the presentation and the actions because it made all of our hard
work pay off. We had to be more confident, make and keep eye contact, and do many other thing that
require you to be mindful (focused, open-minded, and present) and resourceful. I am very proud of what I
accomplished!
11. Page 11
Action samples – Make a difference
My Action reflection-By Nadia Stern
One thing that went really well during Exhibition was how excited people were. It feels really good when
people talk and get excited about something that you did. One example was when ‘Lunch buddies’ happened.
A lot of the LE kids waiting to enter the different classes for lunch. Everyone was really building community
with LE, and were laughing, chatting and buzzing with each other. I felt like people were getting really happy
because of one fabulous idea that my group and I had arranged to happen and I had thought of.
Another thing that I thought was great was how building community happened between Stepping Stones and
Middle Elementary. When I saw how the ME students could do things with SS, like having a ME student read to
a SS student and the SS student pointing to the pictures. I thought it was amazing how they got to know each
other in such a short time. I thought these two things went well because everybody was able to build
community and that was our action goal. But, I think we’ve reached more than our goal. We reached giving
people friends and making them happier than they would be. We’ve changed the lives of Stepping Stones, now
they have big kids buddies. One idea for the future is for these community ideas to continue for years ahead.
This will help kids feel comfortable with older kids.
12. Page 12
Criteria
Apply all essential elements of the PYP:
Transdisciplinary Skills
Learner Profile
Knowledge
Concepts
Action
13. Page 13
Students use transdisciplinary skills
• Communication skills
• Research skills
• Self management skills
• Thinking skills
• Social skills
14. Page 14
• Communicator
• Principled
• Reflective
• Balanced
• Caring
• Inquirer
• Knowledgeable
• Thinker
• Risk taker
• Open minded
Students should demonstrate attributes of
the learner profile
15. Page 15
Concepts
Students
Explore their area of interest through a variety of conceptual
lenses applying key questions through their inquiry process:
Causation: Why is it the way it is?
Form: What is it like?
Function: How does it work?
Reflection: How do we know?
Change: How is it changing?
Responsibility: What is our responsibility?
Perspective: What is our point of view?
Connection: How is it connected to other things?
16. Page 16
Knowledge
Students
become knowledgeable about an area of their
interest
collect and use significant and relevant information
use a wide variety of relevant resources including
primary resources
keep detailed notes about their learning journey
demonstrate academic honesty
17. Page 17
What should the Exhibition topic be?
• Something that is of high interest to students
• Something that affects the student’s life,
locally and/or globally
• Something that inspires taking action
18. Page 18
Process
• Students decide what
issue to explore based on
interest
• Students research the
issue
• In their collaborative inquiry groups students create:
• Big questions around their issue
• A timeline
• A work plan
19. Page 19
Process continued
•Students take their inquiry further and
take action
•Students choose and plan their
presentation
•Students present research to school
community
20. Page 20
Every inquiry group has a mentor to help
them with the process.
Meet with groups regularly
Assist with organization and
research
Provide students with a
“sounding board” for their ideas
Encourage the student to be thorough and creative in how
they display the data they research and collect
Discuss possibilities for the student action component of the
exhibition
Ensure that students reflect on the work that is being done in
their individual learning journals or websites.
21. Page 21
Assessment
Exhibition is about the process not the product
There will not be a final grade at the end of
Exhibition
Students create rubrics for the Exhibition process
with their mentors and teachers
Mentors and teachers provide ongoing feedback
Students record and self assess their Exhibition
journey ongoing in their online journals
22. Page 22
How can parents support?
• Ask your child open ended questions about the
exhibition and the process
• Support and encourage, monitor and challenge,
question and clarify
• Provide background knowledge
• Help locate resources
• Let students solve their own problems and be
responsible for their own learning
• Attend Exhibition night