Instead of teaching a “by the book” standard definition of economics, I create an experience for the students so they can define economics in their own language, using their own beliefs and their own diverse backgrounds and paradigms. Then, we discuss.
“I wanted to give those who can’t see the ability to experience books at the tips of their fingers, and build an image of an object in their mind,” says Bangalore student Anusha Singh.
This successful experience with the kindergarten students promotes the “agency” and helps to understand what it means to “raise your voice”, “act”, “solve problems”.
Proudly telling the world about our community in our 50th anniversary year Two IB students from the UK and India worked with the OSCAR Foundation to educate underprivileged children in Mumbai. “The beauty of the IB is that it makes you think differently. You don’t just study your country, you study the world”, says Ruby […]
Sidharth Ramanan has created an “Uber for donations” with his digital platform Donate Now
In this article you will read about fourth grade students choosing to contribute to the efforts of reducing the excessive use of single-use plastic, by giving advice to their families and reusing plastic caps to manufacture objects to cover some classroom needs.
Can you imagine a student working on a physics project that is also assessed by their French teacher? Or how about having to work on a science project that is also graded by an art teacher?
When this school in India discovered that people there faced so many difficulties in day-to-day life, they decided to ease their difficulties with a well-planned initiative called Project Infaaq.
Proudly telling the world about our community in our 50th anniversary year We’re halfway through our #generationIB campaign and we’ve already received dozens of submissions from students around the world. IB students have been coming up with exciting, innovative and practical ways to solve global problems, and using social media to engage with the world […]
This article exhibits how students from lower elementary develop creative and critical thinking skills using art to discuss the issue of water pollution. In connection to art, students were familiarized with the concept of aesthetics and the relation between the used artistic media and theme of water pollution.