Meenakshi Ganeriwala Career-related Programme (CP) coordinator from Mahatma Gandhi International School, India talked us through the inspiring journey of their schools “DICE” (disability inclusion community for empowerment) project.
Vaishak M Raj, a continuum educator at DPS International Gurgaon, India shared with us about how he guided a dance-based social experiment challenging biases, empowering students, and enlightening adults.
Vitika Chadda, Primary Years Programme (PYP) form tutor from Pathways School, Noida shares how they embraced collaboration for holistic growth in their classroom.
Recent Diploma Programme graduate Jessica Zhu reflects on how her English A Language and Literature studies have equipped her for life after school.
We spoke to Bianca Wagner, a grade one teacher at Lyford Cay International School, Bahamas, about how scheduled play time in the classroom serves as an opportunity to observe student-led inquiry in action.
We spoke with Aanchal Shah from Prometheus School, India on how they integrated STEM (Science, Technology, Engineering, and Mathematics) in their classroom through student-led inquiry.
Sarah Ssengendo from the International School of Uganda shared with us how her teachers embraced the transition to co-teaching, examining the benefits they experienced and the challenges they faced.
Holly Engström, a Primary Years Programme (PYP) homeroom teacher at the International School of the Stockholm Region, Sweden explores how her students took ownership of their learning and turned their empathy into action, making a meaningful impact in the face of adversity.
Ruchi Joshi, Middle Years Programme (MYP) science educator and interdisciplinary units coordinator from One World International School Bangalore writes about the promotion of collaboration through interdisciplinary learning
Bianca Starck, ATL Coordinator of Sekolah Ciputra in Surabaya, Indonesia shares her school’s reflection on how ATLs are connected to sustainable entrepreneurship.
In this blog, we share three considerations for becoming a totally inclusive school, highlight their connections with IB philosophy, and suggest possible next step initiatives. Photo: ©IB/UWCCostaRica/ClaraDominguesdaCruz/2021
Malvika Mehta, an International Baccalaureate Diploma Programme (IBDP) student from B.D. Somani International School, Mumbai, India talks to us about making a difference through her schools’ community service program.
Randy Grillo, principal of Mandela International Magnet School in New Mexico, shares his inspiring experience of a school visit to Mandela’s sister school, Liceo Federico Froebel in Oaxaca, Mexico. Through cultural immersion and community engagement, the trip provided students with invaluable opportunities for personal growth and learning.
This blog is a continuation of the series looking at the diversity of implementation and the flexibility of the Middle Years Programme (MYP).
In this blog, we spoke with David Cole, Principal of The British International School, Ukraine. David reflected on the school’s response to the recent invasion in Ukraine and the resilience of the school’s community.