Approach to Teaching – International Baccalaureate Programme at TSRS

The IB programme is different and distinct simply because of the pedagogical principles which guide it. The ten attributes carefully identified for a learner is the basic framework around which the tutor is expected to gear the teaching methodology. Some of the guiding principles include:

inquiry based learning
constructivism
teaching for lifelong learning
experiential learning

These terms essentially indicate the innovative and creative approach to learning keeping in mind the demands of the time and a better understanding of student needs.

A typical IB class tests both the facilitator and the student. It expects a well sharpened critical faculty to absorb, assimilate and create! The programme is distinct also because of the inclusion of differentiated learning and understanding of diverse learning style. The aim is to create a culture of curiosity – the learner feels secure, respected and empowered to vocalize ideas without fear of judgment or ridicule. Debate, argument and discussion are a given in the IB classroom as the students engage in an attempt to better understand the world around them while imbibing the value of respecting differing opinion.
The teaching never stops at ‘what’; it moves on to ‘how’ ‘why’ and even dares to ask ‘can it be different?’ The challenge lies in redefining the boundaries of learning, in truly expanding the mind and becoming learners for life.

An illustration of how the inter disciplinary approach (a key feature of IB programme) is put into practice at TSRS is the educational trip taken by the current batch to the Andaman Islands. The students conducted a study of the islands’ eco system, carried out a survey to assess the impact of the Tsunami disaster on the economy as well as the environment, and interacted with the indigenous people to understand the cultural practices. All this while having lots of fun!

Placements/Offers of students in the IB Programme

Batch of 2015
- Udayan Sahai – University of Warwick, Nottingham; University of Illinois, Urbana Champaign ( Computer Science and Maths) ; University of California , Los Angeles ( Computer Science); University of California , San Diego (Computer Science ); Georgia Institute of Technology
- Sachin Sastri – Brown, University of Chicago
- Aniruddha Mukherjee – Warwick, Kings college London, Durham, University College London
- Ujjwal Sahni – Imperial College London, University College London and University of Edinburgh
- Amrrita Sethi – St. Georges
- Hansla Bindra – Skidmore
- Sara Kalra – Tufts
- Ishaani Goyal – Babson College
- Rohan Gupta – Kings College, London, Emory, North eastern university (Social Sciences and Humanities: Economics)
- Shabad Sngh Sobti – Northeastern (Computer Science: Computer Science)
- Umang Jain – Warwick , St. Andrews, North eastern university (Engineering: Mechanical Engineering)
- Zubair Chopra – Exeter, Royal Holloway; Notingham
- Riya Sawhney – University of California, Irvine, University of Leeds (School of medicine), University of California, San Diego, University of California, Los Angeles, University of Washington, Seattle, Boston University (received the Presidential Scholar award – merit scholarship of USD 20,000 annually for the 4 year program)
- Akanksha Marwaha – North eastern university (Business Administration: Business Admin (BSBA)
- Yuvraj Kilachand – North eastern university (Business Administration: Management)
- Abadhya Malhotra – North eastern university (Engineering: Mechanical Engineering)
- Zorawar Singh – Bryant university
- Prakriti Singh – UC Berkeley, Davis, San Diego, LA and Irvine; Penn State, NYU, Skidmore College, Haverford College, Bryant University, University of Southern California, Boston University, Claremont Mckenna College, Tufts University

International Baccalaureate (IB) programme and Schools in Delhi NCR

This post explains about International Baccalaureate Scope, future, placement and finding top schools for International Baccalaureate Programme Delhi NCR.

What is curriculum in IB programme:

International Baccalaureate Diploma Programme (DP) is an academically challenging and balanced programme of education. International Baccalaureate final examinations prepares students of aged 16 to 19 for success at university and life beyond. Research suggests that there are many benefits to choosing the International Baccalaureate Diploma programme. The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically.

International Baccalaureate includes following programmes and subjects:

i. PYP: The Primary Years Programme (Kindergarten to Class 5).
ii. MYP: The Middle Years Programme (Class 6 to Class 10).
iii. DP: The Diploma Programme (Class 11 to Class 12).

Subjects in Primary Years Programme (PYP):

Language
Social Studies
Mathematics
Science and Technology
Arts
Personal, Social and Physical education

Subjects in Middle Years Programme (MYP):

1st Language
2nd Language
Humanities (History and Geography)
Sciences (Biology, Chemistry & Physics)
Mathematics (Number, Algebra, Geometry, Statistics, and Discrete Mathematics)
Arts (Visual Arts and Performing Arts)
Physical Education
Technology (Computers)

Subjects in Diploma Programme (DP) :

DP students choose one subject from each of the following six ‘Subject Groups’

Group 1: First Language (English)
Group 2: Second Language (French, Hindi, etc).
Group 3: Individuals and Societies (History, Economics, Business and Management, etc).
Group 4: Sciences (Biology, Chemistry, Physics and Environmental Systems).
Group 5: Mathematics and Computer Science.
Group 6: Electives (either Visual Arts or a second subject from Groups 3, 4 or 5).

International research shows that there are many benefits of choosing IB Programme. Listing few of them as follows:

IB programme students are better able than their peers to cope with demanding workloads, manage their time and meet the expectations placed on them, according to one study.
Analysis of IB Programme students found that the Programme’s extended essay improves students’ approach to learning in higher education.
72% of students taking the DP in China attend one of the world’s top 500 universities, according to a 2013 study.

How is IB different from CBSE?

The IB programme is more practical and application-oriented. It has a broader spectrum of subjects that leads to all-round development. There are no prescribed textbooks; students can choose their own books. The purpose of IB is to produce global citizens.The IB curriculum is more challenging than educational boards like CBSE and ICSE. But the challenge is in the quality of assignments, not in the amount of work assigned.

What all a good IB school should have from infrastructure point of view:

One of the most essential requirement is Highly experienced IB Diploma advisor and workshop leader. Academic Guidance Cell, and a career counsellor is really necessary as student placements in good Unis across the globe is the USP of IBDP. Students need a lot of support in their application process. Apart from knowledgeable and proficient educators a good IB school should have following facilities:

A good computer lab
A good sound-proof room i.e. language lab (as Lang A1, and B) is required as students’ orals have to recorded.
Classroom with movable desks and chairs so that there can be group discussions.
Smart board and wi-fi connections are welcome addition to the classroom.
The art room has to be done with the help of the art teacher in terms of facilities needed.
Social Studies and Math Labs with resources to provide a ‘hands-on’ learning experience to students. The labs should have necessary apparatus to enable the students to navigate related grade wise concepts with ease.
For Science, the lab should have all safety features such as fume cupboard, eye wash fountain, showers, fire bucket, fire extinguisher, first aid kit with instructions. A separate storage and preparation room adjacent to the lab( for each subject Physics, Chemistry and Biology).
Sports ground to complete the CAS (Creativity, action, service) requirement.

Top IB School in Delhi NCR:

Today, parents have many educational boards to choose from and get their child/children enrolled in one of them. It is no longer just the SSC (Secondary School Certificate) or ICSE (Indian Certificate of Secondary Education) or CBSE (Central Board of Secondary Education). Let’s look at placement statistics of The Shri Ram Schools located in Delhi NCR.
TSRS has excellent placement record in top notch universities such as Brown University, Carnegie Mellon University,Stanford University University of British Columbia, Cornell University, London School of Economics, Oxford University, John Hopkins, University of Pennsylvania, Wesleyan University,Mount Holyoke College, Massachusetts University of Toronto, and many more.

Know more about placements of International Baccalaureate Programme at TSRS School, Delhi NCR