Based on Inquiry-based learning and international-mindedness ideals, IB schools encourage students to think critically, examine information from many viewpoints, and connect intimately with global challenges. An IB Curriculum takes a holistic approach that extends beyond traditional academics, combining demanding coursework with chances for personal development, community service, and ethical contemplation.

Fostering Comprehensive Critical Thinking Skills

One of the main advantages of IB curriculum schools in Gurgaon is their emphasis on critical thinking. Students are encouraged and actively challenged to critically examine material, evaluate perspectives, and construct rational arguments. This skill set not only improves academic performance but also prepares students to negotiate difficult challenges and make educated decisions in a variety of areas of their lives.

The Theory of Knowledge (TOK) course, which is key to the IB schools Diploma Programme, is essential for developing critical thinking skills. Students are encouraged by TOK to explore alternative forms of knowing and reconsider the nature of knowledge. This promotes a reflective attitude to learning and prepares students to interact critically with a variety of academic areas at the university level.

Promoting Research Skills and Independent Learning

In conjunction with critical thinking, the IB curriculum emphasises research skills and self-directed study. This approach is exemplified by two key components: The Extended Essay (EE) and Internal Assessments. These components demand students to delve deeply into personal interests, perform considerable research, and present their findings in a structured and scholarly format.

Students have a unique opportunity to do independent research with the assistance of a supervisor through the extended essay. It lets them delve deeply into a topic of their choice, utilising the research and writing abilities they’ve gained throughout the programme. Students who complete such projects not only gain a deeper understanding of a subject, but also learn important skills such as creating research questions, obtaining relevant sources, and synthesising material cohesively.

Middle Years Programme (MYP) in IB Curriculum Education

The Middle Years Programme (MYP) of the IB Curriculum is intended to serve students aged 11 to 16, bridging the gap between primary and secondary school. It seeks to give a comprehensive educational experience that promotes intellectual development, personal growth, and global awareness. The interdisciplinary approach of the Middle Years Programme (MYP) encourages pupils to draw connections between academic disciplines and real-world situations. This technique not only improves students’ critical thinking and problem-solving abilities but also prepares them for the academic demands of higher education.

The development of crucial skills including teamwork, research, and communication is emphasised in the MYP in addition to academic rigour. Students develop important abilities for university and beyond through projects and examinations that demand inquiry-based learning and independent research. Furthermore, the MYP emphasises worldwide mindedness and cultural understanding, encouraging students to value variety, comprehend global challenges, and engage with diverse viewpoints. This prepares kids to succeed in an increasingly linked world and make important contributions to their communities.

Primary Years Programme (PYP) in IB Curriculum Education

The Primary Years Programme (PYP) is designed for kids aged 3 to 12 and focuses on building a solid foundation of academic, social and emotional abilities. At its foundation, the PYP seeks to promote inquiry-led learning by encouraging young students to pursue their interests, ask questions, and develop a love of learning. The IB school curriculum is organised around six trans-disciplinary themes that link topics including language, mathematics, science, social studies, arts, and physical education.

One of the PYP’s main strengths is its emphasis on student-centered learning and the development of important skills like communication, cooperation, and critical thinking. Students learn how to apply their knowledge in real-world contexts through hands-on research, projects, and group activities. Furthermore, the PYP places a strong emphasis on developing international-mindedness and an appreciation of diverse cultures and perspectives. This trains young students to be global citizens who are compassionate, open-minded, and eager to contribute positively to a multicultural community.

IB curriculum schools in Gurgaon prepare students for success in higher education by challenging them to investigate varied subjects, do independent research, and develop communication skills through oral presentations and written evaluations. Furthermore, its emphasis on cultural awareness and appreciation helps students to flourish in international situations by cultivating a global perspective, which is increasingly important in today’s interconnected world.

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Key Takeaways

• Identify your strengths, interests, and potential career paths to guide your��IB subject selection.
• Explore the��IB curriculum��and subject requirements to ensure you meet your educational and professional goals.
• Leverage the resources and guidance provided by your��IB school in India��to navigate the subject selection process.
• Maintain a balanced and challenging course load that aligns with your personal and academic abilities.
• Stay flexible and open-minded as you navigate the IB program, as your interests and goals may evolve over time.

Uncovering Your Passion: Aligning IB Subjects with Your Interests

Choosing the right IB subjects can feel overwhelming, but it’s key to match them with what you love and excel at. Take time to figure out what you’re passionate about. This way, you’ll embark on an academic path that excites and challenges you.

Identify Your Strengths and Weaknesses

Start by thinking about what you’re good at in school and life. What subjects do you shine in? What hobbies or activities make you happy and fulfilled? Knowing your talents helps you pick IB subjects that let you shine and show off your skills.

It’s also vital to know where you might need help. Are there subjects or areas where you find it tough? Understanding your weak spots helps you pick subjects wisely, making sure your course load is balanced and realistic.

Explore Career Paths and Subject Requirements

When picking IB subjects, think about where you want to work in the future. Look into different careers and what subjects they need. This can help you choose IB subjects that match your career dreams and open more doors for you.

By matching your IB subjects with your interests and strengths, and thinking about your future career, you can make an education that’s meaningful and prepares you for success.

IB School in India: Navigating Subject Choices and Opportunities

Exploring the IB curriculum at an is thrilling and fulfilling. You get to pick from a wide range of IB subject options. This lets you follow your interests and prepare for your future goals.

Being at an IB school in India means you can tailor your education. The IB curriculum has many subjects. You can make a program that fits your strengths and goals. Whether you like the sciences, arts, or humanities, the IB curriculum covers it all.

Outside the classroom, extracurricular activities are key. Joining in sports, community service, or creative projects boosts your personal growth. It also shows university admissions officers your varied interests and skills.

Think about your IB subject options and get involved in extracurricular activities. Build a strong academic record to stand out in university admissions. The IB in India gives you a full education. It lets you explore your interests, grow your talents, and open doors to new opportunities.

Conclusion: Crafting Your Personalized IB Journey

Starting your IB program means your academic path is uniquely yours. By choosing subjects that match your interests and strengths, you open doors to new opportunities. These choices will boost your academic performance and help you grow personally.

This article has shown you key steps to make your IB journey personal. First, find what you love and what you’re good at. Then, look into careers that interest you. Finally, explore the wide range of IB courses available in India.

The IB is more than just getting good grades. It’s about becoming a well-rounded person who can think deeply, speak clearly, and make a difference. By seeing the IB this way, you can reach your full potential and have a life-changing education.

FAQ

What is the International Baccalaureate (IB) program?

The International Baccalaureate (IB) program is a top-tier educational path. It offers a deep, global-focused learning experience. Students gain strong academic skills and learn about different cultures and views.

What are the key benefits of the IB program?

The IB program has many advantages. It provides a tough academic curriculum that prepares students for college-level studies. It focuses on critical thinking, research, and solving problems. – It offers chances for learning across different subjects and personal growth. – It gives students a qualification recognized worldwide that universities value. – It helps students become global citizens and understand different cultures.

How do I choose the right IB subjects for me?

Picking the right IB subjects is important. Think about these tips: Know your strengths, interests, and future goals. Look at the subjects needed for your university programs or career. Talk to your school’s IB staff and advisors. – Pick a mix of subjects that fit your goals and abilities.

What resources are available to help me navigate the IB subject selection process?

Many resources can help you choose the right IB subjects: – Your school offers counseling and advice from IB staff and teachers. – There are informative sessions and workshops at your school. – Use online tools like the IB website and subject briefs. – Talk to current IB students and alumni. – Get advice from university admissions and career counselors.

How can I leverage extracurricular activities to enhance my IB experience?

Joining extracurricular activities can make your IB experience better: – Try out your interests in clubs, sports, or helping your community. – Improve your leadership, teamwork, and communication skills. – Show universities and future employers you’re well-rounded. – Get credits for the IB Diploma’s Creativity, Activity, Service (CAS) part.

How do my IB subject choices impact my university admissions prospects?

Your IB subject choices matter for university entry: – Universities often need specific subjects for certain programs. – A balanced and tough course load shows your academic skills. – Some IB subjects might let you start university courses early or get credits. – Choose subjects that match your study or career goals.

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There are no two ways about the fact that every parent wishes to provide the best possible education to their child. Some are able to put their children into elite private schools where academics go hand in hand with co-curricular activities. This leads to the all-round development of the student. However, this kind of education is not affordable for every child. Not every parent has the means to enroll their child in top international schools in Gurgaon.

Role of Education Board

This is where other boards come into play. There are many public schools that offer national boards like CBSE and ICSE but are also affordable. Moreover, the availability of national board across India is much higher than that of the international board. State board also poses a problem for those with transferable job, as they are specific to cities.

The common thread followed by all the public schools is to provide education with an emphasis on academics. This leads to focus being placed on subject-oriented examinations and building good educators. When a school foregoes on the complete personality education of the student they are selling the future of the country short.

Another factor which is specific to National and State board is NCERT. The organization – The National Council of Educational Research and Training, is the most reliable source of textbook support followed by CBSE, ICSE and many state boards. Top international schools in Gurgaon, on the other hand, follow their specific board books.

The three broad categories of boards followed are:

• State Board
• National Board
• International Board

Each board consists of a further classification having its own pros and cons.

State Board followed in Local Schools

This board works under and follows the policies set by State for the school education. The first state board to enter into the education system was in 1922 – UP boards of High Schools and Intermediate Education. In the current scenario, almost all the states in the country have their own specific board. They have an affiliation with most of the local and public schools.

Advantages with State Board:

1. Affordable and preferred by parents staying in one state.
2. Textbook along with educated staff is readily available
3. Easy to follow the curriculum. No extra pressure on Students.
4. Children get more leisure time to follow their interests.
5. Seat reservation within colleges affiliated with the State.

The board, however, is vastly different from those followed in best international schools in India. It does have its own share of problems.

Disadvantages of State Board:

• Quality of education is not at par in all schools.
• Textbooks might not be on par of national education.
• Some basic facilities in these schools are also not there.

National Board followed in Public and ����������s in Gurgaon

National board has the quality of being included within both public (government run) and private (including international) schools. Their quality of education and testing abilities is far superior to that of the state board. Moreover, they are bound to follow the policies set for National education. The two classifications of National board are:

CBSE

Central Board of Secondary Education is the most prevalent form of the education board. This education board was set-up in 1962 under the auspices of Government of India. Affiliation with school includes both private and public sector, with inclusion in top international schools being most recent. Another feather in the belt is that all the universities and colleges of India, along with some foreign ones, recognize this board of education.

CISCE

Council of Indian School Certificate Examinations education board conducts exams for secondary and senior secondary classes (10^th and 12^th). The two forms of exams are labeled as ICSE for 10^th grade and HSE 12th grade. Its journey starts before CBSE (in 1958), with a motto to provide the highest level of education to the children. With around 1900 schools under its umbrella, this board is primarily followed across all regions in India

Advantages of the National Board:

1. Centralized system allowing easy transfer between schools
2. The curriculum consists of a wide range of subjects, helping to grow the student’s personality.
3. Quality of education and textbook content is on the higher side.
4. Good quality staff, including school teachers and tutors.
5. Complete Recognition across all colleges in India.

The national board is one of the most popular choices of Indian parents for education. However, even this system has certain flaws.

Disadvantages of National Board:

• As compared to the State board, the curriculum is heavier.
• Fees of some schools are also high.
• Seat reservation in colleges across the country on State board are greater.

International Board followed in Top 10 international schools in India

International board is the most recent entry into the race of education board in India. The quality of education and curriculum followed here is of international level. This board has become a hot favorite among many parents in recent times. Many parents do not mind leaving their child in International boarding schools in Gurgaon as long as they get top quality of education. This board is classified into two groups:

IB (International Baccalaureate)

International holds the examination in not only academics but also test other areas of personality through co-curricular activities. This board has been prevalent in other countries since 1968. The curriculum here is in three steps:

• PYP (Primary Years Program) for students from 3 to 11 years.
• MYP (Middle Years Program) for students from 11 to 16 years.
• DP (Diploma Program) for students from 16 to 18 years.

CIE

Cambridge International Examinations has been catering to international level of education since 1958 as a department at University of Cambridge. They cater to schools all across the globe where the examination is in tandem with the assessment level of Cambridge. With about 310 Cambridge schools under its belt in India, it casts about 44000 exams in the year.

Advantages of the International Board:

1. The top quality of education has received recognition from international colleges and universities.
2. The best option for NRI families is relocating India or moving out of the country.
3. There are a vast variety of subjects to choose from
4. Aims at personality growth along with academics of the child.
5. Best class of infrastructure has numerous facilities

This board is garnering favor amongst new-age parents; however, they should look out for these flaws.

Disadvantages of International Board:

• The fees of these International school in Gurgaon is quite exorbitant
• The child will not have an easy time if they change the board.
• Mainly available in metro cities in India.

With complete knowledge of the education boards existing in India, although not completely easy, choosing a board has definitely become simpler. It is imperative to be very sure of the board you choose, as it will pave the way for your child’s future. If you are looking for an easy and affordable option, then the state board is good. However, those with transferable jobs should go for the National Board. International Board is the cream board and is one of the best options for an NRI return or an Expat.

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1. Understand the IB Curriculum: Parents should familiarize themselves with the IB curriculum to understand its holistic approach to education. Unlike traditional systems, IB emphasizes critical thinking, inquiry-based learning, and international-mindedness. Understanding these principles will help parents support their children effectively throughout their IB journey.
2. Encourage Independence and Self-Management: IB programs place a strong emphasis on student independence and self-management skills. Parents should encourage their children to take ownership of their learning, manage their time effectively, and develop study habits that promote success in a rigorous academic environment. Providing a supportive yet hands-off approach can help children thrive in IB schools.
3. Emphasize Balance and Well-being: While academic achievement is important, parents should also prioritize their children’s overall well-being. IB schools value a balanced approach to education, including extracurricular activities, community service, and personal development. Encourage your children to pursue their passions, maintain a healthy lifestyle, and manage stress effectively to achieve success both academically and personally.
4. Cultivate Global Citizenship: One of the key principles of the IB program is fostering global citizenship and intercultural understanding. Parents can support this by exposing their children to diverse cultures, languages, and perspectives. Encourage them to engage with their peers from different backgrounds, participate in international exchanges or service projects, and develop empathy and respect for people from all walks of life.
5. Maintain Open Communication: Establishing open communication channels between parents, children, and school faculty is crucial for success in the IB program. Parents should regularly communicate with teachers and counselors to stay informed about their child’s progress, challenges, and opportunities for growth. Encourage your children to share their experiences, concerns, and achievements with you, and provide them with the support and guidance they need to thrive in the IB environment.

By understanding the principles of the IB curriculum, fostering independence and well-being, cultivating global citizenship, and maintaining open communication, parents can support their children’s success in the best IB schools.

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At the time of writing, I had been working as an ESL teacher at the French ���������� in Vilnius, Lithuania. . In this supporting role, I have enjoyed many challenging pedagogical discussions, which have led me to a better understanding of how different pedagogic roads can lead to the same goal. I refer specifically to our aspiration to raise responsible young citizens who will adhere to the cherished credo of liberté, égalité et fraternité, thus ultimately striving towards freedom in the broadest sense. There are many contrasting teaching styles in the classroom and online, some of which resonate with my personal experiences as an international teacher in the primary years of the IB curriculum. Certain teaching�� approaches are less to my liking. In this essay, I endeavour to reflect upon my varying experiences of the past years.��

How do we construct knowledge?����

Discussions about the theory of knowledge in relation to ancient Greek philosophy taught me that knowledge begins with a sensory experience, which later attains some level of abstraction and ultimately becomes a thought. In the teaching profession, we are confronted with this process every day: how do we impart knowledge to our students so that they can internalize perceptions and use them to find meaning�� in the world around them? According to Piaget, knowledge is constructed through interaction with the physical world, humans, and objects. Thus, knowledge is constructed when there is a discord between observations and the current understanding of the world .

The student, wanting to re-establish a sense of order in the face of new concepts, designs a structure for modifying their world view accordingly. As educators, we can guide that reconstruction process. In the words of a French teacher with whom I have worked, “On ne peut poser le “comment” que si l’on a répondu au préalable au “pourquoi“. We can only proceed to teach once there is a purpose behind this endeavour, in other words, we can only ask the “how” if we have previously answered the “why.”.

However, knowledge construction is not a straightforward process, as it is inherently a social construct that is intrinsically linked to the�� historical era as well as the cultural context of the child.�� Newly acquired a priori knowledge systems pass through the filter defined by cultural context and thus acquire some of their flavour. What becomes integrated into our knowledge base is the crystallization of our ongoing quest for knowledge. What role do the classroom and the contemporary learning environment play in fostering this process? Does it really suffice to equip a student with a list of facts, or can we aspire as educators to convey the intellectual equipment so that students can come to understand who they are in relation to the world? How will this aspiration apply in an ever-changing world, one that is now undergoing a shift away from the traditional classroom to online teaching or some blended learning model with ever less interaction among peers? In this regard, I have made a video highlighting this point and showcasing a successful outdoor education model in Klaipeda, Lithuania.

How can children best understand who they are as people, and what kind of teaching model can best promote knowledge construction towards attaining this goal of self-awareness?

There are many different ways to work towards this goal of self-awareness. The simplest approach is through trial and error, with observations being followed by reflection upon the experience. Ideally, the goal of learning is to change oneself and thus move forward in one’s�� discovery of the world. When this occurs, students are aware that they are making progress and accomplishing something.��

I know of two pathways for putting these variables into action in the context of primary school education. These two main approaches are articulated in Kate Murdoch’s inquiry cycle and the so-called spiral curriculum. Let us consider first Kate Murdoch’s inquiry cycle This is a pedagogical approach now enjoying wide popularity in which inquiry is defined as seeking for truth, information, or knowledge, which, once attained, then inform many facts of life. The inquiry cycle is another valuable heuristic model for teaching and learning.�� It is a circular construct in that the student starts by attending, learning facts, and generalizing to a theme-based concept. The learner then goes further by making connections with their earlier experience and perhaps taking some consequent action. Theme-based concepts are as ancient as humankind and are paraphrased as a perception of who we are in place and time. and how the theme applies to understanding the world : Sharing the Planet, How We Organize Ourselves, and How We Express Ourselves are just a few of the themes for an inquiry-based implementation in the classroom. These themes remain relevant for any age and time; they are transcendent and ubiquitous.��

What makes the inquiry circle so attractive for me as a teacher lies is its applicability for trans disciplinary learning, where the learning is student-driven and not simply prescribed with finite learner outcomes. Inquiry-based learning is not confined to connections across learning areas but also involves transfer of ‘school’ learning to family, community, and international settings. This means that there is scope for interweaving learning into a deeper social context. The inquiry circle�� works best through outreach programs whereby students get a chance to interact with the local community. Also, guest speakers are always welcome in the classroom, even in the Early Years.��

Rather than following Kate Murdoch’s inquiry cycle, French schools tend to favor the use of a spiral curriculum. In this model, the curriculum returns repeatedly to the same topics throughout the school career, and course subjects are separated in a traditional disciplinary manner. Upon attaining mastery of the previous learning objects, the student re-encounters the topic presented with increasing complexity, which calls for recycling and reconfiguration of old building blocks to construct a broader understanding of the topic. Where is a connection with daily life and the social context to be found in the spiral curriculum? As one informant told me, “Les élèves sont dans des logiques sociales qui (ne sont pas cognitives et souvent ces deux logiques se confrontent”. [The pupils are (embedded) in non-cognitive social logic, and there is often confrontation between the social and cognitive logics]. This is a legitimate concern, especially when children are first confronted with this type of curriculum model. If it is understood that learning should bring about change, how can this occur when one must keep circling back to the same theme?��

As the reader can gather, I am not particularly a proponent of the spiral curriculum, which turns learning into an assembly line. However, the spiral approach is accepted at my current (French language) school. My colleagues advise me to tell the students, “Don’t worry that you don’t understand. We’ll get back to this later on”. On the other hand, another colleague with great experience in international settings expressed the qualification that later on the concepts and requisite skills are naturally more difficult as one spirals upward. This concern tends to remove the motivation the students might have had to solve the learning problem by deferring to a later date.�� In summary, the spiral curriculum is better suited for skills development when the specific requirements continue to augment the original base part.

I started by posing a general question about how we construct knowledge. Now, having briefly discussed two common�� frameworks, I come to ask which methodology serves best for enticing our students to learn inside and outside the classroom.��

Let us assume a student would like to toast a slice of bread. How many ways can he or she come to achieve that goal? Do students have to invent a toaster, or can they re purpose some mundane object to create the desired outcome? Teachers often present students with a problem and some notion of a desired outcome, without�� showing them any models or instructional videos. The instructor assumes that viewing a video would promote passivity rather than critical thinking or stimulation of the student’s imagination. Teachers don’t want students simply to mimic an outcome, but rather to put some effort into reaching their goal. With an abstract idea or an example of a proven mechanism as point of departure, how do we entice the student’s brain to construct some solution to the problem of toasting bread? In other words, how does a student assimilate enough information to construct a useful model or schema?��

Before new content can be fully learned and deployed in a new context, we need first to get it into our episodic memory. This type of memory, also known as autobiographical memory, is tied to the place and time of learning.�� If we create a routine for learning new content through repetition and through experiential cueing, the student can build some scaffolding for learning, in discussion with Justin Wright, ��March 2020. The importance of visible thinking routines has been highlighted in Ron Ritchard’s part of Harvard Project Zero.. A learner who can think by visualization can also plan, create, and question. Increasing pedagogic research focuses on experiential cueing. The French philosopher Bachelard asserted that “l’enfant n’est pas vierge de connaissances, pas une table rase ou cire sans emprunt”. [The child already has empirical or prior knowledge of the world, and is no clean slate or wax tablet without imprint]. Thus, the ancient concept of tabula rasa may be slowly yielding to a new paradigm. Nonetheless, classroom education builds upon the substrate of prior experience, to promote the child’s moral development and social adaptation.����

Play-based learning is an approach in which the child is given some experiential cueing

and is encouraged to develop a sense of their own abilities and learning needs. La théorie aujourd’hui définit une pédagogie centrée sur l’apprenant [The theory of today defines a pedagogy centered on the learner], where the child is placed at the center of their own learning experience. Children can then explore, experiment, discover, and solve problems in imaginative and playful ways. To paraphrase Montessori, who says in her view on nature and education : “Play is a child’s work!”. �� Play-based learning as understood by a contemporary advocate, Cheng Xueqin in Anji, China, means “mouth shut, hands down, ears, eyes and heart open to discover the child”. �� Furthermore, “�� Cheng Xueqin states in his introduction that “ what we describe as True Play—play that is self-determined in an environment of love—is actually the deepest and most natural form of learning. Nothing could be more important to the lives of children than the joy, freedom, and growth that characterizes this kind of play.” Do we take this approach in our daily teaching practice, or are we too busy trying to finish a fixed curriculum with preset outcomes?��

The first encounter with new learning material, which is often perceived by children as a kind of provocation, is termed as “front loading” in Murdoch’s inquiry cycle. This calls for engaging a new type of memory that lets us know that the concept has been audited. From that point, no further experiential cues are needed, since the learning content is established and enters long term retention. This is when the discord between observations and current understanding of the world has been resolved, which is a necessary condition for filling in the understanding gap with real conceptual learning or schematization.����

Does traditional or exploratory learning work better?��

We could have performed the same bread and toast experiment by handing out props to our students after providing them with some background information. Would the result then have been better, equally good, or worse due to the demotivating effects of taking a short-cut to problem solving? Is there too much comfort or self-satisfaction derived from re-applying a concept that has been delivered gratis, as a proven and successful model?��

Research into knowledge acquisition shows that working with a prior direct instructional model or prototype does not match well with the workings of the mind. The mind needs repetition of this concept, but in novel ways and with variations. The mind then grasps and retains important information, and can make new associations with the concept. The simple instance of making a single connection with one idea is good for mechanics, but not the developing human mind. Exploratory learning is, in terms of contemporary neuroscience, a matter of neuro plasticity and the creation of new and alternate neural pathways. There is more than one way to explain something. However, we want to impart the mastery of a concept, which is not rote learning, but the attainment of in-depth understanding that can be shared with others. A group of children coming up with a successful model of a toaster can then pair–share with a less successful group and give them feedback or advice on how best to proceed. Social learning then comes into play, which adds additional depth to the knowledge acquisition process. Only when children attain the capacity to transfer and apply their knowledge will their learning find solid anchoring. In the above-mentioned inquiry cycle, this attainment is often called enduring understanding, the learning that will stay with you. ��“Enduring understandings summarize important ideas and core processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understand–not just know or do–as a result of studying a particular content area. Moreover, they articulate what students should “revisit’ over the course of their lifetimes in relationship to the content area See .

How much support or scaffolding do we need to provide?��

I follow the definition of scaffolding as presented by the cognitive and educational psychologist Jerome Bruner. He coined the term scaffolding as a description for the kind of assistance given by the teacher or more knowledgeable peer in providing comprehensible input and moving the learner into the zone of proximal development (ZPD) as used by Lev Vigotzky .�� ZPD�� refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. We find a similar claim from Stephen Krashen in the field of language acquisition. Krashen’s construct of��i��+1, meaning that giving the learner a comprehensible input which is slightly more advanced than their current level or “ is necessary in language acquisition.����

A spiral curriculum attempts to provide scaffolding but may inherently limit the depth of learning that is ultimately attained. Just as not all teachers are comfortable with an inquiry-based teaching method, so are some students uncomfortable being taught through inquiry. Such learners may need structure, guidance, and delivery of content in bite-sized pieces. I would not assert that any one teaching approach will fit the needs of all learners. This brings us to consider two teaching frameworks known as implicit and explicit teaching.������

In the context of language instruction, the concept of explicit versus implicit teaching is of central importance. While the implicit method focuses on helping the learner to develop unconscious routines to construct knowledge (eliciting words), explicit teaching calls on�� the learner to engage their conscious attention. Both approaches have their own spheres of applicability. French pedagogues have carried out considerable amounts of research about what type of instruction model works best in the classroom. There are many publications on implicit versus explicit teaching, and the explicit model is currently favored, as expressed by Steve Bisonette. Is this the antithesis of inquiry-based learning?��

As we can infer from the term explicit, this model refers to a method whereby the teacher explicitly talks about lesson outcome and objectives. The teacher tries to avoid the implicit, with its vagaries, ambiguities. To fulfill the lesson or curriculum plan, the teacher needs to come up with a system or build a framework of varied content (words, visuals, explanations, actions, and exposure to material) to guide the student on the learning journey. Explicit teaching also engenders an open discussion about the causes of learning difficulties and can thus apply remedial teaching at an early stage of the process.��

The explicit/implicit dichotomy depends very much on the lesson�� one is trying to teach and how much time is available. Here, for example, I have seen children complete a simple “subtraction-with-borrowing” question using more than half a page to describe their logic. When I come up with the idea to let them use QC Tiles to understand visually what they were�� doing, they could�� complete many more questions using much less time and much less paper.�� As a former colleague said, “Modelling” smacks too much of “rote” learning, but there are certainly very valid uses for that, too. It should NEVER be a choice between THIS or THAT, but respectful of all the variables at play”.��

Yet, modelling is, in a nutshell, nothing more than a learning sequence of I do, then we do, finally you do. Modelling, or directed practice with a learner working alongside the supportive teacher, is seen as the necessary first step before the child can perform autonomous work. This approach is commonly applied at the French school where I currently work in everyday classroom practice.�� The child re-invests their�� learning assets and transfers the learnt material into a personal landscape of independent imaginary and creative design, but this is only possible when building upon the substrate of explicit teaching. How then do we reformulate the experiment with the toaster if we follow these rules?��

Knowledge acquisition and memory – Is it important to retain what we have learnt? How does Bloom’s taxonomy guide us in answering this question?��

Traditional test-taking is a matter of tickling the experiential memory, perhaps when the concept has only been met once before within a learning framework, except when teaching in spiral form. The concept is recognized as being much the same as when first encountered. Our mind recognizes the recurring pattern and takes minimal�� action.�� We may say, “I know this and I don’t need to do any more along these lines”. We can get good test scores in measure of our familiarity with the topic, but the task of elaborating on the question might be hard if the connections to deeper understanding have not yet been constructed. Enduring understanding is only attainable when the familiar knowledge finds new utilization, which seems to be a matter of problem-based learning in complex real-life situations. Contemporary educators have advocated the need to move away from rote memorization of facts to the higher order task of connection-making.����

On these grounds, Bloom’s taxonomy is a good heuristic model for teachers in layering the Bloom talks about the cognitive, psychomotor, and affective skills that we need to assess if we are to avoid getting stuck with old fashioned test-taking and simple fact recall, as in former times when students followed assigned textbook readings. Just like in Maslow’s needs assessment pyramid, Bloom has proposed�� a pyramid where thinking is layered. The pyramid has ranks from lower to higher order thinking, in a structure informed by considering thinking as a skill to be learned. To extend the metaphor, the pyramid can sometimes morph into a mandala, where levels of learning re-appear at different stages, like concentric circles contained within a square and organized around a central point.����

How does Bloom’s taxonomy help us to inform meaningful lesson design, measuring learning achievement and knowledge retention?����

Fellow teachers generally confirm that using Bloom’s taxonomy helps them to measure the depth of a student’s thinking, and furthers their capacity to analyse or frame a question and carry out an activity. It would certainly be interesting to deconstruct this taxonomy by proceeding from the unknown to the known in the reverse of the usual order. This would entail starting students with higher-level thinking tasks and letting them work their way down to the more banal fact-based level.�� In practical terms, this means that students would engage in a dialogue about interesting facts and (as in our toaster experiment) start by producing new, original work leading to a better understanding of basic facts. In other words, this entails a deductive approach to learning. In fact, such an approach has been adopted into medical education in programs following module-based learning. Instead of spending the first few years in anatomy lectures, the students take on advanced clinical problems in groups or teams. ��

I return to my point of departure, with another reflection on ancient Greek philosophy.�� I aim to reveal the secret where by�� knowledge begins with a sensory experience. So, the teacher in the allegory of the cave guided the prisoner from the darkness and into the light (light represents truth); education involves seeing the truth. Plato believed that you must desire to learn new things; if people do not desire to learn what is true, then you cannot force them to learn. Thus, they will always believe that the shackles of the shadows on the wall represent the real world. Indeed, curiosity and interest are fast tracks for knowledge acquisition. With curiosity we apply more concentration into what we learn, being motivated by a greater desire to learn.�� Who or what inspires children, and sparks an interest derived from natural curiosity? Put another way, how can we best empower, support, and engage young people in the creation of themselves, their future, and their environment? ��This was especially problematic at the�� time of global lockdown, when it seemed safer to remain in the dark cave.

��Author-

Currently teaching at the Lancer’s ����������, Gurgaon, India

Thanks to all the people who were willing to have a discussion on these topics, particularly Christine Mann, French teacher at LIFV, whose input was most valuable to write this reflection.

References and Resources:

Kitchen conversation during lockdown with Justin Wright, Test Effect And Knowledge Retention, March 2020

Inquiry in the PYP, Source: From Principles Into Practice – – ,

Maria Montessori, The Absorbent Mind: A Classic in Education and Child Development for Educators and Parents, ��(1995), p 168, ff.

Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, 1989

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Psychology says that each individual student has a different pace of learning style and capacity who study in Top IB schools in Gurgaon. Each day teachers deal with number of students with several learning capacities. The biggest challenge for the teachers in IB PYP or IB MYP grades is to help struggling students�� who find it difficult to learn something. Either we talk about the top schools in India such students are present in every region of the country. Therefore there are some of the effective ways to make the learning process easy for such students.

Transform the Long Process into Small Solutions

The most effective way of learning anything is to break any long process into smaller chunks. It helps to understand better and in a quick way. Small organised chunks helps the students to learn any process logically. For understanding the objective students tries to reach from one chunk to another. Teachers acts as a bridging gap between the learning method and student learning pace, they fill the gaps with learning tools such as charts, pictures, and cue cards. In fact this model is implemented by the teachers for helping the students teaching at a basic level.

By using the instructions as per the suitability of the students teachers can improve the learning skills of students. The strategy helps the teachers to understand what students wants and how they can improve their mental skills so that teachers develop new teaching methods so as to fulfill them. This kind of approach helps the teachers to understand the best ways for the students to learn and replicate that model in class which includes extra attention, dedication and passion towards the study and focus in class.

Graphics and Images Include while teaching

It is true that a human being recall the visuals and images better than the printed text or text in the books in life as it creates a last impact on mind. Teaching with the graphics and images helps the students who do not focus in class or score poor in exam time. It will help to make them quite active and curious about learning methods. Lot of the have implemented this kind of teaching that includes images and graphics which would be equally effective for all the students. It helps them to figure out the solution in better way by applying the correct thoughts.

Use of Keywords and Phrases to gather information

Sometimes teachers from top or best international schools in Gurgaon help students by making them focus on a particular keyword and a phrase. It will help the students to think fast, because the teachers tries to reach out minds of the students by using a keyword. If students draw an image related to that keyword or a phrase then it becomes easier for teachers as well for students that they are able to present the information in their own words.

Use of Sense Organs to Improve Learning

Old methods seems helpless in making a child active and making him better in learning as the focus was to memorize the words and phrases written in textbooks. That is why now teachers need to find the innovative teaching methods for such students. One best teaching method is by using the natural way that is through senses.
One can detect the sounds and that will help to make the mind of a student work better and in a smart way. By seeing, listening, watching and smelling all these creates a great impact on the minds of students. It provides a distinguishing learning experience.

Providing Small Breaks during learning process

A good teacher always understands that students are not up to the mark or those who are weak always find difficult to learn at same pace while others not. This puts their brain with no above average student and clogged with limited information as they take so much stress for not being so highlighted in class. Being such obvious while study and competing with other students, it becomes even more important for the teachers to help the brains of such students to relax. The best method is that small refreshing breaks should be provided to the students during a study routine so they can get relax .

For motivating students always appreciate

When nothing works then only motivation and appreciation work for human being. Instead of taking class and doing monotonous activity on a daily routine teachers sometimes appreciates their efforts of improvement in particular subject or in studies overall. Teachers should always consider the student who are weak so that they don’t feel different than those who are not. By making them understand the value of education and importance teachers can flip the situation for the weak students. Not only in studies but in sports and other activities teachers should encourage the students for participation, motivate the students for showing interest, and praise them for their skills and creativity so that they always perform better than before.

Providing Innovative Learning

Students sometimes lost interest when they finds the class less interactive and more theoretical. Teachers should understand about the new and innovative changes in teaching. Due to this students will find the class more interactive and engaging. Flip method, visuals and images, using a keyword and draw image what appears in mind, understand the summary by using short sentences etc.

It is very important for an to motivate and help the students who comes daily to school and worship it. Teachers should always takes care of those students whose learning pace is different from the others. Even the faculty, mentors, and coaches train the students in a better way so they set an example for junior students or new admission so that they also try to represent an IB school not only in academics but also in sports and other activities. They should talk to parents so they also guide them and give time to their children for better understanding between them.

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The Best Boarding Schools in Gurgaon are��

Lancers ����������: If seen today in Gurgaon, then Lancers is an example in itself. Established in 1978 this school has now reached 30 years ahead milestone. In the year 1979 is established as a primary school and after the year 1980-82, it got huge recognition for its first batch from the community leaders. Though it founded in the year 2009 with the belief in the individuality of each student.����

Such a beautiful campus looks like an astounding scenery in front of eyes with a sun heading northeast above the building in a clear sky in the morning time and on the right side, you will see tall poles and flags of 20 different nations while entering from the main gate. It is located on the golf course road in DLF Phase-V, Sector-53 near the metro station. The school consists of a Basketball court, Lawn Tennis Court, Football Ground, Music room, Cafeteria, and Boarding Facility. It includes Economics, Physics, Sports Activities, Aerobics, Mathematics, Information Practices, Swimming, Drama, Chemistry, Drawing, Shooting, Hindi, Song and Dance, Hockey. The daycare boarding school program enables students to develop a better understanding of issues that affect people globally.������������

This school follows International Baccalaureate a two-year diploma program that prepared the students to appear in the exams held by top-ranking universities around the world. For the small class students, it follows (MYP) and (PYP). Parents don’t need to worry as their children are safe in a healthy and friendly environment provided by the school. The main objective of the school is to build confidence in the student’s soul so they can face a real-life scenario.

Pathways World School Aravali: When it comes to another international school then Pathways World School, marked in the top boarding schools in the city of state Haryana, Gurgaon. For admission, parents need to get prepare from a mind that it will make their pockets lose. This campus spread across 34 acres of land and establish in the year 2003. It is located in Aravali Retreat Off Gurugram Sohna Road. It offers both day and residential boarding. Students from different nationalities study together. It also follows the Early Years for Infants to Pre Nursery, IB Primary Years Programme (PYP) from Nursery to Grade 5, IB Middle Years Programme (MYP) from grade 6 to 10, and last IB Diploma Programme for Grades 11 & 12. The School helps the students while making them settle down in the house by providing them with proper meals on time.

Pathways have opted for a student-centered system with ample opportunities for project work and which is guided by the experts and the faculty serving both in India and abroad. Parents who worry a lot about their children can now relax as the school is solely responsible for the physical and mental development of a child. Their management includes design & technology workshops and club activities for borders over the weekends. The campus provides a perfect blend of Indian and foreign students where they develop an interaction on a common topic while representing a class group in debate or quiz. Due to covid-19 classes are going online nowadays.

This school includes Handcraft, Cooking, Games, Design and Technology, Photography, Information Practice, Poetry Workshop, Music, Sports, Physics, Debate, Public Speaking and many more activities.

GD Goenka World School: With its slogan “Giving wings to dreams” it provides freedom and a friendly environment to every child to study in an enhanced way. This school is a premium affiliated CBSE day, weekly and full boarding school. The school is located on the 20-acre campus of Sohna Road, Gurgaon, just 60 minutes from New Delhi Airport. Parents, visitors, and the community already claim to be ahead of most in India, including most international schools. Established in I982, with varied interests in Real Estate, Travel & Tourism and Exports. It stands for quality and excellence both in India and abroad.

This school follows the IB method from kindergarten to post-graduate education and for the students who are from abroad provides day boarding. The boarding residences have rooms that can accommodate up to 8 students. The rooms are designed, keeping the aesthetics in mind with large windows, parquet flooring, cheerful upholstery, and individual cupboards.” The children enjoy a beautifully manicured, Wi-Fi-enabled campus, meticulously maintained playing-fields and sporting facilities. Also equipped with the libraries and hi-tech laboratories

This school includes Lawn Tennis Courts, Gymnasium, Sports Coaching, Athletic Track, Horse Riding, French, Biology, Environmental Studies, Hindi, Swimming Pool, English, Hobby Class, Yoga and Aerobics Studios, Health and Physical Education, Skating Rink, Physics, It, Secretarial Practice, Book Keeping and Accountancy, Mathematics & Chemistry subjects.

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The IBDP is taught in more than 140 countries in one of three languages: English, French and Spanish. Students must attend IB to participate. Assessment completed by the students should be presentable into six subjects, one from each subject group and three core requirements. Evaluation of students done based on internal and external assessments and the courses with an externally assessed series of examinations where two times or three times written test is also involved.

IB school works on (PYP) and (MYP) framework where Primary Years Programme designed for those students who fall under the age criteria between 3 to 12 years, while Middle Years Programme designed for those students who fall under the age criteria between 11 to 16 years. PYP focuses on the overall development of a child both in the classroom and in this world and MYP helps the students to take the courses based on language and literature, mathematics, physical and health education, arts and design. Its main objective is to prepare the student for two years IB Diploma Programme. (IBDP)������

Because of the high level of objectivity and reliability external assessment includes the following:

• Essays
• Structured Problem
• Short response questions
• Data response questions����
• Text response questions
• Case study questions
• Multiple-choice questions

If we talk about the Internal Assessment then it includes the following:

• Oral work in languages
• Fieldwork in Geography
• Laboratory work in the science
• Investigation in Mathematics
• Artistic Performance

The International Baccalaureate Programme is now quite popular among the expat families that look for International with a good infrastructure for their children. To make any child versatile an IB programme in the school is best as it gives an open interaction between the students from different nations around the world. Students here not only learn the culture of their nation but develop the interest in other activities and languages of the other countries as per the knowledge and area of interest.

Here are some of the benefits of IB school

Real-World Situations: IB programme offers a curriculum that is wide and balanced, help the students to face the challenges in the real scenario by working on their analytical and critical skills.

Integrated Approach: The International Baccalaureate programmes are made to provide the experience beyond the classrooms. It focuses on the development of the students and encourages them to become the best version of themselves and achieve their goals.

Versatile Students: The IB programme has the vision to experience a student journey in a well-rounded way that emphasize the critical thinking of the students and help them to learn more from every angle, point of view to become a confident person with so positive approach that no barrier can stop his way while facing a real scenario in life.

International Oriented Education: To make the students actively global it inspires them inside the school by providing them with a friendly environment to get the maximum understanding of languages and the awareness of the cultures. With this type of oriented education, students become more confident and upgrade their communication skills with global interactive students.

Academic Success: IB programmes accentuate academic toughness and international mindedness. It helps the students to develop the unique set of skills, mindset, and the viewpoint which they need to succeed at university and in their life beyond academics. The students in International Baccalaureate learn to develop confidence, learning effectively and independently. It also increases their chances of getting shortlisted in the higher ranking universities globally.

From Experts point of view, IB doesn’t just teach students, but it also helps to grow their ability to grasp things quickly. Their way of teaching is far different than the other schools as they focus on internal and external factors i.e. a student should be healthy from the mind and socially active. Also, students never face any kind of hassle while transferring from one school to other especially those who move frequently.

Several governments that are working with IB which are

• Canada
• Ecuador
• Japan
• Malaysia
• South Korea
• Spain
• USA

Past research shows that students in the IB Primary Years Programme (PYP) and Middle Years Programme (MYP) usually perform better than the non-IB students when compared.��

India attracts a large number of expat from around the world for which an International school is a must for a smooth and easy transition from one country to another. International education is quite becoming popular and developing fast in India. The international curriculum is proposed to students from pre-K to class 12. In such duration, the student goes through all such activities that turned one into a practical and knowledgeable person with a skill set enough to prepare and appear for the entrance exam in the top universities around the world.��

Today demand of an IB schools has increased and this has created a big impact on the mindset of parents. If parents choose the for their children then they can provide high-quality education and strong personality development throughout the school period from the day a students walks inside the campus. The Learning environment, different languages and the expat from different nations this all makes the IB school unique from the other schools.

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• Most schools in Gurgaon offering IB curriculum, adopt the format after the 10^th standard of regular board of education.
• Thus, it means that our local students gain education through different board till class 10^th.
• This invariably leads to a different set of thoughts and principles as taught under IB board.
• Adjusting to new thoughts and values at this young age is easy, but will definitely take time.

IB Schools Board over ISC School Board

Many parents often wonder the advantage of IB school board curriculum over ISC board. From an Indian perspective and education standard, the IB board being the better option in foreign universities is a mere concept. It is nowhere connected to facts as can be proven below:

• It is the impression of many that gaining admission in overseas colleges is easier with IB school board result.
• In comparison to the ISC board, foreign universities easily accept an IB board student is the incorrect form of thinking.
• However, it is universities like Cambridge along with foreign colleges with high profile courses related to the medical field that are more stuck on IB curriculum.
• Otherwise, most of the colleges are quite happy with good scoring ISC board students.
• Moreover, the admission criteria in most universities, particularly US and UK based, centers around SAT scoring than the result of the 12-year board.
• Thus, a student from ISC board with brilliant SAT score has equal chance as that from with good SAT scoring.
• The same can be verified through the college website of both UK and Australia.
• Herein, the students require a certain percentage of ISC board and IB school separately.
• When put under scrutiny, it can be seen that the ISC board percentage of Indian student is more achievable as compared to that of IB school.

Accepting IB Schools Result in Indian Colleges

There is no denying that IB diploma makes for an all-round develop personality of a student. However, the harsh reality is its acceptance in India universities and colleges.

• Indian education also offers some brilliant courses from its own reputed universities.
• There are many students who might not wish to study abroad and thus would prefer to study through an Indian board.
• Another point to make note of is the importance of IB school board among AIU (Association of Indian Universities).
• AIU, although, accepts IB board as the equivalent of 12^th board year, it still has not listed the same under the equivalent document. This could be due to the un-updated website.
• But current scenario does not favor result much when trying for admission in local universities and colleges.

Harsh Realities Top IB Schools in Gurgaon Face with Indian Universities

With recent turn towards IB schools in the Indian education system, many accept and claim IB board equivalence with other Indian boards. But the problem comes going for admissions in Indian college. Certain cold realities these IB schools in Gurgaon and other parts of India face are:

Acceptance in Indian Colleges

Not all colleges are still accepting IB board result as freely as many expect.

• Even the colleges accepting IB board result are not clear on the percentage equivalent with Indian education system.
• Most of the accepting colleges are only located in Mumbai with few being in Delhi.
• One of the top international schools in Gurgaon offers a brief list of colleges accepting IB students.
• However, here also, the list was not inclusive of prominent colleges like Stephens and Xavier.
• These colleges are generally more favorable by the school students due to their elite status.

Late IB Schools Result

The last IB board year result, which is equivalent of the 12^th year, generally comes out later in the year.

• This means that most of IB board students cannot take admission the same year they pass out from school.
• This is due to the fact that about 90% of Indian colleges complete their admission process before IB result is out.
• Moreover, the predicted scores of IB school are not usually in tandem with the rules of the colleges. Thus, also not easily accepted.

Another point of disagreement is the IB students taking up IIT entrance. However, without the rigorous training that other board students attend, the entry into top IIT and IIM colleges is not very promising. Moreover, here also the delay in result plays an important factor. These top colleges of India want the final result of the aspiring student by June end. This, however, is not possible with IB schools in India. These arguments in no way indicate that IB schools should not be thought upon. Expats and NRIs garner much more through this setup of the board. However, those who wish to study from Indian universities should keep the above points in mind.

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• Lancers ����������, Gurgaon (IB Schools, IGCSE)

Lancers ���������� is one of the best IB schools which is located in Gurgaon. The school offers both IB Programme and IGCSE Programme. It is the only IB school in Gurgaon with its student body representing 45 nationalities. It has nursery school in Gurgaon, naming Lancers Startup that offers an Early Year Education programme for nurturing children between the ages 12 months to 3.5 years.

Lancers believes that every child has a treasure within. Therefore, the school helps children develop intellectual, emotional, physical and spiritual qualities. It envisions a stimulating learning environment by providing highly motivated mentors. It also provides innovative educational methods and quality infrastructure. This environment helps students to discover, nurture and bring to the fulfillment of the treasure within.

Above all, Lancers has some of the best sporting facilities that include swimming pool, boxing ring, golf simulators, handball alley, 100-meter shooting studio, 2 squash courts, studio cycling facilities, ice skating rink and an athletic track.

Visit the to know more.

• Stone Hill ����������, Bangalore (IB)

The school is one of the top IB schools in India provides stimulating and engaging academics. It also provides enhancing opportunities for technological innovation, sports and the arts.

Another important thing is Stone Hill is fully accredited by the Council of ����������s (CIS). The school is a member of the Australian Boarding Schools Association (ABSA) and has the authorization to offer all three IB programmes. Stone Hill probably has the most diverse community of teachers in Bangalore with professionals in recent years coming from all over the world.��Best IB school in its region, Stone Hill serves the internationally-minded, local and expatriate population of Bangalore with a school population of almost 500 students between the ages of 3 and 18.

• Singapore ����������, Mumbai (IB, Cambridge/IGCSE)

Located in Mumbai, SIS one of the best IB schools offers IGCSE and IB programmes, and is also coeducational. This school is spread over 10-acres of land and is open for Indian students as well as students from abroad. Also, you have a choice between availing their day boarding and weekly boarding facilities. Therefore, it is one of the best known IB schools in India.

Unlike the rest of the IB schools, it offers pre-IGCSE in Grades 7 and 8. As a result, it leads to the IGCSE programme of Grades 9 and 10 which culminates in the Cambridge exams at the end of Grade 10.�� The IB Primary Years Programme offers Singapore curriculum and Reggio Emilia approach to early childhood education. SIS is unique in Mumbai in offering Term, Monthly, Weekly and Day Boarding options for students.

• Pathways World School, Noida (IB, IGCSE)

Pathways Group of Schools is a chain of International K12 and Pre-Primary schools located in the Delhi-Gurgaon-Noida region. Today, the chain consists of six campuses – three International K12 Schools and three preschools.

Pathways World School��offers International Baccalaureate Primary Years Programme (Pre Nursery to Grade 5), the Pathways Middle School Programme (Grade 6 to 8), the International General Certificate of Secondary Education (Grades 9 & 10) and the International Baccalaureate Diploma (Grades 11 & 12). This is a residential and day boarding school and students from all parts of India and world enroll as a full term or weekly or day boarders. Usually, Pathways does not encourage boarding option lower than grade 4.

The focus remains on creating awareness in the students and providing them with experiences. This experience, they can apply to real-life situations.��Therefore, Pathways is on the list of top IB schools in India.

• Oakridge ����������, Visakhapatnam (IB, IGCSE, CBSE)

First of all, the IB school is widely spread in Hyderabad, Bangalore, Visakhapatnam and Chandigarh. All the campuses are child-friendly centers that encourage students to enjoy learning and explore their own uniqueness. This helps them to identify their own strengths and apply their knowledge to interpret the world on their own terms. Oakridge is one of��India’s top IB schools��with its high standards of teaching methodology. The school hosts teachers and students from 14 countries.

One of the most important facts is its Career Guidance Cell set up to guide young aspirants towards top university placements is very unique. The world-class facilities help students think beyond academics. There are skills such as attentiveness, respect, authenticity, excellence and working on a team which students learn through yoga, visual arts, Edusports programme and individual sports.

Consequently, the reasons for the growth in IB schools have been the idea that they encourage creativity and independent thinking. It provides a student-focused learning environment where an inquiry is a big ingredient. They are important characteristics for success in a global world. The teaching methods at schools in India are out-of-date with little to no reforms in them. Therefore, this is turning these boards inadequate in meeting the demands of the parents who desire to provide international quality to their kids.

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