he 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:
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!
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