ASSOCHAM - 2014 Final

Manav Rachna International School EROS GARDEN, CHARMWOOD VILLAGE, DELHI-SURAJKUND ROAD, FARIDABAD - 121009

1 | P a g e Ph. no. +91-129-4269999 (30 lines) Visit us at: http://mriscwfaridabad.mris.edu.in

ASSOCHAM NATIONAL EDUCATION EXCELLENCE AWARDS - 2014

AWARD CATEGORY: “Best School in Teaching-Learning Practices”

Manav Rachna International School (MRIS), Eros Garden, Charmwood, Faridabad is a highly progressive pre K- XII, English medium private school, affiliated to CBSE which puts children at the heart of learning. Manav Rachna’s global vision integrates a rigorous scholastic program combined with holistic development strategies designed to provide lifelong learning habits and skills. As an institution MRIS Charmwood has put itself at the fore front of educational change in India as we move from 20th century learning practices to developing global entrepreneurs of the 21st century.

Experience and research has shown us that high quality teaching that embraces the paradigm shift from “traditional-teacher centered” to “child centered learning” makes us achieve our vision. Effective professional development and incorporation of latest education innovations are at the heart of MRIS Charmwood. The well-being of students’ mental, social, emotional and spiritual health is at the core of all teaching pedagogy.

In the strategies listed below we aim to show how the educational reforms and pedagogical processes are incorporated into a sustainable and manageable school structure. Pedagogy is designed to address individual learning needs, setting differentiated individualized learning targets, and empowering each and every learner in our care to realize his/her full potential.

Innovative Pedagogy with Teachers at MRIS Charmwood:

I. Child Centered Pedagogy and Management

II. Differentiation of Instruction through Effective Teaching Strategies and Multiple Intelligence Theory

III. Interdisciplinary and Experiential Learning Opportunities

IV. International Learning Partnerships

V. Holistic Assessment and Evaluation

VI. Instructional Computing and Technology (ICT)

VII. Character Education, Leadership and Team Building


I. Child Centered Pedagogy and Management Instruction is delivered with resources that empower students to face the world at large and have global awareness and appreciation. Curriculum implementation employs student choice through project based learning, problem solving activities, and attunement to multiple intelligences. Inquiry based curriculum is aligned with the National Curriculum Framework of India (2005) and the National Council of Educational Research and Training (NCERT) as well as best practices from international curriculums. Students set personal learning targets and instructional goals which integrate established success criteria posted and synthesized in the classroom on a daily basis. Every child grade IV upwards benefits from a learning mentor who helps them set meaningful targets, giving them advice on their learning journey through the Mentor Mentee Program held every week.

This programme offers the students to discuss their personal, academic and other issues with their mentor. We believe in MENTORING for SUCCESS. It enables the students tocreate a vision for change, set small time and long term goals which are SMART (Specific, Measurable, Achievable, Realistic and Time Based). It also helps them develop action strategies, plan their own day schedules and provide them with support to excel personally, socially, emotionally and contribute as useful member of the society.

Students need to ``know what they are learning and why they are learning, it makes the students understand that it is not only the product but the processes that are equally important. To this end a school wide CHAMPS program is developed is used across school. This tool establishes criteria to nourish expectations of instructional implementation in each classroom. The criteria for CHAMPS are listed below:

C-Conversation Level(varies with each activity( 0- 5)

H-Help(How to ask for assistance)

A- Activity( could be multiple activities as per the learning styles of individuals)

M-Movement (sets out the parameters of movement during the teaching learning process Could be visiting library, activity

centre, IT Room, moving in the class room or seated)

P-Participation(Individual/group task)

S-Success level (The transferable tangible learning outcome achieved through the activity.)

Champs is dynamic and changes during the lesson as per the learning requirement. Champs empower students to become leaders of their own learning.

Class room example of applied CHAMPS


The students of grade III were to frame questions for interviewing George Washington and the Children and the teacher set their CHAMPS as given below

Conversation level 2 Help Cooperative (can ask three friends before asking the teacher) Activity Activity was divided in 3 parts Part 1 identify question words (what, when, where etc) part 2 test whether the words are effective Part 3 test the questions Part 4 answer the questions Movement Free (the children could move around the class) Participation Group ( since it was for cooperative learning) Success Ask high level questions that the students had identified

The photograph to the right demonstrates a classroom, where students wrote up their own CHAMPS and presented their session ‘SUCCESS’ criteria-We will be able to present our Paragon Assembly. In this second grade classroom, CHAMPS was the shared with parents, prior to students sharing their understanding of a unit of classroom study. Community and parent involvement is ongoing from the Early Childhood Education Center up through the twelfth grade.

II) Differentiation of Instruction through Effective Teaching Strategies and Multiple Intelligence Theory Academic engagement and depth are achieved through effective teaching strategies which lend themselves to differentiation in learning and enrich elements of students’ multiple intelligences. Through the variety of teaching strategies employed at MRIS Charmwood, students’ higher order thinking skills are continuously challenged. Pedagogical verbs and actions through Norman Webb’s Depth of Knowledge (DoK) and Benjamin Bloom’s Taxonomy of Educational Objectives serve as the fundamentals in the language of learning in the classroom.

This pedagogical wheel makes a world of difference for each student at MRIS Charmwood every day, and exemplifies the varied instructional delivery practices implemented. Embedded within these strategies are application opportunities for integration of students Multiple Intelligences (Howard Gardner).

Graphic organizers attune students’ logical and visual-spatial reasoning. They serve as tools for students to compartmentalize key concepts, and enhancement of their learning.

Graphic Organizers

Socratic Discussion

Role PlayCooperative

Learning

Personal Connection and

Journaling


In a kindergarten classroom, studying the culture, customs, and environment of

Australia, a map of the four regions, various animals, and territories of

Australia was developed, as on ongoing formative assessment of daily

instruction and summative assessment demonstrating a culmination of what

they have learned. Kindergarten student will proudly and expansively share

their knowledge of the animals and environments of Australia.

Socratic dialogue enriches verbal linguistic and interpersonal communications,

as well as existential intelligence. The interdisciplinary global educational

model of Paragon curriculum, which is implemented four times a week for 90 minute sessions, at MRIS Charmwood, revolves around

project based learning activities and in depth questioning through Socratic dialogue. Critical and analytical thinking skills are at the core of

this teaching pedagogy. An emphasis during Paragon sessions in the classroom is that there are multiple ways questions can be answered

and problems can be solved.

Role play provides students with the application challenge of concepts presented,

and attunes their connectivity through experiential learning. Verbal linguistic and

interpersonal intelligences are also enriched through this action. In role play

situations- teachers facilitate learning through environment and “scene setting.”

Cooperative Learning enriches students’ interpersonal and linguistic

intelligences, as well as provides opportunities to developed problem solving

skills. The school offers opportunities for collaborative learning through


specialized seating arrangement of the students in groups. This enables self-directed learning skills, and thus lays the foundation for life-

long continuing self-education, problem-solving skills. It enhances communication, interpersonal and teamwork skills and learning through

peer assessment and critical reflection. Segmented periods of instructional time mandate cooperative seating arrangements in the

classroom. During these instructional periods mixed ability/heterogeneous seating design is implemented to ensure that the variety of

students’ strengths are enhanced within their group communications. Based upon multiple intelligence theory, teaching pedagogy at

MRIS Charmwood recognized that each learner has a variety of strengths that they bring to the instructional learning environment.

Cooperative learning provides students with the opportunity to share, collaborate, and work in teams to accomplish learning challenges

set before them.

Personal Connection and Journaling is employed across disciplines as a means for ongoing analysis and reflection on studies. Writing

fluency and language skills are enriched through this medium, and evidence of student growth is reflected through an assessment tool

developed by an international teaming the United Kingdom based upon the Common European Framework for Languages called English

Language Proficiency Ladder. This assessment and evaluation data is monitored and tracked on a 6 week evaluation basis (grades K-5).

III) Interdisciplinary and Experiential Learning Opportunities

Integrated interdisciplinary projects and ongoing problem solving activities are used as a means of building upon prior knowledge, and

bridging across curricular areas. Through the learning cycle and making connections across subject areas, students analyze what they are

learning and come to fully understand the relevance and application beyond one singular classroom environment. Project based learning

helps students develop and retain useful working knowledge of subjects that are often taught in isolation and abstraction. At MRIS

Charmwood, students are learning through experiences: seeing, touching, feeling, hearing, and when possible smelling. Engagement of

sensory organs solidifies learning beyond “chalk and talk.”


s

GEOGRAPHY

To develop cartography

skills which analyze the

biodiversity of planet

earth

To locate biosphere

reserves on India

Political map

ENGLISH

To compile the information in the

form of a dissertation

To present view points on Diversity

in India

to make a project on diverse

languages across the world

MATHEMATICS

To develop the research and statistical

mathematical concepts aligned with

biodiversity

To identify the different geometric

patterns found in biologically diverse

flora and fauna (nature)

INTER-DISCIPLINARY INTEGRATED PROJECT

GRADE – IX

THEME : BIODIVERSITY

SCIENCE:-

To study biodiversity among living

organisms by looking at various species of

flora and fauna (mainly Phylum – Insecta)

To study Scientific names of available

species

To study economical usage

To study environment conservation

HISTORY

To assess the need of bio diversity

To create awareness about the ethos

of conservation ingrained in cultural

heritage.

Comparing evidences showing bio

diversity in various cultures.

To analyze the diverse ecological

factors impacting human life.


Theme Mapping

Grade: V

Theme: Champions For Change- Rulers And Governments

This theme aims to help children explore the nature and types of government agencies. They will understand the effect of different types of government on people’s

lives. It will also help them to know about significant international organizations. The theme aims at encouraging children to explore creative ways of becoming

successful leaders who will bring about a positive change in the world.

Art

Listening to song which promote

leadership qualities amongst students

Designing election logo and poster

for mock elections

International

Knowing about some of the

similarities and differences between

the governments in different

countries around the world

Understanding global issues that

should concern governments

around the world

Social

Knowing about the system of government in

our home and other countries

Understanding different types of government

around the world

How to canvas opinion on what people think

about the school/local area

What makes a good leader

How to write a successful political speech

ICT

Using ICT resources to create own

party logos and campaign posters

Finding and using stored

information from variety of sources

Understanding the importance of

considering audience and purpose

when presenting information

Geography

Finding out about political parties in

different countries

Knowing about different types of

government

Identifying on the world map the countries

with autocratic rulers in the past and present

Learn to map and record geographical

information

Champions For Change- Rulers And Governments

History

Learning about the origin of

democracy

How and why empires have been

established

About a historical campaign or

revolution for change


Exemplar: As part of the integrated project, Grade VII students visited Wild Life Sanctuary (Asola Bhatti) to learn about Forests, animals

and natural resources when they were doing their Chapter on Forests.

Children had a pre visit and post visit project which they did collaborating with their counterparts and the Sanctuary staff.

Grade XI Commerce students visited the Export House to learn about the topics related to International Trade. The norms, procedures,

documentation and practical aspects related to the topic done in the school curriculum. This was done under their Practical work in

Business studies and the students clearly connect their classroom learning to real life dealings.

IV) International Knowledge Partnerships

MRIS Charmwood has partnered with Mosacia Education, International through incorporation of Paragon Curriculum. Paragon is

Humanities based, and embraces world culture and ancient civilizations. Through Paragon ongoing enrichment of students as members of

a global interconnected society is rooted. Students’ learning navigates them around the world. Students’ listening, speaking, reading, and

writing skills are enriched through the core vocabulary concepts, interactive storyboard technology, personal connective journaling, and

daily learning activities that foster development of students multiple intelligences. Socratic discussion is grounded in broad Essential

Questions, narrowed in Investigation queries, and focused daily with a Session objective.

Ex. Grade 5 studying Revolution and Independence (1750-1825)- Geographic Focus: France, Essential Question: How have ideas ignited

revolutions? Investigation: What were the ideas that led to the French Revolution? Session Objective: How did the American Revolution

Fuel the ideas of the discontented French citizens

iCarnegie Course for School students from iCarnegie Mellon university USA, Curriculum for learning ROBOTICS, optimizes learning of

STEAM (Science, Technology, Engineering, Art and Mathematics).The curriculum enables the students to imbibe the qualities of an

engineer . We call our students Imagineers. They learn to apply the concepts learnt in class in math, science and Computer science.


iCarnegie is further supported by a visiting faculty from the school and the students from the school have twice won Robotics

championships at the national level.

International Knowledge Partnerships also provide MRIS Charmwood with ongoing professional development, and international

collaborations in which best teaching practices are shared on a global level.

V) Holistic Assessment and Evaluation

MRIS Charmwood offers PROACTIVE STRATEGIES for FREEDOM OF EXPRESSION,

CONSTRUCTIVE FEEDBACK and POSITIVE REINFORCEMENT to synergize learning.

Multi-tiered assessment systems are in place from kindergarten through twelfth grade.

These systems of evaluation established clear student performance targets throughout

the year while simultaneously building their confidence through individual target setting.

Blending traditional assessment designs (multiple choice questions, quality constructed

Planning the

curriculum

Teaching Learning Process

Assessment and

Monitoring

Reviewing and

redefining

Identifying Needs


response items, and classroom based research) with holistic assessment (portfolio and personal target setting) are just the tip of the

iceberg in formulation of the analysis of student learning and growth throughout the school year. A strong commitment to CBSE’s

Continuous Comprehensive Evaluation (CCE) system is employed throughout all domains of instruction (Scholastic and Co-Scholastic).

Across subject areas, ongoing assessment and monitoring of students, on a social, emotional, physical, and academic level is transpiring

through formative assessment. Summative assessment reports, which capture the essence of students and learners, are sent home on a

quarterly basis. Parents have open invitations to visit the school and conference with teachers. Parent teacher conferences take place

every other month.

Upon enrollment at MRIS Charmwood, assessment and monitoring of students is to ensure that the school experience at Manav Rachna

holds true to the Sanskrit entomology of “building better human beings.” Portfolios, called Learning Journeys, exhibiting developmental

continuums from one academic year to the next follow students on their pathway to ongoing progress. Within the Learning Journey

portfolio, students self-evaluate and determine personal goals which they hope to achieve through the vessel their educational

institution. Teachers serve as true facilitators of student learning, in supporting and mentoring students with tools which will help them

achieve their personal targets.

At the start of each academic session, teachers work with students in identifying learning needs, planning resources to support and enrich

these needs, provide instructional support, assess and monitor, and review and redefine the initial targets.

At MRIS Charmwood the mantra is for moving from good to great in teaching and learning. We achieve this through developing academic

excellence in observation, feedback, and through targeted professional development against a set of rubrics, so that each teacher is then

able to apply the practices mentioned previously. Using a system of rubrics against standards enables the teacher to see the next step in

his/her learning journey.

Through targeted professional development which established clear criteria for performance, teachers are simultaneously on learning

journeys throughout the academic year with their students. At MRIS Charmwood teachers are observed through quality assurance and

mentoring with a set teacher observation rubric.


VI) Purposeful and relevant application of technology in learning

We believe that the use of information technology as a means to support and facilitate learning is essential. To this end, children use a

range of technologies audio, visual and multimedia to research, design and present information and data. The teachers model this through

the smart boards in class rooms and use of Tablets. The whole school is networked and all teachers computer savvy who share resources

online. Parents are emailed regularly and the school. We believe in taking the technology to the task rather than technology to the task.

Our students also act as facilitators in extending their skills to make the other community members computer savvy. Eg: Computer Literacy

Programs are held for the residents of the area.

VII) Character Education, Leadership and Team Building

The academic calendar at MRIS Charmwood is packed with dynamic holistic life skills programmers to foster character education and empower students as leaders within the schools and community. Students are provided with opportunities to, reflect, critically evaluate, and appreciate one’s own values and those of others. These activities are an integral part of Circle Time Activities and Skill Development Slots. The school shows the way by creating an environment to empower the beneficiaries with innovative value based life skills program.

The life Skill development program looks into:

Personality Development

Social Etiquette

Confidence Building

Body Language

Language Proficiency

Family Values

Discipline at Home and at the school

Problems associated with Growth

Peer Pressure

How to say ‘No’

Career counseling

Looking into my action


The students are prepared to think beyond self and think about the general well being of all. They are prepared contribute as responsible members of the society through various outreach programmes . Eg:- To help the unprivileged brethren of the society, students collect aid, caring and sharing with them. Students collected funds by singing

songs in their local community, market place etc. for

Uttrakhand Disaster survivors.

Class XI students with the head of SOS Society handing

over their collection of stationery and cash.

The students actively participated in the cleanliness drives

conducted in the school. They also visited orphanages and

lepers’ colony. Each One Teach One Policy was followed by

the students of this club. The students also made projects

on life skills, health and well being. This club emphasizes on

the development of life skills, teaches the positive and

negative effects of peer pressure, abstaining from alcohol

and drugs.

To recycle biodegradable waste, special TETRABINs are placed in the school premises as theses wastes can be used to make classroom

furniture for the unprivileged schools.

To recycle paper, the school has tied up with an NGO( Jaagruti). Old assignments, test papers, office paper etc. are sent to Jaagruti to be

recycled into A4 sized papers to be used again for student stationery.


Anti-cracker rallies by students are conducted around Diwali every year to sensitize the general public about the harmful effects of

bursting crackers.

We share to care our resources with the local community schools for their various cultural and sports programmes.

At MRIS, we embrace the core values and innovate to cater to the 21st century demands for a more vibrant and fruitful future of our

students. We explore the values and infuse them into our organization in various ways.

The learners are encouraged to appreciate and care for nature. The students take active participation in nature drives:

Tree planting on birthdays: Students donate saplings which are planted in the school ground. This initiative helps the students to nurture

the plants showing their appreciation of the beauty and aesthetics.

Special Assemblies: They provide a platform to address the students and parents about student’s progress and sensitize about issues like

environmental degradation, Conservation etc.

Challenges & the capability to overcome:

To adopt innovations & make them acceptable to all the stake holders has been a challenge, but the school has a system of frequent meetings & orientations for the parents which could bring in complete support from the parents & students.

Continual Professional Development Program for the school faculty helped them learn about the effective teaching pedagogy & perform in the class.

The school management is highly progressive & have infrastructure & resources required for the implementation easily scaled.

OUR MILESTONES: NATIONAL EXCELLENCE: As per the recent survey conducted by C-Fore Group initiated by the HINDUSTAN TIMES, MRIS, CW has been adjudged as the BEST PROGRESSIVE SCHOOL IN DELHI/NCR. As per CNN, IBN a social media network, MRIS CW has been marked as the SHINING STARS in NCR.


In the recent CBSE evaluation to mark the SCHOLASTIC domain and CO SCHOLASTIC AREA, MRIS CW has been rated as the best school providing authenticated evidences of work done by the students. Setting international standards for our teaching pedagogy , we applied for international accreditation with AdvancEd, and after a thorough and indepth looking into our systems our Candidacy has been approved.We have already applied for the CBSE accreditation.

Impact Potential :

Manav Rachna Educational Institutions started in the year 1997 with 13 professional colleges & 6 Schools across Delhi-NCR, had a great

impact on the educational scenario of Delhi-NCR. Manav Rachna International School (MRIS), Charmwood ,with its innovation Practices &

high sense of commitment , towards the ascending order growth of each child in its has won accolades a for itself & has taken up the role

of collaborating with the schools in the area & providing infrastructural pedagogical support to the play & primary schools in the

neighborhood.

We have learnt that the teaching pedagogy is dynamic & undergoes changes for better outcome & therefore we have built practices

that embrace & embed change & consistently more with time. We support & impact not only our in our own institute, but the

community as a whole. The students of today are the citizens of tomorrow & we are preparing them for the world.

Enclosures:

1. Photo Album 2. CD Containing Write up and photo Album 3. Testimonials from the Stake holders 4. Annexures showing different practices 5. Achievements

Thanks


The students in MRIS excel in different areas. We are proud of our students who have made a mark not only in academics but equally

emerged out winners in the different co scholastic aspects of the learning.

Winners all the way….

ACADEMIC EXCELLENCE

NATIONAL TALENT SEARCH EXAMINATION:

Ayushi Sood ( Grade XI) has won the coveted NTSE Scholarship Award.

NATIONAL SCIENCE OLYMPIAD: Winners of NSO 2013 are:

Aadya Sharma, Myeisha Manchanda, Chestha Kapoor( Grade I)

Ryan Nangia, Ojas Saxena,Tanmay Monga, Riddhi Mawkin, Shrika Nambiar, Tishya Kaul( Grade II)

Pranav Dixit( Grade III)

Kashika Malhotra, Anant, Mishra, Divyanshi Saha( Grade V)

Saumya Tayal( Grade VI)

Zsofia Steger, Tanya Bangar( Grade VII)

Hiren Gupta( Grade VIII)

Shefali Ahuja(Grade IX)

Apoorv Saxena (Grade X)

Geetika Dhama( Grade XI)


INTERNATIONAL MATHEMATICS OLYMPIAD

Mannan Sajjan( Grade I), Pranav Dixit( Grade II), Pratham Samal( Grade IV), Priyal Kapoor( Grade V), Mehak

Kalirona( Grade VI), Megha Bansal( Grade VII), Himal Bhat( Grade VIII), Akansha Garg( Grade IX) , Shiv Kumar(

Grade X) and Sanjay Kumar( Grade XI) were the winners of the IMO examination for the current session.

NATIONAL COMPUTER OLYMPAID

Abhinav Nair and Pranav Dixit( Grade III) and Shiv Kumar ( Grade X) are the International First Rank holders.

TERI GREEN OLYMPIAD:

Winner of the prestigious TERI Olympiad was Hiren Gupta ( Grade VIII) and Ayushi Sood ( Grade XI)

Spell Vocab Challenger :

Tanya Bangar ( Grade VII) was the winner in the junior category and Vaibhav Ailawadi was the winner in the senior

category

INTEL IRIS NATIONAL SCIENCE FAIR

Aryaman Julka- A budding Einstein project was the only one selected from Haryana region in the National Science

Fair, 2013 held at Bengaluru


CO SCHOLASTIC WINNERS

ROBOTICS-

First Runners up ( Nationals) in First Tech Challenge

Consecutively Two time National qualifiers: Indian Robotics Olympiad

SPORTS AND GAMES-

Shooting:

Anjali Krishna,a grade IX students has made the school proud by winning

Gold medal in Haryana State Inter School Championship

Gold medal in Haryana State Championship

KSS 13th National Shooting Championship on held at Karni Singh Stadium

A Gold and Silver medal in All India Inter School Championship

Bronze medal in the 57th National Shooting Championship in the team event

Selected for National Shooting Squad.

Gymnastics: Winners of the 3rd Invitational Gymnastic Champ. 29-30 Jan, 2012

Aman Goyal

Agranya Raj Singh

Ayush Basist

Ayush Basist

Chess: District junior chess championship – 2013 winners

Yatin Malhotra

Cyrus Chikkara

Mehak Kalirona

Kumari Kajal


Diksha Sharma

Hassi Chhikara

Zsofia Steger

Hassi Chhikara

Mehak Kalirona

Karate: 3rd Asia Cup Karate Championship – 2013

Saiyam Khurana

Ritika Tyagi

Taekwondo: Winners of Invitational National -School Taekwondo Championship – 2013

Ritika Tyagi

Moksha Mishra

Mensa Kaur

Yash Tyagi

Sandhya Dahalia

Chirag Gupta

Advit Sharma

Khush Kumar

Sandipan Ghosh

Skating: Inter Manav Rachna Championship winners

Aatyasha Sharma

Vikunth Mehra

Lakshay Atree

Syed Anser

Geetu Kashyap


District School Games 2013- Winners

Moksha Mishra

Ritika Tyagi

Hassi Chhikara

Kumari Kajal

Prabhat Thakur

Vidur Sandhu

Lakshay Goel

Ayush Basist

FINE ARTS

Abhishek Bhadana( Grade IX) and Lakshay Goyal ( Grade V) selected in the Painting Competition by Ministry of Power, GOI on the energy

conservation theme organized by The Bureau of Energy Efficiency.

Mona Singh( Grade X) won the art competition organized by TOSHIBA’s Bat for the Planet and won prize from the legendary Cricketer

Sachin Tendulkar.

Tanvi Chandra( Grade III), Cynthia Malhotra( Grade VI), Sanya Kaushik( Grade V) and Anika Sehgal( Grde III) were selected for the 12th

International Child Art Exhibition and Competition.

PERFORMING ARTS

Prathmesh Sampal from Grade VII has won the Sangam Talent Hunt for Vocal Music . The event was sponsored by Hero Moto Corp Ltd.





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ASSOCHAM - 2014 Final