Blog Detail

GRADE 1

Let’s Get Creative with P.L.A.N.!

At EIS, we love being thinkers, creators, and problem-solvers! With our special P.L.A.N. Thinking Routine, we use our big imaginations and science skills to make the world a better place.

P.L.A.N. in Action!

• P (Pick a Problem!): We look around and find everyday challenges.
• L (Let’s List Ideas!): We brainstorm fun and smart solutions.
• A (Act & Create!): We design awesome models using science and creativity.
• N (Notice the Science!): We discover how science helps make our ideas work!

Building a Better Future with SDG 9!

Our fun thinking routine helps us invent, build, and improve things—just like real engineers! By solving problems and using science, we are helping create strong and smart cities for the future.

With curious minds and big ideas, we are making the world a brighter, better place—one creative solution at a time! 🚀✨

GRADE 2

Anchor Charts: Building Young Thinkers One Idea at a Time!

Our curious learners in Grade 2 created an Anchor Chart to revisit the different types of forces, Newton’s Laws of Motion, and simple machines explored in class.

An Anchor Chart enhances critical thinking by helping young learners reflect, organize, and connect ideas visually.I t is a valuable learning tool that captures students’ thoughts, ideas, and processes, helping them retain and apply their understanding. 

Like an anchor, it holds learning in place! If you ever want to explore new concepts and remember them better, create an Anchor Chart like our young learners!

GRADE 3

Grade 3 students sparkled with inquiry as they explored sound and light using the Frayer Model Visual Thinking Routine. Split into sound-focused and light-focused teams, they defined these concepts with precision. Their exploration culminated in a bright exchange of discoveries.

A Frayer Model is a graphic organiser that helps students understand what a word or idea means. It does this by asking them to define it, describe it, give examples, and think of things that are different.

GRADE 4

Who We Are: The Explanation Game 

Students of grade 4 explored the VTR of The Explanation Game as a part of their Assessment Of Learning. Through this process, students engaged in causal reasoning and explored purpose-based explanations, which enhanced their ability to think about how different body systems are connected and why they function as they do. Their responses highlighted deep understanding and application of the inquired topic. 

GRADE 5

Question Pencil

Trevor Meckenzie’s “question pencil” invites students to engage deeply with their learning by encouraging curiosity and critical thinking. Designed as an interactive tool for the classroom, the pencil symbolizes the power of inquiry—each question it sparks opens the door to exploration and discovery. Meckenzie’s approach fosters a growth mindset, motivating learners to ask questions, seek answers, and challenge ideas. The “question pencil” is not just a tool; it’s a reminder that learning thrives through curiosity, and every question leads to new possibilities for understanding. 

Languages 

Hindi

Dekha, Socha, Ascharya

In Hindi grade 4 class, we embarked on an exciting journey to explore the unit “Living Together in Nature.” This unit delves into the essential questions of how natural resources support life and what students already know about nature and its resources. To ignite curiosity and foster a deeper understanding, we began with a thought-provoking activity using the “I See, I Think, I Wonder” visual thinking routine, inspired by the poem “वर्षा रानी” 

PSPE

Enhancing Critical Thinking in Young Learners

In the PSPE classroom, developing not only physical skills but also social, emotional, and cognitive abilities is crucial. One effective way to achieve this is through Visible Thinking Routines (VTRs), which encourage students to think deeply and reflect on their learning experiences.

Recently, we implemented the “CEC” VTR during a unit on team game. Students watched a short video of Handball Game and were asked to:

Tool 1:- Connect-Extend-Challenge C-E-C

Connect – Students connected their understanding of skills from similar games like basketball and handball to their Unit of Inquiry (UOI).

Extend – Students extended their knowledge of games by exploring their connection to the UOI topic Forces and Motion.

Challenge – Students worked on finding examples of multiple sports and their connection to the UOI.

Tool 2 – What Makes You Say That?: Encourages students to justify their thinking with reasoning and evidence.

Students provided justification for their understanding and supported it with evidence.

It helped them become more reflective learners and enhanced their communication and social skills as they shared ideas and understanding with peers.

By incorporating Visible Thinking Routines in PSPE, we are fostering an Inquiry Mindset that goes beyond physical activity, empowering students to be thoughtful, curious, and reflective individuals.

Art 

I See, I Think, I Wonder

Grade 4 students engaged in the Visible Thinking Routine : I See, I Think, I Wonder as they observed and analyzed abstract artwork by Jackson Pollock. They carefully examined the intricate splatters, drips, and layers of paint, reflecting on what they saw and interpreting the emotions and movement within the pieces. As they processed their thoughts, they wrote down their observations, interpretations, and questions on sticky notes. This activity encouraged thoughtful discussion, allowing students to understand and appreciate each other’s perspectives, fostering a deeper connection to both Pollock’s work and the diverse ways in which art can be perceived

Dance and Drama 

A Visual Journey of Ideas!

Students of Grade 2 reflected on their learning using a visual thinking routine – mind map, with the main idea at the center and related topics branching out from it. It helps them organize, visualize and connect different pieces of information. It showed their active engagement, clarity of thought and creative thinking keeping in mind their freedom of expression.

Music 

Music as a medium of expression,

As part of our unit, “Music as a medium of expression,” Grade 4 students participated in a reflection activity focused on their journey of practicing musical instruments. This activity was done to encourage students to engage in reflective thinking about their experiences while practicing musical instruments, recognizing and writing both the ease and difficulties they encounter.

Library

Visual Thinking Routine: Helping young learners explore Emotions and Colors with “My Blue is Happy”

Our exploration of “My Blue is Happy” by Jessica Young beautifully illustrated the power of color and emotion. After reading, students paired up and chose emojis, revealing that even when viewing the same color, their emotional responses differed drastically. This simple activity mirrored the core principles of Visual Thinking Routines (VTRs): using a visual stimulus (emojis), prompting reflection on feelings, and fostering shared inquiry as students discussed their interpretations. It highlighted the subjective nature of emotion and color association, encouraging metacognition and demonstrating how visuals can spark meaningful dialogue.