SANDESHSANDESH DAV SUSHIL KEDIA VISHWA BHARATI HIGHER SECONDARY SCHOOL HALF YEARLY PUBLICATION SEPTEMBER 2018 ISSUE 1 SANDESH DAV SUSHIL KEDIA VISHWA BHARATI HIGHER SECONDARY SCHOOL HALF YEARLY PUBLICATION SEPTEMBER 2018 ISSUE 1 Academic Session 2018-19 Begins with 3-day Trikundiya Havan DAV Sushil Kedia Vishwo invited veteran vedic –scholars as the chief guest. He spoke on Bharati set in motion the ‘Go back to talk about the importance of the significance of fire illustrated academic session 2018/19 with Havan to the students, teachers, in Rigveda. He also remembered 3-day Trikundlya Havan at the to Vedas' staff and representative parents. Shankarlal Kedia as the pioneer school premises from 18th to to revive On the first day Dr. Govinda of Vedic education in the country 20th April, 2018. human Tandan, former president of with DAV Schools, Arya Samaj All the students and teachers Pashupati Area Development and various Vedic societies. from Kindergarten to Grade XII, civilization. Trust, Kathmandu, appreciated the Dr. Bhattarai has retired from school staff and representative great work of DAVSKVB. He added Valimiki Vidyapeeth, Bada Nayek parents from each class got life. The Principal explained that that, DAVSKVB must have a great Guru of the royal family and an opportunity to participate Havan purifies the environment vision as it was moving ahead with Panchanga Nirnayek Samit. in Havan. Addressing the by destabilizing the toxic gases education that is connected to life, On the third day, Dr. Madhav participants, Chairperson Mr. Anil and helps to recover the ozone nature, culture, society and religion. Prashad Upadhyaya from Kedia expressed his gratitude to layer and has been suggested He also spoke about the literal Tribhuvan University blessed the all the guests of Havan Ceremony as one of the treatment method students. He was coincidentally who were attached to his late in Naturopathy termed as the first priest to conduct the father Shree Shankar Lal Kedia, yagyopathy to cure respiratory Havan for DAV School when the the founder of DAV School in diseases, tuberculosis and Havan purifies the school was established 25 years Nepal. The Chairperson also heart diseases by researchers. environment by ago at Kalimati, Kathmandu. He spoke about the moral education It also has been accepted as a destabilizing the toxic appreciated DAV Management which DAV was imparting which psychological treatment method. gases and helps to for promoting Vedic education. helps for character building. From the dawn of civilization, recover the ozone He also delivered the popular Similarly, the Principal Ms. people have been accepting it statement of western countries, Bubaneswari Rao said, ‘DAV is as a part of their culture and layer and has been ‘Go back to Vedas' to revive different from other academic count them as pious deeds of suggested as one of human civilization. During the institutions as it is the missionary mankind. The Chairperson Mr. the treatment method ceremony few representative school of Arya Samaj and is a Anil Kedia attended three days in Naturopathy termed parents also addressed the memorial school’. She added havan progammme to worship as yagyopathy to cure function. They all lauded DAV that as the anglo-vedic school, and observe the ceremony and respiratory diseases, Management team for the Havan was necessary to all the took tika, blessing and prashad tuberculosis and pious deeds. The chief priest of stake holders of DAVSKVB who from the head priest. heart diseases by Havan was Mr. Govinda Ghimire, have agreed to go ahead with Similarly, the Vice- principal HOD of Sanskrit department. the mission of Arya Samaj. She Mr. Ramchandra Khanal said researchers. All the teachers of Sanskrit also dispelled the myth that to that the three day Havans were department helped in Yagyas follow the Havan culture dosen’t conducted in order to make meaning of fire and motivated on the occasion. The very day make one part of any religion, she students culturally strong enough students to be good humans. the music department also added that, Vedas is above all to be good human beings. On the second day, Prof Dr. presented various hymn and religion and that it is the course of DAVSKVB Management also Madhav Bhattarai was invited bhajans. Shaping the 21st Century School There are two main barriers to 21st Century School Development. First, PBL is hard to do well. Second, effective school wide PBL needs a collaborative learning platform to support students and teachers Ms. Bhubaneswari Rao Principal any literature reviews synthesize published make new “learner-centered” schools where kids teach works on 21st century learning skills. themselves with the teacher’s guidance? How do you MThere has been a significant shift over create a new culture for learning? the last century from manufacturing to emphasizing Despite the great advances in information and information and knowledge services. Knowledge communications technologies, the New American Schools itself is growing ever more specialized and expanding Development Corporation initiative in the 1990s, the exponentially. Information and communication technology Charter School growth in the past decade, and the Gates is transforming, how we learn, the nature how work is Foundation’s small-schools investments, one might ask: conducted and the meaning of social relationships. Sharing Why is there not more innovation? The easy answer is decision-making, information sharing, collaboration, that traditional education is too entrenched culturally and innovation, and speed are essential in today’s enterprises. institutionally. Every adult knows what school is supposed No longer can students look forward to middle class to be like. Another easy answer is that the standards success in the conduct of manual labour or use of routine and accountability movement, while well intended, tends skills – work that can be accomplished by machines or to reinforce traditional teacher-directed, whole-class easily out-sourced to less expensive labour markets. Today, instruction. While these are factors, of course, is it much success lies in being able to communicate, share, possible that there is another, simpler explanation, that and use information to solve complex problems, being people have a hard time envisioning, and conceptualizing, able to adapt and innovate in response to new demands true 21st Century education? There have been plenty of and changing circumstances, being able to command and articles over the past 20 years, many articulating well what expand the power of technology to create new knowledge. needs to be done, or chronicling good practices. And there The educational technology community knows well are an increasing number of videos accessible via YouTube how new technology enables students to learn, produce, and other sites that tell the story of new kinds of learning. and construct knowledge. Marc Prensky, several years Still, our experience is that education, civic, and business ago presciently identified the new capabilities of “digital leaders need to see it for themselves and talk to students natives,” urges moving from “telling/lecturing” to the “‘new’ and teachers who are doing it. pedagogy of kids teaching themselves with the teacher’s Walk into a classroom at a New Technology High guidance” (Prensky, 2008). Others call for a “Learner- School, we will see what we call Students at Work— Centered Paradigm of Education” (Watson & Reigeluth, students writing journals online, doing research on the 2008), with its accompanying changes in pedagogy, Internet, and meeting in groups to plan and make their assessment, and support systems. Websites and their digital media presentations, and But how do you make this happen? How do you evaluating their peers for collaboration and presentation SANDESH ◆ SEPTEMBER 2018 1 At a New Technology High School, we will see what we call Students at Work— students writing journals online, doing research on the Internet, and meeting in groups to plan and make their Websites and their digital media presentations, and evaluating their peers for collaboration and presentation skills. The classroom learning environment also looks different. skills. The classroom learning environment also across the country, in large urban, small urban, suburban, looks different. It’s double size with a large group of and rural settings, can effectively launch and implement students, two teachers, and a double-block period for an 21st Century Schools. But it can’t be done piecemeal. It interdisciplinary course. The classroom is populated by needs to be put all together: worktables, not individual student desks. Every student has • Help education, civic, and business leaders envision, access to a desktop or a laptop computer. The tables can and conceptualize, what 21st Century education be put together as needed for collaborative student project looks like, by visiting 21st Century Schools. groups, or for workshops/seminars that are teacher-led • Create new classroom learning environments for “a in response to student need-to-know. The classroom, or culture of Students at Work.” student workroom, can also serve as a design workshop • Define the school’s Learner Outcomes that students or even a presentation space for end-of-project student believe they need to know and be able to do, presentation. embed them in all projects, and provide students “New school development often flounders because just-in-time assessment feedback on their learner educators are unable to specify what the new learning will outcomes. look like. Often architects are flummoxed when all they can • Systematize 100% project learning in all courses. get the educators to specify is “flexibility,” which, of course, • Provide ongoing and systematic professional is often another word for “we don’t know “. development. Go beyond training to coaching and a There are two main barriers to 21st Century School professional learning community. Development. First, PBL is hard to do well. Second, • Go beyond 1-to-1 computing. Provide students effective school wide PBL needs a collaborative learning and teachers with technology tools plus an online platform to support students and teachers collaborative learning platform.