Unit Plan by Neena Sarin
This unit and its extended enrichment activity aims to diversify the curriculum by integrating information about four educational settings in India. The goal is to incorporate materials and information that cultivate cultural connections, emphasizing mindfulness practices and fostering strong community connections for overall wellness.
Enduring Understanding: How can an educational environment prioritize the students’ mental health and well-being while fostering academic excellence?
Or
How can we effectively balance academic success with the mental health and well-being of our students?
Proficiency Level: Advanced Range
Subject(s): Language, Social Studies, Cultural Studies
Time: 6X75 minutes
Lesson 1: Education Systems in India- Traditional and Colonial Approaches
Lesson 2: Patha Bhavan Shantiniketan- Embracing Mindfulness in a No-Walls Learning Environment
Lesson 3: Patha Bhavan Shantiniketan Kolkata- Exploring Mindfulness through Creative Learning
Lesson 4: Arsh Vidya Gurukulam Rishikesh- Cultivating Mindfulness and Harmony with Nature
Lesson 5: Traditional Mindfulness Practices in Education- PPS Public School, Sarnath, Varanasi
Lesson 6: Enrichment Project
Building the Background: What is Mindfulness?
The teacher asks a warm-up question: Think about a time or moment when you felt stressed or overwhelmed. (1) What did you do to calm yourself down? (2) How could or did walking or just sitting in nature help you, and why? The teacher plays a video or, through an App, an example of a calming environment with sounds of birds, water, leaves, sunshine, etc.
In groups, the students share their experiences and thoughts on this topic. The teacher walks around the groups and supports them with notes on the board, including grammar or vocabulary. Then, the teacher has a few volunteers to share what their group discussed. In the same groups, they write their definition of mindfulness (सचेतनता). The teacher writes major points on the board and then asks students what they thought the word means. The teacher then lets the students share what they know about mindfulness. The teacher leads the class to come to a consensus that mindfulness is being fully present and engaged in the moment because when we allow ourselves to live in the present moment, it can reduce stress and anxiety. Then, gradually the teacher mentions various Indian traditional mindfulness practices, techniques, and activities designed to help individuals focus on the present moment, such as deep breathing, yoga, meditation, etc.
Image credit link
Extended Activity: Conduct a mindfulness session using guided meditation scripts. Discuss students’ experiences and how mindfulness can be beneficial in academic settings.
Lesson 1. Education Systems in India: Traditional and Colonial Approaches
Lesson Objectives: Students will be able to:
- describe the basic structure of the education system in India before and after independence.
- compare the ancient Indian education setting to the British Raj and the post-independence Education system.
- argue in a debate for or against the positive impact of colonial education on modern India’s development.
- enhance cultural understanding through critical thinking and discussion activities.
Language Objectives:
- Students will acquire and correctly use terminological vocabulary in contexts related to education and history.
Example: शिक्षा प्रणाली (shikShaa praNaalii – education system, सुधार लाना, etc.)
- Students will construct and use complex sentences.
Although sentences: हालांकि शिक्षा का उद्देश्य ब्रिटिश शासन को लाभ पहुंचाना था, स्वतंत्रता के बाद शिक्षा प्रणाली ने व्यापक सुधारों के माध्यम से समाज में व्यापक परिवर्तन लाए।
Relative-Correlative sentences: जिन सिद्धांतों के आधार पर वैदिक शिक्षा आधारित थी, वे अंग्रेजों की शिक्षा में बिलकुल शामिल नहीं थे।
After independence, the education system brought widespread changes to society through extensive reforms.
Lesson Vocabulary:
- शिक्षक m. (shikShak) – teacher
- गुरु m. (guru) – teacher-mentor
- छात्र m. (chhaatra) – student
- शिष्य m. (shishya) – student
- विद्यालय m. (vidhyaalay) – school
- गुरुकुल m. (gurukul) – traditional school
- शिक्षा f. (shikSha) – education
- ज्ञान m. (gyaan) – knowledge
- सीखना verb (siikhnaa) – learning
- किताब f. (kitaabeN) – book
- कक्षा f. (kakShaa) – classroom
- विश्वविद्यालय m. (vishwavidyaalaya) – university
- विषय m. (vishay) – subject
- विज्ञान m. (vigyaan) – science
- गणित m. (ganit) – mathematics
- इतिहास m. (itihaas) – history
- भूगोल m. (bhuugol) – geography
- परीक्षा f. (parikShaa) – examination
- गृहकार्य m. (grihakarya) – homework
- पुस्तकालय m. (pustakaalaya) – library
- सहपाठी m. (sahapaathi) – classmates
- वर्दी f. (vardi) – uniform
- स्वतंत्रता f. (swatantrataa) – independence
- प्राचीन
- पारंपरिक
- शास्त्र = विद्या = सूत्र
Learning Episode 1: The teacher informs the students that they will be exploring three distinct educational settings across various regions of India in the next few days. Using a geographical map of India as a visual aid, the teacher points to the locations of the educational institutes that they will be learning about. The teacher asks students to brainstorm in groups what they know about (a) various education settings in India or the world (b) the education system in pre-independence or post-independence India.
Learning Episode 2: The teacher introduces the traditional Gurukul system, highlighting its integration of art, religious teachings, living in harmony with nature and moral values. In small groups, the students will share their thoughts on whether mindfulness, rooted in ancient Indian traditions such as yoga and meditation, can benefit students, educators, and the school community.
Learning Episode 3: Subsequently, the teacher delves into the British Raj education system and outlines its primary objectives in colonial India. The students work independently and research the goals of the British Raj education system in colonial India. They write a paragraph of at least 6-8 sentences summarizing their research findings in a table of two columns: (1) what they support and (2) what they do not support.
Learning Episode 4: The teacher and the students watch a YouTube video about the history of the Indian education system and compare and contrast in a Venn Diagram the ancient Indian education settings based on Vedanta knowledge with those of the British Raj and the post-independence education system.
Learning Episode 5: The teacher asks open-ended questions to review the topic, check for understanding and identify areas of curiosity and interest, improvement and need of improvement in relation to the topic.
The students participate in a classroom debate on the impact of colonial education on modern India’s development. They argue in a debate for or against the positive impact of colonial education on modern India’s development.
Additional Materials:
- गुरुकुल शिक्षा पद्धति’ | Ancient Indian Gurukul Education System
- Gurukul Education System
- Education In British India
Lesson 2. Patha Bhavan Shantiniketan: Embracing Mindfulness in a No-Walls Learning Environment
Objectives: The students will be able to:
- summarize and reflect on short videos on Patha Bhavana.
- argue about the pros and cons of an open-space classroom setting.
- collaborate and write a 1-2 paragraph report on a newly learned topic.
- explain how creative activities like dancing and singing can support mindfulness and contribute to building an ideal learning environment.
Language Targets: Students will construct and use
- various conditional sentences (real or unreal condition, contrary-to-fact, etc.) “अगर/यदि” (if).
- passive voice (पढ़ाया जाता है; सीखा जाता है, पूजा की जाती है, etc.)
क्या आधुनिक शिक्षा प्रणाली में रवींद्रनाथ ठाकुर के शिक्षा दर्शन को अपनाया जा सकता है?
Kya aadhunik shikShaa pranalii meN raviiNdranaath thaakur ke shikShaa darshan ko apanaayaa ja saktaa hai?
Can Rabindranath Tagore’s Educational Philosophy be adopted in Modern education?
Lesson Vocabulary:
- शांति निकेतन m. (shantiniketan) – abode of peace
- पाठ भवन m. (paaTh bhavan) – house of reading/learning
- प्रकृति f. (prakriti) – nature
- स्वतंत्रता f. (swatantrataa) – independence
- शैक्षिक सुधार m. (shaikShik sudhaar) – educational reforms
- पाठ्यक्रम m. (paaThyakram) – curriculum
- गुरुकुल परंपरा f. (gurukul paramparaa) – gurukul tradition
- व्यापकता f. (vyaapaktaa) – breadth
- प्रौद्योगिकी f. (praudyogikii) – technology
- सांस्कृतिक परिवर्तन m.(saanskritik parivartan) – cultural change
- दीर्घकालिक प्रभाव m. (diirghkalik prabhav) – long-term impact
- संगीत m. (sangiit) – music
- कला f. (kalaa) – art
- समाज m. (samaaj) – society
- संस्कृति f. (saNskriti) – culture
Learning Episode 1: Building the background– The teacher posts a video on Gurudev Rabindranath Tagore’s life on Google Classroom and assigns it as a pre-lesson/homework activity.
Learning Episode 2: The teacher begins by describing more details about the features of India’s ancient Gurukul system that they talked about before. They reflect on a padlet about the video of the life of Rabindranath Tagore and his vision. The teacher then asks the students to brainstorm about what they know and how they imagine a school without walls and exams for children (start filling out a KWL chart). The teacher then tells the students they will learn about a school in Shantiniketan, Kolkata, today. The school is based on Rabindranath Tagore’s vision and features of the ancient Gurukul system.
Learning Episode 3: The teacher and students watch a short video (10:40-12:30) and photos of a visit to Patha Bhavan. Patha Bhavan ( page 9) is an institution of primary and secondary education in Santiniketan, West Bengal, India, founded by Nobel laureate Rabindranath Tagore in 1901.
The teacher occasionally pauses the video to elaborate on the content and introduces the new vocabulary in context. The students learn that the school curriculum integrates arts and crafts, dancing, and singing daily. There is no formal assessment for the students until the 8th grade.
The students participate in the teacher-led discussion, answer open-ended questions, and use the newly learned vocabulary. The students take notes on points they would like to learn/explore more (KWL chart).
The teacher and the students watch the same video again and closely observe both the performers and the audience. Students write down notes on emotions, behavior, and any other related details. The teacher then leads the discussion on the Patha Bhava learning environment and how creative activities like this can unite the school community and create a non-threatening, non-stressful, and relaxing learning environment.
Learning Episode 4: The teacher and the students argue about the pros and cons of the open-space classroom setting and the no-exam policy in the whole group.
Extended Activity: The students work in small groups. Each group discusses what they want to explore more about the Patha Bhavan (KWL). They share their findings, collaborate, make a report / write 1-2 paragraphs, and share them with the class test. At the end of the activity, each group will revise the report and post it on the class Google Classroom.
Lesson 3. Patha Bhavan Shantiniketan Kolkata: Exploring Mindfulness through Creative Learning
Objectives: The students will be able to
- use academic Hindi vocabulary and expressions related to art, music, and mindfulness.
- explain the role of art and music in promoting mindfulness.
- analyze the integration of arts and humanities in educational settings, comparing Patha Bhavana’s approach with modern educational institutions.
- describe how creative activities like dancing and singing can support mindfulness and contribute to building an ideal learning environment.
- create and perform in a role-play a day at Patha Bhavana.
Language Objectives:
Practice using words such as कला (art), संगीत (music), सृजनात्मकता (creativity), ध्यान (mindfulness), and आत्मसात (self-awareness) in context.
Vocabulary Words:
- कला f. (kalaa) – art
- संगीत m. (sangiit) – music
- सृजनात्मकता f. (srijanatmaktaa) – creativity
- ध्यान m. (dhyaan) – mindfulness
- भारतीय संस्कृति f. (bhaaratiiya sanskriti) – Indian culture
- चित्रकला f. (chitrakalaa) – visual art
- खेल m. (khel) – sports
- संस्कृत f. (saNskrit) – Sanskrit
- गीत m. (giit) – Song
- नृत्य m. (nritya) – Dance
Learning Episode 1: Activating Prior Knowledge – The teacher leads the discussion on Patha Bhavan. The students use the newly acquired vocabulary to share their knowledge about the educational setting. Patha Bhavana encourages students to explore various subjects in the humanities, including literature, as part of a well-rounded education, allowing them to connect learning with nature and their surroundings.
Learning Episode 2: The teacher and the students watch the video and a presentation of the videos and photos of the cultural program at Pathan Bhavan. The teacher further explains that the idea behind this setting is “immense faith in the power of creativity. Creative activities unite people in contrast to competition, which instills isolation. Our basic idea is to give them(students) the power to appreciate, not so much making or creating performances ” (Dr. Bodhirupa Sinha- Principal, Pathan Bhavan).
In the role of inspectors, the students observe and then describe for their district positive and negative (if any) features of the program.
Learning Episode 3: The students work in small groups and share their notes/observations. They will get extra time to add/edit their notes. Each group will take turns sharing their collaborative notes (speaking and writing). 
Learning Episode 4: The teacher also shares their observations on the video and the photos while summarizing the students’ responses. The video and the images demonstrate that the students and the teachers participated in playing the instruments, singing, and dancing together. The teacher asks these questions:
- The teacher asked how the students and teachers felt when participating in the cultural program. How can they tell?
- The teacher asks if they noticed anyone in the audience in the video or photos using a cell phone.
- The teacher asks the students whether dancing and singing are mindfulness practices. Why or why not?
Learning Episode 5: The teacher divides students into groups, assigns roles (parents, journalist, inspectors, eco-activists, educators, ministry of education officers, etc.), and have them act out a TV discussion Bolo ji about the benefits and shortcomings of this type of education using new vocabulary and sentences in Hindi. Students will role-play a day at Patha Bhavan.
Learning Episode 6: Students discuss how the education setting in Patha Bhavan is different from their school or college.
Extended Activities/ Enrichment Activities
- The students write a paragraph discussing their interest in performing or participating in a cultural program at their school. They should mention the role they would like to take on, such as a performer or a participant. If they choose to perform, they should specify what they want to play, sing, or dance. They should also include why they think their contribution is important to understanding the culture. Additionally, they ar
e encouraged to share any unique talents they have. - Art Session: Paint or sketch inspired by nature. The students reflect on the workshop experience and discuss its impact on personal mindfulness. They also share insights about creativity and mindfulness from Patha Bhavana’s approach.
Lesson 4. Arsh Vidya Gurukulam Rishikesh: Cultivating Mindfulness and Harmony with Nature
Content Objectives: Students will
- understand and articulate the principles of living in harmony with nature.
- explore and explain how mindfulness, rooted in ancient Indian traditions such as yoga and meditation, benefits individuals and communities.
- relate these principles to contemporary educational environments.
Language Objectives:
- students write in paragraphs about complex topics related to Arya Vidya Gurukul in Rishikesh.
- students read and analyze literary and non-fiction texts/articles on the Samveda, focusing on the relationship between humans and nature.
- students use extensive vocabulary related to Vedanta education in discussions and written reflections.
Vocabulary Words:
- गुरुकुल m. (gurukul) – traditional school
- स्वामी m. (swaamii) – spiritual teacher or monk
- विद्या f. (vidyaa) – knowledge or education
- ध्यान m. (dhyaan) – meditation
- शांति f. (shaanti) – peace
- आध्यात्मिक adj. (adhyaatmik) – spiritual
- शिष्य m. (shikShya) – disciple or student
- वेदांत m. (vedaaNta) – vedanta philosophy
- प्रवचन m. (pravachan) – lecture or discourse
- आश्रम m. (aashram) – spiritual retreat
- प्रार्थना f. (praarthnaa) – prayer
- स्वाध्याय m. (swasdhyasy) – self-study or personal study
- योग m. (yoga) – Yoga
- संस्कृत f. (saNskrit) – Sanskrit (language)
- सेवा f. (sevaa) – service or selfless work
- गुरु m. (guru) – teacher or mentor
- आचार्य m. (aachaarya) – learned teacher
- साधक m.(saadhak) – practitioner or seeker
- अनुयायी m. (anuyaayia) – follower or devotee
- परिवार m. (parivaar) – family
- आत्मा f. (aatmaa) – soul or self
- कर्म m. (karma) – action or deeds
- धर्म m. (dharma) – duty or righteousness
- सत्य m. (satya) – truth
- अहिंसा f. (ahiNsa) – non-violence
- साधना f. (saadhnaa) – practice or discipline
- उपासना f. (upaasnaa) – worship or adoration
- प्रसाद m. (prasaad) – blessed food or offering
- शिक्षा f. (shikShaa) – education
- संस्कार m. (samskaar) – cultural or moral values
- परमपरा f. (paramparaa) – tradition
Learning Episode 1—Building the background: The teacher begins with a class discussion on students’ perceptions of living in harmony with nature and introduces Arya Vidya Gurukul and its principles. Arsha Vidya Gurukulam is a special place where students can learn about Vedanta, Sanskrit, Yoga, and other Indian traditions. The teacher asks the students to go over the vocab list and come up with 3 categories which they use to classify all the words into. In this way they manipulate and read the cocanulary several times.
The teacher shows the video of the Gurukulum. The students note the words that they don’t understand. After watching the video, the teacher and the students discuss the meaning of vocabulary words in context. Evaluate students based on their participation in discussions.
Learning Episode 2: The students watch another video of students explaining the subjects they study in their regular school and Gurukul. Along with Math, Sanskrit, and other subjects, the students study Samveda and participate in the evening Ganga aarti daily. The ashram is located on the banks of the Ganges River. The teacher and the students watch another video of students reciting the Ved mantras from Samveda by the river Ganges and performing the evening aarti worshipping the holy river. Students will practice discussing Arya Vidya Gurukul’s principles and daily routines in pairs or small groups, focusing on fluency and pronunciation.
Learning Episode 3: The students research/read texts about the Samveda, known as the Veda, of melodies and chants. This Samveda highly admires various elements of nature. There are so many maṇtras about water. The aim is to understand environmental awareness in Samveda, which is the root of human nature’s harmonious relationship.
Learning Episode 4: The teacher posts other information videos about the Gurukulam practices on Google Classroom for additional materials or independent study.
The students will answer the question in 6-8 sentences on the classroom discussion board/Padlet
How should modern classrooms be designed to encourage a stronger connection between human nature and the environment(In the role of eco-activist)?
or
Reflect on the no-wall classrooms they learned about in the Patha Bhavan Shantiniketan classroom (in the role of a journalist who has observed classes in the school).
or
Students will write a short reflection on what they have learned about mindfulness, ancient wisdom, and their application to modern life (as school principals planning to transform the curriculum and the setting).
Extended Activity: Arrange a virtual trip to a local nature reserve to practice mindfulness in a natural environment.
Lesson 5. Traditional Mindfulness Practices in Education: PPS Public School, Sarnath, Varanasi
Content Objectives: Students will be able to
- analyze the integration of mindful practices at PPS Public School, Sarnath
- evaluate the significance of mindfulness in education within Indian traditions
- provide arguments for the connection of such practices to broader themes of well-being and academic success.
Language Objectives: Students use:
- complex sentence structures and advanced vocabulary in Hindi.
- subjunctive mode (in complex sentences with an introductory clause यह काम ज़रूरी/आवश्यक है कि, इसका उद्देश्य है कि, etc. and/or with ताकि)
Example: पीपीएस पब्लिक स्कूल में विद्यार्थियों को ध्यान और योग के माध्यम से मानसिक संतुलन बनाए रखने के लिए प्रशिक्षित किया जाता है।
PPS public skool mein chhaatron ko dhyaan aur yog ke maadhyam se maanasik santulan banae rakhane ka prashikshan diya jaata hai.
PPS Public School trains students to maintain mental balance through meditation and yoga.
Students write essays or reflections in 6-8 sentences in Hindi on how mindfulness practices at PPS Public School contribute to the overall well-being of students and educators.
Lesson Vocabulary: 
- ध्यान m. (dhyaan) – meditation
- योग m. (yog) – Yoga
- शिक्षा f. (shikShaa) – education
- विद्यालय m. (vidyalaay) – school
- संतुलन m. (santulan) – balance
- मानसिक स्वास्थ्य m.(maanasik svaasthya) – mental health
- शारीरिक स्वास्थ्य m. (shaariirik svaasthya) – physical health
- प्राचीन m. (praachiin) – ancient
- परंपरा f.( parampara) – tradition
- आध्यात्मिकता f. (aadhyaatmiktaa) – spirituality
- शिक्षक m. (shikShak) – male teacher
- शिक्षिका f. (shikShikaa) – female teacher
- विद्यार्थी m. (vidyaarthii) – male student
- छात्रा f. (chhaatraa) – female student
- प्रस्ताव m. (prastaav) – proposal
- स्वास्थ्य m. (svaasthya) – health
- कल्याण m. (kalyaaN) – well-being
- आचरण m. (aacharan) – behavior/conduct
- शांति f. (shaaNti) – peace
- सामुदायिक m. (saamudaayik) – communal
Building the Background: The teacher shows Sarnath on the Indian map. Sarnath is the place where lord Buddha delivered his first sermon after enlightenment. The teacher introduces PPS Public School’s unique approach to integrating mindfulness practices. PPS Public School is also known as Phrakru Prakash Samadhigun Public School. PPS Public School is an educational institution in Sarnath, Varanasi, Uttar Pradesh, India. The teacher and students watch short video clips of the school. The videos are about the students talking about what they learn in their daily routines in the school. 
Learning Episode 1: The teacher presents the new information about PPS in a ppt. It includes:
- the philosophy: non-violence based on Buddha’s teachings and Buddhist Jataka stories.
- objectives: develop students’ high intellectual potential and emotional balance via Buddhist traditional practices and perspectives.
- personality development training and motivation classes to help children grow emotionally and intellectually.
- curriculum: the teachings of Buddha from the Dhammapada, various mythological and didactic texts like the Panchatantra or the Jataka tales
- methodology: storytelling is an integral part of the teachings in these classes – a story is read to the class, followed by a discussion of its moral teachings and what aspect of life they relate to, during which students are encouraged to personally relate them to their own lives and experiences.
Learning Episode 2: The teacher divides students into small groups. The student’s task is to identify and formulate 3+ mindful practices they see in this school that support the well-being of both students and teachers. The teacher supports the students in their group discussions and in terms of language and content. Students report to the whole class and write on the board phrases to mark their observations.
Learning Episode 3: The teacher reviews the importance of mindfulness in education. Then includes the historical roots of mindfulness in Indian tradition, focusing on practices observed at PPS Public School. They will then discuss how these practices support the well-being of students and teachers. The teacher leads a mindfulness session in Hindi using a guided meditation video/script (if needed, for this video on guided meditation, get approval from the school/college admin/get approval from the student’s parents). Afterward, the teacher asks students to reflect on what they experienced and the potential benefits of mindfulness in their academic and personal lives.
Learning Episode 4: Students discuss (in small groups) what they have learned about mindfulness in educational settings (they complete the KWL) and how they might apply these practices in their lives/ academic settings or future teaching. They are asked to suggest a new practice which they get ready to describe to the whole class:
- a) how it is performed (as a practice),
- b) what it needs (as products) and
- c) what their reasons are (perspective).
One group is the winner based on rubrics for peer review!
Extended Activity: Invite an educator or mindfulness practitioner (virtual visit) from PPS Public School or another institution to share their experience and expertise with the class.
Additional Resources:
Panchtantra Stories in Hindi and English https://hindikahani.hindi-kavita.com/HK-Panchtantra.php
Lesson 6: Enrichment Project 
Project: In the role of consultants for the Academic Impact Committee of the UN, students work in groups to develop a proposal for integrating mindfulness practices into the U.S. public school educational environments, using PPS Public School as a model. They will present their proposal in Hindi for approval to the UN high authorities. Their proposal includes:
- the need to make changes to the educational practices on a personal, community and academic level
- a daily or weekly schedule for a specific age (by student choice)
- a list of selected mindfulness activities (including their suggested practice Episode 4)
- an outline of the short-term and long term benefits of the suggested practices.
Each group will present their proposals to the class in Hindi and participate in a peer review process, focusing on the effectiveness and feasibility of the ideas presented.
Final project is the individual presentation for TV show “Satyamevam Jayate”
Unit Performance Task: Addressing Mindfulness in Education
For this project, students take on the role of the board of education specialist, invited as a guest-speaker on the “Satyamev Jayate” TV show. They will address the general public and the TV program audience about the benefits of mindfulness in education. As part of this project, students must prepare and deliver a presentation on how mindfulness enhances education. The speech should focus on how mindfulness positively impacts students and teachers, supported by one or two real-life examples of its application in educational settings. The students, in their role, must encourage the audience to consider integrating mindfulness practices into educational settings. Additionally, students participate in a Q&A session to address questions from the audience.
Checklist of Presentation Components:
- Introduction (1 minute): Briefly introduce yourself and explain the relevance of mindfulness in education.
- Definition of the main concept (1 minute): Define mindfulness and describe its historical and cultural roots.
- Benefits (1-2 minutes): Outline how mindfulness can benefit students and teachers.
- Examples (1 minute): Share one or two real-life examples of mindfulness practices in educational settings.
- Call to Action (1-2 minutes): Encourage viewers to support or advocate for mindfulness in schools, suggesting several approaches to it (door-to-door campaign, shirts and hats printout of the concept, work with local mandirs and priests or TV stations, etc.).
Presentation Guidelines:
- Duration: The speech should be 5+ minutes long, followed by a 2-3 minute Q&A session.
- Format: Use clear and engaging language. Ensure your presentation is well-structured, cohesive, and supported by evidence.
- Creativity: Be as creative as you can (a) Use visual aids to enhance your presentation and ensure they are relevant, authentic, and support your message; (b) Create a slogan, logo or song, etc. .
Extended Study:
Tibetan Institute of Higher Education Sarnath
Bharab Ganguly College Kolkata
Happy Thinking Lab Lucknow
United Nations Academic Impact
Resources: