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Aprendizaje basado en la indagación– un viaje a través al proceso del pensamiento

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Aprendizaje basado en la indagación– un viaje a través al proceso del pensamiento

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Taller-  Enfoques del Aprendizaje matriz

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SJ - EVALUACIÓN CONTINUA PARA EL APRENDIZAJE

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Conceptos relacionados por LAB.pdf

Conceptos relacionados por LAB.pdf

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El desarrollo de una perspectiva internacional

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El desarrollo de una perspectiva internacional

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La futilidad de enseñar todo lo importante

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La futilidad de enseñar todo lo importante

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NORMAS PARA LA IMPLEMENTACIÓN DE LOS PROGRAMAS Y APLICACIONES CONCRETAS

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NORMAS PARA LA IMPLEMENTACIÓN DE LOS PROGRAMAS Y APLICACIONES CONCRETAS

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Explorando un currículum que es internacional

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Explorando un currículum que es internacional

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Sesión 5: Planificación Colaborativa - Unidad de Indagación

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Sesión 5: Planificación Colaborativa - Unidad de Indagación

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Aprendizaje basado en la indagación– un viaje a través al proceso del pensamiento - Kath Murdoch

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Aprendizaje basado en la indagación– un viaje a través al proceso del pensamiento - Kath Murdoch

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https://docs.google.com/document/d/1FlrvqYUxxD0y63uVix9vcq9Yjb8ZE16NXLEHeXJLJBY/edit

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Taller-  Enfoques del Aprendizaje matriz

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El Desarollo de una Perspectiva Internacional - Niky Singh

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El Desarollo de una Perspectiva Internacional - Niky Singh

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Video, una forma de ver la acción y agencia

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Video, una forma de ver la acción y agencia

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Improving School Experiences with Design Thinking

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Aprendizaje basado en conceptos: desarrollo de preguntas dirigidas por los estudiantes

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Anime a sus alumnos a planificar la unidad de investigación

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This article shows how to plan a unit of inquiry from the student perspective facilitating the same process that teachers undertake."It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students, and that is why meaningful student involvement is vital to school improvement."
Teachers spend many hours planning units of inquiry in order to help their students learn new knowledge and to develop new skills and attitudes. Some teachers collaboratively develop the unit before ascertaining student prior knowledge. Some teachers develop a skeleton unit plan and finish the rest of the unit plan informed by student prior knowledge, questions and interests. A few teachers carry out a true form of democratic inquiry and co-construct the unit with their students.

Fraser (2000, p.35) comments:
...teachers are in fact planning the units in advance, and consulting with the students only on a few minor details. The core elements, activities and direction of the units, as decided by the teacher, remain unchanged.
For a number of years I have facilitated a "kid's curriculum group" designed to gather student voice around curriculum design and learning programmes. Originally the students offered ideas around topics for study, defined key competencies and surveyed the school for opinions on specific issues.

When considering effective pedagogy we know the power of incorporating student voice at all levels of learning, we know gathering prior knowledge is a very important first step and we know student choice is a powerful engagement tool. I soon realized that when students' ideas and feedback are actioned, their engagement is stronger. Therefore I decided to increase their voice and ideas in unit of inquiry planning to ensure a greater degree of ownership and engagement.

With these points in mind I decided to plan a unit of inquiry from the student perspective facilitating the same process that teachers undertake.

Individually, from their own cultural perspective, our year 8 student leaders unpacked the transdisciplinary theme ( Sharing the planet) and central idea (everyone has rights ...) and then shared their understandings to form a shared meaning. This process included their family and cultural perspective and allowed prior knowledge to be captured. It was interesting how each student viewed the term "refugee" and how each had their own "lens" through which they approached the central idea.

Starting with a shared language aided the students in selecting the key concepts to be emphasized and to develop possible lines of inquiry. They formulated a variety of "big" questions to provoke and stimulate discussion such as "what rights and responsibilities do refugees have compared to us?" "A war can start small but impact a huge amount of people" and "what is the difference between rights, responsibilities and power?"

Planning learning experiences promoted great excitement and was a highly motivating part of the planning. We were astounded at the ease with which the year 8 students generated the activities and their natural inclusion of a wide variety in order to suit individuals, groups and learning styles.

Transdisciplinary links were developed naturally as the inquiry was focused on a real-world problem (refugees) and brought relevance both locally and internationally. The culminating activity was replicating a day in a refugee camp. This involved a great deal of planning and the development of financial, thinking, communication and research skills but more importantly enabled them to be risk-takers, open-minded, reflective, caring learners.

Planning possible assessment tasks was relatively straight forward as they reflected on the learning activities and the skills, values and knowledge to be developed. They planned a number of individual and group activities that would culminate in a comprehensive portfolio of artifacts as proof of their achievement and learning journey. They also included co-constructed rubrics and role-play.

From this exercise we learned 3 main points:

Start with what they know.

I have worked with groups of students for many years facilitating the planning of units of inquiry using the same steps and approach as teachers use. Teachers are astonished when they receive the planning and often choose to use the plan with minor modifications. Why? Because the planning is authentic, starts from "what the students know" and engagement is instant.

Students know how they like to learn best.

Students have the capability to design the learning activities and are very aware which skills they need to develop. Senior students have had many years of learning through exposure to many different types of inquiry learning activities and they know best which ones engage and suit the learning need. Planning assessment activities and an understanding of the learning journey leads to self-direction and metacognition.

Students feel empowered when they carry out the planning and engagement is assured.

Students I have worked with feel proud that they have developed the unit and are very excited to begin learning. Incorporating student voice and choice to such a degree encourages student agency and ownership of their learning.

Click here to see the unit of inquiry planned entirely by a group of year 8 girls at Selwyn House School.

I am sure they would love to get your feedback.

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Dr Lyn Bird is principal at Selwyn House School in Christchurch, New Zealand. She has been principal of both private and state schools from small country to large urban schools. Her PhD thesis focused on developing self regulated learning skills in young students and she is passionate about self directed learning and personalization of learning. Visit her blog at principaltweets.blogspot.co.nz

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Encourage your students to plan the unit of inquiry

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This article shows how to plan a unit of inquiry from the student perspective facilitating the same process that teachers undertake. "It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students, and that is why meaningful student involvement is vital to school improvement."

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 La transdisciplinariedad en el currículo

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 La transdisciplinariedad en el currículo

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Estos elementos curriculares son:

1. 1.Temas transdisciplinarios

2. Programa de indagación

3. Asignaturas

4. Conceptos

5. Enfoques de aprendizaje

6. Atributos del perfil

7. Mentalidad internacional (desarrollo del lenguaje

8. Colaboración

9. El juego

10.  Acción

11.  Exposición

12. Agencia

13. Diferenciación

14. Evaluación

15. Indagación

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por Sonya Ter Borg

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Una guía súper simple para proyectos de estudiantes con un propósito y agencia

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Apoyar las identidades de agentes de los niños a través de enfoques de aprendizaje 

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Apoyar las identidades de agentes de los niños a través de enfoques de aprendizaje 

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This piece draws from experiences in an early childhood PYP context in Switzer l and . Reflections are shared on ways the Approaches to Learning have the potential to be powerful tools for supporting children's agentic identities with a particular focus on environments, experts and teacher talk.

"Maybe if I get the idea of something. Maybe I get it in a book or maybe I tell [my sister] I'm going to be the one who knows it. Who found it out." - D., aged 4

These reflections by three- and four-year-olds are ideas that have been thoughtfully cultivated as part of in-depth inquiries and a classroom culture that actively seeks to nurture a sense of agency. We educators have found that thinking deeply about the Approaches to Learning as tools for sup porting children's identities as scientists, makers, artists, and in the example above, RESEARCHERS has framed how we plan for explorations connected to inquiries.

The young children's reflections on what it means to be a researcher make clear that they are quite capable of developing a strikingly self-actualized sense of themselves . Without hesitation, they identify THEMSELVES as the researchers-citizens of our community who are highly capable as active participants in meaning-making with strong images and identities as learners.

Many children in our school community are developing English as an additional language, so we educators also bring in other ways for children to share thinking and tell us about who they are as learners. A confident scientific drawing, ease with using materials to represent ideas-these traces of learning give us lots of information about agency, identity and learning.

But getting back to those articulately shared ideas about what it means to be a researcher...  As teachers, we have been considering how lines of inquiry and connected proposals to support learning outcomes might be optimized through the lens of the Approaches to l earning (ATLs). Playing with the idea of developing the skills of Researcher (or Thinker/Communicator, etc.) as central to planning, we have identified three areas which have had a significant impact, including: Learning Environments , Experts and Language (Teacher Talk).

"Children are natural scientists, and an open-ended outdoor setting inherently promotes a sense of wonder and a space ripe for questioning, inquiring and theory-building."

Learning Environments

For an inquiry into ways of how ' exploring and caring for the natural environment leads to discovery ' (Sharing the Planet), much of the "fieldwork" happens in outdoor environments. Dedicated time learning outdoors in the forest, pond and garden provides inspiration for observing, questioning and collecting data. Children are natural scientists, and an open-ended outdoor setting inherently promotes a sense of wonder and a space ripe for questioning, inquiring and theory-building. The outdoors is the ultimate space for developing research skills, but there are others. Classrooms, for instance, have endless potential to support identity and agency. More on that from my far more knowledgeable former colleagues and me he r e.

Experts: A Different Approach

Opportunities to connect with members of the wider community have been important components of many of our inquiries. A visiting musician, an engineer and a professional dancer are just some examples of experts we have hosted. These visits often promote a meaningful exchange of dialogue, sharing of skills and connection. As a team, we have thought a lot about how to optimize these visits. Instead of the traditional invitation to come in and share expertise, we wondered how we might rethink these experiences with a view to reframe the relationship between the children and visiting experts.

Recently, we were fortunate to have a scientist visit as part of a science focused inquiry. Before the visit, we shared that " Dr. O" was interested in hearing about the children's work/projects/research and that a professional scientist might have interesting ideas to share back with us. The children were extremely motivated to share an ongoing color mixing project. Dr. O was able to make connections to his work by sharing, among other things, about how his research also takes place in a lab much like our classroom. Of course, this took some preparation and "frontloading" for our guest but he was grateful to have the teachers provide direction and shared how impressed he was with the children's work and how it made a lot of sense for him to connect to their work and not the other way around. Our aim was to actively cultivate the children's identities as Researchers/ Scientists by valuing their work in real time as opposed to something precluding the work they might someday aspire to - a sh ift in the role of expert toward a dialogue between researchers.

"In thinking about words we use to describe children, we asked ourselves as teachers how this strong image of children as learners might inform the way we speak to children and each other in our classroom communities."

Language (Teacher Talk)

PYP teachers do lots of thinking about how to support the development of the Learner Profile. In my context, some of us have spent dedicated time developing a shared understanding of young children as capable, curious and motivated to be active participants in their learning. In thinking about words we use to describe children, we asked ourselves as teachers how this strong image of children as learners might inform the way we speak to children and each other in our classroom communities. Circling back to those self-actualized young children/researchers at the beginning of this post, we see that their words are weighted heavily with a sense of agency. They spontaneously employed action verbs like investigating , discovering , finding out . They identified themselves as the researchers . They knew what "tools" they required. As teachers, we hope that our conscious use of empowering language contributed to the childrens '  metacognition-their ideas about themselves-as learners.

For most educators, the day-to-day planning for teaching/learning is a practical, often creative, but usually time-consuming labo u r of love. The time we set aside to consider the impact our choices have on children's agentic identities for lifelong learning is also time to appreciate the beautiful work of early childhood education.

Andrea Mills  currently works as both a Primary Teacher and Atelierista /Arts Specialist at The Inter-Community, Zurich. She is from the US, and has a range of international school experiences. Passionate about play based learning, she is also a trained Forest School Leader and is inspired by the educational projects of Reggio Emilia.

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Supporting Children's Agentic Identities through the Approaches to Learning

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This piece draws from experiences in an early childhood PYP context in Switzer l and . Reflections are shared on ways the Approaches to Learning have the potential to be powerful tools for supporting children's agentic identities with a particular focus on environments, experts and teacher talk. "Maybe if I get the idea of something.

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Mentalidad Internacional  Lectura adicional  - 10 maneras de promover la mentalidad Internacional

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Ejemplos de preguntas de diferentes áreas temáticas 

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Ejemplos de preguntas de diferentes áreas temáticas 

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Autora: Sonya Terborg
Sitio web: https://sonyaterborg.com/2017/11/11/updated-related-concepts-on-concept-question-cards/
La reflexión se ha integrado a lo largo de todo el programa de distintas maneras y ya no se clasifica como concepto clave.

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Conceptos clave y relacionados
Documento IB: El aprendizaje y la enseñanza  pag 58

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El Programa de la Escuela Primaria: de los principios a la práctica

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El Programa de la Escuela Primaria: de los principios a la práctica

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¿Qué es la educación del IB? / Mentalidad Internacional?

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¿Qué es la educación del IB? / Mentalidad Internacional?

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¿Qué es la educación del IB? / Mentalidad Internacional