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In grade 4 we have finished the Inquiry Cycle until making conclussion and we are preparing for taking action

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Grade 6 just done finishing in "making conclusions" stage. We gave them some issue related to the impact of space exploration and asked them to make a connection between the topic and PYP concept. From the issue they needed to reflect how the earth changes as their learning goals.

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We only need to do the last step (taking action) to complete the inquiry cycle

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here is one of student reflection when they watched a video how the earth changed for about 37 years as the impact of advances in technology therefore the scientists are having a mission to explore the space to find the new planet for a living

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Reflection

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Here some documentation of their product in "making conclusion" stage

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In grade 1, we are implementing going further. The students write their inquiry journal.

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In grade 1, we make inquiry circle display with picture and description about activity every cycle. And we will going to next cycle 😊

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In making conclusions & taking action stage, all the students has not been collected in this stage, because we have just entered this stage.

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Finding out activities through visit to family’s friend house
The teacher invites student to visit their family’s friend house for observing and comparing their family with other family.
They are stimulating their knowledge by observing and knowing the family member and role of family member.

After that, student making conclussion about their family’s friend and the area of family living

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- On turning in activity, the teacher do role play family member and students observing that.
- after that, the students make discussion and opinion about role of family member
- The teacher gives the questions for students to stimulate their curiousity and knowledge about role of family member
- The teacher and student making conclussion

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Arranging puzzles, inquire the difference between the picture in the puzzles
Analyzing the props for boys and girls

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In TK A right now in the finding out stage
We stimulate the children curiosity
We provide task for the children to find out as many information as possible

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Students still need to be given reinforcement for respect in learning and to embed profiles and ATL at their learning, they still lack of self management and social skill, such as playing in the right place, not making noises, awareness to their belongings and take turn. Some of the students still need more  time to engange with the learning process indepedently and some of them also still need to be motivated to express their ideas confidently. They must still be directed when seeking information and receiving and also making conclusions.

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Breaking down the stage of inquiry
We get so many supplements about the strategies to implement the cycle
Making the cycle visible using planner

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On tuning in activities we guide the students for walking around the school. Then, in the classroom the students write what they have seen and classify what they have written as animals, plants and things. After that we use mystery box, the students guess and write essential question in the sticky note.

On finding out activities we found the theme by answering students from essential question.

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Grade 6: Making mindmap "Facts about Sun" with the group

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Grade 6: Making mindmap "Facts about Sun" with the group

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1. Students find out facts about sun from video, some resources (book) they brought, interviewed, what they observed around school (the benefits of sunlight for support life). Each students wrote 2-3 facts about sun on the colorful paper then paste it to mindmap.
2. Playing games Sun Chatterbox to review what they learnt about Sun

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Using an Inquiry Cycle in the classroom provides a clear framework, It is a fluid and fle and that has explicit teaching embedded at the core.

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Our provocation activity

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1. Students are given a mystery box containing 4 animals that will be objects of observation (provocation)
2. Students make essential questions and then stick them in the space provided
3. Students observe the 4 animals.
4. Students fill out my inquiry journal independently

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At the tuning-in stage, it begins with moving class activities. In this activity, students are trained to observe energy sources and forms demonstrated by the teacher. After that, at the next meeting (still in the tuning-in stage), students conducted experiments in groups by directly observing the experiments they were carrying out, provided with worksheets.

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On tuning in activity,the teachers show their talent and the students become the audince

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On finding out activities we found the theme by arranged the puzzle and watching the movie

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The teacher needs more time to make students ready to learn. However many students need learn more about English

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On tuning in activities we gave provocation by presenting teacher performance. The students saw and guess teacher performance such as drawing,dancing,singing,cooking,etc.

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Not all students are skilled at carrying out work steps according to instructions. Sometimes more detailed and exemplary repetition is needed. Digital skills also still need to be developed because they are not used to using laptops.

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- We start the inquiry journey by provoking the students. We provide some pictures related to health problem and the students This provocation is purposed to identified the unit lesson topic.
-We discuss: the topic will be under which Trans-disciplinary theme?  will be highlight the descriptor of theme
-Based on the descriptor of theme (some related words are highlighted) the students generate relate concept and key concept
-and unpacking the central idea together.

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Inquiry cycle designed to support the teacher's thinking as they guide students in their learning.

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Students do not really understand the essence of each stage of the inquiry cycle, but teachers try to understand it while applying it to learning.

When tuning in, we conducted experiments related to the topic of energy. To find out activities, students search for data by completing storyboards using digital sources (browsing) and guest teachers.

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Inquiry involves numerous, connected skills, dispotition and processes. Frameworks for planning and model play in scaffolding inquiry learnong designed and used well, will help teacher and learner design tasks.

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Same with grade 6,
Not every students are interested to be engaged in learning activities, especially the quiet students seem to have more difficulties when it comes to discussion with more dominance students.

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On Finding Out activities we visited the Museum of Anatomy in Jakarta. They had interviewed the doctors with their predefined questions referring to key concepts. Also we have padlet to gather resources.

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A good inquiry teacher is like a cartographer they work at keeping a kind of aerial view of the learning pathways available to the students

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On Tuning In activities we gave the provocation by guess the theme, highlight the descriptor of theme, generate relate concept and key concept, and generating the central idea together. Second meet we gave the provocation by viewing the picture about the analogy of the human body system and systen of bicycle. Then they can write their visual thinking routines.

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Need more strategy to motivate students to learn and use the weekly plan to prepare for the learning activities next meeting.

Some students don't have enough prior-knowledge about the current topic discussion.

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we use stunning images and puzzles to give them interesting provocation and the students fill the Y chart to engage the information about the pictures with their prior knowledge. The students use library to find more information about what they want to know more.

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On Tuning In activities we gave the provocation by visiting gallery walk and they can write their visual thinking routines.

while running the steps of inquiry cycle teacher keep on guiding the students about each steps of inquiry cycle, therefor the students won't lost track on what are they doing and learning, in which stage they are actually in.

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Not every students are interested to be engaged in learning activities, especially the quiet students seem to have more difficulties when it comes to discussion with more dominant students.

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we need more resources not only from the book but the real inquiry activities, such as role model or video and we can practice it directly with our team as our references to make interesting activities for students in the classroom

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A cycle in inquiry can help teacher plan and thinking beyond simply coming up with activities but it can guide students ability to comprehend what they will learn

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we gave the interesting provocation and tell them about the step of inquiry cycle that we doing now, displaying inquiry cycle evidence

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1. Playing games guess who am I?
2. Finding information
3. Unpacking central idea

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we need more discussion with team to evaluate and finding more activities for inquiry cycle in the classroom.

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We helped by displaying inquiry cycle evidence, to make sure the cycle is running and the students will remember our steps/stage.

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true inquiry can be messy and recursive.
inquiry cycle can help us to think more clearly and actually better manage the messiness without getting overwhelmed.

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student were provoked throuh gallery walk. They visited 4 stations:
1. Sky Observation
2. Earth Explore
3. Practical Marble Circle (reflection games about Sun, Earth, Planet and Moon)
4. Making Moon Phases with the oreo
Students wrote what they see, think and what makes them wonder in there

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The Y-chart

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Strategies of see/think/wonder and token cards

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Grade 3: Make a storyboard and energy transformation foldable

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Grade 3: Make a storyboard and energy transformation foldable

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Find out activities:
1. Students search for data by completing storyboards using digital sources (browsing) in groups
2. Making energy transformation foldable individually. In the activity of making foldable, they were asked to bring toys from home, explore it, and then recapitulate them in the foldable.

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Grade 5 is running in making conclusions stage. They made conclusions about why and how we have to taking care of our body system?
They made different media to explain it and post it on pladlet.

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1. Step one gather students in a group
2. Give them the topic
3. Write their prior knowledge about the topic
4. They pass the paper to next person, until many rounds
5. Read the information and discuss