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I really enjoyed this subject which allow me to depth of inquiry and differentiation that I’ve embedded into this unit. My focus on concept-based learning, student-driven inquiry, and collaborative strategies has created a dynamic learning environment. However, I recognize the need to improve my concept identification process to ensure deeper, cross-disciplinary connections. Additionally, I plan to expand the variety of resources, especially incorporating more interactive technologies to enhance student engagement.

I would like to thank Dr. Veronica Steffen Garcia for your dedication and for your teaching through the subject I have learned a lot and now my knowledge of the IB curriculum is much clearer for my future at Sek institute.

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Final MYP Unit Planer Sea Bots by Jessica Paola Florez Murcia

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Here is the reflection on differentiation by answering the following questions:

N: What more do you need to know about it?

S: What suggestions do you have for moving yourself, your area or school forward?

E: What do you find exciting about it?

W: What do you find worrying?

Specifically reference aspects of Tomlinson's video:  https://www.youtube.com/watch?v=01798frimeQ

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Reflection on Differentiation & Responsive Teaching

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Here can be found the reflection on personal and group collaboration skills planned for this Unit.

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Self-Assessment of Collaboration and Cooperation in my Classroom

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In the present SA can be found the evaluation of the effectiveness of questioning techniques in promoting student inquiry through this unit planner.

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I chose Engagement of Students over curriculum, planning, communication, classroom organization, and assessment procedure because I believe that inquiry starts with engagement. If students are not engaged, if they are not curious, asking questions, and eager to explore, then even the best curriculum or lesson plan won’t lead to meaningful learning. I connect with my students by encouraging their natural curiosity. My priority is fostering a classroom where students feel empowered to ask, think, and explore rather than just absorb information. Below is how I rate myself in each row of the Engagement of Students category and why

1. Teacher engages students through open-ended discussions, investigations, and reflections. Rating: 4

I encourage open-ended discussions daily, making sure my students feel comfortable sharing their thoughts. I guide them with questions rather than answers, allowing them to develop their own understanding. Whether it’s in literature, science, or real-world issues, I push them to explore different perspectives.

2. Students are consistently active; teacher uses hands-on and minds-on activities that encourage open-ended, student-initiated investigations and explorations.

Rating: 4

I design my lessons so that students are at the center. Instead of just listening to lectures, they are solving problems, investigating concepts, and engaging in discussions that stem from their own inquiries. I balance structure with flexibility, allowing them to take ownership of their learning while ensuring they stay on track.

3. Teacher frequently and effectively solicits information from the students.

Rating: 4

I don’t just ask students questions, I encourage them to ask their own and refine them over time, where questioning evolves into deeper discussion. Inquiry is not about getting quick answers but about developing the ability to think critically. I ensure students feel that their voices matter, and I often reshape discussions based on their input rather than sticking rigidly to a pre-planned script. Final Thoughts

Engagement is what drives inquiry and deep learning. If students aren’t engaged, the curriculum, planning, and assessment lose their impact. A classroom full of curiosity, exploration, and open-ended questioning is where real learning happens and that’s what I strive for every day.

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What makes you say that? Reflection from 2 videos of Dr Watson to implement in my current Unit planner

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What makes you say that? Reflection from 2 videos of Dr Watson to implement in my current Unit planner

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What is happening?

In the first video Dr. Watson tries to deliver her planned art history lecture, but the students already know the material. They answer her questions easily, show little interest, and eventually suggest they’d rather study on their own. In the second video, she shifts her approach and presents something unexpecteda provocative painting by Soutine, one that she did when was a kid and a picture of her mother. This sparks debate among the students, drawing them into a lively discussion about what defines art, its value, and who decides.

What do you see or know that makes you say that?

In the first video, the students quickly identify and describe artworks with little need for guidance. They don’t engage deeply and instead dismiss the class as unnecessary. In the second video, however, their strong reactions to Carcass ranging from calling it grotesque, show that they’re more interested. The shift in tone and participation is clear as they start questioning and rethinking their assumptions about art.

The contrast between the two approaches is evident. In the first video, the class feels flat and predictable, with little engagement. In the second, Dr. Watson successfully provokes curiosity and critical thinking by challenging the students with something unconventional. It’s clear that this change allowed them to explore ideas more deeply and brought a sense of energy and purpose to the discussion. This shift highlights how important it is to adapt teaching strategies to spark genuine interest and participation.

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Mona Lisa´'s Smile  - First Lesson scene

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In the present recording voice you can find the experience of the ease and difficulties that my colleague Alaa Zaza and I found at the moment of creating the unit plan concept based Curriculum.

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Introduction for the Unit Planner in the subject Methodology and International Education 

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Introduction for the Unit Planner in the subject Methodology and International Education 

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This unit planner represents a comprehensive journey through methodology and international education, grounded in the principles of inquiry-based learning, concept-driven curriculum, and differentiated instruction. The experiences documented within this planner reflect an intentional effort to foster critical thinking, collaboration, and student agency, aligning with the core values of IB education and international pedagogical frameworks.

Through a series of interactive activities, reflective practices, and self-assessments, I explored how to effectively integrate concept-based learning, authentic inquiry, and differentiation into classroom practice. Each activity was designed to enhance both teacher competency and student engagement, creating a learning environment that promotes global-mindedness, creativity, and problem-solving skills.

To showcase the development and outcomes of this unit, I will present all the related documents in a Padlet. This platform will serve as an interactive portfolio, allowing for easy navigation through each activity, reflection, and assessment. The Padlet will include the following key components:

1. Activity U1: Generalization: Demonstrating the process of creating powerful, transferable generalizations.

Reflect U1: Think-Pair-Share: A reflection on collaborative thinking strategies.

2. Activity U2: Inquiry Strategies: Exploring diverse inquiry methods to engage students in deeper learning.

Reflect U2: What Makes You Say That?: Encouraging evidence-based reasoning.

SA U2: Inquiry Teacher: A self-assessment focused on developing as an inquiry-driven educator.

3. Activity U3: Discussion Strategies: Practical approaches to fostering rich classroom dialogue.

SA U3: Classroom Questions: Evaluating the effectiveness of questioning techniques in promoting student inquiry.

4. Activity U4: C/C Strategies (Collaboration and Cooperation): Implementing strategies to enhance teamwork and cooperative learning.

Self-Assessment U4: Collaborative Teamwork: Reflecting on personal and group collaboration skills.

5. Activity U5: Differentiation Strategies: Designing lessons that cater to diverse learning styles and needs.

Reflection U5: Compass: A reflective tool to evaluate growth in differentiation practices.

U5: Differentiated Practice: Applying differentiated strategies in practical classroom scenarios.

This Padlet will not only highlight the progression of my learning journey but will also serve as a resource to inspire best practices in international and inquiry-based education.

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This unit planner represents a comprehensive journey through methodology and international education, grounded in the principles of inquiry-based learning, concept-driven curriculum, and differentiated instruction.

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Here is the chosen C/C strategy found in this session’s syllabus with an activity in which it can be used.

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Best Collaborative Strategy for Deep Sea Bots

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This is the initial Unit plan created for STEM class grade 6 (MYP 1). Here is the developing of a generalization (central idea, statement of inquiry, principle) for my unit. It is explained the macro (key) and micro (related) concepts chosen and how they are linked to the generalization.

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MYP UNIT PLAN BY JESSICA PAOLA FLOREZ MURCIA

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Here is the chosen strategy found in this session’s syllabus with an activity in which it can be used.

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Best Strategy from Differentiation Strategies for SEA BOTS STEM CLASS

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What Lurks in the Midnight Zone? | Blue Planet II | BBC Earth

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These are the questions based on the article 'Taking the Plunge'. They are meant to guide the understanding of the generalization developed in the previous module.

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Inquiry Questions by Jessica Paola Florez Murcia

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Here is the strategy chosen from this unit’s 3 syllabus with an activity for being implemented in the Sea Bots subject.