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As a single subject teacher I have always incorporated culture and meaningful concepts that gives students the opportunity to question and come up with their own ideas. I have taken into consideration their interests and made the lesson fun and engaging for them. I love this inquiry-based learning and will continue to implement it in my classroom. I have found that students love to be listened to and they appreciate when their thoughts are taken into consideration.

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Something that resonated with me was wheat Melanie mentioned about collaboration. She said that she not only plans with grade-level partners but also with other teachers. As a special education teacher, I really appreciate this. The teachers that I work with always make sure to include me in their planning and ask for my input. Not only do we benefit from effective collaboration, but the students do as well.

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I see student-initiated inquiry as a way to give students more agency with their learning. This allows students to have a space where they can begin to wonder and become more interested in the inquiry topic. Although this year has made it hard to see this in action, I have noticed classroom teachers implement this student initiated inquiry virtually as well. Students have access to various online resources where they can explore the inquiry topic at hand.

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From my understanding student-initiated inquiry means that students are given the opportunity to take charge of their own learning. Students become risk takers and long life learners who are not afraid to question what they are learning. The student-initiated inquiry seems to not fully be there right now because of the situation with the pandemic, which makes everything so much more difficult. Especially, with the little ones because they face the issue of technology and being at home trying to figure everything else. Although, the goal is to see things shift in the upcoming school year.

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Ideally, for me would be amazing to know what is the central ideas for each of my K-5th grade students so I can reinforce the learning. I would definitely love to collaborate with my fellow teachers and add on or strengthen conceptual understandings. I am still in the very beginning of this process and will make sure that I am covering and reinforcing student success through a different language.

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Student self assessment gives students the opportunity to go back, reflect on what they did and make changes if they need to. This gives students an opportunity to re-think and revise. I think this is a good way to self assess. The way I asses at this moment, which has been my first week in the school is that I am assessing students orally and asking questions. I want to add on self-assessment and have students monitor what they are learning themselves.

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First, you need to know and understand your students. Their interests, concerns and learning style all play a part of learning in a classroom.  However, for our students, we continue to use themes under the idea of transdisciplinary themes.  Such as Sharing the Planet, our students are learning about Jungle/Zoo, Ocean and Farm animals and the concepts are broken down as needed.  The rest of the campus are learning also about animals but in a different direction. Though the Prek/ECSE staff get together for collaboration.

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It is important to introduce meaningful lessons to the students to keep them students engaged. Collaboration as a grade level or school or school whole is a key part in student success.

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Inquiry in my belief is giving the student more leeway to create his own way learning. We want students to learn and explore on their own. Independence gives them more ownership of their work and gives them and invitation to explore more on their own.

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My school collaborates as a grade level to review central ideas. I feel this is important because you need input from your colleagues to help teach and understand from different perspectives.

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I believe applying knowledge and student reflection, as well as charting is a way to monitor and document, measure and record both guided- and student-initiated inquiry learning. Continuous feedback and student reflection gives opportunity for more inquiry and student growth.

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I taught 3rd grade for a few months as a substitute in my IB school, and 1 month in 5th, but since then I've been the ESL teacher popping in to support and doing mini-lessons, etc. I did lead some guided inquiry, but I don't think it got to the point of student-led. It looks very fun to me. The main takeaway for me is that the teacher can guide with structures like the provocation, the lines of inquiry, student inquiry plans, mini-lessons, guided reflection strategies, curated materials in the beginning exploration phase, etc. but the teacher can let the students choose their own path to explore the lines of inquiry. The structures and full teacher engagement and scaffolding can make it successful.

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My understanding of student-initiated inquiry is that within the beginning stages of a unit, in the course of the provocation and introduction of the central idea and lines of inquiry, students get interested in specific topics. The teacher's job is to guide the students through the process of investigation and making an inquiry plan to tackle that topic of interest, and then the teacher helps students keep it on track so it informs the line of inquiry. The student gets to follow their topic, choose their project, etc. ---- In my position I am mainly concerned with targeted interventions, with scaffolds, with empowering teachers to differentiate. Unfortunately I have not had much chance to plan at the unit level. But in my work with "newcomers," I would like to explore moving to an inquiry approach even in my mini lessons, to enable them to be more auto-didactic in their approach to language learning.

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Honestly, I have not done anything but look at others' central ideas to understand what my students need to understand. I have noticed that sometimes central ideas can get too complicated. I'm wondering how long they are supposed to be, and how many big terms should be in them? I think the central idea should be clear, and the lines of inquiry clearly connected to it without too many mental gymnastics.

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Obviously the final project/product needs a rubric. I have mainly seen teacher-created rubrics for this, but I can't be sure because I'm not there when they are created. I think teacher created rubrics may make things easier to grade, but they are not easier for the student to engage with. I liked the Inquiry Plan graphic organizer that Melanie used. Items like that, and student sticky notes next to the lines of inquiry on the wall, research collection graphic organizers, group daily plan document, things of that nature can act as formative assessments. Personally I use a lot of anecdotal note-taking as well as the student work. Anything can be an assessment.

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The first permanent teaching assignment I was given was in a K-3 multi-age bilingual developmental classroom. We were a team of co-teachers and had 30 students from different ages working with us in this program. I have never been able to see teaching as anything other than collaborative and am very grateful for that experience as it makes working in education much more purposeful and enjoyable. I see the challenges in schools as they have gone through the swing of "pedagogical pendulum" and have had very scripted and paced text based curriculum be more disconnected to the possibilities of collaboration and inquiry. I am hopeful that there are now opportunities from different educational movements that will help to transform the educational experience towards relevant and purposeful learning. Maker-education from a constructionist perspective, linked learning and IB education have a common goal in seeing the big picture of a child's education.

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This is such an interesting point, and often one of contention. I have heard dissension to inquiry-based education as described by the "just letting them go" idea. This is why it is vital to promoting and advocating concept-based inquiry so that not only teachers are advocating and promoting, but students, parents and community members that all collaborate in the learning community can demonstrate and speak to the benefits of student-initiated inquiry. It is also part of the strength of this learning environment as the students are developing the skills to set goals and explore different learning and research skills.

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At this point most assessment is teacher guided and initiated. Some teachers are using student reflections as part of assessment.

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As a music teacher with no IB experience yet, I always tried to make meaningful lessons based on children's interests and questions. Students are my inspiration and I am looking forward to learning even more and starting teaching in pyp.

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My understanding of student-initiated inquiry is that at the start of each unit, the teacher helps guide students in a discussion about the central idea to bring about their wonderings on the topics. It is a collaboration between all members of the learning community, in which teachers help students find ways to answer their questions about the topic, students share their perspectives and findings with the learning community, and everyone can learn from each other.

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With inquiry, students can shape their way and process of learning and that means that they will have more agency. I have already experimented in a similar way in my practice (in national school) and the results have been impressive.

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Usually, I assess student work, commitment, and improvement. A lot before I heard about IB education I experimented with doing them with students. It was very constructive and motivating for them because it was something new and challenging for them.

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Working with the Kindergarten classes I have experience that we have to follow state mandate policy and this along put a strand on teachers being able to perform according to time and within the IB curriculum itself.

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I think student base inquiry is important to the student(s) because we are building independence in all areas especially thinking for themselves. However if the inquiry base if far off to the negative side then the teacher should redirect to a more positive inquiry with guided inquiry.

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Strong central ideas through collaboration of all teacher is beneficial to the classroom teacher and students because there is an understanding of what is to come as well as the outcome of the particular duration. Being able to collaborate with other teachers add to your understanding as well as you are able to refine and bring big ideas to you way of teaching .

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Student self-reassessment is with the rubric that is created by a teacher herself or a group of teacher.  This rubric gives the students a guide to see if they have included and completed 1, 2, or 3.  To do a self check on themselves before turning in an assignment. I believe this is very beneficial and should always be used.

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Melanie has described much of my teaching experience when she talks about what she did 'before PYP"! I have used themes and topics as vehicles for learning but am so excited to learn of a way forward to a deeper, richer learning experience for the students. I have always gathered the students' prior knowledge and experiences but felt too limited with time and curriculum  constraints to allow the time to take risks and follow their interests for an extended period of time. Hopefully, I take ALL the ideas into my future classrooms!

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Student-initiated inquiry is giving students voice in expressing their interests, choice in the direction of their learning, and ownership of the process of the learning -- with the teacher  to support and scaffold their learning. It is focussing on developing conceptual understanding and allowing student-led variety in the process of achieving it.

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As I have yet to experience writing central ideas, I can only express what I hope will happen: I hope the complete teaching team is involved in the consideration of the central idea and that dynamic collaboration is considered -- ongoing changes may occur to more accurately reflect the goals of the idea (Did someone realize we used a past tense verb when a present tense would show a more inclusive, active idea?)