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PYP Nano series one: Inquiry happens everywhere

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PYP Nano series one: Inquiry happens everywhere

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These resources provide support and understanding about key characteristics of the Primary Year’s Programme (PYP).

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Principles into Practice (Learning and Teaching - Inquiry)

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Principles into Practice (Learning and Teaching - Inquiry)

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Renata, Faby, Fabiana, Paula and Felippe: Students believe that learning through interactive resources as well as guided inquiry helps them to process tricky information and to build complex understanding of things

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Pink and Green Organic Group Project Presentation

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that learning is not necessarily linear but instead, inquiry happens all the time through asking, thinking and doing;

that assessment doesn’t just happen at the end of the learning process as a conclusion; but it is ongoing

that there is a time for ‘explicit teaching’ to enrich and enable more productive investigation, including choosing helpful resources.

Ana Gomes

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Pink and Orange Vibrant Speech Bubble Motivational Square Facebook Post

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is how to best promote an interaction between schooland families so that they can also help us foster inquiring minds and critical tthinking in the kids' lives.

Ana Gomes

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Renata, Faby, Fabiana, Paula, Felippe: Bonnstetter states that “Inquiry can range from teacher guided to completely open inquiries”. It is challenging for us to plan for a unit of inquiry in advance leaving room for completely open inquiries. It is hard to let go of the comfort of planning the activities in advance.

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to reflect upon the role of the environment in learning, that is, how much feeling comfortable and safe and appreciated impacts students’ success.

to reflect upon how important it is to acknowledge each student’s background and experience as it fosters a sense of appreciation for diversity, respect and ownership in the learning process.

Ana Gomes

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Renata, Fabiana, Faby, Paula, Felippe:

When promoting Student Agency, during the inquiry process, students develop and sustain positive relationships with peers, teachers and others in the learning community in a spirit of active engagement.

The environment is the third teacher. An inquiry-driven environment should be flexible, inviting and engaging so students feel safe, loved and inspired.

Teachers should not demonstrate themselves as the sole source of knowledge

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Renata, Faby, Fabiana, Paula and Felippe:

Skills taught in isolation of the programme of

inquiry.

An individualized, isolated learning experience.

Students will be able to understand differentiated instructions in addition to the programme to make connections along the main content of projects or lessons.

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- Using and including people as an environmental aspect.

- Valueing our love and passion for learning as trampoline to engage students in this lifelong journey.

- The importance of recognizing and remembering that celebrating strengths are an affirmation of an environment that nurtures inquiry.

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Students as active partners in constructing

meaning.

The importance of considering and including time to explore, expecting to kids act as kids.

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How to build strong central ideas (Global Issue) along with student?

How to move from fixed time frames and prescribed inquiry stages when we have a limited time to cover all six units?

How to work with backward planning in an ongoing learning environment?

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I found interesting...

provide open-ended time frames and flexible processes for inquiry.

inquiry as an ongoing, iterative process of asking, thinking and doing.

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Assessment as an ongoing, varied and integral process to inform teaching and next steps in the inquiry.

Planning learning in response to our students’ needs and interests in a more ongoing way.

Students as active partners in constructing meaning

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Camila, Juliana and Nathalia

How to envolve students in planning for their learning instead of planning in advance?

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I learned that students should be constantly encouraged to explore and experiment with their learning with the support of their teachers, who can facilitate this process either by guiding their inquiry or giving them the opportunity to apply what they are learning to new situations.

I learned that time should be used flexibly in order to give students the chance to delve into their inquiry and explore their learning conceptually rather than through fixed activities.

I learned that collaboration is key. Allowing students to collaborate and to participate in different groupings facilitate their learning process.

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When resources and learning experiences are varied we can reach and engage the students, besides giving them the chance to develop a wide range of skills.

Try to accommodate some time to plan learning in response to our students' needs and interests.

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I still wonder how we can manage time to balance the teaching and learning of the national curriculum as well as the students' interests and questions.

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A well-designed learning environment makes lessons relevant and engaging for students, encouraging curiosity and a desire to explore.

Providing the right conditions, such as access to resources and a safe space for experimentation, fosters critical and creative thinking.

An environment that encourages collaboration through flexible seating arrangements and accessible materials promotes teamwork and effective communication among students.

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Shifting from a lecturer to a facilitator promotes independent and self-directed learning.

Allowing flexible scheduling enhances deep understanding and student engagement.

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How can I reorganize the classroom environment without losing students' concentration during practices and performances?