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As we are developing our understanding (as well as enhance our teaching and learning practice) of concept based inquiry (CBI), choose one of these options to think of something that you would like to learn more in terms of this approaches to teaching.

If you click on this link, you will be directed to a list of CBI sessions. https://www.youtube.com/playlist?list=PL9dp4_8LkXzKZkNvkQlli10utMcn0dCkE

You can do it it by yourself, or with your grade levels.

I know the session is usually about 1 hour.

Please share your takeaways as a comment.

You can use this visible thinking routine (choose one) to help you share your takeaways.

💭 Option 1 – I Used to Think… Now I Think…

Perfect for reflecting on how your thinking has shifted.

I used to think that concept-based inquiry was…

Now I think that concept-based inquiry is…

This shift matters because…

OR

🌈 Option 2 – Connect, Extend, Challenge

Great for connecting new learning to what you already know.

Connect: What ideas connect to what you already do or believe about inquiry?

Extend: What new ideas or insights did you gain from the session?

Challenge: What questions or tensions are you still wondering about?

OR

🔍 Option 3 – See, Think, Wonder

Useful for noticing and exploring what stood out.

See: What did you see or hear that caught your attention?

Think: What do you think this means for your teaching practice?

Wonder: What are you curious to explore or try next?

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Unlocking The Power Of Concept-Based Inquiry with Rachel French

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We DO the cycle….therefore, we DO inquiry... REALLY?

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We DO the cycle….therefore, we DO inquiry... REALLY?

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I once read an interview with a hero of my early teaching days - Donald Graves. He was asked about the way people had misinterpreted his 'process writing' model and replied that sometimes he wished he'd never written it down! Years later I understand the frustration behind that sentiment. It's hard to do justice to the complexities and nuances of inquiry in writing. So much gets lost. Something that is rich, layered and multidimensional can come across as flat, linear and recipe-like. Over the years, I have published several books that share a 'cycle of inquiry' and the kinds of learning engagements that we might design within a cycle. I have seen hundreds of interpretations of this idea in classrooms. Many have been gratifying and exciting. Teachers who really 'get' the intention, understand the complexity and invite their students into the learning have blown me away with what they have done. And I have also seen (and heard) many bewildering versions or iterations of the cycle that are such a long way off the original conceptualization and intent! Ironically, I have seen slavish adherence to a cycle actually impede rather than enhance inquiry.
So why even 'have' such a cycle?
Articulating a model or framework for the process of inquiry is a helpful way to support and guide our practice. The intention of the 'cycle' is to guide the teacher's (and learner's ) thinking beyond simply coming up with 'activities' and towards a more thoughtful process that assists students to move from the known to the new. The need to 'name' some kind of process was first revealed to me as a young teacher by my fabulous mentors Marilyn Woolley and Keith Pigdon. They helped me move beyond thematic planning and into a more rigorous way of thinking about how to guide learning. Once I understood constructivism - it made sense to me to describe what was such a natural process of building understanding over time. My job as a teacher was to help design experiences for learners that would support the brain's best inclinations to wonder, look for patterns, seek new information, link to prior learning and transfer. While it has changed over time, the cycle I now use owes much to Woolley and Pigdon's visionary work.

Here are some of the more common misconceptions about 'the cycle' and my response to them. I hope it is as useful to read as it has been to write!!
Misconception 1: Inquiry is all about 'the cycle'. We DO the cycle....therefore, we DO inquiry.
Simply using an inquiry cycle does not make us inquiry teachers. As I have written before, inquiry is a 'way of being' in the classroom. Yes, there are planning frameworks that can support the ways in which we design learning experiences for and with students but this is only part of the inquiry story. An inquiry teacher knows how to question students in ways that enhance and deepen thinking, how to offer choice and honour voice, how to seize an unexpected moment for investigation and how to embed learning in purposeful context It's a pedagogy - not just a planning framework.
Misconception 2: The cycle is a recipe. We need to follow the stages in sequence for it to 'work out' in the end.
Nope. It's a flexible framework. Not a recipe. Essentially, inquiry cycles provide labels for a process that is common to many disciplines. Most people agree that inquiry : involves time to establish your current thinking, your needs and questions, some 'hunting and gathering' of information/ideas/ data, some sorting organizing and meaning making and some kind of creation/application/transfer/use. And most agree that this process is cyclical in nature. New discoveries lead to new questions and so on. But this process is much neater on paper than it is in practice. True inquiry is often messy and recursive. We gather and sort then realize we have new questions so we return to some more gathering. In the cycle I use, I place great emphasis on the role of 'tuning in' to students' thinking to establish pathways for investigation. While it often sits at the 'start' of the process - I return to 'tuning in' regularly. These are phases more than they are stages, elements more than they are steps. There is nothing contained, neat or particularly orderly about a lot of inquiry BUT having a relatively simple iteration of it in the form of this cycle can help us think more clearly and actually better manage the messiness without getting overwhelmed!
#Misconception 3: All inquiries go through the same phases over a similar time frame.
Much as it would be convenient, no two inquiries are the same. Although most journeys will contain elements of this cycle, starting points, emphases and time frames vary from context to context and depend on the group of students, their age level and what they bring to the journey in the first place. I have seen some beautiful inquiry journeys travelled within an hour. I have seen some that last a year. I have seen some that really don't involve much 'action' but are highly worthwhile and engaging and others that are really all about the action.
# Misconception 4: Using a 'cycle' as a guide, we can plan a complete unit of inquiry for students
I think this is the most troubling use of the cycle I see. The cycle should INFORM planning, guide it but it doesn't mean we can create the whole thing before we start. When I use a planner with the elements of the cycle in it - I see that planner as a guide throughout the process - not as a template to be filled in one sitting. The cycle is emergent....how kids 'sort out' the ideas information depends on what they gather - and that is not something we can determine in detail. The cycle unfolds.
#Misconception 5: The cycle is for teachers.
Students benefit from having some 'meta-language' to attach to processes they use as inquirers. Some kind of framework should be developed for and WITH students that helps everyone gain a shared language. Making this visible to students helps them think about how journeys of inquiry are both similar and different. It is really useful to display the cycle but only if it is referred to, analysed, played with and critiqued!
#Misconception 6: The cycle only applies to 'units of inquiry' in disciplines like science and social studies.
I see many examples of this cycle in action in a range of disciplines and contexts. Some 'tweaking' is needed at times to best fit the nature of the discipline but it is interesting to explore this kind of transfer. Check out for example - the great work done on http://www.iphys-ed.com about inquiry based PE or Bruce Ferrington's application of the cycle to math inquiry - http://authenticinquirymaths.blogspot.co.at/
# Misconception 7: It's my way or the highway or 'there is only one cycle'....
There are many versions of a 'cycle of inquiry'. The fact that there ARE many versions is healthy and affirming. I love the different emphases, language and uses of these cycles and think that, together, they help offer us lots to consider as we continue to clarify this intriguing process in our own minds . Explore various cycles. Look for patterns...where do they all agree? Find one that works for you and your students. Create your own - but be consistent. Shared language across a school has great benefits.

A cycle of inquiry helps us plan and teach with intention. When it is understood, it pushes us beyond simply coming up with 'activities' and challenges us to think about how skills and concepts can be developed and deepened over time. It gives us some shared 'meta' language to use with students and colleagues

How do YOU use a cycle of inquiry to inform your work as an inquiry teacher?
...Just wondering....

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Busting some myths about 'the inquiry cycle'.... - KATH MURDOCH

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I once read an interview with a hero of my early teaching days - Donald Graves. He was asked about the way people had misinterpreted his 'process writing' model and replied that sometimes he wished he'd never written it down! Years later I understand the frustration behind that sentiment.

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Inquiry Process and the teaching Continuum

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Inquiry Process and the teaching Continuum

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327. The Inquiry Process Continuum: Debunking Myths!!!

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https://www.linkedin.com/posts/yunisantosa_ibexchange-ibpyp-ibexchange-activity-7248544858397638656-Y3rN/?utm_source=social_share_send&utm_medium=member_desktop_web&rcm=ACoAAAjHhfYBNUqD-LS4puv5xZXZpl0ntCGPIzQ

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PYP Taking Action Ideas (Individual Posters)

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PYP Taking Action Ideas (Individual Posters)

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Update PYP Transdiscipllinary Themes Decsriptors

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Update PYP Transdiscipllinary Themes Decsriptors

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IB Exchange is an interactive professional learning platform where IB educators can access thousands of resources to support teaching in their programme and subject, connect with and learn from peers, and elevate their expertise by contributing their teaching and learning insights within a global network of educators.

What do educators gain from IB Exchange

High-quality unit plans, lessons, classroom activities, links to high quality primary and secondary sources, and other resources to support outstanding IB teaching, curated from educators around the world.

Short, practical videos, podcasts, blogs, and presentations targeted to Approaches to Teaching and other aspects of IB pedagogy.

Moderated, dynamic communities of practice where educators can exchange teaching materials, share best practices, and connect with peer coaches for specific, practical advice-all in a supportive space led by IB teachers for IB teachers.

Community events to support implementation of IB approaches to curriculum and pedagogy; from monthly webinars to our first-ever Mathematics Virtual Symposium.

Micro-credentials designed to help educators master key competencies from the IB Teacher Capabilities Framework and earn micro-credentials attesting to their mastery.

During the pilot phase, IB Exchange will launch to subject-specific teacher communities in January and August.

Currently, IB Exchange is open to Diploma Programme teachers of:

Biology

Business Management

CAS

Chemistry

Economics

Extended Essay

History

Language A

Mathematics

Physics

Social and cultural anthropology

Theory of Knowledge

Primary Years Programme teachers of:

To gain access, update your MyIB profile to note that you teach in one of these areas. Learn how to update your MyIB profile (PDF, 508 KB), existing teachers should refer to Section B for step-by-step instructions on adding a new subject to their roles.

IB Exchange is recruiting content experts

Contribute practical, daily-use teaching materials, like units, lessons, and classroom activities, or write and produce learning modules aligned to the IB Teacher Capabilities Framework. These positions are paid.
Apply to become a content developer
Sneak peek

Professional learning in IB Exchange is self-paced and interest-driven. Educators can learn from anywhere they can log in, at any time.

Take a quick video tour of IB Exchange, then dig deeper into the following sample video content:

January 2023 update: IB Exchange is currently live and available in English for PYP Upper Primary and the following DP subjects: Business Management, the DP Core (CAS, Extended Essay, Theory of Knowledge), Economics, History, Language A, Mathematics, and Physics. New subjects will be added every January and August until all IB programmes, subjects and official languages are represented in IB Exchange. Educators working in all languages and programmes/subjects are encouraged to update their MyIB profile to include all subjects they teach, as well as to apply to be content contributors, as we build a deep reserve of interest and expertise for the future of IB Exchange.

Data privacy notice: IBO staff will use your data to optimize the IB Exchange user experience, improve its content, and better understand educators' needs for ongoing professional learning. No data on your usage of the platform will be shared with your local head of school, coordinator, or other administration.

For any questions about IB Exchange pilot, please email us at IBExchange@ibo.org.

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IB Exchange is an interactive professional learning platform where IB educators can access thousands of resources to support teaching in their programme and subject, connect with and learn from peers, and elevate their expertise by contributing their teaching and learning insights within a global network of educators.

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https://inquiryintolearningblog.wordpress.com/

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If you are curious (a bit) and want to learn about the updates/changes, you might see the highlights on the blog.

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A site welcoming schools and teachers who are seeking global online collaborations and who are willing to contribute actively . Please folks, if you are not an educator, you do not belong in this...

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FB Group - PYP Teachers - let's share some ideas

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FB Group - PYP Teachers - let's share some ideas

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PYP Teachers - let's share some ideas has 21,700 members. This group is to allow PYP teachers to connect. Let's share our experiences teaching in PYP schools, units, ideas, tips, anything that might...

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Stay up to date with news from the IB community. Here you can find news and stories about students, educators, schools and alumni, read research about the IB, and listen to podcasts from the community. Use the search filters to find content by region, topic, format and publication dates.

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

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PYP Curriculum resources 2024–2025 - Why? What? Requirements?