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Claim , support, Question
#1 Incorporate inquiry based learning into all design units...
We use this during the Analyze existing products A3 to support the Analytical process.

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Goal #1
Explore how the department might create more opportunities for inquiry based experiential learning.

Thinking Routine:
The Explanation Game

Palacios - In preparation for the DP IA, using provocation through images.

Pava - To be used in conversations around culture.

Villadiego - Use the movie Coco to spark conversation about certain cultural aspects around day of the dead.

Gish - Identifying something interesting about a current event (concept) and follow the question model.

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Implementation of The Good Project Lesson Plans

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1) We will reflect on our inquiry practice and work to implement the ideas and strategies shared by Trevor MacKenzie.

2) Lenses
Claim, Support, Question

3) Stella & Chelsey - Claim, Support, Question for Harkness prep
Lana - Claim, Support, Question for C&C paragraph
Martin & Michelle - Lenses for poetry & novel studies

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Department Goal:
- Fostering curiosity and a love for learning
- Enabling students to take ownership over their own learning

Thinking Routine #1:
See, Think, Wonder
1. What do you see?
2. What do you think about that?
3. What does it make you wonder?

Thinking Routine #2: (for project-based activities)
Compass Points
E = Excited
W = Worrisome
N = Need to know
S = Suggestions to move forward

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We already incorporate a lot of the principles of this routine but the catchiness of the title (easily remembered, directly linked to multiple perspectives) and the steps (appeal to a variety of grades) fosters curiosity in our students, even subconsciously, and encourages deeper evaluation.

This directly relates to our goals of supporting inquiry in the classroom and promotes the source evaluation and analytical writing skills we want to strengthen this year.

Donald: Is one planet enough?
Jennie and Natalie: incorporate into CIS and TOK
Jennie: Who is most responsible for the First World War?
Leona: CWOW on November 2nd - looking at the Ukrainian-Russia War and the Middle Ages
Trish: Ancient Civilizations - gender stereotypes

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Goal: To inquire into the student experience of PHE by collecting student voice through miMove platform (#2 Empower student voice & honour student choice)

Thinking Routine: What Makes You Say That?
http://www.pz.harvard.edu/sites/default/files/What%20Makes%20You%20Say%20That_1.pdf

We will use this in the reflection section of our miMove platform to help them provide more evidence connected to their emotional response of each activity logged on miMove.

Goal: Provide opportunities for the entire community participation in physical activity.

Thinking Routine: I Used to Think, Now I Think
http://www.pz.harvard.edu/sites/default/files/I%20Used%20to%20Think%20-%20Now%20I%20Think_1.pdf

We will use this for our family physical education sessions. We will encourage families to think about what they used to think about PE and what they think now after experiencing a PE lesson with the kids.

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http://www.pz.harvard.edu/sites/default/files/Think%20Pair%20Share_1.pdf

Relating to our goal - To explore strategies that increase student motivation and engagement across the MYP and DP Science Program.

This strategy is used in our classes for an engagement strategy.

http://www.pz.harvard.edu/sites/default/files/Think%20Puzzle%20Explore_2.pdf

Think Puzzle Explore is one that could be used for introducing a project or engaging in curiosity for a lesson/activity

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Goal: Where can the Arts and Outdoors Meet

Thinking routine - connect, extend and challenge

Visual Art 10 (Rhonda)- Capturing Place unit: Students use what they know about techniques and media in drawing and painting to create an artwork that captures a sense of spirit of place ( extending their learning beyond the classroom/ extending abstract thinking by using what they know to capture what can't bee seen.) Students are challenged  to translate what is unseen into a visible work of art. Also , students are challenged to how they will approach working outside.

Danielle (Theatre - unsure which grade, exactly BUT could be in some form in any design unit):  What do we already know about traditional theatre spaces and how plays are mounted in them?  How do we take theatre out of the traditional theatre space into an outdoor setting?  What challenges will we face when trying to create and design performances for an outdoor space? How do we mitigate/overcome them?

Music 10 (David) - Capturing Place unit: Students use acoustic instruments in order to make music appropriate for an outdoor setting.  They use what they know about performance, acoustics, and instruments. They extend that knowledge to a performance that it fits in with a specific outdoor location.

Melanie (Theatre 7 & 8): Looking at what they know about the outdoor performance conditions at the Globe Theatre and using that knowledge to enhance their indoor performances. How do acoustics, crowd size, daylight effect/impact an indoor performance?