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How might I make regular and authentic use of the tool for the duration of the pilot?

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How might I make regular and authentic use of the tool for the duration of the pilot?

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How might the progression be used differently by various stakeholders (learners, support/specialist/homeroom teachers, coordinators, etc.)

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How might the progression be used differently by various stakeholders (learners, support/specialist/homeroom teachers, coordinators, etc.)

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Learners may engage with this document for self assessment, goal setting and self reflection.

Teachers, specialists, and support teachers might use it for differentiation needs, curriculum planning.

School leadership team can engage with this tool to gather data and curriculum alignment.

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What is the connection between the different sections of the progression? ​

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What is the connection between the different sections of the progression? ​

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How might this tool extend your thinking about inquiry-based learning and teaching? ​

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How might this tool extend your thinking about inquiry-based learning and teaching? ​

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What is an inquiry learning progression? ​

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What is an inquiry learning progression? ​

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A learning progression is a structured and sequenced framework that outlines the expected stages of development or advancement in knowledge, skills, and understanding within a particular subject or domain over time. It provides a roadmap or trajectory for learners, educators, and curriculum designers, guiding them through a systematic and scaffolded series of steps or levels.

Key characteristics include:

Sequential Steps

Gradual complexity

Milestones

Skill Development

Continuous Improvement

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How do you see the inquiry learning progression working? ​

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How do you see the inquiry learning progression working? ​

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When compared various stages of the honeycomb I noticed moving from concrete to abstract.

The stages looked like:

-Exploring the text

-Goal oriented exploration

-Comparing the texts

-Purposeful interaction with the texts

-Reflective engagement within the text

-Critical evaluation and synthesis of the text

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Why might the inquiry learning progressions have been created? ​

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Why might the inquiry learning progressions have been created? ​

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The IB program places a strong emphasis on inquiry-based learning as a fundamental approach to education. The development of inquiry learning progressions reflects the commitment to fostering students' curiosity, critical thinking, and a deep understanding of the subjects.

These skills include the ability to ask meaningful questions, critically evaluate information, and navigate complex problems. The progressions are likely designed to guide students in the gradual development of these skills.

Inquiry learning progressions likely facilitate the integration of inquiry-based approaches across various disciplines, contributing to a more interconnected and holistic educational experience.

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I see it as a structured framework and hope that it will have the fluidity to use it as per the context, need, and requirement. The tool surely offers a developmental continuum, allowing educators to see the progression of skills over time. This extended view enables educators to anticipate and plan for the evolving needs of students, fostering a more long-term and strategic approach to inquiry-based learning.

One thing that I liked about this tool is the visibility of skills developing over a period of time rather than just focussing on the content knowledge.

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Each section represents a stage of growth in students' ability to engage with inquiry, progressing from foundational skills to more advanced abilities. Understanding this connection is crucial for educators to scaffold learning experiences effectively and support students in their journey of becoming proficient in inquiry.

When looking at connections it does include progressive learning, building on prior knowledge, integration of skills, transdisciplinary in nature as this can be embedded within any other subjects too.

The IB Learner Profile, comprising attributes such as inquirers, thinkers, communicators, and reflective individuals, aligns closely with the inquiry learning progression. The progression helps cultivate these learner profile attributes by guiding students to become skilled inquirers who think critically, communicate effectively, and reflect on their learning experiences.

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This requires clear planning process. This would mean laying down clear learning objectives. While going through this progression I felt it would be more beneficial to align it with our curriculum first and then integrate it with our minute day to day planning. It allows for targeted feedback based on skill progression.

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On what basis do we select the indicators for our grade?

Does this document allow us to be flexible in moving back and forth since not all learners will be at the same level?

Is it necessary to select strands from both navigating text and interpreting text for each learning engagement?

The learning progression currently includes navigating text and interpreting text. How can we incorporate the creation of text and then delve further into exploring it?

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Document Universality-

Noted that the document lacks specificity in terms of age appropriateness.

Highlighted its open-ended nature, as it doesn't explicitly specify strands for listening, speaking, reading, or writing.

Sequential Progression Challenges-

Emphasized the challenge of not being able to start from a specific stage in the honeycomb, given that all strands are viewed as extensions of the previous stage.

Acknowledged the necessity to cover all stages for learners to evolve into critical, reflective interpreters of text.

Interdisciplinary Considerations in Arts-

Explored the idea that, in the Arts, language modeling could involve encouraging learners to interpret through a specific lens.

Recognized that analysis of an art piece might differ in Arts, yet the development of analysis as a skill could still be facilitated by specialist teachers, underscoring the role of all PYP teachers as language educators preparing confident communicators.

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A learning progression is like a step-by-step guide for learning. It helps to know what stages one should go through to get better at something—like understanding a subject or mastering a skill. It's a roadmap that teachers and students can follow to make sure they're covering everything in a logical order, gradually building up knowledge and abilities.

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The lesson I conducted, where students explored a text with the specific goal of making reasonable predictions about what might happen next. I would like to highlight the success of this teaching approach.

The use of the warm-up activity to engage students set a positive tone for the lesson. The incorporation of the headline and picture prediction exercise not only captured their interest but also stimulated critical thinking. The pre-teaching of vocabulary provided students with the necessary tools to comprehend the text effectively.

The reading for the gist activity proved to be a valuable step, allowing students to confirm or adjust their predictions. The subsequent engagement with reading comprehension questions demonstrated not only their understanding of the text but also their ability to extract specific information.

The writing task, using picture prompts to inspire storytelling, showcased creativity among the students. This integrated approach not only honed their language skills but also fostered a collaborative and interactive learning environment.

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Investigaton in language learning progression can be utilized for analyzing, interpreting, making connections, and drawing inferences in language. However, it is not suitable for creating text.

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As I looked at the honeycomb stages, I noticed a move from simpler to more complex tasks. It goes like this: first, you explore the text, then you set goals for what you want to find. After that, you compare different texts and start interacting with them on purpose. As you get deeper into it, you reflect more on what you're reading. The final step is critically evaluating and putting together what you've learned from the text. It's like a step-by-step journey to understand things better.

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Form 4 - Investigation in Poetry - Anuradha Bhargava

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Form 4 - Investigation in Poetry - Anuradha Bhargava

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This activity was connected to unit imagination, and all the learners were asked many questions about their ideas, even discussing what they could imagine in their lives.

This activity also led to a lot of question-and-answer sessions for the learners, which was very interesting.

In the fertile grounds of imagination, every concept, every lesson, and every challenge takes on new hues and dimensions.

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As a Form 3 teacher, an inquiry learning progression is like the roadmap for our language journey. It guides students from curious explorers to adept investigators and critical thinkers. Starting with asking questions and uncovering clues, they become purposeful detectives, understanding the secrets of different text types. This progression turns them into wise navigators who recognise the significance of finding information on purpose. Ultimately, they transform into skilled storytelling wizards, sharing captivating stories.

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In my view, inquiry learning progression is a structured roadmap that gradually builds students' skills from basic exploration to advanced critical thinking. It supports personalised learning, allowing students to progress at their own pace with a shift towards greater autonomy. The approach integrates across subjects, fostering a holistic understanding, and encourages continuous reflection for metacognition. Teachers can adapt methods to individual progress, making it a flexible tool. Ultimately, inquiry learning progression cultivates lifelong learning habits by preparing students not just academically but also with practical, real-world skills.

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May be because- by introducing an inquiry-based approach, education becomes more student-centered, fostering critical thinking, problem-solving, and lifelong learning skills. This progression aims to move beyond rote memorization, encouraging students to actively engage with information, ask questions, and explore topics independently. Additionally, the inquiry learning progression aligns with the understanding that learning is a dynamic, ongoing process, and students need to develop skills that go beyond mere content knowledge to thrive in a complex, interconnected world.

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The inquiry learning progression tool extends my thinking about inquiry-based learning and teaching by emphasising the gradual development of skills, personalised learning, and the interdisciplinary nature of education. It encourages a flexible approach, accommodating diverse student needs and paces. Overall, it offers a structured yet adaptable framework that aligns with the demands of contemporary education.

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The different levels of progression are like steps in a staircase. Each step helps you get better at understanding and using inquiry-based learning. At the start, you learn the basics, like asking questions and exploring. As you go up the steps, you become more skilled at exploring with a purpose and doing deeper thinking. The higher steps make you even better at critical thinking, research, and talking about what you've learned.

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The inquiry learning progression can help teachers understand how each student is learning and growing. For home room teachers, it means knowing how to teach each student based on where they are in their learning journey. Coordinators can use it to plan what students should learn each year, and it helps teachers in specific subjects know how to teach their topics in a way that matches how students are learning. School leaders can use it to make sure teachers have what they need to teach well. Even parents can use it to understand how their child is doing in their learning.

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I'm curious about effective assessment methods aligned with the progression stages and seek professional development opportunities to enhance my inquiry-based teaching skills. Communicating the progression concept to parents and ensuring its adaptability to my unique classroom setting are also on my mind. I'm interested in fostering collaboration with colleagues, exploring the long-term impact on students' growth, and encouraging student reflection to promote a sense of ownership in their learning journey.

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While I planned this lesson plan keeping the learning progression in mind, I could begin from Level 3 and did not see the similar strand moving forward in different levels beyond Level 3.

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Learning progression serves as a guiding light, leading individuals towards a deeper grasp of the curriculum and teaching methods. It illuminates the expected stages of growth, revealing the sequence of actions and reactions as students transition from one stage to the next. It acts as a roadmap, nurturing the development of understanding, skills, and knowledge, ushering learners through a series of anticipated milestones and adaptations along their educational journey.

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The functioning of inquiry learning progressions appears straightforward, following a systematic ascent. It initiates with text recognition, where students identify and acknowledge the content. Progressing forward, it encourages exploration with defined objectives, prompting learners to delve deeper into the material. Subsequently, it advances to text comparison, fostering the ability to compare and contrast various texts for a comprehensive understanding. Finally, the process culminates in the stages of evaluation and analysis, empowering students to critically assess and scrutinize the material, showcasing a thorough mastery of the subject matter.

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Working exclusively with early years and predominantly using storytelling as a primary text involvement method, I found the initial stages of the honeycomb model particularly beneficial. These stages offered a systematic approach to constructing my unit plans. While I already incorporate many of these methods in my classroom, delving deeper into the honeycomb model provided me with invaluable insights.

But despite the advantageous structure the honeycomb model provides, its subjective nature presents a notable challenge within an IB curriculum. Given the diverse developmental stages of students, not only within the same grade level but also across different grades, implementing a standardized progression document becomes challenging. The individualized nature of student progressions makes it difficult to apply the model uniformly across the grade levels.

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Teachers: They help teachers understand where students are in their learning journey, enabling tailored teaching approaches to meet diverse needs. These progressions aid in designing appropriate learning activities and assessments, ensuring that students' progress effectively.

Student: Though the students I have are very young but clear markers of progress can motivate them in participating better. It fosters a sense of achievement and allows students to track their growth over time.

School admin: Learning progressions provide a framework for assessing curriculum effectiveness and student achievement. They aid in monitoring overall school progress, identifying areas needing improvement, and making data-informed decisions about resource allocation, professional development, and curriculum adjustments.