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I used to think that Inquiry is all about thinking, enquiring , questioning which we were integrating well in our curriculum

Now I think it's all about this and beyond as it also focuses on problem solving, critical thinking and collaboration

Now I will as per our curriculum and planning I will incorporate it with deeper understanding

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inuiry is exploring

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Asynchronous Reading-Benefits of Inquiry based learning

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What is the best teaching method? Answering such a question is difficult, especially when each teacher has an individualized teaching process. Besides, what might work for one class may not work for others; therefore, employing several pedagogies is imperative.

Nevertheless, it is worth noting that an ideal instructional approach such as inquiry-based learning leads to greater student engagement. It motivates students to ask questions, research, explore, and draw conclusions.

What is inquiry-based learning?

Inquiry-based learning is a teaching methodology that establishes a student-centric environment, allowing students to inquire. In fact, it is an effective learning technique that urges students to embark on a self-discovery journey.

Furthermore, it is one of the finest examples of experiential learning that helps students connect classroom learning with real-world scenarios. Therefore, they get the chance to assess the practical application of what they learn in class.

Types of inquiry-based learning

Structured Inquiry Approach

The structured inquiry approach follows a determined path that teachers develop in order to carry out a well-planned activity. For example, teachers assign a problem or experiment, and the students investigate and solve it.

It involves five phases, namely orientation, conceptualization, investigation, conclusion, and discussion, all of which are interconnected. Consequently, the approach boosts critical thinking, creativity, and problem-solving abilities.

Open-Ended Inquiry Approach

Contrary to structured inquiry, the open-ended inquiry approach is unrestricted and free and allows students to explore their interests. In fact, students ask topic-related and various questions.

Also, this approach is appropriate for humanities classes, wherein students can explore several topics and conduct discussions. Therefore, it is an effective strategy, whether teachers employ it in e-learning or traditional classrooms.

Problem-Based Inquiry Approach

It is a problem-solving-based instructional technique wherein students collaborate on solving problems and reflect on their experiences. Also, students solve real-world problems by applying the knowledge they obtained in previous classes.

Guided Inquiry Approach

Teachers play a significant role in the guided inquiry approach as they help students through the inquiry process. Also, they motivate them to ask questions and identify appropriate solutions to real-world problems.

Benefits of Inquiry-Based Learning

1. Boosts problem-solving skills

In traditional educational approaches, students learn concepts and ideas from the book while also grasping theoretical examples. In contrast, inquiry-based learning provides opportunities for students to gain hands-on experience.

In fact, instead of solving textbook-oriented problems, they work on real-world problems by investing time in research and investigation. Therefore, students explore their options in terms of credible sources for accurate information.

Also, instead of taking anything at face value, they assess if a particular solution applies to the situation or problem at hand. Furthermore, learners might discuss with peers; however, ultimately, they make their own decisions.

As a result, they examine assumptions and hypotheses, helping to determine the optimum solution. In effect, it boosts their problem-solving skills, which prove useful while dealing with academic or personal issues.

2. Stimulates critical thinking

Do students verify the information that they gather? How can one detect fallacies and misinformation? Addressing such questions is crucial, especially when students are vulnerable to following what most believe and follow.

No wonder mob mentality or herd mentality is a major concern that contributes to a lack of individuality. That is where inquiry-based learning can make a major difference by enabling students to analyze and evaluate information.

Students don't readily accept information without in-depth inquiry, cross-checking, and asking relevant questions. Also, they strive to identify the gaps between the given topic and sources and develop data-backed solutions.

3. Boosts Creativity

What do you do when a problem seems to have no easy solution? Difficult or odd issues require extra effort and time to come up with suitable solutions. That is where creative thinking emerges as the need of the hour.

Hence, students might encounter difficulty drawing proper conclusions while exploring different real-world problems. They begin to think ''outside the box'' and seek various sources to find a remedy to particular issues.

Furthermore, a singular, specific thinking pattern does not limit them; instead, they expand their horizons and delve into alternative possibilities. Besides, creative thinking enables learners to become effective problem solvers.

Also, it helps to break away from ineffective thinking patterns and come up with new and original ideas. More importantly, it encourages curiosity and learning among students.

4. Improves communication skills

Teachers employ group projects and assignments as a part of the experiential learning activities in the class. Therefore, students need to express themselves openly in these activities, which is difficult if they cannot communicate.

Nevertheless, teachers can utilize tools like LMS to create an interactive learning environment, encouraging students to participate. When teachers incorporate inquiry-based learning exercises, students actively take part.

In fact, they communicate and express their thoughts and opinions; they strive to explain their stand and perspectives on topics. At the same time, they learn to listen to their team members and support or dissent based on facts and credible sources. In effect, it improves their communication skills.

5. Developing Connections Between Learning and Real-World

Does the knowledge that students obtain in the classroom apply in the real world? How is it relevant to real-world problems? Studying for the sake of passing a test does not amount to much, as it does not add value to learning.

Institutes and educators must facilitate teaching and pedagogical methods that help students experience purposeful learning. For example, when students discover issues affecting society and the world at large, they seek possible solutions.

Simultaneously, they succeed in developing a connection between learning and the real world. As a result, they can determine the relevancy of educational content and grasp a better understanding.

6. Increases student engagement

Students taking notes as the teacher dictates them is a common scenario in traditional classrooms. Moreover, lectures and other passive learning mechanisms may have their advantages but might not stimulate interest.

That is why implementing active learning techniques is a major instructional approach that teachers must prioritize. Inquiry-based learning is a great method to stimulate student engagement both in and outside the class.

Furthermore, when students take an active interest in their learning, they have ownership and are able to retain information. Why? The reason lies in the fact that they invest time and effort in obtaining knowledge.

7. Applicable Across Different Classroom Settings

One of the significant benefits of inquiry-based learning is that teachers can integrate it into any classroom setting. In effect, it provides multiple advantages, such as:

Teachers can optimize the content as per students' learning needs.

Students can take part in offline or online learning class activities effectively.

Exercises can take the form of brainstorming sessions, full lessons, group projects, stand-alone assignments, and presentations.

8. Helps Comprehend Complex Topics

With the progression of each academic stage, students encounter varying levels of topics, they may or may not be familiar with. However, in some cases, they have prior knowledge but in others, they need teachers help and further studying.

Inquiry-based learning encourages one to delve into the depths of all topics and obtain relevant information. In effect, they succeed in understanding complex topics and can explain them to others as well.

9. Information Literacy and Research Skills

Students acquire the capability of conducting elaborate research, determining the accuracy of facts and making conclusions. They analyze the information before accepting it as the ''absolute truth''.

Simultaneously, learners develop effective research skills, enabling them to assess the credibility of sources.

10. Autonomy and Self-Direction

In teacher-centric educational approaches, students follow instructions and are reliant on teachers. In contrast, inquiry-based learning encourages students to take ownership of learning and obtain knowledge.

Therefore, autonomy and self-direction are two vital outcomes of the student-centric technique that contribute to learning outcomes.

To wrap It up,

Inquiry-based learning is an excellent teaching and learning methodology that inspires students to ask questions. It is an active learning and student-centric mechanism that stimulates confidence and interest in learning.

Additionally, it allows students to get out of their comfort zone and explore various sources, helping to improve their cognitive abilities.

Author:

Academic Consultant

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10 Benefits of Inquiry-Based Learning in the Classroom

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Discover why inquiry-based learning is the best way to increase student engagement. Also, learn how inquiry-based learning improves cognitive skills.

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Project/Inquiry Based Learning has been a passion of mine ever since I discovered it about 5 years ago. Since then, I have stepped out of my comfort zone and transformed the way I teach from a typical Thematic Based style through baby steps taken each year and with the help of an amazing on-line community of teachers with the same passion (you all know who you are!). My first baby step was taking themes and science/social studies standards and making them more student lead and project based. I got rid of the two week time limit each theme had in the past and allowed more time for students to dig deeper. I found that students would take my broad theme (oceans) and desire to dig deeper into more specific parts of the theme (sharks, jellyfish, ect.). As time went on, I was able to take the biggest step and totally let go of my themes and allowed the children's interests drive my instruction, incorporating the standards through those interests.

I am blessed enough to also teach in a district that does not mandate the curriculum I use. Curriculum programs are purchased to use as tools for our toolbox but not required. Us teachers are trusted and encouraged by our superintendent to write our own curriculum as long as the standards are met. My building principle also has that kind of faith in us as professionals! They know that when it comes to children learning what they need to learn, we are the experts! Project/Inquiry Based Learning is highly encouraged in all grades Pre-K through 12.

Some wonder how I plan for this style of teaching and how it flows. Here are some of the tools that I use.

Once I notice an interest from the students (usually found out through experiences set up for them to explore during play) , I find out what their knowledge and misconceptions are about the subject. Kind of like a KWL chart! I list all that they know about the subject we will dive into. Then I ask what they wonder. I list all of their questions. NOW I can plan!

I take their wonderings and create a web map showing the different directions they want to take the inquiry and possible experiences that will help them find answers to their wonderings. I got this web map from the amazing Joanne Babalis and her amazing blog http://myclassroomtransformation.blogspot.com. On the back I have all of the Literacy and Math Standards listed so that I can highlight the ones we will focus on through the inquiry and project. I add any Science and Social Studies Standards to the bottom of the web map. Here is the link to the web map if you would like it: Web Organizer

Once I organize my thoughts, I create my inquiry plan using a template I created based on one I found from a Texas school district. It was so long ago I have no memory of which district but if I find out I will add them to give them credit. Their form was 3 pages long. I tweaked it to fit it all on one page. I use this to show the objectives and vocabulary, plan the investigations and materials I will need, show how they will organize the data about what they have learned, possible projects that could result from the inquiry and how we will present the project to the community.

The next step is to start the investigation phase. In early childhood I set out experiences for them to explore and document what they notice. We also do whole group and small group investigations through books, videos and hands-on experiences. As we answer questions, we add the answers to our wonder chart to show our new learning. We organize this data in a web map format for all to see.

Once we have investigated we use organizational maps to show what we learn. In kindergarten it usually consists of web maps, circle maps, tree charts (can/have/are maps), and brace maps (to show part to whole). We will chose one or two to organize our data.

The next step is the project. We take what we learn and create something to show it! The projects can be individual, small group, or whole group.
Some examples of projects in our room have been turning an area of our room into an ocean, forest and sky to show how animals adapt in the winter. The kids signed up to be on the migration team, adaption team or hibernation team. They each became experts on their part during the investigation and worked on their part of the project.

Another project was our The Sound Exploration Area created for our school. They saw a need (an area to explore sound) investigated different ways of creating sound, organized the data and designed a Sound Exploration Area!

They have also turned the inside of our room into a great hall and medeival kitchen and the outside of our room into a castle wall complete with moat and drawbridge after investigating castles!

They have created murals and big books to show their learning also.

The last step is the presentation to show what they had learned. The kids LOVE this part and I've never had a child refuse to present! They are so confident of what they have learned and proud of what they have done that they cannot wait to share it! I am always so impress with their speaking and listening skills during these presentations! Sometimes small groups go to other classrooms and present what they learned, sometimes we invite parents or other classes to our room to see our presentation, and sometimes we create a video to share with others. They create maps, big books, and, get to show off the projects created at this time! Showing what they have learned through these projects gives the projects an even bigger sense of purpose! They can't wait to show others what they have learned and done!

I have never had so much fun teaching in my 22 years as I have he past four years! I could never go back to the way I had done it I the past. The benefits of this way of teaching are not only meeting the standards (the old way did that too) but the 21st Century Skills they are forced to develope when they learn in this type of environment. When inquiring, investigating and creating within thier own interest, they are motivated to collaborate, problem solve, handle frustration, persist if things don't work the first time, and learn from their mistakes. They have to use critical thinking skills and develope research skills. When kids develop these skills, they can learn ANYTHING!

My new passion that I am learning to incorporate in my classroom is Playbased Learning! I have been amazed by the learning taking place in this way also....but that's another post!

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How I Plan and Implement Project/Inquiry Based Learning In My Class

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Project/Inquiry Based Learning has been a passion of mine ever since I discovered it about 5 years ago. Since then, I have stepped out of my comfort zone and transformed the way I teach from a typical Thematic Based style through baby steps taken each year and with the help of an amazing on-line community of teachers with the same passion (you all know who you are!).

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Inquiry in Mathematics

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Exploring Limitless Growth: On Math, Mindset and Metacognition [Jo Boaler] Run Time: 52:32 - May, 2023 Tap/Click for more information

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Inquiry in action

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Learning through Inquiry with Kath Murdoch

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Inquiry in action

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The Institute for Inquiry® (IFI) is a professional development program that addresses the theory and practice of inquiry-based science education. Inquiry is an approach to learning that involves exploring the natural or material world in a way that leads to asking questions, making observations, planning investigations to develop explanations, rigorously testing those explanations, and discussing and debating results with others-all in the service of coming to a deeper understanding of scientific phenomena and scientific practices. IFI workshops and seminars are tailored to a variety of participants: professional developers, administrators, lead teachers, national education reform leaders, out-of-school educators, and the museum and university communities.

IFI has worked with more than 7,000 lead teachers and professional developers from districts, universities, and museums from over 1,000 districts and projects in 50 states and 17 countries. IFI participants have influenced at least 200,000 teachers, and those teachers in turn have influenced 6 million students internationally.

In addition, IFI has created an online curriculum for professional developers (funded by the National Science Foundation), including the series Fundamentals of Inquiry and Formative Assessment in Inquiry. These guides are used by professional developers to give workshops that introduce elementary school teachers to inquiry-based approaches to science teaching. To date, more than 10,000 educators worldwide have downloaded the curriculum.

IFI is currently collaborating with Bay Area school districts to engage elementary teachers in professional development that supports the integration of science and English language development (ELD). Research points to powerful connections between science learning and the processes of language acquisition. Instructional strategies that integrate the two have the potential to greatly reinforce both, improving the achievement of English language learners as well as native English speakers. To learn more about IFI's approach to integrating science and ELD, visit our Educators Guide for Inquiry-based Science and English Language Development.
For more information, e-mail us at ifi@exploratorium.edu

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Institute for Inquiry: Examining the Art of Science Education | Exploratorium

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The Institute for Inquiry® (IFI) is a professional development program that addresses the theory and practice of inquiry-based science education. Inquiry is an approach to learning that involves exploring the natural or material world in a way that leads to asking questions, making observations, planning investigations to develop explanations, rigorously testing those explanations, and discussing and debating results with others-all in the service of coming to a deeper understanding of scientific phenomena and scientific practices.

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Inquiry in Early Years

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Many IB schools choose to use one of the many inquiry models available to help guide their units. Our primary school uses Kathy Short's mode...

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Being an Inquiry Teacher

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I played around with the title of this article, largely because the job of an IB PYP teacher never looks the same from teacher to teacher. I tried, ' The Role of ....", then, " The Job of.." and finally settled on the above because basically job refers to the content and role refers to the context . Our role and job, I felt, can look quite different depending on the grade level, whereas being brings our own uniqueness to the role which amplifies the job. Make sense? I may be putting too much thought into it. Ha!

Anyway, the most common queries I receive from teachers new to student-led inquiry and the IB PYP is that they are seeking clarity as to how their job ( the content) may differ from their previous teaching positions and what their new role ( the context) , will look like.

Well, rather than simply providing a list like a job description, I created make points that summarise what happens as we that shift from the traditional classroom teacher, to that of becoming a student-led inquiry teacher. Within each point, you will find links to previously written articles that will go further. So, in no order of importance, here is a summary of what we are, based on my years of experience as an international inquiry teach.

If you're new to student-led inquiry and the Primary Years Programme, WELCOME! Grab a drink, a pen and paper and read on.

Oh and don't forget to grab your FREE guide with 10 ways to bring inquiry into your classroom TODAY! It has a fun, ready-made activity too! Just click here. There are many other FREE tools in this library for you too.

Being a Teacher-Facilitator

This is where the shifts begins. The title often causes confusion for many new to student-led inquiry. The biggest misconception is that student-led inquiry is a free for all - pick your passion and create a project. Far from it. Student-led inquiry is very much a planned journey of discovery. It is a partnership with the professional know-how of the trained teacher guiding the students with intention towards independent thinking; gently bringing their ideas and opinions into the plan. It begins with structure and progressive, gradual release as the children learn to navigate their way through the inquiry process. The facilitation will NOT look the same in every class or even every year.

As facilitators, we are teaching the children to think for themselves, if not by themselves. We have thoughtfully designed our units of inquiry to provide learning experiences that demand questioning and critical thinking, creativity and investigation. We know the standards that we will include and we are open minded enough to step away from the plan when the children's curiosity takes the lead.

"We have thoughtfully designed our units of inquiry to provide learning experiences that demand questioning and critical thinking, creativity and investigation. "

Get started with Student Led Inquiry TODAY!

If you're looking to get started with student-led inquiry, I have a few solutions that will offer professional development training. You can choose to work through my complete online course, Essentials for Inquiry: Getting Started with Student-Led Inquiry offering a personal library of 12+ hours of video-based learning. You will find structure and guidance throughout to support you as you put all the pieces together and into practice in your own classroom, smoothly and confidently.

Being a Provoker of Wonder

Inquiry teachers sow the seeds to cultivate curiosity. We begin by of the provocation. We mo delling our value for curiosity, sharing our wonder as we gradually master the art provoke to promote curiosity in our students and we teach them how to become active inquirers.

Developing conceptual understanding with key concept question stems.[/caption] Through carefully planned experiences that include the 21st century skills of questioning, investigating, researching, reflecting, thinking creatively and critically, communicating their thinking and embracing failure on their way, the children are always involved in stretching their thinking and adding their own direction to our plans. Thus we have a beautiful synergy of co-planning and learning. You can find a selection of provocation ideas in the article here.

Being a Developer of Thinking Skills

Approaches to Learning Thinking Skills consist of multiple sub-skills. Develop those skills intentionally with focused activities.

Inquiry teachers go so much farther when it comes to oing on in their minds and then we teach them how this can powerfully add to their knowledge and understanding. We teach them to think independently and to thinking skills. We show the children what is g question, question and question some more.

We teach them to reflect on their questions, to reflect on their learning and to reflect on themselves. We do this by asking them guiding questions and going deeper through a conceptual lens. We want to develop inquirers. Inquirers ask questions and strive to find their answers. Inquirers become lifelong learners.

Being a Planner of Big Ideas

We plan through big ideas, we delve deeper through big ideas a nd we narrow the focus through big ideas. We teach through a concept-based approach. We understand that conceptual understanding is transferrable across disciplines and years. We see beyond the list of facts, the topic titles and the standardised tests. We see the connections that our students make and we facilit ate those personal connections bringing the learning out of the children, cultivating many beautiful aha moments as clarity dawns.

Being Purposefully Empowering

Inspiring student-led action is a part of our job. Learn more in this article.

We know it all begins with l reflection and purposefully listening to the children. We ignore the cliché and strive for empowering our kids. purpose - guiding purposeful play, purposeful provocation, purposeful questioning, purposefully slowing down to look more closely, p urposefully stepping away from the plans, purposefu We bring purpose to their learning. We listen to what matters to them, we ask what they want to know, what they want to learn and we give them the tools and the skills to find out for themselves. Purposefully.

Being Authentic

Exploring the concept of influence.

Inquiry based teaching has an authentic approach. We understand that the world doesn't fall into tidy disciplines and so we teach through a transdisciplinary, real-world approach. We bring authenticity to our plans as we bring a global context to the children. We use the child's world - home, school, locally and globally- as our sources for collaboration and our context for exploration and investigation. We know our global community. We recognise our children's diversity and we show them the value in their uniqueness. We live our own Learner's Profile and we share our strengths and embrace our mistakes. We facilitate by listening. We teach by being.

This is my experience of being an inquiry teacher. This is my experience of our commonalities. This is my opinion of our role. Most of all, we are a close community and I am delighted to be a part of this community with you. I'd love to have you share your thoughts or add to my list. Please do join in with our active community on I nstagram @pypteaching. I'd love to meet you!

Online Professional Development for Inquiry Teachers

P.S. If you are new to student-led inquiry, my online video training course, Essentials for Inquiry: Getting Started with Student-Led Inquiry can help you. Take a look at it here and feel free to reach out with any questions. I host LIVE focus groups for a small group of members several times a year.

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New to the IB PYP? New to student led, inquiry-based learning? Allow me to help guide you as I share what it means to BE an inquiry teacher. I have a lot of great tips and strategies to help you through your transition which will transform your approach to teaching.

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Action in PYP

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"Action, the core of student agency, is integral to the Primary Years Programme (PYP) learning process and to the programme's overarching outcome of international-mindedness. Through taking individual and collective action, students come to understand the responsibilities associated with being internationally minded and to appreciate the benefits of working with others for a shared purpose. When students see tangible actions that they can choose to take to make a difference, they see themselves as competent, capable and active agents of change." (Oxfam 2015 citied in My IB, The Learner, Action & International Mindedness)

Students in the PYP demonstrate action when they have linked their learning to real-life issues and opportunities.
Action can take many forms, and could include:

a change in attitude

a consideration or plan for action in the future

a demonstration of responsibility, or of respect for self, others and the environment

a commitment to leading or participating in further action opportunities

an engagement in school decision-making or an expression of support in the community

Action might come in the form of participation, advocacy, social justice, social entrepreneurship or life choices. Image: https://twitter.com/terSonya/status/971740899226009600
Participation: Being actively involved in the learning community and showing commitment to contributing as individuals and as members of a group.

Advocacy: Taking action individually or collectively to publicly support positive social, environmental or political change.

Social justice: Taking action for positive change relating to human rights, equality and equity. Being concerned with the advantages and disadvantages within society, and with social well-being and justice for all.

Social entrepreneurship: Supporting positive social change through responding to the needs of local, national and global communities; applying prior knowledge and skills to identify and address challenges and opportunities in innovative, resourceful and sustainable ways.

Lifestyle choices: Making positive lifestyle changes in response to learning.

How have we seen students taking action in 2021-2022?

Grade 2 - Where We Are in Place & Time: Celebrations & Traditions!

Edda's Mother wrote to us to share that after a learning experiences at school for the Chinese Celebration, The Moon Festival, Edda had many ideas of how she wanted to celebrate this tradition at home. "On Friday, Edda came back with this idea of celebrating coming out of the moon and she insisted I find special decoration for the event, including a cake. At night she wanted us to go out and see the moon. And this morning when I was leaving for work, with a glowing face, she told me about seeing a moon last night. She was so happy."

Edda explains her ideas about taking action; "I wanted to see the moon. I wanted to see if there was a rabbit and a girl in the moon and if the moon was the same as the other days. I wanted to buy Moon Cake and decorations. My brother told me we celebrate the moon festival to worship the moon god. I wanted to take my table inside my house and move it outside near the swimming pool to have dinner with my family because I wanted to spend time with my family and also go to a fun rollercoaster place. Part of the moon festival is to spend time with your family, when you celebrate the moon festival you spend time together and I was also thinking they would come outside to play in the swimming time. When it's a festival it's good to spend time together."
If you see your child taking action as a result of their learning at school, we would LOVE to hear about it! As action is often taken outside of the learning environment, we often don't know about these opportunities that you as parents are witness to, even a short email telling us about something your child did or said at home as a result of their learning helps us know how the PYP is supporting the development of life long learners that take action!
Grade 2: Spy Mystery Club!

When these Grade 2 students were in Grade 1, they developed the "Pet Finders" Club - they could help you find your pet if it went missing! This year the group has evolved to develop the "Spy Mystery Club": " Have a mystery? Want us to solve it? Contact the Spy Mystery Club! We will help you find the answer!"

Ms Megumi had a mystery that needed to be solved. She had a hat with a name on it, but wasn't sure which student it belonged to, as there were others students with the same name. Call 'The Mystery Club'!

The Spy Mystery Club gathered clues by interviewing different teachers and recess supervision staff.

They discovered the hat belonged to a student in Grade 4, but were not sure which class they were in. They asked Ms Smyth to take them to each of the Grade 4 classes to find the student whom the hat belonged to. Success! The hat has been returned to its owner.

The Spy Mystery Club wrote a letter of thanks to Ms Megumi for her advice.

They designed a poster to spread the word about their club and photocopied this to display in different parts of the school.

The next mystery was shared by Ms Sharon - Why are the taps at the back gate being left on at 11:45am each day?

Never fear - the Spy Mystery Club will solve this problem! Watch this space for the next update...

Making Arts & Craft for Charity

Last year, 6 students organised a sale of bracelets, necklaces and erasers for our bus riders & Grade 1 & 2 students to help raise money for our Sister School in the Philippines. Their goal was to raise 5,000 yen and they managed to raise an incredible - 67,097 yen! Read more about their action last year HERE!

In the first week of school, there was knock on Ms Smyth's door as the students shared their desire to organize another fundraiser this year. We now have 18 students involved in this initiative from Grade 2 and Grade 5!
Students meet before school to discuss and share:
- what they have been making

- how they will determine the charity they wish to support

- how to offer the opportunity for others to be involved

- why this important to them
Some students wanted to make bags and went to learn from Mr Jones how to use the sewing machine to support the development of these.
When asked the questions; Why is this important to you? Why are you wanting to be involved in this initiative? What is your purpose?
The students responses included:
- I want to further develop my leadership skills by helping others succeed

- One of the Leadership Profiles is "being involved" and I want to do this

- I want to help the world be more balanced; some people have lots and some people have little

- I'm doing it because it's FUN!

- I'm new to Seisen and I think equal rights is important, I think everyone should have equal education and be healthy and strong

- I'm not just trying to help but I want to learn about what is happening in the world
In an aim for students to feel connected to the cause, students have been researching different organisations and world events in order to find out which charity they will support. So far students have been researching;
- the needs of Myanmar; students have written questions to ask Father Leo about their needs

- UNICEF; we have discovered they support those that need food, opening up schools and COVID-19 vaccinations

- YAHOO; a local Japanese organization that support giving money to hospitals
* We will continue to update the community as students identify the purpose of this initiative and details of the Arts & Craft Sale
Grade 5 Leadership Programme: Rice Drive!

Our Grade 5 leaders were involved in organizing the Elementary School Rice Drive. Students assigned roles and responsibilities for this initiative:
Students created presentations to share with each class and informed them of;
Important Facts about the Rice Drive:

Seisen students bring in small bags of rice and it is donated to a local charity in Tokyo who feeds people who are in need of a meal.

The local charities are in desperate need for rice at the moment because not many people have been able to donate rice recently due to Covid 19.

About the Charity:
Grade 5 leaders collected the rice from the homerooms on Friday November 1st.
We celebrate student initiated action on our Action Board at school - please be in touch, even a short email telling us about something your child did or said at home as a result of their learning, it helps us know how the PYP is supporting the development of life long learners that take action!

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"Action, the core of student agency, is integral to the Primary Years Programme (PYP) learning process and to the programme's overarching outcome of international-mindedness. Through taking individual and collective action, students come to understand the responsibilities associated with being internationally minded and to appreciate the benefits of working with others for a shared purpose.

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[12/4] Science Thinking Routines [See-Think-Wonder] & NSB Homework

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‘See-Think-Wonder’ Thinking Routines Scaffolds Here’s a summary on what we have learnt today. ” I see ” - Your observations using your…