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Design inquiries using local and global contexts

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what questions arose from the provocation, and how students and teachers might both play a role in developing the lines of inquiry within the unit.

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challenge ideas, move thinking forward, and motivate students to learn more.

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in our development of questioning skills and techniques because the ability to ask questions—good questions—is the basis for action, innovation, and forward momentum.

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Use the examples of concept- based questions for different subjects with my students as the foundation for developing questions for the exhibition.

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we need to listen to what they say and give them time to process their initial ideas, so that they may ask questions that are challenging, significant, engaging, and relatable. Starting with student questions, and facilitating their ability to connect these back to themselves and the world around them should be the driving focus of an inquiry-based classroom.

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If we want to develop a culture of questioning, then we have to listen to the questions being asked and guide our students in answering them.

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Questions can determine the direction of inquiry

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It is through questions that both students and teachers make connections between what they already know and new information and experiences, driving their desire to find out more about the world around them.

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Research skills
Thinking skills
Self management skills

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using the concept-question cards, think about which conceptual lens we are looking through when we pose each question. We organize our questions into a conceptual grid so we can see where our questions are taking us.

how do the students decide which ones to pursue? I use the Visible Thinking Routine “Question Sorts” (Figure 2, sourced from Project Zero) to help students refine their question selection. Essentially students use a quadrant to determine the likelihood of the question generating engagement and the depth to which they care about the question.

Our role in this is to ensure the questions link back to the central idea.

“Parking lot” strategy for emerging questions. Here, students can “park” their questions as they arise and teachers then draw these parked questions back into the learning to extend and enrich the inquiry.

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Foster supportive environments that remove barriers to learning

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Utilise assessment to inform learning and teaching

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Develop conceptual Understanding between and across subjects

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Build and maintain collaborative relationships

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Undertake personal inquiry, reflection and action to inform practice

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White incorporates all the aspects of the PYP.

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White incorporates all the aspects of the PYP.