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This forum was slightly different, I had to prepare a graphic that explains the ways (content, process, product and readiness, interest, preparation), how they work and why they are important when considering differentiation. As a way of summarized I attach the PDF that explain everything we had to discuss.

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In this activity I had to choose three strategies of differentiation strategies from the required reading. Later, I had to write a summary and develop an activity for each one I have chosen.

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In this forum I had to reflect the connections between  interrogative forms and inquiry to drive discussions, thinking on the PPT of the Baby’s Inquiry and the story of Wilfred Gordon. Then,  I had to answer the following questions:
- What role does questioning have in discussion and inquiry?
- What expressions indicate that students are thinking?
- Are these expressions valid in other disciplines?

Hello everyone!
I have read some of your comments and I cannot agree more with all of you.
Inquiry, from my point of view, has a vital role in discussion, it is sable to develop curiosity and make students reflex about what they are trying to understand.In the story of Wilfred Gordon, that we read in the last session, happens the same, the main character started asking people about memory and by himself he was capable of building his own concept and conclusions of it, discussing with people and seeing different views about memories, he shows he thinks. It happens the same in Baby's Inquiry story, we can see there how the baby connects her concept of a watch looking at the magazine and the real concept of it, looking at his mother’s watch. Here, the baby does not ask, as the previous story, there is a non-verbal guide from the mum which develops into the inquiry, the baby finally learns.On another hand, about Lindfor-Wells third example (PYP), I can see how the girl is trying to understand why, however, the mum answers directly or does not answer, only laugh. This situation can make the girl to get confused about what she is trying to learn because she does not construct her own knowledge from the questions she had. The mum role is crucial, as the teacher at school, because of that, I think that parents should think about it a little bit more.As a conclusion, I think that the first two stories show two different perspectives about questioning and inquiry. The baby does it with gestures, it makes it clear, and the character of the story asks directly and finally both acquire his own conclusions and knowledge about what they wanted, there is inquiry. However, we have the case of Linfor-Wells and there, I think that the inquiry process is not clear at all although there is discussion between the girl and her mum.

Finally I had to comment on a  a colleague’s interesting contribution, to know more about it.

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This reflexion consisted on differentiating answering these questions:
- N: What more do you need to know about it?
- S: What suggestions do you have for moving yourself, your area or school forward?
- E: What do you find exciting about it?
- W: What do you find worrying about it?

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Forum 3. Perspectives, Models and Definitions

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Forum 3. Perspectives, Models and Definitions

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This forum consisted on choosing the perspective and model to which I connect the most, which was cyclic inquiry model and to explain the concept of inquiry after reading some documents. As always, we had to comment in our classmates contribution, reflexing a little bit about it.

Inquiry is a difficult word to define because of its different nuances and fields it can encompass. After having investigated about the concept of inquiry, most of definitions is based on seeking knowledge or information, however, applied to an educational approach it is different. From my point of view, inquiry is a concept related with further more than knowledge, it is for me the acquisition of knowledge applied to real situations, so more than a concept is a process. It is related to the natural acquisition of skills too, through curiosity, a natural way of learning. As a result, learning is felt like an enjoyable and lovely process which is not considered compulsory, it is natural and real.
The word inquiring can be multifaceted and depending on the person who is defined it,  it can be focused in different ways like Kathy Short: “Inquiry means immersing ourselves in life and living our lives as problem-posers and problem-solvers to its fullest. Thus, I believe that inquiry should be part of any curriculum. For example, there are certain things that catch our attention - either because of something that interests us or something that causes us tension or confusion. And because of this tension or confusion, we find some significant questions we really want to pursue or look at more in-depth. Through this inquiry, we develop new understandings and more questions. Inquiry then doesn't end, because we always know that while we may be currently satisfied new questions will come up.” I really share her point and it has helped me to build my own definition.
Documents and slides given show different models of inquiry which can be applied in the classroom, I reckon that cyclic inquiring model connects the most with me. From my experience, I think that students need to see a problem, or something to research which is important for them, after that they automatically know they have to investigate, giving them freedom. After that, they love sharing what they have found, they are the main characters of their work and they enjoy it. The discussion which generates their creations give them the opportunity to compare and share what they have, improving their critical view of what they are discussing. Finally, they learn about what they have researched after comparing and agreeing about what they have discuss, and the cycle can start again with other question to search.

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In Activity 4 I had to choose three of the discussion strategies from the Syllabus of this session. Then, I presented a summary of each one chosen and an activity where I would use those strategies.

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This discussion consists on answering the following questions:
- Connect: How are inquiry and discussion linked?
- Extend:  What new ideas stretch or drive your thinking in new directions?
- Challenge: What is still confusing in relation to these?

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I had to develop in Forum 5 a section for a Policy on Teaching and Learning related to grouping. I had to read the Syllabus of this session and my school documents to develop it.

Hello everyone,
After reading Syllabus, mixing it with my experience, it has confirmed what I thought, coopertaive learning is an essential strategy to develop at school. Hopefully, in the IBO Standards of PYP it is stablished that group work should be in the school culture, depending on the context and individual aspects. Sadly, we cannot find this culture in many schools of my province, like where I am working right now, which could help to improve our training as teachers and facilitate the learning process to students.
During my studies, I have worked in the Department of Education from my university which gave me the opportunity to work with really good professionals about inclusion and how to develop it in the classroom through different strategies, one of them, cooperative learning. It helped me to understand how cooperative learning improve students and teachers mind in the process of learning, and how we can differentiate from collaborative learning. Also, as students at university, we had to develop most of the subject cooperatively, which has helped us to understand directly what it is cooperation, how it works and its diffculties. Now I have the opposite, I am working in a school where a traditional method is stablished and there is no option of grouping, which has disappointed me.
My school documents do not collect any information about grouping, which, as I said before can improve children learning, knowing other ways to work, not only individually (the main culture of the school). This type of individualization makes students to be more competitive and do not know what is depending on someone to reach something, like living in society. From my point of view, this vision must change if they want to build better future generations.
As a conclusion, although I cannot do too much at this school, I want to learn more about cooperative learning and its advantages because when I had the opportunity I want to carry it on with my students, as I learnt at university and here.

As always, we had to comment at least one of our collegues contributions.

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Self assessment 4. Questionnaire on Classroom Questions

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Self assessment 4. Questionnaire on Classroom Questions

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In this Self Assessment I had to fill this questionnaire, where I get points depending on how I use questions in the classroom. Finally, I got a mark related with the use of discussion in my teaching process.

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This session was the one I liked the most because I reckon that questions and discussion in the classroom is vital to get the best profit in the students learning process.

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In this session we had to watch the video "Wolves change rivers" (that I attach) and analyze concepts and related concepts that come to mind.

Hello everyone,
After watching the video and reading my classmate comments I am talking a little bit about how this macro concepts are shown in the video and how to work them in the PYP classroom.
From my point of view the most important concepts in the video are sustainability, interconnections, transformation and consequence. In the video, wolves have been the main characters of Yellowstone National Park, changing the unsustainable and decadent situation of it. Reintroducing wolves, nature has kept its path, and everything has started again, it can happen the same in a classroom. If we are capable of using concepts such as: cooperation, good relationships, changes and improvements, we can modify our classroom developing the best environment of learning, like wolves have changed the park.
To sum up, this video has catched my attention and was able to show how one part, a key one, can change a whole chain, and how we can implement it at school.
Thanks!

After that, we had to comment on the contributions of a colleague, knowing more about other visions and levels of education.

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I had to review the readings uploaded in BB to explain the classification of questions presented in those readings. Later, to guide understanding of the generalization developed in Activity 2, I had to write questions, identifying each kind of questions. Finally, in the final planner, I had to attach these questions in the correct section.

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Act. S3 Inquiry Strategies. Ainoa Bermejo.docx

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Self assessment 6. Self Assessment Differentiation

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Self assessment 6. Self Assessment Differentiation

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I had to upload this rubric filled thinking about what I think about differentiation in my practices, positioning myself where I believe I am.

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At first, we had to describe which was our personal philosophy about teaching and learning, for that reason, we shared our experiences in Forum 1.

As teachers, we are in a continuous process of learning, as some of you have said, however, depending on the way we have learnt we have a determined learning and teaching profile.
In my case, sadly, depending on the teacher I had in my educational development, I could experience how context and external and internal motivation have had an essential role, letting apart the capacity of each one. From my point of view, capacity is not vital in a learning process although is important. In this way, it has taught me that anything you want you can do it with a positive vision of what you want to do, being motivation the most important part.
Based on how I have learnt, it has influenced on me about how I teach nowadays, modifying what I did not like, improving those aspects, and maintaining motivation as an essential part in the learning process. Also, I consider environment as important as motivation, as our classmate Shannon has commented before, creating a nice context help students to give their best.

Everything that has influenced on us when we were taught is going to stablish how we learn and teach nowadays with our students, improving what we think it should be and maintaining the best of teaching and learning processes that has built us. My teaching style is based on cooperation, having and interconnected needs which must be solved among students with a regular assessment, not only focused on one task. This kind of method, I believe from my experience, can help students to be more empathetic, knowing each other and helping to get a mutual aim.

Later, I commented in some of our classmates philosophies, in this way, I could be able to see an opener vision about teaching and learning.

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Activity 1. The Futility of Teaching Everything of Importance

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Activity 1. The Futility of Teaching Everything of Importance

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In this activity I had to read the article "The Futility of Trying to Teach Everything of Importance" by Grant Wiggins and fill the grid according to what I understood.

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Activity 1 S1. Futility Table. Ainoa Bermejo.doc

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Through the use of Visible Thinking Strategy I had to do a reflexion about what I thought at first and what I think now about concept based curriculum. This reflexion needed to be referred to the readings and my personal experience.

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Reflxn. S1. Before...Now. Ainoa Bermejo .docx

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After professor corrections and see different opinions of my classmates I got the conclusion that I was a bit lost in this subject, I was on the roots and I need to know more about Methodology and Concepts.

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Activity 5. Cooperative Learning Strategies

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Activity 5. Cooperative Learning Strategies

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I had to choose three of the the cooperative learning strategies found in this session’s syllabus. Later, I had to write a summary and an example of each one I have chosen.

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In this reflexion the main aim is to discuss cooperative/ collaborative learning strategies by answering these questions:

- Think: What do you think about cooperative/collaborative learning?

- Puzzle:  What questions or puzzles do you have?

- Explore:  How could you further explore this topic?

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This session was easier for me because I have worked before with this concepts, absolutely necessary in education. It is crucial to teach students to work cooperatively, not only at school, also in their daily life, giving them the competence of working in a future.

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This reflexion consisted on watching three clips of "Mona Lisa's Smile" movie and reading the required reading of the PYP, "How a Radical New Teaching Method Could Unleash a Generation of Geniuses".

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Rflxn S3. What makes you say that. Ainoa Bermejo.docx

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Self assessment 3. Rubric for Inquiry Based Teacher

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Self assessment 3. Rubric for Inquiry Based Teacher

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This rubric is able to show you your learning style in inquiry, which has helped me to see how I am and how I focus the teaching-learning process.

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Rubric for Inquiry Based Teacher. Ainoa Bermejo.doc

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In this session I was growing in the understanding of curriculum, concepts, and the most important word: inquiry. In this way, I could noticed, after the correction of activities that I had to go deeper in reflexions to get more conclusions about the topic, which, is essential to know.

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This activity consisted on developing a generalization for the unit I was going to develop during this course. I had to include no more than 3-4 key or macro concepts and the same number of related or micro concepts. Moreover, the generalization should include these concepts explicitly or implicitly.Finally I had to include an explanation for how the concepts address the generalization.

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Act 2. Developing a generalization. Ainoa Bermejo.docx

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This reflexion was a bit confusing at first for both of us, Alba Calderón and me, but we solved it well and planned a script to follow, creating a fluent dialogue about the difficulty or ease of implementing a concept based curriculum in a specified context.

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Recording Reflection 2. Ainoa Bermejo y Alba Calderón.m4a

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I could understand better this session and how concept based curriculum works. The possibility of working with other classmates has made me having different points of view about the same topic, giving me other perspectives.

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This last session had made me think about how much I have to learn about the concept of differentiation and how important practices are. Currently I cannot develop too much of what I have learnt, because of my school culture, but I am sure that when I can I am going to use most, or if I can everything, we have learn to make a real learning process in students.

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This planner has changed since I started this subject. Through teacher corrections and the difficulty of using this new methodology I thought that the best idea was to rebuild the PYP Planner from zero, taking some ideas from activities and reflections I have written. Finally, this planning could not be carry out in the classroom, for that reason from points 6 to 9 the planner is empty. I hope to use it soon and fill it.

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PYP planner. Ainoa Bermejo (revised for UCJC Masters).docx