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In this TED talk, Ramsey Musallam introduces three concrete 'rules' for practitioners about how to cultivate curiosity, engagement and ideas in students. An concise and personal talk, it makes the case for creating confusion in students and responding to their questions as a way of engaging them in learning. It essentially comes down to three key points: curiosity drives learning,  trail & error should be embraced and reflection should be practiced.

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3 rules to spark learning | Ramsey Musallam

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Inquiry and learning: What can IB show us about inquiry?

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Inquiry and learning: What can IB show us about inquiry?

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If you are looking for guidance on the guiding principles of inquiry in the MYP, this article provides useful insights. It offers advice, based on the IB & MYP, on how to ensure that inquiry is responsive to students. It also offers some advice for good questions that can encourage critical and continuous reflection, and how to ensure the process is purposeful and planned so as to be effective and students are supported. Although it is aimed at teacher librarians, it is a concise and digestible piece with plenty of advice relevant to teachers of either MYP, inquiry, or both.

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Abstract: Inquiry learning is a core responsibility for all teacher librarians. It is often the most challenging part of the role, requiring many skills including intuition, insight, collaboration, flexibility and, at times, enormous amounts of persistence. For many teacher librarians, inquiry learning can become a little formulaic in terms of its implementation. Essentially the learning intervention is centred on 'research' often using a model to drive an investigation. The focus becomes based on gathering information, a degree of synthesis and possibly referencing of the data. This research role is, and will always be, vitally important. However, inquiry is much more than simply finding and using information. As educators, we need to continually explore the broader margins of our role in schools in order to meet the demands of dynamic and differentiated curriculums. The International Baccalaureate (IB) approach to inquiry is an interesting one that has the learner firmly at the centre of the inquiry. This paper will look at some of the guiding principles that underpin IB approach inquiry with specific reference to the Middle Years Program (MYP).

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Access - Inquiry and learning: What can IB show us about inquiry? (APAFT) - Informit

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Informit is an online service offering a wide range of database and full content publication products that deliver the vast majority of Australasian scholarly research to the education, research and business sectors. Informit encompasses online products: Informit Indexes, Informit Plus Text and Informit Collections.

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A Quick Guide to Concept-Based Curriculum

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A Quick Guide to Concept-Based Curriculum

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If you're wondering how to make sure inquiry is concept-driven and learning is transferable this is a good place to start. A neat overview of what Concept-Based curriculum is, with tips and links to scaffolding tools and planners to help teachers 'get to' CBC in their unit design and teaching. It also has a brief explanation of how concept-based curriculum works with other pedagogy, though this analysis is quite thin. How concept-based curriculum or learning can work with inquiry specifically is outlined further in the resources below and in the next column.

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Deep Learning through Concept-Based Inquiry

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Deep Learning through Concept-Based Inquiry

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If you want a clearer idea of what is meant by 'concept-based' or concept-driven (indeed, what is meant by 'concept' itself) and what makes concepts timeless and universal this provides a helpful introduction. It gives a very clear visual example of what differentiates concept-based learning from topic-based learning. It is from the perspective of a teacher librarian, but the emphasises the necessity of fostering meaningful contexts, with some guidance on how to approach this, is still relevant for classroom teachers. It concisely makes a case for 'authentic' inquiry learning, a cornerstone of the MYP.

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Deep Learning Through Concept-Based Inquiry

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Academia.edu is a platform for academics to share research papers.

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For those just starting out, or needing a refresher, the National Library site has a very useful overview of what inquiry, the benefits of inquiry for students and presents a clear overview of a number of different types and models inquiry. Not though, that it does not include MYP as an inquiry model, as MYP is actually a concept-based framework that uses inquiry as a pedagogical tool.

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Scaffolding and Achievement in Problem-Based and Inquiry Learning

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Scaffolding and Achievement in Problem-Based and Inquiry Learning

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If you want to understand the importance of scaffolding inquiry learning so that the process is purposeful and planned this article provides an analysis which demonstrates the ways in which supported inquiry is a powerful and effective learning model. It disputes the conflation of Inquiry Learning & Problem-Based Learning with less guided models like discovery learning. In doing so, it provides useful descriptions of these models and is helpful in understanding the differences between them, and makes a compelling case for guided inquiry.

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Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller, and Kirschner, P. A. , and 2006. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Clark (2006)Educational Psychologist., 41: 75-86. grouped these approaches together with unguided discovery learning. However, the problem with their line of argument is that IL and PBL approaches are highly scaffolded. In this article, we first demonstrate that Kirschner et al. have mistakenly conflated PBL and IL with discovery learning. We then present evidence demonstrating that PBL and IL are powerful and effective models of learning. Far from being contrary to many of the principles of guided learning that Kirschner et al. discussed, both PBL and IL employ scaffolding extensively thereby reducing the cognitive load and allowing students to learn in complex domains. Moreover, these approaches to learning address important goals of education that include content knowledge, epistemic practices, and soft skills such as collaboration and self-directed learning.

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Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and

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Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller, and Kirschner, P. A. , and 2006. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.

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If you're wanting to develop skills in implementing concept-driven inquiry, revamp curriculum to ensure the focus is on skills and processes and ensure that learning is transferable this is a comprehensive resource. Published 2018 by Carla Marschall and Rachel French, this book gives a detailed overview of Concept-Based Learning as a framework for realising meaningful inquiry. Although the focus on K-12 is broad, it is a practical guide to implementing effective inquiry where the emphasis in on transferable learning. It supports teachers in this endeavour through a series of linked resources and documents. A valuable resources for MYP and inquiry teachers.

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Strategies to Promote Transferable Understanding

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Tools for Teaching Conceptual Understanding, Secondary

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Tools for Teaching Conceptual Understanding, Secondary

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This is a useful text providing teachers with practical ways to make sure learning is transferable and provides some ideas for being responsive to students through differentiated concept-based curriculum. Chapter 1 is a particularly useful overview of concept-based curriculum design. It also provides an analysis of why concept-based curriculum is relevant for 21st C skills and how this fits with best-practice teaching and learning. Provides some discussion of inquiry, though the focus is primarily on concept-based curriculum (however the two pair very well).

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Introduction: Why Is Concept-Based Curriculum Critical for the 21st Century?

1. What Are the Essential Elements of Concept-Based Curriculum Design?

2. How Do We Establish a Culture of Deep Learning?

3. What Are the Building Blocks of Concept-Based Instruction?

4. What Additional Tools Can We Use to Design Lessons?

5. How Do We Design Ongoing Assessments for Conceptual Understanding?

6. How Can We Meet the Needs of All Learners in a Concept-Based Classroom?

7. What Is the Relationship Between Current Best Practices and Concept-Based?

Conclusion: Imagine What School Could Be...

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Tools for Teaching Conceptual Understanding, Secondary

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Introduction: Why Is Concept-Based Curriculum Critical for the 21st Century? 1. What Are the Essential Elements of Concept-Based Curriculum Design? 2. How Do We Establish a Culture of Deep Learning? 3. What Are the Building Blocks of Concept-Based Instruction? 4. What Additional Tools Can We Use to Design Lessons? 5.

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Despite a somewhat misleading name, this page is devoted to a useful and concise overview of inquiry-based teaching and learning in the IB. It defines inquiry, answer key questions about what inquiry-based learning is, why it is important and how it is implemented, with an emphasis on why curiosity and engagement are important. It makes the link between inquiry and concept-driven teaching explicit. The IB InThinking websites is one of the most popular and reputable sources for teachers of the IB internationally.

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One of the six IB approaches to teaching is that it is inquiry based. This supports the description of the IB learner as "inquirer" in the IB Learner Profile.But what does it mean to inquire? What does it mean to say that a student inquires?

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Chapter 3 of this text gives a comprehensive and practical guide to asking good questions. It has guidance on how to do this as a teacher and how to encourage students to do so. This is a useful resources for inquiry and MYP, as within the MYP all units should be guiding by the Statement of Inquiry and associated factual, debatable and conceptual questions. An essential element of effective inquiry, and part of ensuring the process is planned and purposeful is the quality of the questions asked.

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Jennifer Watt is an Instructional Leader for Beginning Teachers at the Toronto District School Board. She has been a history, politics, social science, and English teacher, and a consultant and a coordinator for 25 years. Throughout her career, she has supported both new and experiencedclassroom teachers at all grade levels and subject areas in thinking about how to share their knowledge, experience, and practices to improve student learning and establish professional communities. Jennifer's work with teachers, teacher candidates, and administrators in Canada and internationallyhas focused on teacher and student identity, the adolescent learner, assessment practices, and how to build more inclusive classroom communities. She is the author of several books for teachers and students, as well as exemplars and curriculum units. Jennifer has a Master's Degree focusing on theassessment of teacher practice.Jill Colyer is currently the National Coordinator of The Historical Thinking Project, a pan-Canadian history education reform initiative that is working toward the incorporation of historical thinking concepts into curricula, classroom resources, and teacher supports. She works closely withministries of education in each province and territory, advises educational publishers on resource development, and facilitates professional development workshops for teachers and administrators across the country. Jill has been a teacher and a writer of curriculum materials since 1991. She hastaught secondary school students in Canada and Malaysia, and has worked as an instructor in the Continuing Education Department at the Ontario Institute for Studies in Education at the University of Toronto. Her work in curriculum development includes the writing of courses, textbooks, teachingguides, and assessment tools. Jill has also been a writer and editor for the CBC since 1996.

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This professional resource provides a clear and practical tool for educators, curriculum leaders, and administrators! Highly visual and accessible, it explains the inquiry process and offers practical suggestions and tools for successfully implementing inquiry-based learning in the classroom.Sample chapter a href="http://www.oupcanada.com/school/order_form/upload/forms/iq_sampler_3.2_2014.pdf"Click here/a

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Resources & Downloads to facilitate inquiry-based learning

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Resources & Downloads to facilitate inquiry-based learning

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A very useful quick guide for practitioners, with resources outlining the benefits of inquiry and fostering environments that cultivate curiosity and engagement to support inquiry. Includes a collection of resources to support strategic planning and some strategies and activities to promote inquiry.

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Resources and Downloads to Facilitate Inquiry-Based Learning

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Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems.

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Scaffolding Student Reflections + Sample Questions

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Scaffolding Student Reflections + Sample Questions

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A guide to scaffolding a process of continuous reflection to enable students to engage critically with their learning. Offers some suggested points to intervene and have students reflect and some strategies for doing so. Beyond the benefits for student learning, reflection and evaluation are explicitly assessed in the MYP framework and criteria, so this process is an important embedded part of learning. It is also a key stage in most models of inquiry.

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Scaffolding Student Reflections + Sample Questions

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Scaffolding Student Reflections + Sample Questions

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Taken from the book Learning and Leading with Habits of Mind

Edited by Arthur L. Costa and Bena Kallick, this chapter guides practitioners through the important of critical and continuous reflection for learning. It provides suggested models and activities for implementing reflection and emphasis the importance of meaningful reflection. While not specific to inquiry, these skills are transferable to an inquiry context and are an important element of scaffolding inquiry and supporting purposeful student learning.

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Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success

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In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of beh