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In order to explore the conceptual understandings of this workshop, in this session, participants will:

develop an understanding of how concepts and context are synthesized into a statement of inquiry.

explore how the inquiry cycle can frame meaningful, relevant, and engaging classroom learning

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Add your questions here!

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Think of a time when you did not plan for something

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Think of a time when you did not plan for something

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How did you feel going into the situation?
How did you solve any unforeseen problems that arose?
What might have been different had you remembered to plan?
Add your thoughts here as a comment

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Discuss ideas to create a GRASPS plan.

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

Introduce key and related concepts.

Develop an understanding of MYP global contexts to ensure meaningful, relevant and engaging learning experiences.

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

explore the significance of a concept-driven, contextualized curriculum

reflect upon written and unwritten rules that define how a school develops policies.

explore the fundamental principles of learning in an IB programme

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Consider, how you did each of these areas in a project you completed recently
With a partner in your breakout room – share out and  explaining the stages you went through with their project

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

synthesize the purpose of an IB education with the attributes of an IB learner

explore why they have chosen an IB education for their students

consolidate their thinking on the concept of change

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Inquiry, assessment and the subject objectives

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Inquiry, assessment and the subject objectives

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

discuss the design principles of summative assessment task(s) in relation to requirements and objectives.

develop an understanding of the relationship between the statement of inquiry and the summative assessment task

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In your groups: discuss the following questions:
• What do these criteria mean for your practice?
• What do you see that is similar to how you currently
assess student learning?

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Individually: read your assigned section of the inquiry cycle.

Consider:
what this might look like in the classroom.
share descriptions of your findings on the Padlet.

Reflection: If you walked into a classroom, how would you know if inquiry is taking place?

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THE ART OF INQUIRY: 10 PRACTICES FOR THE INQUIRY TEACHER

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THE ART OF INQUIRY: 10 PRACTICES FOR THE INQUIRY TEACHER

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How might inquiry change your classroom?

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Of all the blog posts I have written, the one that has been read, reposted and mentioned most often- is "How do inquiry teachers teach?" http://www.kathmurdoch.com.au/blog/2014/02/21/how-do-inquiry-teachers-teach

That was back in 2014. In the intervening years, more and more of my work has centred on the question of how. Looking back, it strikes me that this work has provided an important balance of emphasis. I am passionate about designing (planning) for inquiry. In order to understand the demands and possibilities of inquiry, it is vital to build capacity around the planning table - for teachers to know how to design for inquiry through conceptual, rich, authentic experiences and the use of a cycle or framework that scaffolds thinking from the known to the new. This work is about going beyond 'planning activities' and remains an essential element of the expertise necessary to use inquiry effectively. But without a parallel focus on pedagogy, the application of our plans to the classroom can fall well short of our intentions. In the end, it is the way we teach that makes the most difference to learning. I have been avidly reading my advance copy of Guy Claxton's wonderful new book "The Learning Power Approach" and this really resonated with me:
"How we teach slowly shapes the way young people respond to the unknown - to change, challenge, complexity and uncertainty....Our teaching can steer them toward becoming more positive, confident, and capable in the face of difficulty. OR it can steer them toward becoming more timid, dogmatic and insecure." (Claxton, 2018: 34)
What we teachers DO, SAY and think matters. More than any program or unit plan.

Over the last few years, I have had the joy of collaborating with hundreds of teachers in a quest to dig deeper into the pedagogy of inquiry. We have watched each other at work, co-taught and stripped lessons back to the minutiae of instructional practices. Informed by some of the work of Hattie, Marzano, Johnson, Dweck and others I have been gradually building up a more cohesive repertoire of key practices to which I return often.

So a new book is on its way! This book is based on 3 years of observation, experimentation and research into the essential practices of the inquiry teacher. (Like giving birth, each book I have written has been followed with the words "I am never doing that again." But the memory of the pain fades and the urge to write, create, design and share returns!!!)

I am doing something I have not done before. I am using this post to share the bones of the book - the essential framework of the practices. And I would love feedback. I've been playing around with these words/phrases for nearly 3 years now. I have tweaked, changed, added, removed along the way. My intention is to capture the essence of the practices in a key word or phrase. The detail and the practical 'how to' will be in the book - but this is the essence.

The practices reflect what we have noticed when teaching 4-12 year olds. This is my area of experience and expertise and although my instincts tell me much is transferable, I acknowledge that the source of this work is extensive, long term work in the early-childhood through to primary setting. I don't have the consistent, lived experience of working with secondary school students (although taught in a University for 10 years) so I am not going to profess that these practices are the right fit - but it would be interesting to hear....
(not really in order...)
1. Cultivate curiosity

Inquiry teachers provoke, model and value curiosity - and they do this in a myriad of ways. Curiosity is nurtured through the way the learning space is curated, the kinds of questions asked, the extent to which the learners' questions are valued and through the deliberate, infectious modelling of curiosity by the teacher themselves.

2. Question
We all agree that questions lie at the heart of true inquiry. Inquiry teachers elicit learner's questions and often use these to help drive learning encounters. But the role of the question in the inquiry classroom goes far deeper than displaying a wonderwall. Inquiry teachers know how to ask the right questions. They use questioning to guide the learner to think deeply. They ask more than they tell. Inquiry teachers question what they and others think - they question their own practice on a regular basis.
3. Connect
Perhaps the most powerful word in this suite of practices. Inquiry teachers are all about connection. They design journeys of inquiry with and for learners that help them see connections across learning areas and between 'I offer this word cautiously. I prefer it to 'When I talk to kids in schools about the learning experiences that they remember most fondly, it is always the 'Inquiry teachers observe, notice, reflect and respond. They bring an inquiry stance to their observations of and conversations with learners. They take time to notice what'Taking an inquiry approach to learning means drawing on one'Inquiry teachers understand the power of purposeful play. They know that all senses are involved in learning. And they know that play is not just for young learners. Time to play - to experiment, to tinker, to play with ideas benefits all learners. Inquiry teachers are not afraid to 'play with ideas' - to go outside...literally and figuratively. s capacity as a researcher, a thinker, a self-manager, a communicator and a collaborator. Teachers who use an inquiry based approach understand that the power lies in the process. They work hard to privilege the process of learning. They invite learners to inquire into learning itself and know that it is ultimately the skills and dispositions of the learner that dissolve the boundaries between school and life beyond school. Inquiry teachers keep their eye on the bigger picture. They avoid 'activities' or 'topics' for their own sake - inquiry journeys are ultimately about working towards conceptual understanding. s going on and to reflect on what they see and hear. And they notice themselves. They deliberately slow down instruction to Inquiry teachers inquire into the lives and passions of their learners. They provide opportunities for learners to follow some paths that matter to them and encourage each learner to set personal goals. Time is made for learners to explore questions of significance to them and an effort is made to help learners regularly inquire into themselves as learners. So...there they are. The 10 practices as of Nov 25th, 2017! Would love your thoughts as I continue to write the book. What do inquiry teachers...do? notice the way students are responding. Inquiry teachers are intentional, observant and responsive. real' ones. Learners crave authenticity and purpose. Inquiry teachers know how to use the school, local and global community as contexts for investigation. Whether it is inquiring into how to design and grow a sustainable garden, what to do about the car parking issue at pick up time, or collaborating with a scientists on the other side of the world, learners value opportunities to inquire into things that matter to them and their community. let go', it is more like 'letting out' as one does a kite string. Sometimes this is gradual, sometimes this is immediate but for learners to take a true inquiry stance to their learning, teachers need to release power and allow them to explore, figure out and make meaning. Not by themselves, but for themselves. Inquiry teachers take risks. While they plan thoroughly, they are prepared to release themselves from the plan and take a different path. Inquiry teachers design tasks that allow the learners to do the heavy lifting. school' learning and the world beyond school. Inquiry teachers value the connections they have with others - students, colleagues and the broader community. They teach kids how to collaborate as they investigate problems, projects and passions.
4. Release

5. Keep it real

6. Notice

7. Grow Learning Assets

8. Play

9. Think Big

10. Get Personal

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The art of inquiry: 10 practices for the inquiry teacher - KATH MURDOCH

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Arrange yourselves by subject group
Use your subject group guide and any other MYP documentation to help you plan.
Collaborate and organize your thoughts using a graphic organizer of your choice
Using the + button below. crate a new tile with your development plan.

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1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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Open your subject group guide to the table of contents and turn to the page in the guide labeled “Aims.”

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In order to explore the conceptual understandings of this workshop, in this session, participants will:

analyse nano PD to interpret and reach conclusions

explore and connect current teaching to the contextual requirements of the MYP.

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Download IB branded materials

For schools that have achieved the high standards required for authorization, one of the benefits is to be known as an IB World School and to make use of the IB brand. We produce a range of communications materials, enabling these schools to fully comply with the IB brand.

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View the International Baccalaureate®(IB)'s learner profile. The learner profile is the IB's mission translated into a group of learning outcomes for today's pupil.

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In groups:  Subject group exploration:
Review the statement of inquiry you have developed.
Choose a MYP year level/phase criterion from your subject group guide.
Think about different authentic summative assessment tasks (minimum of three) that may allow your students to:

show their understanding of the concepts and global context exploration as stated in your statement of inquiry (transfer their understanding)

demonstrate achievement against at least one of the strands of the chosen criterion.

Write the criterion name (A: Knowing and understanding) and list the three summative assessment tasks on your unit.
Create a new Padlet post below!!!

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Please continue your unit planning step with creating a statement of inquiry. Add below a new tile by pressing the + ( 20 min.)

Reflect on other Statements of Inquiry. Provide feedback on at least two. ( 10 min.)

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In your group
Click on the link above and download the document.
Jot some notes for each aim in terms of how you currently meet this aim in a specific course that you teach.
Turn to the MYP objectives and use them to determine which objective(s) would they use to assess the learning that you’ve written about in each of the aims.
How will students demonstrate their learning in relation to what you jotted down?
Do the chosen MYP objective(s) still align?
Be ready to share your initial thoughts at the start of the next session.

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Part A 25 minutes Approaches to learning

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Part A 25 minutes Approaches to learning

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Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.

Click on the link here to access the Nano PD

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1 group

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I used to think....
Now I think.......

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Developing the MYP- agenda- Dubai- Feb 2022- Aslı Ç. .docx

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According to what you teach or where your interest
lies, what are some broad ideas that come to mind when you look at this photo?

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Part A 25 minutes Living and learning globally

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Part A 25 minutes Living and learning globally

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Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.
Summarize your discussion and prepare a 5 minute presentation to the other groups.

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What can we do to build an environment that promotes inquiry?

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What can we do to build an environment that promotes inquiry?

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Download the Action plan and populate it at the end of each session.

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Identities and relationships

Orientation in space and time

Personal and cultural expression

Scientific and technical innovation

Globalization and sustainability

Fairness and development

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Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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As a subject group (not individually):

1. Decide on an MYP year level (1,2,3,4,5) or

MYP language acquisition phase level (1,2,3,4,5,6)

1. Think of a topic for a unit of work that would span

20-24 hours of teaching and learning time.

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Investigating the subject group objectives and their strands

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Investigating the subject group objectives and their strands

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Find the objectives and their strands in your subject group guides.

Next to each objective strand write the letters K, U, S, or A.

Choose at least one that you feel best identifies the strand.

Knowledge = K
Conceptual understanding = U
Skills = S
Attitudes = A

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How might the Global context allow students to connect with the real-world through their curriculum?

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“What” questions do you have now that you didn’t have earlier today?

Post on the Padlet on your way to lunch

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Discuss all questions in presented in the nano PD as a group, making sure to identify the three parts of the inquiry cycle that took place in the animation.

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Discuss:   How will you explain the IB learner profile to your students?
Create: a way to communicate to your parent community about what you saw.
Post here to Padlet!

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Regroup into the four nano PD topics

Summarize your thoughts about your nano PD topic

Share out in less than 5 minutes to the other nano PD groups

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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Use social media to express your thoughts!

How will you begin to develop an IB education in your classroom?

#IBeducation

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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What do you believe is the purpose of a school-based education for each of the individual stakeholders?

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Why MYP?

Reflect on why you are choosing a new way to think about learning

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Group1                                        Meeting individual learning needs 

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Group1                                        Meeting individual learning needs 

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1. Assess the student's individual learning needs.
2. Assessment is performed by collecting information from: teachers, special pedagogue, speech therapist, social pedagogue, psychologist, parents, student.
3. As soon as possible depending on the circumstances.
4. Social, emotional, learning, communication competencies.
5. Educational achievement, student involvement, personal progress and well-being are measured every six months in tripartite interviews.
6. Budget - human resources.

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Group 2 plan.

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Formulate 3 inquiry questions for the “inquiry” section of your own unit planner that will allow all students to access the learning that is informed by the statement of inquiry.

1 factual

1 conceptual

1 debatable

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UNIT PLAN - Lang Acquisition (English) - After Meeting 1.docx

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G = Goal “Your goal is…” (*the statement of inquiry)

R = Role “ You are a…”

A = Audience “Your audience is…”

S = Situation “The situation you find yourself in is...”

P = Product, Performance and Purpose

“You will create/design/write/produce, etc. a ___________...”

S = Standards and Criteria for Success “Your work will be judged by Criterion A or B or C or D…”

GRASPS is a possible structure to develop depth and complexity for the authentic assessment task

Reference: Wiggins and McTighe

Understanding by Design (2005)

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Use the statement of inquiry that you developed for your unit for the “G” (goal).

The goal of all MYP summative assessments is to allow students the opportunity to show their understanding of the statement of inquiry. (See explanation of the relationship in the box on the unit planner next to the description of the summative assessment task).

Students must TRANSFER their learning to new situations (think SOI) in order to be able to reach the high end of the criterion descriptors.

The teaching and learning throughout the unit assists students in this TRANSFER process.

Use the GRASPS starters to help you develop your authentic task.

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Goal: Students will show they understand that Development of Industrialization and engineering lead to innovation and perspective
Role: You are an engineering programmer hired to develop educational prototypes for children in grades 5-8.
Audience: Your audience is 5-8 grade children.
Situation:
In the face of distance learning, where new research shows that children in grades 5-8 need to better understand the problem of lack of physical activity and shape their ability to develop new engineering solutions.
Product: To design, code and test a prototype of a wearable device to remind people to exercise using the BBC micro:bit
Specifications(Requirements) and MYP Criteria:
Your work will be assessed using MYP Year 1 Criteria Ai, ii, iii, iv; Bi, ii, iii, iv; Ci, ii, iii, iv, v; Di, ii, iii, iv.
Specifications(Requirements):
Write an algorithm to create ‘Fitness friend’ device using the micro:bit. When finished, share and debug your algorithms.

The algorithm consists of:

●       The event block is used when the button is pressed

●       Count 25 minutes

●       Make audio sound

●       Display visual message

●       Repeat until stop

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I like how you decided to....
I wonder....
Another idea could be.....

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https://dobkevicius-my.sharepoint.com/:w:/g/personal/rimante_grumadaite_dobkevicius_lt/ETwYq59iIwZEoqyDPzJbnEQBrT19o2zslFa4OYFbMEZuhA?e=VXmU4T

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2 things that you really liked in this workshop:

1 thing you want to know more about…

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https://dobkevicius-my.sharepoint.com/:w:/g/personal/rimante_grumadaite_dobkevicius_lt/ETwYq59iIwZEoqyDPzJbnEQBrT19o2zslFa4OYFbMEZuhA?e=uw8WAD