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Please read the following document before the workshop.

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Please read the following document before the workshop.

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Four Part Concept-Based Inquiry Workshop

graciously hosted a free four-part Concept-Based Inquiry Workshop in June 2021. The workshop outlines the difference between inquiry-based and concept-based teaching/learning and ways to implement concept-based inquiry in your school. It is well worth the watch. Also see the Professional for more concept-based inquiry information and other workshops available. Click/Tap on an image below to view a workshop. Learning International Website

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graciously hosted a free four-part Concept-Based Inquiry Workshop in June 2021. The workshop outlines the difference between inquiry-based and concept-based teaching/learning and ways to implement concept-based inquiry in your school. It is well worth the watch. Also see the Professional for more concept-based inquiry information and other workshops available.

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Learning Engagement 2         East Meets West Yang Liu 

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Learning Engagement 2         East Meets West Yang Liu 

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Intercultural communication and understanding is important

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How Culture Drives Behaviours | Julien S. Bourrelle | TEDxTrondheim

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How can you get all children to achieve?

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How can you get all children to achieve?

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In PYP, is it required to hit all the standards within a year? If, so, how can we hit all the standards while inquiring? 

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In PYP, is it required to hit all the standards within a year? If, so, how can we hit all the standards while inquiring? 

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This article summarizes how reflections help learners choose how they want to act. It shares a real-time example and utilizes an opportunity to appreciate the beauty of the PYP and how implementing it ties together all the elements!
As a committed PYP practitioner for five years, I keep appreciating the uniqueness of the programme. However, moving from theory to practice is not always an easy journey. The PYP stresses achieving a balance between acquisition of essential knowledge and skills, development of conceptual understandings, demonstrations of positive attitudes, and taking of responsible action. Making this a realty in a classroom and making it meaningful for learners will bring the outcomes of the programme to fruition.

The IB approaches to learning are unarguably the most important to acquire not only in the units of inquiry, but also for any learning and teaching that occurs within the classroom and in life outside the school. The five categories and their respective sub-skills encompass what is needed for a learner in the 21st century. In this dynamic, fast evolving world we need people who are not just knowledgeable but are critical thinkers and problem solvers.

Year after year I work with a new set of learners, each of them unique in their own way. This year I am working with learners who are highly energetic, curious and incredibly open-minded. We often engage in reflection sessions during which we discuss how we are learning in classroom, what is going well and what is not. Learners come up with sincere reflections including that we often fall short at displaying our skills.

Learners reflected that if they could work consciously towards displaying all the sub-skills, they would resolve most of the problems they face in and out of the classroom. In tandem with this thought process we as a class managed to develop a means to help assess our commitment to display these skills in classroom - The skills wheel.

This assessment model is based on Carol Dweck's theory of Growth Mindset and the idea of "NOT YET" (Dweck, 2014).

Learners set up a skills goal for a period of 2 weeks. We display all the sub-skills of that category in an accessible area so that students know what they will be assessed on. After the observation period, the class meets up to discuss how they displayed each sub-skill. Learners provide each other feedback and those learners who have consistently made efforts to display the particular skill will be placed in the pink circle and those learners who have "not reached there yet" will be placed in the yellow part. Gradually, learners who try to work on their goal areas will be moved to the pink area too.

I have experienced a positive change in learners' thinking and learning behaviour in the classroom while utilizing this tool. Learners evidently show more ownership to their actions as they are a part of this solution. It also encouraged learners to show commitment to their choice and be more open minded to feedback.

Although small, I feel this model acted as an effective means for me to make approaches to learning categories and sub-skills more meaningful for my learners. It gave our learners the opportunity to choose to act; to reflect and decide the course of their actions. That, I believe, is responsible action.

References:
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

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Rachana Kothapally is a PYP facilitator at Silver Oaks School Bangalore, India. She has been an IB practitioner for 5 years and is passionate about developing critical thinking and problem-solving abilities of learners.

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This article summarizes how reflections help learners choose how they want to act. It shares a real-time example and utilizes an opportunity to appreciate the beauty of the PYP and how implementing it ties together all the elements! As a committed PYP practitioner for five years, I keep appreciating the uniqueness of the programme.

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Gr4 teacher and Vice principal- ACT

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Canadian Preschool Teacher at ACD

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Mom, wife, Canadian grade four teacher.

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I’m quite supportive of IB, particularly with regard to students’ interdependence. I am curious about the best ways to adapt collaborative approaches during these times of Covid.

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I’m quite supportive of IB, particularly with regard to students’ interdependence. I am curious about the best ways to adapt collaborative approaches during these times of Covid.

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Jenn

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I’m wondering about the changes that occur when the organizational structure changes between PYP and MYP. Do students generally have the necessary skills to narrow their academic focus & apply new learning at this developmental level or are there gaps in some areas? If so, in which areas do they need more preparation and what are the nexts steps to meet these déficit needs?. 

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I’m wondering about the changes that occur when the organizational structure changes between PYP and MYP. Do students generally have the necessary skills to narrow their academic focus & apply new learning at this developmental level or are there gaps in some areas? If so, in which areas do they need more preparation and what are the nexts steps to meet these déficit needs?. 

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I’m also wondering about getting some of these slides as posters- as they are nicer than the ones I currently have- but that’s not a ‘real question’. Thanks! Jenn

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Albanian,grade 5 TA at ACT.

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I’m looking to better understand the key concepts and linking them to the scope and sequence/ planning

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I’d like to explore examples of the inquiry process and designing learning experiences.

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Visual Arts EY - Grade 5 & DP 1

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How can I create true Inquiry in Visual Arts with Covid measures in mind?

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How can I create true Inquiry in Visual Arts with Covid measures in mind?

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How can I create platforms to better communicate and collaborate with my colleagues so that face to face meetings are only one avenue of discussion?

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How can I create platforms to better communicate and collaborate with my colleagues so that face to face meetings are only one avenue of discussion?

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What short-term or long-term goals might you have for developing student agency?

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What short-term or long-term goals might you have for developing student agency?

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How will you measure success in this area?

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How will you measure success in this area?

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Which strategies might you consider for supporting students to take action?

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Which strategies might you consider for supporting students to take action?

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Who from your learning community can support you?

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Who from your learning community can support you?

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We think it needs to be a very supportive model to learning about Inquiry in the PYP. Every teacher will be at a different point in their learning journey. If it is a brand new concept to learn it may take longer to understand and confidently implement. Lots of examples across the grade levels and disciplines are needed. Small steps should be encouraged and celebrated. This includes providing examples of successful practice in learning support classrooms.

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I was once one of the teachers that felt that Inquiry based learning was inappropriate for some of the children in my class.
It was pointed out that Inquiry learning is very similar to what most teachers do everyday. It is just made more explicit. Ideas like like skills based or knowledge based curriculums are included in inquiry learning.
In order to create inquiry based learning we need to move on from children being passive learners to them being willing to take control of their own learning.
in order for IBL to take places teachers need to adapt from short time based lessons to allowing longer session for the children to ask questions and understand their answers. coupled with the above the students need access to plenty of good quality resources including internet access.
Successful inquires are ones that initiate for the students first questions that then lead into further deeper questions.

Role of Teachers
The role of the teacher is to facilitate the learning and help the students to make connection. This in turn will help with the students engaging in authentic inquiries. This allows teachers to target differentiation to each student at their level. which should make the learning of all students more enjoyable.

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When inquiry is driven by curiosity it is the most powerful. It would allow for deeper connections.
There was a slide that allowed me to further understand the breadth of opportunities that Inquiry includes, this helped me. See below:

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Some students can be more successful with inquiry with a bit of creative scaffolding.
When teachers are facilitators of learning it allows for multiple entry points of inquiry.

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She may have a parent workshop to explain students' learning process through documented evidences of her students problem solving and critically thinking. Seesaw is an example

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With regards to developing awareness about monitoring, documenting and assessing conceptual understanding we have the following ideas:
-guided learning & teaching
- KWL or KWHLAQ chart
- 4 corners
-exit tickets
- personal journals/ reflections
- observation notes
- success criteria /checklists
- self assessment

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Check out her other stuff by her.

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Sample Programme of Inquiry