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.

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!

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.

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. 

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.