REVEAL :-
Inquiry promotes students to reflect and take action.
 Inquiry helps students to make their own connections about what they learn. Their curiosity helps them to engage and gain a deeper understanding of topics and content, instead of primarily memorizing and recalling rules,  ideas or formulas.

REACT :-
We will encourage inquiry based learning more in our classrooms by :

1. Children learn best when they use high order thinking skills, things that require them to think critically, creatively, and reflectively.

2. Teachers need to capitalize on students' natural curiosity by designing lessons that encourage them to use their inquiry skills

3. Inquiry skills are important for student learning as they are expected to be active participants to  gather information, analyze their findings, and apply critical thinking of what they learn

REVISE

1. Inquiry begins with students’ knowledge and curiosity upon which they construct meaning and build connections

2. In inquiry, students are actively involved and take responsibility for their learning in an authentic context

3. Inquiry is not only questions; it is a process that involves provocation, reflection and consolidation

REVEAL

 I feel that a powerful start point to inquiry is the use of provocations.  In the classrooms provocations can be prompts, images or videos that spark wonders, curiosities, questions and potential inquiries in our learners. Provocations also allow teachers to spark learning opportunities.  Powerful discussions, engaging questions, and meaningful learning pathways that are inevitably created when we begin learning a topic with a provocation.  

REACT

It illuminates questions in their minds
Heats up their  prior knowledge skills

Sparks their  curiosity

Ignites  their inquiries skills

Brightens their  intrests too

-Roopa  Divekar

1. Inquiries are used to make predictions and not rules.

2. Inquiries are time-bound per stage.

3. Students should actively participate in meaningful work.

4. Depth of an inquiry also depends on sources tapped.

5. Contexts should be global for inquiries.

6. Repeated encouragement are to be given to students to develop better inquiries.

1. Teachers’ roles in inquiries.

2. Students’ roles as inquirers.

3. Parents’ or Guardian’s roles in support of students’ inquiries.

4. Teachers work individually but continuously collaborate to support the unit of inquiry.

5. Ways of establishing and testing theories.

1. Inquiries may reveal further developmental methods and associated tasks that can be used in constructive learning.

2. Inquiries can reveal further sub-inquiries that could be related or unrelated to the present inquiry.

3. Inquiry based learning reveals the hidden talents, thinking abilities, grasping methods, etc that may not have been thought of or established.

4. Inquiry based learning gives support to reason based learning.

1. Creativity, in every way, can be tapped in everyone with inquiry based learning.

2. Open-Mindedness in engagement, actions and roles playable with any inquiry can be developed with active participation inquiry based learning.

3. Research skills are very necessary to help in developing capability of constructive inquiry creation by students at any level.

1.   Regular and systematic collaborative planning of inquiry programme,

2.   Successful inquiries leading to responsible student actions; actions leading to further inquiry,

3.   Carefully considered resources and learning spaces extend students’ thinking, research and communication skills during the inquiry process.

Revise: 3 important things learned…..

1.   Lack of sustained time for learning undermines the self-efficacy of students and can have an impact on the depth of understanding.

2.   In an inquiry classroom, explicit teaching occurs “just in time” not “just in case”.

3.   Inquiry can range from teacher guided inquiry to completely open inquiries.

Reveal: Sustained and uninterrupted time for inquiry enhances student questioning, collaboration, reflection and action. 

React: To support agency, I will use multiple strategies, tools and resources to spark interest and create tension through provocation, collaboration, investigation and reflection.

............Anita

Priyanka pal

Assessment in PYP
See it - assessment gives a feedback to students and teachers as well, hence it is required frequently at each step, with different variations. Abd act on the results for further improvement.

Feel it - assessment is a way to know how much students have understood, how much they relate the topic with real world, how much are they able to apply their knowledge, howkych they can retain, recall, connect and reflect their learnings when required.

Ask it - Designig more practical and effective assessments, more fun and creative and can produce results that will help know different aspects about children's growth. Can they be flexible and customised as per students needs and level
So each student ca,  become their best version.

Show it - evaluation, feedback, result, reflection, progress, rowth.

Shambhavi
PYP 3A

Laboratory and inquiry experiences in which students are challenged to formulate questions that can be answered experimentally, propose and support hypotheses

Changes
·   Assessments should be designed to assess understanding that is both qualitative and quantitative in nature and to provide multiple modalities with which a student can demonstrate learning.

-Roopa Divekar

Connections: Meaningful Connections, in the PYP, can or should be developed using many methods. Connections over here rather than Implying the physical or scientific connection, imply the Connection

of the “Reasoned Thinking” which could be generated through inquiries within students that would lead of students to become Concept-Driven Learners, Individual and Collective contributors to the Community, Able to create their own Line Of Inquiry, to name a few, in which the students should be at the centre of the open-ended discussion. This can be assessed.

Challenges: Without Challenges to the Connections being made, the use of the latter is not meaningful enough. These Challenges are those that help in the Tuning of the Connection(s) drawn or sought. It is

one of the scopes of Challenges to demonstrate or rectify the use of the Connection(s). They can be somewhat looked at as if it is the group of questions asked by children to their parents for “why” do

they need to have “nutritious food daily”, which is the connection, or in a similar analogy to the same connection, as to “why” are they restricted from eating “junk food daily”. This can be assessed.

Concepts: Across the globe, Concepts play a vital role in display of the Creativity, Open-Mindedness, Innovative Strategies, to name a few, shown by students towards making the world a better place. These Concepts help primarily in helping the teacher to assess the development of different abilities within the student. Secondarily, Concepts help in generating further Concepts that could also be helpful in making useful directions for the planet or even in

analysing the directions encountered in life. This can be assessed.

Changes: Changes, in relation to the phases of education, needs enforcement of the Concepts and Connections envisaged, but which would be only after passing all the Challenges shown towards it. However,

these Changes should be enforced such that it is Open and ready for further Tuning at any stage of enforcement or usage. This would help in the shipshape implementation of the Changes being resulted to. This can be assessed.

CONCEPT-Self assessment to self adjusting ,it onvilves students reviewing and evaluating their knowledge,conceptual understanding and skills ,which leads students to monitoring and adjusting their behaviour and planning,making corrections and implementing improvement in their learning.
 Assessment is a powerful tool to suport students in becoming self adjusting learners.As they reflect on their progress and set goals for future learning.

CHALLENGES-Coming to a common success criteria .Involving students in assessment designs.

CHANGES-Through self assessment and self adjusting helps students to achieve their desirable and achievable goals but it helps teachers to understand the knowledge of the child,and how further planning will help students to learn better and beyond ghe planning.

Connection: assessments are the way to know the understanding of students and teachers and modify/ enhance the teaching strategies for effective teaching and learning.
We come to know different needs of different students  through assessment and can address that.

Challenges: choose different tools and strategies for interesting, fun and effective assessments. It's challenging to assess conceptual learning as it has no boundaries.

Concept: Assessment plays an important role to know the progress of the students and what the student has learned and how the student is going to apply it in day to day life.

Change:  Designig assessments that cb assess the learner profile attributes and cenceptual understanding, not only facts avd knowledge. It requires collaboration, research, global mindedness, technology integration and various subjects integration.

Shambhavi PYP 3A

Teacher  become more effective when they are open to actively learning about students progress by monitoring what they know , understand and can do, this can be assessed by a teacher in form of assessment so they can know and adjust their teaching to better support a student and develop their knowledge and understanding . 

  Connection - 

students develop assessment capabilities when they are supported in multiple ways to reflect on their learning and understanding and where they can make improvements which can be done by discussing or evaluating their learning by partnering with teachers or by self assessing their progress by achieving their learning goals. In this way they play an active role in their own assessment , they develop skills to move from being self assessors to self monitors and aim to be self adjusters. As they reflect on their progress and st goals for their future learnings.

Challenge - self regulated  learning   is not a fixed personality trait and each student learn in different ways which is challenging  

Prajakta Sandhir

Pyp 3D 

Seasons:Summer

Numbers: 10 

Lines:Circle 

Temperature:Cold 

Landscapes:Mountain 

>  Green: ✅

            I choose green colour because it brings the traffic signal into my mind which says go and shows an ongoing process, similarly language is an ongoing process for students communicate, share ideas, which helps students to be knowledgeable, communicator etc. 

Seasons:

> Spring:

              When I think of seasons, spring season connects me to language, because it gives colourful wings to students and allows them to fly higher and higher to achieve their goal in life. It allows them to spread in overall world so that they feel free to learn about different languages, cultures and gain the knowledge about it.

Numbers:

>10:

                As number 10 is largest among these numbers similarly language is very important aspect to communicate with each other in the form of learning and sharing ideas, thoughts etc. Even during collaboration language is the important part between teachers and students as well as between the learning community.

Lines:

> Spiral:

                I relate spiral to language as students learn different languages and cultures  all over the world and connect them to the local and global world. 

Temperature:

> warm:

               With the help of language students feel confidence and they get the warmth to communicate to people and allow them to share their thoughts and views which helps them to b open minded, knowledgeable and inquirer.

Landscape:

> Dessert:

                As per my point of view dessert is vast so as the learning journey for students. Language plays an important role is every ones life. Students get many opportunities to their learning in their learning journey. 

-Dyna Manuel 

Season-Spring - it is a period of transition which represents growth and development. Multilingual also helps students to grow learn and develop their understanding making them more confident and flexible.

Line- Circle- it represents complete learning by bringing everyone together and focuses on problem solving and there by developing international mindedness during the process.

Temperature- warm- As  learning community builds positive culture of language learning by embedding values and beliefs that underpins multilingualism such as being open minded and caring communicators.
Landscape- Forest- As PYP school welcomes all students and seek to understand affirm and promote language and cultural backgrounds through LC and curriculum. All students have a unique language profile shaped by relationships and interaction within their own family, culture and the wider world which is crucial for cognitive growth and development 

Prajakta Sandhir
PYP 3D

          All students bring a significant body of language knowledge to school with them; knowledge about language and the way it works, knowledge about learning language, and knowledge about the social role of language. This includes the understanding in home and family language in either formal or family text. Language learning is a complex learning process. Learning takes place when new language is integrated with existing knowledge and framework.

Support:

              Language learning and teaching immerses students in the interplay between learning language, learning through language and learning about language. Although these aspects are inseparable, they are used here to support an understanding of how language is learned and used to make meaning.

Question:

               How the explicitly activate prior knowledge using home and family languages, and other languages where appropriate? 

                How to identify language learning opportunities and co- construct learning goals within across units of inquiry, and learning engagements? 

               Translanguaging strategies.

-Dyna Manuel

Support:

Question

not the mother tongue, is learnt, implemented, used and written better

at school. Learning and Teaching the mother tongue is learnt,

implemented and used better at home, however, written better in a

school environment. Learning and Teaching any foreign language, other

than English or the mother tongue, is learnt better, implemented, used

and written better at school and explorations pursued.

All statements, diagram drawn and points made in each section of each

topic as discussed from page 92 to page 96. Initially, however, after

stating 8 points in relation to the claim made, it was figured out

that each and every statement, diagram and sentence used in the text

printed from page 92 to page 96 depicts or supports the claim made,

which was also confirmed by reading the entire text. Hence, the same

was stated at the start of this ‘Support’ section.

Can a universal language be made by humans from the entire world to be

understood, used, written and assigned by all humans across the world

to be used by everyone and implemented in a gradual recognised manner?

              Language learning is a complex developmental process. PYP language scope and sequence presents a scope of diagnostic tools and guidance, underpinned by conceptual understanding. Language learning is a complex learning process. Learning takes place when new language is integrated with existing knowledge and framework.

Support:

             Student’s language development is best served when they have opportunities to strengthen and build these frameworks by engaging in language learning in multiple modes within authentic meaningful context. Although these aspects are inseparable, they are used here to support an understanding of how language is learned and used to make meaning.

Question:

               How the explicitly activate prior knowledge using home and family languages, and other languages where appropriate? 

                How to identify language learning opportunities and co- construct learning goals within across units of inquiry, and learning engagements? 

               Translanguaging strategies.

 When Learners have agency the role of a teacher and students changes into a partnership. 

The learning community support agency and fosters self efficacy .

They are actively engaged and monitored and adjust their learning as needed. 

Express their interest and wondering if making choices and are aware of their learning goals. 

For teachers it will b easy to guide based on their interest to support Learners. 

Learner agency builds a strong support to students with the self efficacy, success in the learning journey. 

Agency involves students in making decisions about what, why and how they learn as co-collaborators in the learning community. 

-Dyna Manuel

2. Strengths and pluses.

3. How will it help us?
Helps us as teachers to understand each child and help them in their overall development process.

They direct their learning with a strong sense of identity and self-belief, and in conjunction with others, thereby building a sense of community and awareness of the opinions, values and needs of others

When a teacher  acknowledge learner agency and the importance of self-efficacy, students become partners in the learning process. 

In this partnership, teachers work alongside students, meet with small groups and individuals as needed, and monitor learning and provide feedback.

Prajakta Sandhir
Pyp 3D

Shambhavi PYP 3A

1 Smile:
Supporting  action 

NEW RESPONSES
 3-WORDS
 •Advocacy
 •Collective action
 •Supporting action

2-QUESTIONS
 • How are students supported in reflecting on the appropriateness and impact of action? 
 • How are students supported in making connections to self and others? What connections and 
 collaborations do students have in the learning community and beyond?

1-SIMILE
 Connecting action and learners profile is like a bridge,connecting two cities.To build a understanding on learning students connect with their own action and the learner profile they develop.

BRIDGE-
 In pyp ,students action is not only individual but it can be collective.It also brings a change in attitude ,responsibility,respect for self others and environment.
 Not only students but the teachers and the learning community(Local or global) plays a vital role in supporting students' action through :
 • acknowledging the various forms of action that occur 
 • helping students connect action with lived /personal experiences 
 • engaging students in dialogue around what action is 
 • analysing the scope of possibilities for action 
 • encouraging students to consider the appropriateness and impact of their actions 
 • guiding students to reflect on their actions and adjust their course of action when necessary.

2 questions :-
How are students supported in reflecting on the appropriateness and impact of action?
 How are students supported in making connections to self and others?
 Metaphor/simile:-
Action is to conquer the things.
                                      -Dyna Manual

*How much of action should be truly student-led?
*How do we inspire the children to independently take action?

Metaphor/Simile

Action is greater than words

-Roopa Divekar

New Response : 
 3 words : Voluntary, Mindful, Choices
 2 questions : what is the role of motivation in initiating action? 
 Is deciding not to take action at that time because of its consequences also a part of action? 
 1 simile metaphor : A  tree🌳 ( In the begining the tree is small and needs support and nurture as it's roots deepen, it's branches become strong and it becomes capable of giving shade to others. That is what action does to a learner. 

What connects my understanding : My new response comes from my study, my work experience, from observing my mentors and most of all from reflecting on students work. 

 Ashmin Madhani PYP 5

Action in pyp using 3 2 1 bridge:
3 words:
Demonstration
Individual
Responsible
2 questions:
1) How is learner agency connected to the learner profile?
2) How can students be encouraged to consider multiple from of action?
Metaphor
Knowledge should always be translated into action.
.......Akanksha