Sessions 7&8 -Designing an inquiry learning engagement by Kelsey https://padlet.com/kelseyannca/r7gf32qsd1y921ug Design an inquiry-based learning experience for a 45-60 minute period of time. In as post please detail your learning engagement and identify how your learning experience is: • concept-based • contextualised • can be differentiated • collaborative en-us 2022-10-18 15:46:04 UTC 2026-02-05 01:18:35 UTC hello@padlet.com Instructions kelseyannca https://padlet.com/kelseyannca/r7gf32qsd1y921ug/wish/2345504648 2022-10-18 16:43:53 UTC https://padlet.com/kelseyannca/r7gf32qsd1y921ug/wish/2345504648 Team McCarver https://padlet.com/kelseyannca/r7gf32qsd1y921ug/wish/2345671018 SS Inquired Kinder Module 5 Lesson 2
*Concept-based; responsibility, perspective, causation, behavior, roles, environment
*Contextualized; School Norms
*Can be differentiated; 
Adapt content to age appropriate/ grade level by examples, texts, pictures instead of words, graphic organizer, sentence frames, materials. 
Process: groupings small group, peer leaders, partners, language abilities expressive language, product: assessment choice in conflict and problem solving for it, skits, oral presentations. 
Effect: learning environment, floor, tables, locations, emotional environment.
*Collaborative; think, pair, share, whole/small group share out, solving problems graphic organizer.]]> 2022-10-18 18:13:39 UTC https://padlet.com/kelseyannca/r7gf32qsd1y921ug/wish/2345671018 Inquiry in the PYP PD: Whittier Elementary https://padlet.com/kelseyannca/r7gf32qsd1y921ug/wish/2345692265 Time 60 minutes

Learning Target: Implementing inquiry-based learning in your PYP classroom.

Success Criteria: Inquire into inquiry-based teaching.  Explore ways in which leaders can support effective approaches to teaching.  Reflect on the opportunities and challenges.

Do Now:  Choice Time
Have a choice board.  Offer the following options to express "What is inquiry?"
1. Create a poster (individual or group)
2. Table Talk Discussion 
3. Individual journaling 

Share out, discussing what they expressed.  Include explanation of process and resources used.


Watch Kathleen Merdock video "What does mean to be an Inquiry Teacher".


Have silent reflection time on whether they want to add, modify or extend your thinking based on the video we just watched.  

Model Inquiry Lesson: Noticing Our Special Location

Scenario: "The year is 2050.  You are a recruiter for move to Washington.org.  You are tasked with convincing others to move to Washington State.  Create promotional materials to entice new settlers back to our region."

Provide some pen/paper type supplies but also give learners the option to use any technology skills individuals have.

(Have librarian pull materials on Washington State).

Give each group three minutes to present.  Offer prize for winning group.

As groups work have leaders circulate asking guiding questions with inquiry sentence stems (see attached image) 

Reflect on what kind of inquiry this was.  Discuss what you liked about the process and what the challenges are.  

What Unit of Inquiry would this unit be in and why?

Add in discussion of how the guiding questions supporting your learning process.  

Reflect in grade level teams how learning from today can be implemented in your classroom.





]]> 2022-10-18 18:26:15 UTC https://padlet.com/kelseyannca/r7gf32qsd1y921ug/wish/2345692265 Wainwright https://padlet.com/kelseyannca/r7gf32qsd1y921ug/wish/2345705762 World Cultures

4th and 5th grade students

60 minutes

Key Concepts: Responsibility and Function

Background:

Students started with defining culture and what questions they wanted to learn more about their own culture.  This led to a project to share what they learned about themselves. Students selected Learning about ancient Egypt in our first unit to learn cultures of different countries.  They are learning about ancient Egyptian Culture and will learn about modern Egypt and compare and contrast cultures of those time periods. I am trying to also support the grade-level standards in math and ELA.
 

They have done a K/W/L and have started some learning about ancient Egypt.

 
In this lesson:

 
Guided Inquiry/Open Inquiry Mix

Success Criteria:  I can accurately represent a day in the life of a social class in ancient Egypt. 

Not graded, but feedback on understanding. 


*Start with a reminder looking at the era we are studying on our timeline and connection to previous learning. (This supports math – timelines) 

*Start with a short video for kids that shares the 6 social classes and general information about what each class’ role was to peak interest. 

*Class brainstorm pros and cons of each class.

*Small groups – what are some questions you might want to know more about how each class lived?  What do you wonder? 

*Small groups share questions and wonderings with whole class – gallery walk. 

*Students select 1 of the 6 social classes to research answers to some of their questions leading to what a typical day in the life would look like for their class.  
(Choice to work individually or with partner.)

Provide books at different levels for research use, provide various research sites at different levels (very kid friendly reading, a little more information/advanced) – this supports ELA informational text reading.

 
*Students show their learning through a diary entry – pretending they are talking about their experience(s) one day, draw a picture with a caption, or show learning in a skit the next day (other options to be shared with teacher).  


Follow-up Question the next day:

Did what you learned change your prospective of pros and cons of social classes?

What do you still want to know?

This will lead to connection and comparing/contrasting ancient Egyptian cultures to modern Egyptian culture and the US.

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