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I N Q U I RY I N T H E PY P
PARENT WORKSHOP
THE INQUIRY CYCLE
PROVOCATION
• Think back to when you went to school. What was it like? What did you learn? How did you learn?
• Write a newspaper headline based on your thoughts about your own experiences at school. Be prepared to share with the group.
TENSION
• What do you think you know about the pedagogy used at an IB-school? Use yellow post-it notes
• What would you like to know more about? Use pink post-it notes
TUNING IN
• Think – How do you learn best?
• Pair - Talk to the person sitting next to you.
• Share - Share thoughts with the group.
CONSTRUCTIVISM
INQUIRY
• ”Inquiry is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding”
INQUIRY IS…..
• Exploring, wondering, questioning• Experimenting and playing with possibilities• Making connections between previous and
current learning• Collecting data and reporting findings• Clarifying existing ideas• Deepening understanding• Making and testing theories• Researching and seeking information• Solving problems in a variety of ways
WHAT DOES A PYP CLASSROOM LOOK LIKE?
• Brainstorm ideas in your groups
HOW DO YOU PLAN FOR THIS KIND OF TEACHING AND LEARNING?
• Collaboration• Pyp planner• Structured around a central idea and lines of
inquiry• Learner outcomes for all subjects• Assessments
WHAT UNIT DOES YOUR CHILD INQUIRE INTO RIGHT NOW?
• How do you know?
UNITS OF INQUIRY
Who We Are
Where We Are in Time and Place
Sharing the Planet
How We Organize Ourselves
How We Express Ourselves
How the World Works
PROGRAMME OF INQUIRY
PYP 4
CI : Bodies consist of systems that each have a function
Lines of Inquiry:
Different types and functions of body systems
Elements within body systems
How different body systems work together
KC: form, function, connection
RC: interconnectedness, physiology
LP: balanced, knowledgeable
Subject focus: Science, PSPE, Language, home and consumer studies
CI: The unequal availability of goods and services creates a global economy
Lines of Inquiry:
Systems for exchanging goods and services
How prices are set
Supply and demand
KC: connection, causation
RC: supply, demand, markets
LP: thinker, principled
Subject focus: Social studies, Math , home and consumer studies
CI: Communities depend on common agreements to communicate and interact
Lines of Inquiry:
Types of communities
When and where agreements are needed
Conflict resolution
KC: responsibility, reflection
RC: community, conflict, team work
LP: open-minded, caring
Subject focus: Social studies, language
CI: Powerful forces of nature cause spectacular phenomena and disasters
Lines of Inquiry:
Types of natural disasters and phenomena
Forces of nature
What people can do to protect themselves
KC: Causation, reflection
RC: weather, natural phenomena, tectonic plate movement, geology
LP: knowledgeable, reflective
Subject focus: Science
CI: Technology and images can be used to convey powerful messages
Lines of Inquiry:
Ways we communicate with each other
The role of technology and communication
How images influence us
KC: perspective, function, change
RC: media, message, expression, technology
LP: communicator, thinker
Subject focus: Language, IT
CI: Throughout history people have been driven to explore new places
Lines of Inquiry:
Reasons why people explore
Tools of exploration
Famous explorers and their legacy
KC: reflection, responsibility
RC: discovery, exploration, geography, impact
LP: inquirer, risk taker
Subject focus: social studies
AN ON-GOING CIRCLE
What do we want to learn? Written Curriculum
How best will we learn? Taught Curriculum
How will we know what we have learned? The Assessed Curriculum
WHAT HAVE I LEARNED?
• Reflection time• What have you learned? Use the green post-it
notes
TAKING ACTION
• What will I do with my new learning?
• What new questions do you have about the pedagogy at ISSR?