Running Head: Developing Inquiry-Based & Conceptual ... · both Islamic schools and international schools while we lived in Abu Dhabi for 5 years. Currently she’s being homeschooled

RunningHead:DevelopingInquiry-Based&ConceptualClassroomsinIslamicSchools

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DevelopingInquiry-Based&ConceptualClassroomsinIslamicSchools

ISNAWestEdForum

RashaAhmedEl-Haggan


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IntroductionIrecentlywatchedthecriticallyacclaimeddocumentaryMostLikelytoSucceedwhichis

aboutalearnercenteredhighschoolinCalifornia–HighTechHigh.Themoviechallengesmanyof

ourpreconceivednotionsabouteducationintheUnitedStatessuchastheimportanceofAPclasses

tocollegesuccess,theneedtostreamlineclassesintoregular,honorsandgiftedclasses,the

importanceofstandardizedtests…etc.(Whiteley,2014).WhenIwatchedthismoviewithmy13-

year-olddaughter,shewasquiteintriguedbythewholeconceptofHighTechHigh.She’sbeenin

bothIslamicschoolsandinternationalschoolswhilewelivedinAbuDhabifor5years.Currently

she’sbeinghomeschooled.Afterthemoviewasover,sheturnstomeandsaysquite

enthusiastically,“Mama,Iwannagotothatschool.CanwemovetoSanDiego?”AndIdon’tblame

her.ThatschoollookedlikeFUN.ChildrenwerehavingFUNandalsolearninganddeveloping.

TheprinciplesbehindlearnercenteredandinquirybasedenvironmentssuchasHighTech

Higharenotnew.Theyarequiteold.Thislearnercenteredenvironmentthatisgroundedinproject

basedassessmenthasexistedforoveracentury.Inhisbook,CurriculumTheory:ConflictingVisions

andEnduringConcerns,MichaelSchiro(2013)contrastsJohnDewey’sschooloftomorrowwitha

traditionalviewoftoady’slearnercenteredschool:

TheSchoolofTomorrow:

Isthisaschoolhouse?Thecheerfulrooms—wallscolorfulwithchildren’spaintings,

floorsspottedwithbrightrugs,light,movabletables,andcomfortablechairs…

Hereisagroupof6and7yearolds.Theydance,theysing,theyplayhouseand

buildvillages;theykeepstoreandtakecareofpets,theymodelinclayandsand;

theydrawandpaint,readandwrite,makeupstoriesanddramatizethem;they

workinthegarden,theychurn,weave,andcook.

Hereisanature-studylaboratorywithgreenthingsgrowing,abreathlessgroupis


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stockinganewaquariumtobesenttothethirdgrade;whileoverinthecorner

whiterabbits,mice,andguineapigs-evenaturtle-lollinwell-attendedease.(p.

99-100)

TraditionalViewofToday’sLearnerCenteredSchool:

Childrenarepigeonholedinlongrowsofdesks,filledinstereotyped

classrooms…Childrenmustsitquietly,studytheirlessonssilently,obeythe

teacherspromptlyandunquestioningly.Thechiefweaponsofeducationarechalk-

talk…afewintenselydullrequiredtexts,andateacher’stiredvoice.

Thinkofchildrensittingwitharmsfolded,eyesfront,puttingupahandfora

begrudgedpermissiontomovechantinglessonsinunison…Therememorize,recite,

payattentionarethekeynotes…(p.99-100)

Thefirstmodelsoundslikeagreatschool.Isitnotsurprisingtofindoutthatthedescription

inthefirstmodelisfromalearnercenteredschoolin1928?Thesecondmodel,whileits

dramatized,iseerilysimilartomanyofourcurrentIslamicSchoolenvironmentswheretheteacher

isthedefinitivesageonthestageinsteadofbeingtheguidebytheside.

Islamicschoolsandtraditionalpublicschoolswheremostofuswereeducatedstandinstark

contrasttotheschooldescribedbySchiroinhisbooks.Wegrewupinschoolswheretherewere-

rowsofdesks,ahighemphasisonknowledgeoffactsandfigures,computation,verylittle

collaboration,andwhereassessmentwassynonymouswithapen/papertest.

Thesedayswiththeadventoftechnologyandinstantgratification,thesemethodsnolonger

work.Collegesandemployersarelookingforsomethingdifferent.Gettinga4.0GPAisnolongera

guaranteeofgettingtocollegeandgraduatingfromcollege(evenanIvyLeaguecollege)isnolonger

aguaranteeforagoodjob(Whiteley,2014).Theskillsyouhaveasapersoniswhatemployersare

lookingfor.


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Backin1990,theWorldEconomicForumcreatedlistofskillsthatFortune500companies

lookfor.In2015theyupdatedthelistandpredictedwhatskillswouldbemostdesirablein2020

(Gray,2017).

Amongstotherthings,onewillnoticethatthetop3skillsmostdesiredbyFortune500companiesin

2020are:

• ComplexProblemSolving• CriticalThinking• Creativity

Unfortunately,thecurrentstateofourschoolsisnotpreparingourstudentsfortheseskills.WE

needtomoveawayfromtheScholarlyAcademicmodeltoamoreLearnerCenteredModel.Todo

so,Islamicschoolsneedtoshifttheireducationmodelstobemoreinquirybased,conceptual,and

transdisciplinary.


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StatementofProblemInquiry-basedclassroomsmoveawayfromthetraditionalmodeloftheteacher-centered

classroomwheretheteacheristhesageonthestage.Inaninquiry-basedclassroom,thestudents

arethecenteroftheclassroomandtheteacherbecomestheguidebytheside.Intheory,thisideais

wonderfulandmanyIslamicschoolsrealizethatthisisthedirectioneducationistakingus.However,

howdoweactuallycreateinquiry-basedclassrooms?HowdowedevelopandimplementUnitsof

Instructionthatarebasedoninquiry?ThispaperproposesONEwayofhelpingIslamicschools

transformtheircurriculumtoincludethematicunitsthatcanbeimplementedwithinquiryinmind.

AimsofCurriculumAccordingtoMakingthePYPHappen,apublicationfromtheInternationalBaccalaureate

OrganizationthatrunstheInquiry-basedframeworkcalledthePrimaryYearsProgram,curriculum

shouldbetransdisciplinaryinnatureandshouldbe“engaging,relevant,challenging,andsignificant

forlearners”(2009,p.8).Ialsobelievethatcurriculumshould:

• Beinclusiveofallstudentssothattheyfeel“supportedtoparticipateintheprogrammeto

thefullestextentpossible”(MakingthePYPHappen,2009,p.8).

• Includeallstudentactivitiesinandoutoftheclassroom,“theschool’scurriculumincludes

allthosestudentactivities,academicandnon-academic,forwhichtheschooltakes

responsibility,sincetheyhaveanimpactonstudentlearning.”(MakingthePYPHappen,

2009,p.8).

• Providestudentswith“coherenceinlearning,regardlessofwhichteacherhasresponsibility

forthematanyparticularpointintime.”(MakingthePYPHappen,2009,p.8).

Ultimatelytheaimofcurriculumistoaddressthreecomponents:

• TheWrittenCurriculumwhichanswers“Whatdowewanttolearn?”.Thewritten

curriculumshouldidentify“aframeworkofwhat’sworthknowing”(MakingthePYP


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Happen,2009,p.8).Thisframeworkshouldbecreatedbyasetofstandardsforeach

disciplineareaaswellasasetoftransdisciplinaryskillsandlearningattitudesthattranscend

thedisciplinesandextendlearningfromintheclassroomtooutoftheclassroom.

• TheTaughtCurriculumwhichanswers“Howbestwillwelearn?”Thetaughtcurriculum

shouldbebasedon“theoryandapplicationofgoodclassroompractice”thatisstudent

centeredinnature(MakingthePYPHappen,2009,p.8).

• TheAssessedCurriculumwhichanswers“Howwillweknowwhatwehavelearned?”The

assessedcurriculumisbasedinthe“theoryandapplicationofeffectiveassessment”through

authenticallycreatedsituationsthatpromotestudent-initiatedaction.(MakingthePYP

Happen,2009,p.8).

It’simportanttorememberthatwhiletherearethreecomponentstocurriculum,itisnowaya

linearprocess.Infact,“developing,implementingandassessingtheschool’scurriculumisan

iterativeprocess”where“eachcomponentinformstheothertwo”(MakingthePYPHappen,

2009,p.9).

LearningWhatisthepurposeoflearning?Whatdowewantstudentstodowiththecontentand

skillstheyacquire?Wewantthemtolearnhowtochangetheircommunitiesandsocietiesforthe

better.Hence,Ibelievethatlearningcontentisjustthefirststepthatisneededtolearnhowtobea

contributingmemberofsociety.Idon’tbelievethatwecanjustsaythatweareeducatingjustthe

mindofthechild.Indeed,educatorsmustteachthewholechild.Hence,learninginvolvesthechild’s

‘social,intellectual,emotional,andphysicaldevelopment”(Schiro,2013,p.216).Learningshould

alsohappeninastimulatingenvironmentthatencouragesthechildtoWANTtolearn.Creatinglife-

longlearnersisessentialtothesuccessanddevelopmentofoursociety.


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RoleofTeacherTeachersspendanincredibleamountoftimearoundchildren.Ibelieveitwouldbenaïveto

thinkthatchildrenwouldnotbeimpactedbythebehaviorandactionsoftheirteachers.Theirideals

andtheirsocialvaluesaffectthewaychildrenbehaveandviewsociety.Hence,partofthejobofa

teacheristobearolemodel,tomodeltostudentsinaninquiry-basedenvironmentwhat

appropriatebehaviorinanorganizedanddemocraticsocietyshouldlooklike.

Atthesametime,ateacher’smainroleisasafacilitatororanaideforchildren.Teacher’s

shouldcreateengaginglearningenvironmentsthatallowstudentstoimmerseintheirowninquiry

anddiscovery.Teachersshouldobservehowstudentsarelearningandgrowingthroughthese

inquiry-basedengagementsandadjusttheirteachingtosuitthestudent’sgrowth.Whileteachers

needtomanagetheirclassroomsthroughroutinesandprocedures,theirroleasaclassroom

managerisnottheendgoal,ratherthefirststeptosuccessfullybeingabletoengagestudentsinan

inquirybasedclassroom.WhileIdon’tbelieveteachersarecolleaguesorcompanionstokids,Ido

believe,likemySocialReconstructioncounterparts,thatteachersshouldhelpkidsacquire“the

knowledge,skills,andvaluesthat[students]willneedtobecomeeffectivechangeagents”(Schiro,

2013,p.232).Moreover,teachersshouldalsoengagestudentstothinkabouttheirlearning.

Curriculumshouldbetransparenttostudents.Theyshouldtakepartinall3components

(referencedintheaimsofcurriculumsection)ofthecurriculum.

Asfarasshapingthecurriculum,teachersneedtobefullyimmersedincreatingtheschool’s

curriculumbasedontheirobservationsandknowledgeoftheirstudents.Idonotbelievethat

teachersare“assemblylineworkerswhounthinkinglyimplementsomeoneelse’scurriculum”

(Schiro,2013,p.230).Rather,they,alongwithcurriculumexpertsshould“determinebothwhat

childrenshouldlearnandwhatexperienceswillenable[them]tolearn”inaninquiry-based

environment(Schiro,2013,p.230).


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RoleoftheLearnerinanInquiryBasedClassroomWhoisthelearnerinthisenvironment?Istheonlylearnerinalearnercentered

environmentthestudent?Inalearner-centeredenvironment,everyoneisapotentiallearner.The

studentsarelearningfromtheadultsaroundthem.Teachersarelearningabouttheirstudentsand

fromtheircolleaguesaroundthem.Parentsarelearningmoreabouttheirstudentsandabout

inquirybasededucation.

Specifically,whentalkingabouttheroleofthechildincurriculum,Ibelievethatitisatthe

centerofthelearning/teachingprocess.Childrenlearnandgrowindifferentwaysandondifferent

timetables.Ifalearningenvironmentcaterstochildren’sneedsandcuriosities,theywouldnaturally

growanddeveloptheskillsnecessarytobecomecontributingmembersofsociety.Childrenshould

beexposedtoseveraldifferentwaysoflearning.Theyshouldstrugglethroughatraditional,

academicbasedsubjectandlearnhowtopersevereinsuchasettingaswellasbegiven

opportunitiestoshineanddevelopthroughtheirownchosenactivitiesanddisciplines.Theultimate

goalofeducationistopreparestudentsforwhateverlifetheychoose.Hence,thereshouldbea

balancebetween“seeingchildrenasthebeautifulcreaturestheyare”aswellas“theadultsthey

mightbe”(Schiro,2013,p.224).

MakingOurSchoolsMoreInquiryBased

TransdisciplinaryModel

Whatdoestransdisciplinarymean?AccordingtoErnestBoyerintheMakingthePYP

Happen,

Educatingstudentsinasetofisolatedsubjectareas,whilenecessary,isnot

sufficient.Ofequalimportanceistheneedtoacquireskillsincontext,andtoexplore

contentthatisrelevanttostudents,andtranscendstheboundariesofthetraditional

subjects…Tobetrulyeducated,astudentmustalsomakeconnectionsacrossthe


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disciplines,discoverwaystointegratetheseparatesubjects,andultimatelyrelate

whattheylearntolife.(MakingthePYPHappen,2009,p.11).

Inalearnercenteredenvironment,thesubjectsofEnglish,Math,Science,SocialStudies,Qur’an,

IslamicStudies,Arabic,andArtshouldbetaughtinatransdisciplinaryway.Forexample,inorderfor

studentstomakerelevanceoftheversestheyarelearninginQuran,theyneedtoseethem

reflectedintheirScience,SocialStudies,andEnglishclasses.Forexample,ifstudentsarestudying

thelargerconceptofLeadership,inSocialstudiestheymightexplorehowdecisionsaremadein

government,whatqualitiesofleadershipareexhibitedbythePresidentoftheUnitedStatesandour

local/nationalhouserepresentatives.InIslamicStudies,theymightexploretheleadershipqualities

ofProphetMuhammadPBUHasisdescribedinSuratAlTawbahandSuratAlQalam.InArabic,they

mightlearnvocabularyrelatedtotheconceptofleadershipsuchasQa’id.IntheirFiqhStudies,they

mightexplorehowtoleadprayerwithKhushu’andtheresponsibilitiesofanImaminamasjid.In

thismanner,studentsarenotjustexploringLeadershipinoneclass,buttheyareexploringitinall

theirclasses,providinganin-depth,relevant,engaging,andrigorousexplorationoftheconcept.

Anotherexampleofatransdisciplinarymodeliswhen2ndGradersareexploringfinancial

literacy.InMath,theymightlearnhowtocount,add,andsubtractmoney.InSocialStudies,they

mightexplorehowwemakeeconomicchoicestomeetourneedsandwants.Theymightfurther

exploretheconceptofproducesandconsumersandhowtechnologyinfluencestheeconomy.In

QurantheymightstudySuratAl-MutafifeenandexploretheIslamicethicsbehindbuyingandselling

inamarket.InArabicclass,theymightsetupanArabicrestaurantorMarketplaceandlearnhowto

askforthingstheywant,howtopayforthem,andhowtoaskhowmuchsomethingcosts.InArt,

theymightexplorehowpapermoneyandcoinsaredesigned.Theymightevendesigntheirown

coinordollar.Inthisway,studentsaremakingconnectionstoeconomicsfromacrossthe

disciplines.Inthismanner,theeducationastudentisreceivingistrulytransdisciplinary.

Inshort,transdisciplinarylearninghelpsstudentsanswertheage-oldquestionof“whydoI


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havetolearnthis?”Byconnectingdisciplinesandmakinglearningrelevanttoastudent,the

questionisinherentlyansweredintheclassroomwithoutthestudenthavingtoask.

CurriculumthatisConceptual

Alongwithaprogramofinquirythatistransdisciplinary,unitsofinquiryneedtobe

conceptual.Inatraditionalmodel,studentsin5thgradelearnaboutratiosandpercentageinmath

class.Whenmathclassisdone,theytransitiontoEnglishclasswheretheylearnaboutpastand

presenttenseverbs.WhenEnglishclassisfinished,studentstransitiontoScienceclasswherethey

explorethestatesofmatter:gas,liquid,andsolids.Onatopicalbasis,thesethreesubjectsseem

completelydisconnected.HowcanoneconnectRatioswithVerbsandwithStatesofMatter?

However,ifweexplorethesetopicsconceptually,wewillrealizethattheyallhaveonethingin

common.TheyexploretheconceptofChange,specificallychangeintheworldaroundus.Inthis

way,astudentlearnshowtoquantifychangeinMathclass(throughratiosandpercentages),how

languagechangesfrompasttothepresentinEnglishclass,andhowthephysicalworldaroundus

changesfromsolidstoliquidstogassesinScienceclass.Inthismanner,alearnerisconsistently

seeingcontentthatisconnectedtohimself,hisenvironment,andtheworldaroundhim.

CurriculumthatisInquiry-Based

AccordingtoHeatherWolpert-Gowran,aCurriculumCoordinatorandcontributorto

Edutopia,inquirybasedlearning“ismorethanaskingastudentwhatheorshewantstoknow.It’s

abouttriggeringcuriosity”(2016).Shebelievesthataactivatingastudent’scuriosityis“afarmore

importantandcomplexgoalthantheobjectiveofmereinformationdelivery”(2016).Shegoesonto

explainthat“teacherswhouseinquiry-basedlearningcombatthe‘dunno’problem”(2016).When

studentsareaskedwhysomethingisimportanttothemorwhattheywanttoknowaboutaspecific

subject,theinfamous“dunno”comesout.Inaninquirybasedclassroom,student’scuriositiesare

activatedtherebyprovokingthemtoasktheirownquestionsandexploretheanswers.


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Thereare4typesofInquirymodelsasisdescribedinthegraphicbelow:

Instructuredinquirystudentsfollowtheleadoftheteacherastheentireclassengagedin

oneinquirytogether.Thismodelismoreteachercenteredthanstudentcentered.InControlled

Inquiry,theteacherchoosestopicsandidentifiestheresourcesstudentswillusetoanswer

questions.Inthismodel,thependulummovesslightlyawayfromtheteachersandmoretowardthe

students.InGuidedInquiry,theteacherchoosestopicsandquestionsandthestudentsdesigna

productorasolutionaroundthosequestions/topicstherebygraduallyreleasingtheresponsibilityof

learningfromtheteachertothestudent.Finally,inaFreeinquiryenvironment,studentschoose

theirtopicswithoutreferencetoanyprescribedoutcome.Inthismodel,theteacheristrulyjusta

facilitatorwhilethestudentissolelyresponsibleforhis/herlearning.Inaninquirybasedclassroom,

alltheabovemodelswouldbeusedatdifferenttimesfordifferentreasons.

UseofProvocations

Oneoftheeasiestwaysthatschoolscanmovetoaninquiry-basedmodelisbyusing

provocationsintheclassroom.Ina3rdgradeclassroom,theteacherwantstudentstoexplorethe

followingCentralIdea:Engineersinnovatetosolvesocialproblems.Inatraditionalclassroom,the


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teachermightgivethemtheCentralIdeaandhavethembreakitdown.Inaninquiry-based

classroom,theteacherwouldpresentthestudentswithasetofprovocationsthatwouldgivethem

hintsorcluesastothecentralidea.Basedonvariousactivitiesoverthespanofaweek,students

wouldultimatelybegivenachancetoguessthecentralideaattheendoftheweek.Thefollowingis

anexplanationofthismodelfromanactualclassroom:

FirstProvocation

OnMondayofthefirstweek,duringourUnitofInquirytime,theteachermightshow

studentsavideobyTheoJansentitled“Strandbeest.”Thisisa1minutevideoofanengineering

modelmadeofpipesandplasticonawindybeech.Thevideohasnosoundotherthanthewindand

the“Strandbeest”moving.Afterwatchingthisvideo,theteacherwouldgivestudents5stickynotes.

Eachmustwriteonequestiontheyhaveaboutthevideooneachofthestickynotes.Theteacher

mightthenputstudentsingroupsof3andhavethemcomparetheirquestionsandseewherethere

arecommonalitiesandwheretherearedifferences.Iftimeallows,theteachermightcreatea

collectionasaclassandstudentsmightconnectquestionstogether.Thisthinkingroutinefrom

Harvard’sProjectZeroiscalled“Generate,Sort,Connect,Elaborate”

SecondProvocation

OnTuesdayduringELAclass,theteacherwouldgivestudentsapassagetoreadfromthe

bookTheBoyWhoHarnessedtheWind.Eachstudentwouldgetthepassagefromthemiddleofthe

bookwheretheboyisexhibitinghisinnovationtohislocaltribeinAfrica.Thestudentswouldnot

knowthetitleofthebook.Afterreadingthepassagealoudandthenagaintothemselves,students

woulddoaColor.Symbol.Image(CSI),anotherthinkingroutinefromHarvard’sProjectZero.This

routineasksstudentstoidentifyanddistilltheessenceofideasinnon-verbalwaysbyusingacolor,

symbol,orimagetorepresenttheideas.EachstudentwoulddisplaytheirCSIinthehallwayandas

aclass,wewouldconductagallerywalkanddiscussallthedifferentideas,symbols,andimages

studentscreatedinresponsetothepassage.


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Aftertheyaredone,studentswouldmeetintheirinquirygroupsandwrite3to5more

questionstheymighthaveaboutwhattheclasswillexplore.Thosequestionswouldbeaddedto

thepreviousdaysquestions.Groupsmightevenrevisesomeoftheirquestionsfromtheprevious

day.

ThirdProvocation

Onthethirddayofourprovocations,theteacherwouldshowstudentsaTEDTalkfroma

14-year-old,RichardTurere.HisTEDTalkisallabouthisinventionthatmadepeacewithLions.In

this10-minuteTEDTalk,Richardnarrateshowhisvillagewashavingarealproblemwithlionseating

theircattleandhowheusedhisknowledgeofcircuitsandelectricitytokeepthecattlesafeaswell

asnothurtthelionpopulationinhisvillage.

Afterseeingthisvideo,studentsmightengageintheSee-Think-Wonderthinkingroutine

exploringwhattheysawinthevideo,whattheythoughtofwhattheysawandfinallywrite

questionsthattheyarewonderingaboutonstickynotes.

GuessingtheCentralIdea

Afterpresentingthe3daysofprovocations,studentsusuallyarriveatschoolextremely

excitedandmotivatedtorevealthecentralidea.Students,intheirinquirygroups,collectallthe

questionstheirgroupgeneratedfromthethreeprovocations.Theythenstartbrainstorming

conceptsthatarecommonamongstallthethreeprovocations.Basedonthisactivity,studentswrite

whattheythinkthecentralideawouldbe.

Inacollaborativedocument,theteacherwouldcollectallthecentralideasandtheclass

wouldhaveawholegroupdiscussion.Sometimesbasedonthestudent’sinquiry,theteacher

realizesthatthestudentscameupwithcentralideasthatarebetterthanherown.Sometimes,she

mightnoticethatthestudent’sowncuriositiestookthemonadifferenttangentthanshehad

plannedfor.Eitherway,theteacher,asareflectivepractitionermightreturntoherUnitofInquiry

planandadjustthein-depthinquirythatwillallowstudentstoexploretheCentralideaandthe


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variouslinesofinquiryinthecomingweeks.Beforestudentsleave,theteachermaychooseto

revealthecentralidea.

UpcomingweeksofInquiry

Overthenextfewweeks,studentswouldbeengagedinanin-depthinquiryintothevarious

conceptspresentedintheCentralIdea.Asamplemodelofwhatthatmightlooklikeisbelow:

WeekOne WeekTwo WeekThree WeekFour WeekFive WeekSix

Provocationsinto“Engineersinnovatetosolvesocialproblems”

LineofInquiryOne:

Aninquiryinto:

“Theneedforinventions(Causation)”

LineofInquiryTwo:

AnInquiryinto:

“TheDesigncycle(Form)”

LineofInquiryThree

AnInquiryinto:

“Usingdesignandtechnologytosolvesocialproblems(Connection)”

SummativeAssessment

Whatactionscanstudentstakeasaresultoftheir4weekinquiry?

ReflectionandCompleteStudentPortfolios

Ifweweretodothisagain,whatwouldwechange?Howcanweimproveourinquirythenexttime?

Introducetheunitwithprovocations

Explorationoffirstlineofinquiry.

FieldTrip?

Explorationofsecondlineofinquiry.

FieldTrip?

Explorationofthirdlineofinquiry.

FieldTrip?

Teachersprovidemeaningful,timelyfeedbackonassessments

TeachersfacilitatethereflectionprocessanddocumentchangesintheirUnitPlan

ConclusionWhiletherearemanyotherwaystomakeaclassroominquirybased,it’simportantthatwe

reflectasIslamicschoolsonhowwearepreparingstudentsforthefutureworld.Howarewe

preparingthemtobeleadersintheircommunities?Howarewepreparingthemtocontributeto

theglobalworld?Forthemtobeabletobeglobalcontributingcitizensofthisworld,theyneedto


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learnhowtoaskquestionsANDfindtheanswersfromsomeoneotherthantheteacher.Theyneed

tolearnhowtofailsotheycandevelopgritandperseverance.Onewayofdoingthis,isbyensuring

thatweprovidestudentswithanenvironmentthatisconducivetotheirlearning,anenvironment

thatallowsthemtoaskquestions,makemistakes,andgrowtheirmindsandspirits.


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References

Gawron,H.(2016,August11).WhattheHeckIsInquiry-BasedLearning?RetrievedMay03,2017,

fromhttps://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-

gawron

Gray,A.(n.d.).The10skillsyouneedtothriveintheFourthIndustrialRevolution.RetrievedMay6,

2017,fromhttps://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-

the-fourth-industrial-revolution

InternationalBaccalaureateOrganization.(2009).MakingthePYPHappen:Acurriculumframework

forinternationalprimaryeducation.

Schiro,M.S.(2013).CurriculumTheory:ConflictingVisionsandEnduringConcerns.ThousandOaks,

California.SagePublications.

Whiteley,G.(Director).(2014).MostLikelytoSucceed[Motionpicture].UnitedStates:OnePotato

Productions.

Documents

Running Head: Developing Inquiry-Based & Conceptual ... · both Islamic schools and international schools while we lived in Abu Dhabi for 5 years. Currently she’s being homeschooled