Template+for+Building+Learners'+Inquiries

// (What does this mean to the IB? What do we want teachers to know? What best practices, behaviors, and strategies do we want to highlight?) // || **Potential Applications to Different Grade Levels** // (What do these principles and strategies look like when applied in the classroom?) // || **Location/Teacher** || L Sercombe DC || Students use Keynote to present the findings of their research || L Romano DC L Sercombe DC ||
 * **DVD Chapter** || **Description of Teaching Points and Overall Examples**
 * 1.The context for inquiry-based teaching and learning ||  ||   ||   ||
 * || Inquiry as purposeful, productive and relevant || Support student inquiries by using a case study of personal interest related to animal habitats || L Romano DC
 * || Inquiry continuum: structured, guided, open ||  ||   ||
 * || Why is this approach important for 21st century skills? || Students are critical independent thinkers by using Kidspiration graphic organiser to explore cause and effect
 * || The goal is for students to design their own inquiries, assess the means available to support their inquiries, and use those means to help form their own responses to their inquiries || Students inquiries into body systems

Feedback from a range of sources (Peer/teacher/parent) in response to personal inquiries

Year 6 students will be designing their own inquiries as part of their exhibition unit; including writing central ideas and lines of inquiry, || RMorgan RCHK

L Romano DC L Sercombe DC

M Baron DC ||
 * 2. Designing inquiries || Why is this important? ||  ||   ||
 * 2a. Planning for learner-designed inquiries—How can teachers prepare and structure the curriculum for effective inquiry-based learning? || STRATEGY/PRACTICE #1: Use formative assessments to work from current understandings || PYP example:Initial understandings of how body systems work with ongoing additions as understandings develop || RMorgan RCHK ||
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 * 2b. Teaching/classroom strategies—What teaching practices and behaviors allow teachers to elicit and guide inquiries? || STRATEGY/PRACTICE #1: Use guiding concepts || PYP example: Use BIG 6 research tool and groups using varying sources to gain information - models/ IT / Books
 * 2b. Teaching/classroom strategies—What teaching practices and behaviors allow teachers to elicit and guide inquiries? || STRATEGY/PRACTICE #1: Use guiding concepts || PYP example: Use BIG 6 research tool and groups using varying sources to gain information - models/ IT / Books

Awareness of the concepts of causation ie. exploring impact and adaptability of habitats Use stories to develop understanding of concept || RMorgan RCHK

L Romano DC

L Sercombe DC ||
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 * || STRATEGY/PRACTICE #2: Recognize inquiries in all their forms (not just questions) || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #3: Incorporating inquiries in subject areas || PYP example: Using non-fiction tests to expose students to non-fiction and to develop their understanding of the central idea. || SRB - RCHK ||
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 * 2c. Assessment strategies—How can teachers use students’ design and inquiry process to assess their learning? || STRATEGY/PRACTICE #1: Encouraging reflection on self-designed inquiries || PYP example:BIG 6 tool and exit cards / sentence starters || RMorgan RCHK ||
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 * 3. Finding ways to support inquiries || Why is this important? ||  ||   ||
 * 3a. Planning to support inquiries—What are some ways that teachers can plan a research process into the curriculum? || STRATEGY/PRACTICE #1: Helping to frame and refine inquiries in a way that fosters critical thinking || PYP example:Use of a framework ie BIG 6 to guide student through the process at Year 3

Using an inquiry cycle and framework to support student inquiries for exhibition in Year 6 || RMorgan RCHK

M Baron DC || Explore visual literacy and look at the ways in which the author uses word and pictures to deliver the message || L Romano DC L Sercombe DC || Student action is paramount to the Year 6 exhibition unit and is planned for by the school through the use of mentors and by working with various community groups at different stages of the inquiry. || M Baron || Identifying levels of action and it's effectiveness prior to deciding on an action for the exhibition unit. || M Baron || Year 6 students must 'make a difference' by looking for opportunities for service in their community as part of their exhibition unit. || M Baron ||
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 * 3b. Teaching/classroom strategies—How can teachers support learners as they research their inquiries? || STRATEGY/PRACTICE #1: Media literacy as a foundation || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Creative means of researching (non-verbal research) || PYP example:
 * || STRATEGY/PRACTICE #2: Creative means of researching (non-verbal research) || PYP example:
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 * 3c. Assessment strategies—How does assessment figure into this research step in the inquiry process? || STRATEGY/PRACTICE #1: Connecting the research process to reflection and action || PYP example: ||   ||
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 * 4. Responding to inquiries || Why is this important? ||  ||   ||
 * 4a. Planning for responses to inquiries—How can teachers structure the curriculum to encourage students to respond to and act on their inquiries? || STRATEGY/PRACTICE #1: || PYP example:
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 * 4b. Teacher/classroom strategies—What teaching practices can be used to facilitate the process of responding to and acting on inquiries? || STRATEGY/PRACTICE #1: Recognizing different forms and levels of action || PYP example:
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 * || STRATEGY/PRACTICE #2: Service and interaction with the community || PYP example:
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 * 4c. Assessment strategies—How can teachers provide assessments that encourage reflection and give way to new inquiries? || STRATEGY/PRACTICE #1: || PYP example: ||  ||
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 * 5. Summary/conclusion ||  ||   ||   ||