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Inquiry and the IB

Inquiry and the IB. Stuents do not learn by doing. Rather, they learn by. Thinking,. Discussing,. Reflecting. and. on what they have done. The Reading. Turn and talk about the reading. What did the article make you think about?

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Inquiry and the IB

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  1. Inquiry and the IB

  2. Stuents do not learn by doing. Rather, they learn by Thinking, Discussing, Reflecting and on what they have done.

  3. The Reading • Turn and talk about the reading. • What did the article make you think about? • Is your school set up to prepare the students for the Exhibition, Personal Project, or Extended Essay? • What might you want to change about the preparation?

  4. What is Inquiry? Inquiry involves students in observing and exploring a particular phenomenon, event or artifact to raise questions of interest. In inquiry situations, the process of seeking answers to questions usually results in expanding students understanding of a concept.

  5. How do we engage in inquiry? For what students come to know and to be able to do depends on the range of activities they are asked to engage in, on the challenges that these activities present, on the artifacts available to mediate their activities, and on the assistance they receive in meeting these challenges, both from teachers and peers and from more distant experts beyond the classroom. G. Wells, Action Talk and Text: Learning and Teaching Through Inquiry, 2001

  6. Constructivist Teachers… • seek out and use student questions and ideas to guide lessons and instructional units • promote student leadership, collaboration, location of information, and taking actions as a result of the learning process • accept and encourage students’ ideas • use students’ thinking, experience, and interest to drive lessons • encourage the use of alternative sources of information • use open-ended questioning strategies • encourage students to elaborate on their questions and responses

  7. Constructivist Teachers… • invite students to suggest causes for events and situations • encourage students to predict outcomes and consequences • invite students to test their own ideas • seek out students’ ideas before presenting own ideas or ideas from texts or other sources • encourage students to challenge other’s conceptualizations and ideas • use cooperative learning strategies that emphasize collaboration, respect for individuality, and division of labor • provide adequate time for reflection and analysis

  8. Building from the known Inquiry Cycle Short, K., Learning Together Through Inquiry, Stenhouse , 1996

  9. High Teacher Control Structured Inquiry Guided Inquiry High Student Initiative Low Student Initiative Free Inquiry Open Inquiry Low Teacher Control

  10. How will this knowledge affect your planning? • What do you need to do next? • Who will be sure it happens? • How will you know that you did it well? • What will you do if you have questions? • How will you self-monitor? Turn and Talk!

  11. What is the teacher doingin inquiry focused classrooms? • Listening • Participating • Coaching • Provoking • Recording • Guiding • Inviting Elaboration • Clarifying implied connections

  12. Identify Yourself! White circles • Discipline or Grade Level • If you are something else try to find that or be Other Color Dots • PYP • MYP • DP

  13. Break

  14. Regroup into a range of programs and disciplines with 4 people in a group!

  15. What does good look like? A rubric always helps! The Jigsaw • Expert Group • Number yourselves around the table • Find the person with the same number from the table next to you • Sit together to read and discuss the assigned domain • Determine the elements to share with the others • Sharing Group • Return to your original table • Share what each of you has learned • Pick one domain to work on for your own development • Share with the group why you picked it

  16. Essential Elements of an Inquiry Based Classroom • Adept questioning and response behavior • Planning for feedback • Formative assessment that is efficiently gathered and acted upon

  17. Meiosis Mitosis •  How Alike?  • _________________________________ • _________________________________ • _________________________________ • How Different?  • with regard to • _______________← purpose → _______________ • _______________← structures→________________ • _________________← → _________________ • _________________← → _________________ • _________________← → _________________

  18. Regroup by program with 3 people in a group • PYPsters • MYPsters • DPsters What is an issue you have with inquiry?

  19. Helping Trios Round 1: A describes their issue. B and C listen only! No comments, no questions! 3 minutes Round 2: B and C ask A questions in order to clarify and check for understanding. A answers the questions. 2 minutes Round 3: B and C suggest solutions. A listens and asks questions to gain a greater understanding of the strategies being offered. 2 minutes Repeat the process for B and C!

  20. Regroup by grade level, program, and discipline with no more than 6 people in a group • Collaborate on a lesson/unit and discuss where more inquiry can inserted, improved or refined • DP fromthe syllabus • MYP from a unit plan • PYP from a unit of inquiry You have 25 minutes!

  21. Break

  22. Being an Inquirer, Thinker, Risk-Taker • Congenial v. Collegial • Looking at student work • PLC • Professional Organizations • Team meeting agreements

  23. Developing Talent

  24. Working Hard or Being Smart

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