Teaching and Learning Through Inquiry

1. Teaching and Learning Through Inquiry International School Almaty 18-19 February 2011 Lief Erickson and Kirsten Peterson

2. Establishing Process • Read the Learner Profile in MPYPH pg. 4. • Select LP that you want to demonstrate the next two days and one that you would like everyone else in the workshop to demonstrate– which attributes would you choose? • Share through human graphing – go and stand under the LP word for each question. • Debrief: We do this to establish and expectation of how we will work together these two days. This is also an example of modeling another way you can use the LP with students.

3. Overview of the Workshop • Our beliefs about teaching and learning • INQUIRY across the curriculum • Stages in INQUIRY process • Differentiating for the needs of our students

4. Standard C3 Teaching and learning 1 = I do it, 2 = I understand it but I don’t do it yet 3 = I sort of get it but I still have some questions 4 = I don’t get it / I’m not convinced

5. Key Understanding Establishing purpose and process within a shared community is important for learning.

6. Self-assessment • Place your name where you think your place is on the continuum with regard to inquiry

7. SharingArtifacts(Save the last word for me) • Show your artifact. • Give others in the group a chance to interpret what they think it might represent. • Share your reason for bringing the artifact and why this learning experience was significant for you.

8. Делимся предметами (Сохрани последнее слово для меня) • Показать свой предмет • Дать возможность членам группы высказать свое мнение о значении этого предмета • Расскажите почему вы выбрали этот предмет и почему знания связанные с этим предметам важны для Вас

9. PERSONAL INQUIRYTIMELINE Think about the following questions • How did you develop the interest? • What experiences led to this understanding? • What resources did you use for your learning? • How did you know that you really knew/ understood?

10. Процесс для собственного исследования Подумай о следующих вопросах • Как ты раскрыл свой интерес? • Какой опыт привел к этому осознанию(пониманию)? • Какие ресурсы ты использовал для приобретения знаний? • Какие доказательство есть, что ты достиг своей цели (приобрел понимания и знания)?

11. Key Understanding Individual teachers’ beliefs about and experiences related to teaching and learning impact the way they teach.

12. Diamond Ranking • In a pair write 9 key words that occur to you when you think of inquiry. Rank them in a diamond shape from most to least important. • Now, in groups of 4 agree on new ranking. • Post and Gallery Walk Most Least

13. Ромб важности • В парах напишите 9 ключевых ассоциаций которые связанны со словом «исследование». Распределите их в форме ромба, от самого значимого к наименее важному • В группах, состоящих из четырех человек, обсудите данный список и составьте общий ромб • Выставьте и представьте работы «Post and Gallery Walk» Most

14. What does Making the PYP Happen say about inquiry? • Read pages 28-30 • Compare description and indicators with your own diamond ranking Augsburg 2008

15. Inquiry, big word?

21. Traditional Classroom Teacher Students

22. Inquiry Based classroom Teachers, Students and Other Adults

23. Tools and strategies • During the workshop, we will develop a toolkit of classroom strategies that can be adapted for various ages and contexts.

24. Key Understanding PYP workshops model the philosophy and pedagogy of the PYP.

25. Key Understanding Inquiry is both a philosophical stance and a pedagogy.

26. What does inquiry look and sound like? Dialogues • Inquiry comes in many different forms. • Groups inquire in different ways. • Volunteers please!

27. Inquiry Perspectives • Music – different sounds evoke different emotions; create a piece of music that expresses what inquiry is to you. • Art – Inquire into the idea that ‘art is everywhere’ and present your findings in a visual way. • Math – Inquire into tiling the surface of this room using any measurement tool . • Language – Inquire into how different or similar are Arabic and other languages we know. • Science – Inquire into how far a piece of paper can travel.

28. Исследование с разных точек зрения • Музыка – разные звуки вызывают разные эмоции; создай мелодию, которая выражает твое представление об исследовании • Искусство – исследуй идею, что «искусство повсюду» и представь свои выводы визуально. • Математика – исследуй, чем покрыты стены, пол и потолок этого кабинета, используя любые предметы для измерения. • Язык– Исследуй сходства и различия Русского/казахского и других знакомым нам языков • Наука– Исследуй, насколько далеко может улететь листок бумаги

29. Observed Inquiry Fish Bowl : • What sorts of behaviour did you observe from your group/members of your group? • Including: • Degrees and levels of motivation,& participation • How they approached the inquiry • The steps they took • Any hindrances • Any other comments

30. Наблюдаем за исследованием Аквариум: • Какое поведение вы наблюдали в группе/среди участников группы? • Включая: • Процент и уровень мотивации и участия • Как они подошли к исследованию • Их пошаговая работа • Препятствия • Другие комментарии

31. With your group, reflect on a Y chart, what inquiry • looks like • feels like • sounds like.

32. В таблице,отобразите в группе, как исследование… • Выглядит • Чувствуется • Звучит

33. Definition of an inquiry • Individually write your own definition of inquiry. • Keep it for further use

34. Дефиниция исследования • Самостоятельно дайте определение исследованию • Сохраните для дальнейшего использования

35. Key Understanding Teaching in schools uses inquiry across the curriculum, and by all teachers.

36. Break – please be back at 3:00

37. Buttons Inquiry

38. Role of the teacher Роль учителя Role of the teacher Роль учителя High control Высокий уровень контроля Guided inquiry Пошаговое (направленное исследование) Structured inquiry Структурированное исследование Role of the student Роль студента High initiative Высокий уровень инициативы Low initiative Низкий уровень инициативы Open/exploratory inquiry Открытое/познавательное исследование Free inquiry Свободное(не структуированное) исследование Low controll Низкий уровень контроля

39. Students are asked to invent a team game Students select books from the library for new Unit of Inquiry Students bake a cake with the teacher Students make a collage to represent the water cycle Students look up the origin of a word in an etymological dictionary Students collect and investigate snow. Students collect real letters of many different kinds to compare and contrast letter writing forms and suggest rules for letter writing Students write a short musical composition and represent it using notation of their own making Students experiment to find how to make structures balance Students take measurements of the human body and investigate number patterns and relationships amongst the data Students plan all the details of a school trip Sample Learning Engagements for Use with Quadrant GraphN.B These engagements should sound familiar to some participants. They are chosen to inspire debate over who was the” problem- poser” ( who determined the inquiry?) and how we can alter a learning engagement to make it more structured, guided or open in its orientation. Intended as reference for trainers- not as OHP!

40. Key Understanding An inquiry driven curriculum facilitates/promotes the use of a range and balance of teaching strategies to meet specific individual learning needs.

41. Homework • Read through the increase / decrease chart and highlight where you think you are. • Is there anything missing from this chart? Add anything else you think is missing. • Write one sentence that states something you learned today OR write one new question you have. Bring this with you tomorrow morning.

42. Домашнее задание • Просмотрите в таблицу «Меньше/Больше»и определите на каком уровне находитесь вы. • По Вашему мнению есть что-нибудь упущенное в таблице? Добавьте что вы считаете упущенным. • Напишите одно предложение, о приобретенных знания сегодня ИЛИ напишите Ваш вопрос. Принесите его завтра утром.

43. Reflection /Exit Cards On a sheet of white paper, write about • Two stars for today • One wish for tomorrow

45. Bring your sentence or question that you wrote for your homework Talk to a partner about your statements / questions When you hear the sound, move to a new partner

46. Homework Sharing In table groups, share your reflections from your increase / decrease charts • What things are you doing well in your teaching? • What changes do you want to make in your classroom? • Was there anything missing from the chart?

47. Inquiry cycle

48. Laying the groundwork branching out exploration making connections What are some inquiry models? TEACHING AND LEARNING CYCLE

49. Inquiry Cycle