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Stuents do not learn by doing.
on what they have done.
Rather, they learn by
Thinking,
Discussing,and Reflecting
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?
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.
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
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
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
Inquiry Cycle
Taking the time to find questions
for inquiry
Gaining new perspectives
Attending to difference
Sharing what was learned
Planning new inquiries
Taking thoughtful new
action
Building from the known
Short, K., Learning Together Through Inquiry, Stenhouse , 1996
Low
Stu
dent
Initi
ative
High Student Initiative
High Teacher Control
Low Teacher Control
Structured Inquiry Guided Inquiry
Free Inquiry Open Inquiry
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!
What is the teacher doingin inquiry focused classrooms?
• Listening• Participating• Coaching• Provoking• Recording• Guiding• Inviting Elaboration• Clarifying implied connections
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
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
Essential Elements of an Inquiry Based Classroom
• Adept questioning and response behavior
• Planning for feedback• Formative assessment that is efficiently gathered and acted upon
Meiosis Mitosis
How Alike?
_________________________________
_________________________________
_________________________________
How Different?
with regard to_______________← purpose → ______________________________← structures→ _________________________________← → __________________________________← → __________________________________← → _________________
Regroup by program with 3 people in a group
• PYPsters• MYPsters• DPsters
What is an issue you have with inquiry?
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 minutesRound 3: B and C suggest solutions. A listens and asks questions to gain a greater understanding of the strategies being offered.
2 minutesRepeat the process for B and C!
Helping Trios
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 from the syllabus• MYP from a unit plan
• PYP from a unit of inquiryYou have 25 minutes!
Being an Inquirer, Thinker, Risk-Taker
• Congenial v. Collegial• Looking at student work• PLC• Professional Organizations• Team meeting agreements