Inquiry and the IB

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Inquiry and the IB
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Students do not learn by doing.
Rather, they learn by
Thinking,
Discussing,
on what they have done.
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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?

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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.

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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

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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

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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 others
  conceptualizations and ideas
• use cooperative learning strategies that
  emphasize collaboration, respect for
  individuality, and division of labor
• provide adequate time for reflection and analysis

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Inquiry Cycle
Short, K., Learning Together Through Inquiry,
Stenhouse , 1996
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High Teacher Control
Structured Inquiry
Guided Inquiry
Low Student Initiative
High Student Initiative
Free Inquiry
Open Inquiry
Low Teacher Control
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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!

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What is the teacher doingin inquiry focused
classrooms?

• Listening
• Participating
• Coaching
• Provoking
• Recording
• Guiding
• Inviting Elaboration
• Clarifying implied connections

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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

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Break
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Regroup into a range of programs and disciplines
with 6 people in a group!
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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

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Essential Elements of an Inquiry Based Classroom

• Adept questioning and response behavior
• Planning for feedback
• Formative assessment that is efficiently gathered
  and acted upon

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• Meiosis
  Mitosis
•  
• ? How Alike? ?
•  
• _________________________________
• _________________________________
• _________________________________
•  
• How Different? ?
• with regard to
• _______________? purpose ? _______________
• _______________? structures? ________________
• _________________? ? _________________
• _________________? ? _________________
• _________________? ? _________________

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Regroup by program with 3 people in a group

• PYPsters
• MYPsters
• DPsters
• What is an issue you have with inquiry?

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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!
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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 be inserted, improved or refined
• DP from the syllabus
• MYP from a unit plan
• PYP from a unit of inquiry
• You have 25 minutes!

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Break
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Being an Inquirer, Thinker, Risk-Taker

• Congenial v. Collegial
• Looking at student work
• PLC
• Professional Organizations
• Team meeting agreements

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Developing Talent
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Working Hard or Being Smart