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Planning the inquiry

1.3.What
8. is our purpose?
How student-initiated
might we know what we have
inquiries aroselearned?
from the learning? Planning the inquiryClass/grade:
9.4.Teacher
How bestnotes
might we learn? Age group:
6.Reflecting
To whaton extent did we achieve our purpose?
the inquiry 7. To what extent did we include the elements of the PYP?
To inquire
This
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a range thestudent-initiated
should
of following:
be used in conjunction with student
inquiries and “How best might we
questions andlearn?”
highlight any that [Please
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the here] experiences suggested
learning by the teacher and/or students to
Assess the outcome of the inquiry by providing evidence of students’ understanding of School:
What were the learning experiences Schoolstudents
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enabled code: to:
were incorporated into the teaching and learning. encourage the students to engage with inquiries and address the driving questions?
the central idea. The reflections of all teachers involved in the planning and teaching
•of theTransdisciplinary
What
Reflecting on are
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inquiry possible
inquiry should be theme ways of
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(Subject/objectives from Scope and Sequence) skills? What Title:
evidence
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understanding
Teacher(s): PYP planner
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teachers here] go back to box 2 “What do we want to learn?” and highlight
the teacher questions/provocations that were most effective in driving the inquiries. •Date:
What opportunities
demonstrate will occur
the learning andfor transdisciplinary
application skills
of particular development skills?
transdisciplinary and for the
•[Please
WhatCentral
are theidea possible ways of assessing student learning in the context of the lines
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development of the attributes of the learner profile?
of inquiry? What evidence will we look for?
What student-initiated actions arose from the learning? •Proposed
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duration:
develop
begin
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particular of weeks
attributes
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improve actions
on the taken by individuals
assessment task(s) or
so groups
that youshowing their a
would have ability
moreto
reflect, to choose and to act. In each case, explain your selection.
accurate
Summative picture of
assessment each student’s
task(s): understanding of the central idea.
2. What do we want to learn?
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possible here]
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ways of assessing students’ understanding of the central What are the key concepts (form, function, causation, change, connection,
idea? What evidence, including student-initiated actions, will we look for? perspective, responsibility, reflection) to be emphasized within this inquiry?
What was the evidence that connections were made between the central idea and the
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transdisciplinary theme?

[Please begin typing here] What lines of inquiry will define the scope of the inquiry into the central idea?

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© International Baccalaureate Organization 2007
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What teacher questions/provocations will drive these inquiries?

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5. What resources need to be gathered?


What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

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How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

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© International Baccalaureate Organization 2007


© International
© International
Baccalaureate
Baccalaureate
Organization
Organization
2007
2007