Planning the inquiry

1. What is our purpose? To inquire into the following:

Class/grade: 5/CM2 School: IC Title: PYP Exhibition Teacher(s): All Grade 5 Date: April May 2012 Proposed duration: number of hours

Age group: 10-11 School code:

transdisciplinary theme: Who we are

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

PYP planner

central idea (this year it will left for each group to formulate their own central idea) We are all members of a community that defines who we are

over number of weeks 7

2. What do we want to learn? Summative assessment task(s): What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for? The presentation of the final product of the PYPX is usually a gallery walk and an essay. These two are supposed to reflect a student understands of the central idea. The evidence will be their contribution on an individual and group level. The essay represents the individual work while the gallery walk (stand, slides, pictures and others) represents the group effort. Brochures or leaflets for specific actions are usually prepared by the whole group and either call for or are considered as part of the action. For example, a group of students who were researching the readiness of the Lebanese society to face a natural disaster like earthquakes or tsunamis were shocked by their findings. Sine they belong to a school that performs earthquake drills on a regular basis\, they decided to publish a booklet on how to behave during an earthquake and share it with other students ion their community especially those who are less privileged and attend schools that might not be adopting the same strategy adopted in their own school,. This action shows that this group of students was able to see that not only are they citizens who live a\in a community and are affected by it but felt that they can take it one step further and make things better for others around them. What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? Key concepts: Connection, perspective Related concept: Diversity What lines of inquiry will define the scope of the inquiry into the central idea? The characteristics of the Lebanese culture How Lebanese culture has evolved and developed over time Preserve and promote our culture Appreciate our diversity

What teacher questions/provocations will drive these inquiries? How many social groups do you belong to in your community? Why do you belong to these different social groups? What needs/wants do they satisfy? How are these social groups related to your culture?

International Baccalaureate Organization 2007

Planning the inquiry

3. How might we know what we have learned? This column should be used in conjunction with How best might we learn? What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for? Being familiar with the POI of the previous grades and having taught the students for almost six months make the facilitator familiar with the background knowledge of the students. This could be assessed through questions that the teacher would ask knowing that since his/her students are 5th graders than they must have previous knowledge which might directly or indirectly render itself useful for a start of inquiry in the PYPX. As for skills, since grade 5 represents the culmination of PYP at our school, than it is assumed that the students have been exposed to and are familiar with the skills fostered by the program. Teachers observation of the students ability to communicate verbally and none verbally and be able to work independently and within groups are vital fro assessing the students mastery of the required skills. What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Brainstorming, class discussions, willingness to learn more through different means Awareness of the special characteristics of the Lebanese culture Awareness of the factors that have shaped the Lebanese culture over time Their reasonability in preserving and promoting this culture Their acceptance and tolerance of sub cultural differences 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Specialists from different fields, field trips to related locations, print and non print resources How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? The spark starts and is continuously fostered in the classroom, the local community reinforces the process of inquiry showing the connection to real life in an evident way
International Baccalaureate Organization 2007

4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? Real life situations that relate to their choice of inquiry to make it significant and relevant to the student and at the same time to show them the connection to the community around them; Since their interest is the pivotal point for the start of the inquiry process, the students and the teacher can work together to see how this interest/hobby is translated in the community (example: sports oriented students found themselves coming face to face with the sectarian nature of sports in their country, arts oriented students were horrified to learn that their societies heritage, buildings are being destroyed to be replaced by modern skyscrapers and so on) What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

Students will see that their inquiry in the exhibition is heavily dependent on the previous knowledge that they have acquired throughout the years. This knowledge prompts them to reflect on their role in trying to make a difference be it at a personal or interpersonal level. Their ability to research, their willingness to learn, their openness to new perspectives and their determination to act will all enhance the opportunities for the student to develop and demonstrate the attributes of the learner profile.

Reflecting on the inquiry

6. To what extent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. Students ability to analyze the key components of the central idea and later synthesize the knowledge that they have acquired are important indicators of the students understanding of the central idea How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea. A closer follow-up on the performance of the group as a whole and more importantly of each member of the group is required. Assigning specific individual objectives and tasks is a key component to help the teacher in formulating an accurate picture of the contribution of each student. What was the evidence that connections were made between the central idea and the transdisciplinary theme? The central idea is a natural outcome of the transdisciplinary theme. Making sure that the wording of the central idea reflects one aspect of the transdisciplinary theme will guarantee for the teachers that they are on the right track. When the students inquiry falls within the descriptors of the transdisciplinary theme, this acts as a proof that the central idea is clearly connected to the planner.

7. To what extent did we include the elements of the PYP? What were the learning experiences that enabled students to: develop an understanding of the concepts identified in What do we want to learn?

Provocations, stories, print and electronic resources, specialized guest speakers, are all examples of the learning experiences that enable students to learn better. demonstrate the learning and application of particular transdisciplinary skills?

Their ability to raise questions that go beyond the basic levels of knowledge, their ability to process this knowledge, connect to familiar previous experiences, share it with others, and reflect on their role after having grasped a deeper understanding are all essential for students to show their learning and application of a particular transdisciplinary skill. develop particular attributes of the learner profile and/or attitudes?

When students show motivation and willingness to learn, when they are responsible for their own learning, and are aware of the importance of working with others to acquire deeper understanding and build on each others strength, then they have demonstrated several attributes of the learner profile. Also, their attitudes throughout the inquiry process and when presenting their final product be it commitment to learning, or confidence in their ability or showing respect to themselves or the other or tolerance to differences around them are all samples of the attitudes that should be particularly developed. In each case, explain your selection.

International Baccalaureate Organization 2007

Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. Students wanted to learn more about the reasons that make their Lebanese community the way it is. On one hand, they were very proud to belong to this community. On the other hand, they were shocked to learn about the sectarian divisions that stigmatize their society and are related to almost each and every aspect of their lives. Also, they were shocked to learn that many rules and regulations that are supposed to organize their society are being overridden by many people because of the lack of law enforcement ability on behalf of those in power which takes them back to the effect of sectarianism in their society.

9. Teacher notes

At this point teachers should 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.

What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. Students want to change the world around them and make it a better place to live in. With their innocence and creativity, they come up with astounding actions that many times unfortunately have to be brought down to realistic levels. Nevertheless, they learn that they can make a change, take an action, no matter how small they can be.

International Baccalaureate Organization 2007