Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Inquiry in the MYP

No description
by

Laura England

on 18 September 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Inquiry in the MYP

Inquiry in the MYP
Inquiry Thought Lines
Inquiry is a stance, an approach that we use to build curiosity, challenge, extension and authenticity within our everyday classrooms and beyond.

Inquiry learning is often most effective when the task is authentic, open ended and the students are able to drive the learning alongside their teacher.

Providing a differentiated learning experience is at the heart of inquiry.

Contextualising learning is a core premise of inquiry.

Inquiry Attributes
Inquiry begins with personal connections (prior knowledge).

Inquiry recognizes the humanity of the student (choice and learning style, personal interests)

Inquiry requires collaboration and negotiation from both students and teachers as it becomes more interdisciplinary.

Inquiry is a thinking process that balances the search for deep meaning with the need to develop skills and knowledge.

From Principles into Practice
Teachers need to view students as thinkers with their developing ideas of the world.

Inquiry builds on what students know (constructivism)

Inquiry empowers students to feel responsible and take action.

Inquiry involves students actively in their own learning

Inquiry pursues open-ended inquiry and real-life investigation

Teachers plan for student inquiry, to be explored in depth

Teachers plan inquiries from the contexts of Global Contexts - giving their units of inquiry purpose

Teachers need to plan inquiry that focuses directly on significant issues.

What are the MYP Inquiry Tools
Questioning
Creative questions. Creative questions. Provide a stimulus (image, text, movie clip) then brainstorm a range of questions about it. (Who, what, when, where, how?)
What would it be life if ... ?
How would it be different if ... ?
Suppose that ... ?
What would change if ... ?
How would it look different if ... ?

These questions then become the catalyst for further inquiry.
The written, taught and assessed curriculum engages students through Inquiry
Inquiry is a stance or approach to everyday teaching and learning

Inquiry is formulating questions, natural ‘design their own inquiries’.

Inquiry is connected to other learning (interdisciplinary)

Inquiry sees negotiation with the teacher as central to building learning context.

Inquiry uses research, experimentation, observation and analysis to find their own responses and in solving problems.

Inquiry recognises the integrity of subject disciplines but learning is richer and deeper when conceptually driven.

Building deep understanding requires meaningful reflection.

MYP uses a fluid, differentiated model to encourage learning and uses the Global Contexts as a context to drive inquiry.

Ranges from more structured inquiry (teacher directed) to more fluid interdisciplinary learning.

Key and related concepts
Global Contexts
MYP Inquiry Cycle
Powerful questions
Differentiation
Command Terms
Inquiry
Revolves around a conceptual model

... but ...

it evolves from context (prior learning and connection to new ideas via reflection, action, awareness and understanding or a combination of all three).
Option One:
Questioning
The 3 W's
What (do I know, have I seen, observed or can deduce?
So what (So, what does or could this mean?)
Now what (what would happen if I changed the scenario or situation?)
Option Two:
What?
Now What?
So What?
3 W's
Questioning
Use the 'vowel principle' as a way to examine the quality of the question:
A - Age appropriate
E - Engaging
I - Interaction-focused
O - Open-ended
U - Understandably short

And we will throw a consonant in too:

Y - And sometimes WHY?
Option Three:
Developing Questions
Try to:
Make the questions open ended
Think factual, debatable and conceptual
Target the whole class (no I, me or we)
Gary Green 2013, Perth, Western Australia
Full transcript