Blank Planner 07

Planning the inquiry

1.3.What is our purpose? Class/grade: Age group: How student-initiated might we know what we have learned? 8. inquiries arose from the learning? 9.4.Teacher notes How best might we learn? Planning the inquiry the inquiry 6.Reflecting To whaton extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP? To inquire into thestudent-initiated following: This column should be used in conjunction with student “How best might we Record a range of inquiries and questions andlearn?” highlight any that [Please begin typing here] experiences suggested What are the learning by the teacher and/or students to School: Schoolstudents code: Assess the outcome of the inquiry by providing evidence of students’ understanding of What were the learning experiences that the enabled 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 What are the possible ways of assessing students’ prior knowledge and skills? What Reflecting on the inquiry Title: •of theTransdisciplinary (Subject/objectives from Scope and Sequence) inquiry should be theme included. evidence will typing we look for? [Please begin here] begin here] of the concepts identified in “What do we want to learn?” • [Please develop antyping understanding PYP planner Teacher(s): [Please begin typing here] begin typing should here] go back to box 2 “What do we want to learn?” and highlight At[Please this point teachers What opportunities will occur transdisciplinary skills development skills? and for the •Date: demonstrate the learning andfor application of particular transdisciplinary the teacher questions/provocations that were most effective in driving the inquiries. development of the attributes of the learner profile? WhatCentral are theidea possible ways of assessing student learning in the context of the lines •[Please begin typing here] of inquiry? What evidence will we look for? duration: Number of weeks •Proposed develop particular attributes of the learner profile and/or attitudes? What student-initiated actions arose from the learning? [Please begin typing here] [Please begin typing here] [Please begin here] Record student-initiated actions by individuals their a ability How you couldtyping improve on the taken assessment task(s) or so groups that youshowing would have moreto In each case, explain your selection. reflect, to choose and to act. accurate picture of each student’s Summative assessment task(s): understanding of the central idea. 2. What do we want to learn? [Please begin typing here] [Please begin here] [Please begin typing here] What are the typing possible 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 [Please begin typing here] transdisciplinary theme? [Please begin typing here]

[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? [Please begin typing here]

5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

[Please begin typing here] How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

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