Inquiry+content+template


 * **DVD Chapter** || **Description of Teaching Points and Overall Examples** // (What does this mean to the IB? What do we want teachers to know? What best practices, behaviors, and strategies do we want to highlight?) // || **Potential Applications to Different Grade Levels**  // (What do these principles and strategies look like when applied in the classroom?) // || **Location/Teacher** ||
 * 1.The context for inquiry-based teaching and learning ||  ||   ||   ||
 * || Inquiry as purposeful, productive and relevant ||  ||   ||
 * || Inquiry continuum: structured, guided, open ||  ||   ||
 * || Why is this approach important for 21st century skills? ||  ||   ||
 * || The goal is for students to design their own inquiries, assess the means available to support their inquiries, and use those means to help form their own responses to their inquiries ||  ||   ||
 * 2. Designing inquiries || Why is this important? ||  ||   ||
 * 2a. Planning for learner-designed inquiries—How can teachers prepare and structure the curriculum for effective inquiry-based learning? || STRATEGY/PRACTICE #1: Use formative assessments to work from current understandings || PYP example: ||   ||
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 * 2b. Teaching/classroom strategies—What teaching practices and behaviors allow teachers to elicit and guide inquiries? || STRATEGY/PRACTICE #1: Use guiding concepts || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Recognize inquiries in all their forms (not just questions) || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #3: Incorporating inquiries in subject areas || PYP example: ||   ||
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 * 2c. Assessment strategies—How can teachers use students’ design and inquiry process to assess their learning? || STRATEGY/PRACTICE #1: Encouraging reflection on self-designed inquiries || PYP example: ||   ||
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 * 3. Finding ways to support inquiries || Why is this important? ||  ||   ||
 * 3a. Planning to support inquiries—What are some ways that teachers can plan a research process into the curriculum? || STRATEGY/PRACTICE #1: Helping to frame and refine inquiries in a way that fosters critical thinking || PYP example: ||   ||
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 * 3b. Teaching/classroom strategies—How can teachers support learners as they research their inquiries? || STRATEGY/PRACTICE #1: Media literacy as a foundation || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Creative means of researching (non-verbal research) || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #3: || PYP example: ||  ||
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 * 3c. Assessment strategies—How does assessment figure into this research step in the inquiry process? || STRATEGY/PRACTICE #1: Connecting the research process to reflection and action || PYP example: ||   ||
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 * 4. Responding to inquiries || Why is this important? ||  ||   ||
 * 4a. Planning for responses to inquiries—How can teachers structure the curriculum to encourage students to respond to and act on their inquiries? || STRATEGY/PRACTICE #1: || PYP example: ||  ||
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 * 4b. Teacher/classroom strategies—What teaching practices can be used to facilitate the process of responding to and acting on inquiries? || STRATEGY/PRACTICE #1: Recognizing different forms and levels of action || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Service and interaction with the community || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #3: || PYP example: ||  ||
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 * 4c. Assessment strategies—How can teachers provide assessments that encourage reflection and give way to new inquiries? || STRATEGY/PRACTICE #1: || PYP example: ||  ||
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 * 5. Summary/conclusion ||  ||   ||   ||
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 * 5. Summary/conclusion ||  ||   ||   ||