IB PYP Inquiry 5 Material for teachers of IB PYP
- 1. IB Training Cat 1 Inquiry 5 by Andri Syafaat
- 2. Inquiry 5: What is our purpose for learning? • Welcome to this inquiry, where we will explore three of the fundamental principles of teaching an IB education and how they are implemented in schools through the IB standards and practices. Lines of inquiry • An inquiry into: conceptual understanding local and global contexts inquiry-based learning. Knowledge artefact • You’ll have the opportunity to begin to design a transdisciplinary unit of inquiry that you’ll work with for the remainder of the workshop.
- 3. Agenda Inquiry Notes 4 Activator Learning Engagement A Learning Engagement B Summary
- 5. 5 Introduction • Welcome to this inquiry module, where we will explore three of the fundamental principles of teaching an IB education and how they are implemented in schools through the IB standards and practices. • We will inquire into: o conceptual understanding o local and global contexts o inquiry-based learning.
- 6. 6 Approaches to learning—lifelong learners The approaches to teaching • There are six approaches that underpin teaching in all IB programmes. The approaches are deliberately broad, designed to give teachers the flexibility to choose specific strategies to employ that best reflect their own particular contexts and the needs of their students. • In all IB programmes, teaching is as follows.
- 7. 7 Based on inquiry A strong emphasis is placed on students finding their own information and constructing their own understandings.
- 8. 8 Focused on conceptual understanding Concepts are explored in order to both deepen disciplinary understandings and to help students to make connections and transfer learning to new contexts.
- 9. 9 Developed in local and global contexts Teaching uses real-life contexts and examples. Students are encouraged to process new information by connecting it to their own experiences and to the world around them.
- 10. 10 Focused on effective teamwork & collaboration This includes promoting teamwork and collaboration between students, but also refers to the collaborative relationship between teachers and students.
- 11. 11 Designed to remove barriers to learning Teaching is inclusive and values diversity. It affirms students’ identities and aims to create learning opportunities that enable every student to develop and pursue appropriate personal goals.
- 12. 12 Informed by assessment • Together, these approaches foster the development of skills, attitudes and a growth mindset that prepares students to be lifelong learners able to adapt in diverse contexts. • What is an IB education? Support material (International Baccalaureate Organization, 2019). • In this inquiry, we are going to focus on three approaches to teaching. Focused on conceptual understanding Developed in local and global contexts Based on inquiry
- 13. 13 Teaching focused on conceptual understanding • Concepts are broad, organizing ideas that have relevance both within and across subject areas. Exploring concepts helps students to engage with complex ideas, and discussion of the “big ideas” behind a topic can help students to get to the purpose of why they are learning a particular area of content. There is also a strong correlation between teaching through concepts and moving students to higher-order thinking skills (Approaches). • Anderson and Krathwohl (2001), in their update to Bloom (1956), argue that conceptual knowledge plays a crucial role in moving students from knowledge to understanding. They argue that “students understand when they build connections between the ‘new’ knowledge to be gained and their prior knowledge. More specifically, the incoming knowledge is integrated with existing schemas and cognitive frameworks. Since concepts are the building blocks for these schemas and frameworks, conceptual knowledge provides a basis for understanding” (Anderson and Krathwohl, 2001, p. 70).
- 14. 14 Teaching developed in local and global contexts • Contextualized learning places an emphasis on students processing new information by connecting it to their own experience and to the world around them. In this approach, learning occurs when students “process new information or knowledge in such a way that it makes sense to them in their frame of reference … This approach to learning and teaching assumes that the mind naturally seeks meaning in context—that is, in the environment where the person is located—and that it does so through searching for relationships that make sense and appear useful” (Hull, 1993, p. 41). • Grounding learning in real-life contexts is one of the six pillars Claxton (2008) identifies as fundamental to student engagement. He goes on to state that grounding learning and teaching in local and global contexts can help make it more authentic and more meaningful for students—the exploration of real-life problems can be more interesting for students because they are relevant and authentic. It also helps students see the purpose or “why” they are learning (Claxton, 2008).
- 15. 15 Teaching based on inquiry • One of the pedagogical approaches that underpins all IB programmes is that of teaching based on inquiry. Being an inquirer is one of the attributes of the IB learner profile—developing students’ natural curiosity together with the skills needed to become independent lifelong learners. • The IB inquiry process in IB programmes is based on the inquiry cycle.
- 16. 16 Teaching based on inquiry • While inquiry-based learning and teaching can take many forms, what is essential is that each student is actively engaged in classroom activities and there is a high degree of interaction between students and teachers and between students themselves. • Students follow their own inquiries and construct their own understanding as often as possible in their classrooms. Learning is self- directed “because it is driven by students’ own decisions about appropriate ways in which an issue or scenario might be approached. They bring to bear on the topic any existing knowledge or experience relevant to the issues ... The process is student-centered” (Hutchings, 2007, p.13). • By engaging in effective inquiry, students will develop skills in research, self-management, collaborative learning, communication and thinking as well as problem-solving. (Approaches)
- 17. 17 Your thoughts After reading about the three approaches to teaching in detail, consider the following question. Which approach to teaching resonates most with your current practice and philosophy?
- 18. 18 The approaches to teaching in the PYP • Let’s explore the following three of the six approaches to teaching in the PYP context. Focused on conceptual understanding Developed in local and global contexts Based on inquiry
- 19. 19 Teaching focused on conceptual understanding • Juxtaposed with learning based on memorization of facts and algorithms, learning in the PYP is anchored on goals of developing conceptual understandings. Concepts (which may transcend time, contexts and cultures) are the basic building blocks of units of inquiry in each school offering the PYP—they are relied upon to deepen disciplinary understandings and to help learners to make connections and transfer learning to different contexts. True understanding looks like a learner being able to use learning from one context and apply it to another context. Concepts transcend contexts and can connect knowledge (PSP realized). • Concepts are fundamental and abstract ideas which can often be expressed in a single word (for example, change, patterns, perspective, responsibility) which support the development of conceptual understanding. Concepts fall at varying places on continuums of abstraction and universality and serve a variety of purposes in the learning environment. These purposes include, but are not limited to, organizing content (what learners will learn), organizing curriculum and serving as the basis for objectives, assessments and learning engagements (PSP realized). • “Teaching for conceptual understanding is supported by the approaches to teaching. In particular, collaboration and inquiry activities support the development of a learner’s conceptual understanding. In turn, teaching for conceptual understanding enhances the process and outcomes of inquiry.” (PSP realized)
- 20. 20 Planning your PYP unit • Schools can either use one of the planners provided by the IB or develop their own planner based on the collaborative planning process. • Download a copy of the collaborative planning process by going to the link below: • https://xmltwo.ibo.org/publications/PYP/ p_0_pypxx_pip_1810_1/pdf/collaborative- planning-process-en.pdf
- 21. 21 How can we collaboratively plan a transdisciplinary unit of inquiry? 1. Transdisciplinary theme Each transdisciplinary theme is accompanied by a description that explains what students should be inquiring into under the theme. To ensure that appropriate connections are made between the theme and the underlying central ideas, teachers should refer to the accompanying description continually 2. Central Ideas Each unit of inquiry has a central idea. Each central idea will support students’ understanding of the corresponding transdisciplinary theme and should challenge and extend students’ prior knowledge. Central ideas should be globally significant and relevant to students in all cultures and contexts, thereby offering them the opportunity to explore commonalities of human experience as framed by the transdisciplinary themes. Write central ideas in a neutral voice that does not convey a specific or particular value of an individual or group. When developing central ideas, avoid wording that is overly subjective, suggests bias or implies judgement, opinion or expected behaviours. Write central ideas that invite student inquiry so that a range of responses are possible, rather than suggesting a pre-determined “right” answer. By doing this, students are encouraged to uncover the relationship between the concepts embedded in the central idea, construct their own meaning and assign their own value to the ideas being explored. The central idea should also be compelling and accessible to learners of all abilities. Learners of various abilities and ages can study a well-formulated central idea to differing levels of understanding. This means that the central idea may need to be “unpacked” by the teachers or students and discussed in language that the students can understand. By the end of a unit of inquiry, it is reasonable to expect students to be articulate about the central idea and to explain their understanding in their own words.
- 22. 22 How can we collaboratively plan a transdisciplinary unit of inquiry? 3. Concepts The specific concepts are identified early in the planning process and embedded in the central idea to help students develop their conceptual understanding and extend their critical thinking capacity. Teachers can also list additional concepts connected to the specific concepts and derived from the subject areas. Additional concepts deepen understanding of the subject areas while providing further opportunities to make connections throughout the learning, from one subject to another and between disciplinary and transdisciplinary learning. By identifying concepts that have relevance within, across and beyond the subject areas, the PYP has defined an essential element for supporting its transdisciplinary model of learning and teaching. These concepts provide a structure for the exploration of significant and authentic content. In the course of this exploration, students deepen their understanding of the concepts. 4. Teacher questions and provocations Teachers have the responsibility of framing the inquiries at the beginning of the unit through the questions asked and through the provocations provided. This is also the opportunity to model explicitly the asking of open-ended, driving questions that will promote conceptual development. Teachers could plan for provocations as a stimulus for learning and an opportunity for students to be curious, to experiment and explore, to reflect and to inquire. Examples could include reorganization of the room, introducing different equipment or resources, exploration tables or areas, arrival of a class pet, visitors, video or photo evidence and stories. How to use the PYP planner (International Baccalaureate Organization.)
- 23. 23 Teaching developed in local and global contexts • Prompting learners to develop their inquiry in local and global contexts, especially if they can be linked with real-life issues, can help to reorganize their understanding and perspectives. • This is a core aspect of the constructivist approach: “Knowledge is seen as dynamic, ever- changing with our experiences” (Bada, 2015). When teaching is developed in both local and global contexts, learners show understanding of the different forms of communication needed to move from a personal, local or national perspective to an international or global one.
- 24. 24 Teaching based on inquiry • Learning and teaching in the PYP is based on inquiry. This means that a very significant emphasis is placed on learners finding their own information and building their own understandings. PYP teachers lean heavily into inquiry as the most fundamental strategy for learning and teaching. They understand that meaning-making is unique to learners and their contexts. They value exploration, negotiation, questioning and cooperation because these practices play a vital role in the development of conceptual understanding (PSP realized). • Deeply woven into inquiry practices is the understanding that language is crucial to the building of understanding and ways in which it is communicated. Language provides a way for learners to explore their inner worlds and the worlds of others, broadening their perspectives and appreciation for diverse world views and interpretations. Technology is a particularly useful resource that contributes greatly to meaning-making within classrooms (PSP realized).
- 25. Activator
- 26. Activator: What is the standard? Introduction • In this activator, we will investigate the IB standards and practices to determine where we can find practices related to teaching focused on conceptual understanding, developed in local and global contexts and based on inquiry. Steps 1. Your facilitator will assign you a category from the IB standards and practices framework below. Environments Culture Purpose Learning 2. Read through the category you were provided from the IB standards and practices framework. 3. Re-read your category, writing down practices that address: inquiry-based learning teaching developed in local and global contexts teaching for conceptual understanding. 4. Post your answer to step 3 in your category’s thread in the forum. 5. Review the contributions of the other groups and compare the practices you found. 6. Comment and discuss any new ideas or questions you have. Consider the following prompts. Is there a programme that has more practices related to these approaches to teaching than others? If so, why do you think that is the case? Are there practices that could be easily met? Are there practices that could be challenging to meet? Why? 26 26
- 27. 27 Team 2 PSP-Environment (Selvi, Johansah, Juliansah, Andri) • Hello team PSP-Environment! • 1. Read through the PSP-Environment section you were provided from the IB standards and practices framework. • **I have attached here for your reference. • 2. Re-read your category, writing down practices that address: • inquiry-based learning • teaching developed in local and global contexts • teaching for conceptual understanding. • 3. Post your answer to step 3 in this forum by hitting the 'reply' button. • 4. Review the contributions of the other groups and compare the practices you found. • 6. Comment to at least 2 other participants and discuss any new ideas or questions you have. Respond to the following prompts. • Is there a programme that has more practices related to these approaches to teaching than others? • If so, why do you think that is the case? • Are there practices that could be easily met? • Are there practices that could be challenging to meet? Why?
- 28. 28 Our Answer Hello Team PSP-Environment! • After reviewing the PSP-Environment section of the IB Standards and Practices framework, here are key practices that specifically support: • Inquiry-Based Learning • Teacher Support 1.2 (0203-01-0200): Teachers demonstrate that they use current and relevant IB programme documentation in their teaching, which includes guidelines on inquiry-based pedagogy. • Teacher Support 2.1 (0203-02-0100): The school complies with IB-mandated professional development, which includes training in inquiry-based approaches that are central to IB teaching practices. • Teacher Support 3.1 (0203-03-0100): Scheduled collaborative planning time allows teachers to design learning experiences that promote inquiry, in line with IB's emphasis on student-led exploration.
- 29. 29 Our Answer • Teaching Developed in Local and Global Contexts • Student Support 1.4 (0202-01-0400): The school provides technologies that support communication and access to resources across local, national, and global contexts. • Leadership 3.1 (0201-03-0100): The school schedule allows for a broad and balanced curriculum, giving flexibility to embed both local relevance and global perspectives. • Leadership 4.3 (0201-04-0300): Data is used to inform the quality of programme implementation, which can include evaluating how well local and global contexts are integrated into teaching. • Teaching for Conceptual Understanding • Student Support 1.5 (0202-01-0500): Learning spaces are designed for flexibility and collaboration, supporting conceptual teaching methods rather than rote or surface learning. • Teacher Support 1.1 (0203-01-0100): Teachers have access to current IB content that emphasizes conceptual learning frameworks across all programmes. • Teacher Support 2.1 (0203-02-0100): IB professional development includes training in concept-based curriculum design and instruction. • While the Environment category doesn't address these pedagogical goals as explicitly as the Learning category does, it establishes the essential support systems—like time, space, resources, and professional development—that enable teachers to implement inquiry, global-local relevance, and conceptual understanding in their practice.
- 30. 30 Our answer Responding to step 6 • 1. Is there a programme that has more practices related to these approaches to teaching? • Yes, the Primary Years Programme (PYP) tends to have more detailed and numerous practices explicitly tied to: • Inquiry-based learning • Conceptual understanding • Teaching in local/global contexts • This is evident in the PYP’s requirements for transdisciplinary units of inquiry, flexible grouping, collaborative planning between specialists and generalists, and a strong emphasis on student voice and agency. Why? • The PYP is designed for early learners who are naturally inquisitive. The programme capitalizes on this developmental stage by structuring learning around conceptual, inquiry-driven approaches. It also emphasizes transdisciplinary learning, making it necessary to weave in real-world (local and global) contexts. • In contrast, while the MYP, DP, and CP include these approaches, their structure is more subject-based and outcomes-driven, which can make the inquiry more formalized or limited within specific disciplines. • 2. Are there practices that could be easily met? • Yes, some practices are commonly achievable with strong organizational support. Examples: • 0403-01-0400: Encouraging student choice—this can be built into unit design, projects, or assessment options. • 0203-01-0100: Ensuring teachers have access to IB resources—a matter of resource allocation. • 0403-03-0100: Connecting content to local/global contexts—can be accomplished with curriculum mapping or by integrating current events. • These practices align with many schools' existing best practices and just require intentional planning and documentation. • 3. Are there practices that could be challenging to meet? Why? • Yes, certain practices require deeper shifts in mindset, infrastructure, or professional development. Challenging ones include: • 0403-02-0200: Facilitating student-developed conceptual understandings—requires advanced pedagogical skill and time. • 0401-02-0400: Collaborative curriculum planning—may be hindered by time constraints or staff availability. • 0403-05-0100: Differentiating based on learner variability—needs robust systems for identifying and addressing diverse student needs. • These can be tough due to: • Scheduling and time constraints • Resistance to pedagogical change • Limited teacher training or experience in inquiry-based and conceptual teaching Summary • PYP is the most aligned with inquiry, concepts, and global/local relevance due to its transdisciplinary design and early learner focus. • Easiest practices are procedural or resource-based. • Most difficult practices are those requiring philosophical and structural shifts in teaching and learning culture.
- 32. 32 Learning engagement: What is the connection? Introduction In this learning engagement, you will develop an understanding of the significance of conceptual connections when crafting a central idea for a transdisciplinary unit of inquiry. Steps 1. Review the titles and descriptors of the six transdisciplinary themes beside.
- 33. 33 Learning engagement: What is the connection? 2. Identify units that you currently teach or facilitate that might fit under, or within, some of these transdisciplinary themes. 3. Select one transdisciplinary theme and then select one unit that works well under the selected transdisciplinary theme. 4. On the planner template of your choosing, write your transdisciplinary theme in the appropriate space. 5. Watch the first video of the PYP nano entitled “Concept-based learning” below, and briefly consider the word “transfer” and its impact. (beside)
- 34. 34 Learning engagement: What is the connection? (next slide)
- 35. 35 Learning engagement: What is the connection?
- 36. 36 Learning engagement: What is the connection?
- 37. 37 Learning engagement: What is the connection? Resources 1.Examples of a completed unit planner https://onlinepl.ibo.org/pluginfile.php/524238/ mod_forum/intro/PYP_sample_complete_plan ner_en.pdf 2. Collaborative planning process https://xmltwo.ibo.org/publications/PYP/p_0_ pypxx_pip_1810_1/pdf/collaborative-planning -process-en.pdf
- 38. 38 My Answer • This 8-week IB PYP unit, designed for a multiage classroom (Grades 4–6), explores how leadership influences communities and shapes the world. Through inquiry into leadership traits, historical and current leaders, and ethical decision-making, students develop conceptual understandings of Causation, Perspective, and Responsibility. Learning experiences include creative projects, debates, role-play, and student-led action, with differentiation across age levels. The unit emphasizes student agency, cross-curricular integration, and critical thinking while promoting international-mindedness. • Go to this link: • https://drive.google.com/file/d/1KR0YzmFQQKX0VTZe Y6g056fDpDINgB12/view?usp=sharing
- 39. Reflection 39
- 40. Reflection: Can we transfer? Introduction In this reflection, we will reflect on transferring pedagogical principles into everyday classroom practice. Steps 1. Write down two concrete steps you will take to either incorporate or enhance inquiry-based learning in your classroom. 2. Write down two questions you have about how to use local and global contexts to contextualize and connect your lessons to a real-world application or situation. 3. Write down two examples where you have used a concept-based approach in your teaching and the results. 4. Post your steps, questions or examples and outcomes in the forum below. 5. Review the contributions of others and comment on posts that resonate with you.
- 41. 41 My Answer 1. Two concrete steps to incorporate or enhance inquiry-based learning: • I will co-construct inquiry questions with students at the beginning of each unit to foster ownership and agency in the learning process. • I will implement weekly reflection journals where students analyze their thinking, revise questions, and track the evolution of their inquiry over time. 2. Two questions about using local and global contexts: • How can I more effectively integrate current global events (e.g., political shifts, environmental changes) into units without overwhelming students with complexity? • What strategies can help connect local community issues to transdisciplinary themes in meaningful and age- appropriate ways? 3. Two examples of concept-based teaching and the results: • Example 1: In a unit on Systems, I focused on the concept of Interdependence while teaching ecosystems. Students were able to transfer their understanding by creating analogies to social systems (e.g., teams, families), demonstrating deeper thinking beyond factual recall. • Example 2: During a unit on Government, the key concept was Responsibility. Students examined local governance structures and then applied those ideas to model classroom responsibilities, which led to a noticeable increase in accountability and collaboration.