LEGEND

*learning experience=activity or LES

Planning the inquiry *understanding=ability to apply and explain

1. What is our purpose? Class/grade: Age group:

To inquire into the following:
School: School code:
 transdisciplinary theme
Title:
-Title and complete descriptor (Making the PYP happen – page 12)
PYP planner
(you may also highlight key words specific to this unit ⁄ central idea) Teacher(s):
 central idea
Date:
-is a statement
-connects to the transdisciplinary theme (above) Proposed duration: number of hours over number of weeks
-determines overall theme of the unit
-is written in present tense
-is clear, broad, yet concise 2. What do we want to learn?
-is true ⁄ valid What are the key concepts (form, function, causation, change, connection,
-is relevant, challenging, and engaging perspective, responsibility, reflection) to be emphasized within this inquiry?
-is phrased in language that children can understand 3 key concepts, not more
(try to touch on all 8 throughout the year)
-is globally transportable
-has a degree of ambiguity, promoting “uncoverage”⁄ discovery
3 to 5 related concepts (Making the PYP happen – pages 18-20)

-promotes critical thinking  What lines of inquiry will define the scope of the inquiry into the central
idea?
-extends prior knowledge
-to help develop the lines of inquiry, finish the following phrase:
No no’s Suggestions “An inquiry into…”
no proper nouns use words like: -3 or 4 lines of inquiry is recommended
no past or future tenses “may” “can” “often” -the first line of inquiry should be definition-based
no local terms “affect” “influence”
-the last line of inquiry oftentimes, reflects a personal connection
no value laden statements “express” “reflect”
-the lines show a logical breakdown of the central idea
no more than one sentence “impact” “many”
-the lines reflect the QEP
What teacher questions / provocations will drive these inquiries?
Summative assessment task(s): -a stimulus or strategy used to “hook” students,
What are the possible ways of assessing students’ understanding of the central such as: reorganization of the classroom, set–up of exploration
idea? What evidence, including student-initiated actions, will we look for? tables, visitors, movie, etc.
-teacher question used to pique student curiosity
1-TASK or ES - describe the task in detail -3 or 4 well-formed questions framing the inquiry
2-EVIDENCE -explain or list what you will be looking for as evidence of (also called leading or guiding questions)
learning (knowledge and skills), and of *understanding of the central idea
Note: Teachers have the responsibility to ask the initial questions that will drive the
(also known as teacher/⁄student developed criteria) inquiry. Students’ questions will follow (authentically), and will be added in section 8.
3-ASSESSMENT- list the strategies ⁄ tools to be used, to assess the task
© International Baccalaureate Organization 2007 created by Grace Palmieri 2008 - Courtland Park International
Planning the inquiry

3. How might we know what we have learned? 4. How best might we learn?

This column should be used in conjunction with “How best might we learn?” In What are the learning experiences suggested by the teacher and/or students to
developing *learning experiences, it is important to identify the skills base that encourage the students to engage with the inquiries and address the driving
the students will need to have in order to go further with the inquiry. Hence, questions?List, in sequential order, and briefly describe the *learning
the arrows indicating a back-and-forth effect scaffolding the inquiry process. experiences and instruction that are planned. Remember to plan your
instruction conducive to the inquiry process. You may want to organize
What are the possible ways of assessing students’ prior knowledge and skills? your learning experiences by week under the suggested headings:
What evidence will we look for?
Week One (Pre-Assessment) (Engage) INQUIRY LOOKS LIKE…exploring,
List strategies / tools that will be used to measure prior knowledge wondering, questioning, experimenting,
Week 2 and 3 (Explore and Explain)
(examples: KWL, journal writing, class discussion, “big” question, etc.). playing with possibilities, making
Week 4 (Extend) predictions, collecting data and
Include, specifically, what you will be looking for in order to assess their reporting findings, clarifying existing
starting point (examples: using appropriate vocabulary, their knowledge Week 5 and 6 (Evaluate) ideas, using concepts, making and
of accurate and inaccurate facts on the subject matter, their ability for testing theories, defending one’s
deeper level thinking, etc.). opinion, solving problems, etc.
What opportunities will occur for transdisciplinary skills development
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for? Here you will include and for the development of the attributes of the learner profile?
ASSESSMENT tools/strategies that you will be using for each of the *learning Here you will list 2 or 3 transdisciplinary skills, along with 2 or 3 attributes
experiences in section 4 (examples: diagnostic, formative, summative, self- of the learner profile and/or attitudes that will be focused on throughout
assessment, peer assessment, etc.), as well as writing what EVIDENCE you will be this unit. Also, explain how you will be creating opportunities for these
looking for. You may even color code your Assessment Tools/Strategies and skills to be developed.
Evidence to match each of the *learning experiences in section 4:
Transdisciplinary Skills:
ASSESSMENT TOOL/STRATEGY: Evidence can be a piece of work, an oral response, an
observed action, an application, quiz, prompt - anything Learner Profile:
EVIDENCE:
that allows you to make a judgment about learning. Not Attitudes:
ASSESSMENT TOOL/STRATEGY:
all evidence is an item of work that we can see or collect,
EVIDENCE: therefore, it is important to develop ways to collate this Note: It is important to note that this planner is designed to be used in an
evidence of learner understanding, for example, through
ASSESSMENT TOOL/STRATEGY:
ongoing way. Therefore, planning the *learning experiences may occur as an
use of anecdotal records, digital photos, etc.
EVIDENCE: inquiry develops, which also encourages student input into the process.
Note: It is important to ensure assessment for each of the lines of inquiry.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Remember to be specific enough so as to facilitate the gathering of these resources for the following year.
Library/teacher resource books (title and ISBN), magazines, DVD titles, CD titles, website address (with a blurb), game titles, field trips (include contact
person and phone # and/or email), etc.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Here you will include specific ways that you will provide inquiry opportunities in your classroom, throughout the unit (examples: setting up an area for
informational books on the topic, inviting guest speakers, organizing field trips, planning walk-a-bouts, involving specialists, reorganizing the classroom set-
up, scheduling extra library visits, scheduling extra lab time, etc.).

© International Baccalaureate Organization 2007 created by Grace Palmieri 2008 - Courtland Park International
Reflecting on the inquiry

6. To what extent did we achieve our purpose?
Sections 6-9 are considered the reflective part of the planner and are to be
completed AFTER the unit is done.
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.
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?”

Here you will include student work and/or reactions to the various
*learning experiences that demonstrate their *understanding (application
and explanation) of the central idea.
(examples: the “L” part of the KWL, student reflections, summative task,
anecdotal records, portfolios, etc.)
You can also provide some quotes or comments from children, or attach 1
or 2 examples of student work, or describe a situation that demonstrated
that the children were “getting it”.
How you could improve on the assessment task(s) so that you would have a
more accurate picture of each student’s understanding of the central idea.
Here you will include the *learning experiences (top of section 4) that
brought out the key concepts focused on in this unit (in section 2).
Give examples of *learning experiences that were particularly
engaging, challenging and relevant. Explain.
 demonstrate the learning and application of particular transdisciplinary skills?
Give examples of opportunities which enabled students to
demonstrate the application of transdisciplinary skills focused on
throughout the unit (bottom of section 4). Explain.

Ask yourself, “What *learning experiences (LES) would I add or modify to

lead to a better *understanding of the central idea?”(sometimes, this may
require modifying the central idea).
 develop particular attributes of the learner profile and/or attitudes?
(examples: modifying *learning experiences, modifying the sequence,
narrowing the scope of the unit (which would mean changing the lines of Give examples of opportunities which enabled students to
inquiry),improving assessment tasks, etc.) demonstrate the learner’s profile and the attitudes focused on
throughout the unit (bottom of section 4). Explain.
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
What observations were made, if any, that connections were made
between the central idea and the transdisciplinary theme.
(examples: comments made through class discussions, other questions
that were asked by the students that demonstrated that they were making
a link between the central idea and the transdisciplinary theme, etc.)
Also, refer to the key words you highlighted in the transdisciplinary theme
(top of section 1), and record any further connections that were made to
those words specifically (if any).

© International Baccalaureate Organization 2007 created by Grace Palmieri 2008 - Courtland Park International
Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning? 9. Teacher notes

Record a range of student-initiated inquiries and student questions and highlight any
that were incorporated into the teaching and learning.
Here you may include general comments such as:
Here you may list 5 to 10 student questions and wonderings,
highlighting those that were key in driving the inquiry. -what single subject areas were integrated (subject focus)
-what worked well
Note: Students’ questions will develop authentically and be more -what did not work so well
informed over time and throughout the unit. For this reason, it is not
always effective to elicit student questions as an introductory activity. -specialist involvement
-difficulties encountered
At this point teachers should go back to box 2 “What do we want to learn?” and -how was the timing
highlight the teacher questions/provocations that were most effective in driving the
inquiries. -what to remember for next time
-what you would change for next year

Here you will list teacher questions/provocations that were most -list resources you want to pre-order for next year
effective. (bottom of section 2). You may also include spontaneous -was there enough evidence of learning
(unplanned) questions that were effective in driving the inquiry.
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-
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What student-initiated actions arose from the learning?
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Record student-initiated actions taken by individuals or groups showing their ability to
reflect, to choose and to act. -
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Here you will include student ideas that you may have “heard” about,
through parents, or other students or teachers, or may have witnessed
yourself…ideas where they have demonstrated taking the unit a step
further…taking SELF-INITIATED ACTION!

Note: Not every unit of inquiry will necessarily have a student-initiated

action component.

© International Baccalaureate Organization 2007 created by Grace Palmieri 2008 - Courtland Park International