Section A: Philosophy Standard A The school’s educational beliefs and values reflect IB philosophy. c. The school is committed to a constructivist, inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills. 3. The school community demonstrates an understanding of, and commitment to, the programme(s).
Standard C3: Teaching and learning Teaching and learning reflects IB philosophy. Section C: Curriculum 2. Teaching and learning engages students as inquirers and thinkers. a. The school ensures that inquiry is used across the curriculum and by all teachers.
http://bbidailynotices.wikispaces.com Staff Meetings- Term 2 Inquiry and Engagement
exploring, wondering and questioning
making predictions and acting purposefully
collecting data and reporting findings
deepening understandings through application
researching and seeking information
Inquiry can take many forms
What is inquiry based instruction? It is the creation of a classroom where students are engaged in essentially open-ended, student-centered, hands-on activities.” Alan Colburn, 2000
INQUIRY BASED INSTRUCTION STRUCTURED INQUIRY: The teacher provides students with hands-on problems to investigate, as well as the procedures, and materials, but does not inform them of expected outcomes. Students are to discover relationships between variables or otherwise generalize from data collected. GUIDED INQUIRY: The teacher provides only the materials and problem to investigate. Students devise their own procedure to solve the problem. OPEN INQUIRY: This approach is similar to guided inquiry, with the addition that students also formulate their own problem to investigate. Open inquiry, in many ways, is analogous to doing science.
We will effectively nurture inquiry if we….. • Ask real, honest questions. • Recognize the many voices of inquiry: our questions may not look like questions. • Nurture the language of inquiry (I wonder? or What would happen if?) • Create a safe and open environment. • Model it ourselves. • Create opportunities to turn to someone else. • Recognize that inquiry involves knowledge in action. • Understand that students will be successful if guided toward understanding by discovering concrete concepts on their own (instead of memorizing facts). Colburn and Barlett