Teachers as inquirers
•Download as PPT, PDF•
1 like•302 views
The document outlines steps for teachers to take to inquire into how glowsticks work. It instructs them to start by recording any prior knowledge about glowsticks and questions on the topic. Teachers are then told to crack open a glowstick and observe what happens, and to use available resources to further their understanding and answer questions. The final steps encourage sharing the new knowledge with others and considering new ideas or applications of how glowsticks work.
Report
Share
Report
Share
Recommended
Teachers as inquirers
The document outlines steps for teachers to take an inquiry-based approach to understanding how glowsticks work. It instructs teachers to record what they already know, document any questions after exploring prior knowledge, crack open and observe a glowstick, explain how it works, research further, share their knowledge with others, and brainstorm new ideas using their new understanding.
Final assignment-reflect-jen miller-8-26-2013
This document discusses the design thinking process and provides reflections on applying design thinking skills. It makes the following key points:
1. The author had positive experiences with design thinking, such as generating unexpected ideas and pushing past self-imposed limitations.
2. At work, the author plans to share design thinking concepts with their marketing team to help drive excellence through greater creativity, ownership, and attention to detail.
3. More broadly, the author wants to apply design thinking to problems in their field by engaging global teams in creative problem solving and developing new tools to create better outcomes that align with organizational goals.
Ib parent presentation
The document summarizes an International Baccalaureate (IB) Parent Teacher Organization meeting about the school becoming an IB World School. It outlines the IB mission of developing inquiring, knowledgeable and caring students. It also discusses the school's mission and emphasis on rigorous, inquiry-based learning and respect for diversity. The document then explains key aspects of the IB Primary Years Programme the school is adopting, including its inquiry-driven approach and focus on international-mindedness. It provides an overview of the curriculum changes being made to align with the IB programme, such as rewriting lessons to be more concept-based and connected.
IB PYP Intro for teachers
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
PYP overview for parents
The document provides an overview of the Primary Years Programme (PYP) at AAS. It describes the origins and objectives of the PYP, including developing the whole child through a concept-based, inquiry-driven international curriculum. Key aspects of the PYP model are highlighted, such as its focus on understanding over knowledge, transdisciplinary teaching, and authentic assessment. Benefits of the PYP approach for students are listed, and ways parents can support the programme are suggested.
PYP Introduction
The document provides an introduction to the International Baccalaureate's Primary Years Programme (PYP) for students ages 3-12. It outlines the core principles of the PYP, which include conceptual learning, student-centered inquiry, and transdisciplinary themes. The PYP aims to develop students holistically as inquirers and lifelong learners through its focus on skills, concepts, attitudes, and taking action.
PYP New Teacher Induction PD
The document provides guidance for planning a PYP unit using the PYP planner template. The planner consists of 9 stages to be completed before and after teaching a unit. Stage 1 involves identifying the unit's purpose by selecting a transdisciplinary theme, central idea, and summative assessment. Stage 2 involves choosing key concepts and lines of inquiry to explore the central idea. Stages 3-4 involve assessing student prior knowledge and determining how learning will be assessed. Stages 5-7 involve planning learning experiences, resources, and how skills and attributes will be developed. Stages 8-9 involve reflecting on what was learned and how to improve future units. The document explains how to complete each section of the planner to
Clifton Strenght
This document presents an individual's top five signature themes as identified by the CliftonStrengths assessment:
1. Achiever - They have a constant drive for achievement and feel they must achieve something every day.
2. Learner - They love the process of learning and are energized by continually gaining new knowledge and skills.
3. Arranger - They enjoy managing complex situations by arranging and rearranging variables to find the best configuration.
4. Intellection - They enjoy thinking and exercising their mind, whether focused or unfocused mental activity.
5. Input - They are inquisitive and like to collect information, words, facts, or tangible objects because they find many things interesting.
Recommended
Teachers as inquirers
The document outlines steps for teachers to take an inquiry-based approach to understanding how glowsticks work. It instructs teachers to record what they already know, document any questions after exploring prior knowledge, crack open and observe a glowstick, explain how it works, research further, share their knowledge with others, and brainstorm new ideas using their new understanding.
Final assignment-reflect-jen miller-8-26-2013
This document discusses the design thinking process and provides reflections on applying design thinking skills. It makes the following key points:
1. The author had positive experiences with design thinking, such as generating unexpected ideas and pushing past self-imposed limitations.
2. At work, the author plans to share design thinking concepts with their marketing team to help drive excellence through greater creativity, ownership, and attention to detail.
3. More broadly, the author wants to apply design thinking to problems in their field by engaging global teams in creative problem solving and developing new tools to create better outcomes that align with organizational goals.
Ib parent presentation
The document summarizes an International Baccalaureate (IB) Parent Teacher Organization meeting about the school becoming an IB World School. It outlines the IB mission of developing inquiring, knowledgeable and caring students. It also discusses the school's mission and emphasis on rigorous, inquiry-based learning and respect for diversity. The document then explains key aspects of the IB Primary Years Programme the school is adopting, including its inquiry-driven approach and focus on international-mindedness. It provides an overview of the curriculum changes being made to align with the IB programme, such as rewriting lessons to be more concept-based and connected.
IB PYP Intro for teachers
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
PYP overview for parents
The document provides an overview of the Primary Years Programme (PYP) at AAS. It describes the origins and objectives of the PYP, including developing the whole child through a concept-based, inquiry-driven international curriculum. Key aspects of the PYP model are highlighted, such as its focus on understanding over knowledge, transdisciplinary teaching, and authentic assessment. Benefits of the PYP approach for students are listed, and ways parents can support the programme are suggested.
PYP Introduction
The document provides an introduction to the International Baccalaureate's Primary Years Programme (PYP) for students ages 3-12. It outlines the core principles of the PYP, which include conceptual learning, student-centered inquiry, and transdisciplinary themes. The PYP aims to develop students holistically as inquirers and lifelong learners through its focus on skills, concepts, attitudes, and taking action.
PYP New Teacher Induction PD
The document provides guidance for planning a PYP unit using the PYP planner template. The planner consists of 9 stages to be completed before and after teaching a unit. Stage 1 involves identifying the unit's purpose by selecting a transdisciplinary theme, central idea, and summative assessment. Stage 2 involves choosing key concepts and lines of inquiry to explore the central idea. Stages 3-4 involve assessing student prior knowledge and determining how learning will be assessed. Stages 5-7 involve planning learning experiences, resources, and how skills and attributes will be developed. Stages 8-9 involve reflecting on what was learned and how to improve future units. The document explains how to complete each section of the planner to
Clifton Strenght
This document presents an individual's top five signature themes as identified by the CliftonStrengths assessment:
1. Achiever - They have a constant drive for achievement and feel they must achieve something every day.
2. Learner - They love the process of learning and are energized by continually gaining new knowledge and skills.
3. Arranger - They enjoy managing complex situations by arranging and rearranging variables to find the best configuration.
4. Intellection - They enjoy thinking and exercising their mind, whether focused or unfocused mental activity.
5. Input - They are inquisitive and like to collect information, words, facts, or tangible objects because they find many things interesting.
What is elaboration and elaborative interrogation
Elaboration involves explaining ideas in detail, making connections between ideas and relating material to personal experiences. Elaborative interrogation is a specific elaboration method where students ask themselves questions about the material and answer them. Effective elaborative interrogation involves making a list of ideas to learn, asking how and why questions about each idea using class materials to find answers, connecting multiple ideas by explaining how they relate, and describing how ideas apply to one's own life. The ultimate goal is to elaborate and explain ideas without class materials by practicing information retrieval.
Critical Thinking
This document provides an overview of a course on critical thinking. It outlines 12 modules that cover topics such as components of critical thinking, non-linear thinking, logical thinking, becoming a critical thinker, evaluating information, benefits of critical thinking, changing perspectives, problem solving, and putting the skills together. The course aims to teach participants how to apply reason, be open-minded, think logically, ask the right questions, consider different viewpoints, and develop critical thinking skills and habits.
Dans Gallup Strengths
If you have read my recommendations, you would see a common thread of an out-of-the-box thinker. To understand how I manage matching people and opportunities...this tells you how I am hardwired.
StrenghtsFinder
The document summarizes the results of a strengths assessment for an individual named Arron Groomes. It identifies their top five signature themes:
1. Learner - They love learning for its own sake and are energized by the process of gaining new skills and knowledge.
2. Futuristic - They are fascinated by the future and enjoy envisioning what could be to motivate themselves and others.
3. Achiever - They feel the need to achieve something tangible every day in order to feel satisfied and have an internal drive to do more.
4. Ideation - They are intrigued by ideas and enjoy making connections between concepts to gain new perspectives.
5. Input - They are inquis
GallupReport
Kathy Lyons completed a survey that identified her top five signature themes:
1. Learner - She loves learning for its own sake and enjoys taking on new learning experiences.
2. Individualization - She focuses on the unique qualities of each individual rather than generalizations.
3. Achiever - She feels the need to achieve something tangible every day in order to feel satisfied.
4. Analytical - She questions theories and ideas by insisting on sound data and logical patterns.
5. Intellection - She enjoys thinking, reflection, and exercising her mind.
Strengths Finders Report
This document provides a StrengthsFinder 2.0 report for an individual named Nate Pache. It details their top 5 themes: Ideation, Futuristic, Activator, Connectedness, and Belief. For each theme, it provides a shared theme description, personalized strengths insights specific to Nate, and questions for them to consider to increase self-awareness and apply their talents. It also offers 10 ideas for taking action for each theme and applying their strengths. The report is intended to help Nate better understand their unique talents and leverage them to add value in their role, team, and organization.
Lead Teacher Workshop Term1 09
This document outlines the agenda for a Lead Teacher workshop focusing on introducing action research. The agenda includes activities like tuning in to discuss facilitator concerns, finding out barriers to action research, and sorting concerns into categories. It also provides resources for independent research and reflection on introducing action research to other teachers. The goal is for Lead Teachers to learn skills and strategies to facilitate adopting action research in their schools.
Misty Arnold GallupReport
This document is a strengths insight and action-planning guide for an individual named Misty Arnold. It provides descriptions of Misty's top 5 themes: Individualization, Learner, Activator, Positivity, and Achiever. For each theme, it gives a shared theme description, personalized strengths insights specific to Misty, and questions for her to consider to increase self-awareness and apply her talents. The guide is intended to help Misty leverage her strengths for greater insight, action, and achievement.
Critical Thinking Routines for the Modern Classroom
This document introduces various thinking routines that can be used in classrooms to develop students' critical thinking skills. It discusses tools from Harvard Project Zero and Thinker Keys that provide different routines. Thinking routines are presented as short activities that provoke deep thinking across different subjects. Examples are given of routines that analyze layers of meaning, compare options, or have students examine the thoughts and feelings behind facts. Implementing thinking routines regularly is said to transform how students learn. The document encourages teachers to try different routines and integrate them into their teaching.
Ps session 4 brainstorm solutions
The document provides instructions on brainstorming techniques for problem solving, including guidelines for effective brainstorming. It explains that brainstorming involves generating many potential solutions to a problem without judging ideas, and encourages building on others' suggestions. Examples of brainstorming tools like spider maps are also presented to help stimulate new ideas.
Uxhk2015v5
This document appears to be a slide deck for a workshop on design thinking and creativity. The workshop covers topics like the hero's journey as a model for creativity, exploring the ordinary and special worlds through different stages of the design process, and tying it together with a discussion of neuroscience and the brain. Activities include discussing past experiences that hindered creativity, conducting user interviews to gain empathy, and exercises to develop a beginner's mindset when conducting user research. The overall aim seems to be providing designers with frameworks and techniques to stimulate creativity and innovation through an understanding of human-centered design processes and principles.
GallupReport-Isabelita Castilho
This document is a StrengthsFinder 2.0 report for an individual named Isabelita Castilho. It includes descriptions of her top 5 themes: Strategic, Input, Individualization, Learner, and Competition. For each theme, it provides a shared description and a personalized insight highlighting talents that make her stand out from others with the same theme. The report is intended to increase her awareness of her strengths and provide guidance on how to apply them for achievement.
Strengths Based Insight Report
Kayla Tufares completed a CliftonStrengths assessment and this report details her top 5 themes: Communication, Woo, Input, Ideation, and Futuristic. For each theme, the report provides a shared theme description, personalized strengths insights about what makes Kayla stand out, and highlights of how she can apply her strengths. The report is intended to help Kayla understand her natural talents and strengths and ways to leverage them.
The Cycle of Inquiry
The document outlines the inquiry process which includes connecting and wondering about a topic, investigating it through appropriate resources, constructing new understandings, expressing knowledge in an organized format for an audience, and reflecting on the process and outcomes. The process is described as messy and recursive, building reflection and connections through deep understanding to empower independent learning.
Vark
This document discusses the VARK learning styles questionnaire results for Julia Hernandez. Her results showed a preference for auditory (Aural: 10), reading/writing (Read/Write: 2), and kinesthetic (Kinesthetic: 8) learning styles, with a low score for visual. This multimodal learning profile means Julia learns best through a combination of listening, reading, writing, and hands-on activities. The document provides strategies for how Julia can take advantage of her learning preferences, such as attending lectures, discussions, tutorials, and explaining concepts aloud.
GallupReport
Gabi's top 5 themes from the survey are Futuristic, Strategic, Learner, Focus, and Achiever. The report provides insights into each theme including how Gabi likely takes advantage of opportunities to share visions of the future, notices multiple solutions to problems, has an insatiable appetite for learning, seeks to control circumstances, and works diligently to be the best.
Lean in - Questions...move you toward what you want!
Rachael Herrscher discusses the power of asking the right questions in her TED talk. She is the CEO and founder of an online media company. The document provides tips on how to be a good question asker by considering different archetypes like a question advocate, doctor, lawyer, etc. It then describes a process called QuestionStorming which is an alternative to brainstorming that focuses on generating questions rather than statements to help solve problems in a more creative way. The document encourages picking one action step to apply a questioning tip.
GallupReport
This document provides a StrengthsFinder report for an individual named Yuichi Suda. It outlines their top 5 themes: Activator, Individualization, Harmony, Learner, and Achiever. For each theme, it provides a shared description, personalized insights specific to Yuichi Suda, and questions to increase self-awareness and help apply their talents. The report is intended to help Yuichi Suda understand their strengths and leverage them for achievement.
My Strengths
The document is a StrengthsFinder 2.0 report that identifies Teresa Seina's top 5 themes: Connectedness, Context, Learner, Activator, and Ideation. For each theme, it provides a shared description and a personalized insight into how that strength shows up uniquely in Teresa. The insights describe how her talents in each theme help her make connections between people and events, gain knowledge from studying history, continuously improve through learning, take initiative to get things done, and generate new ideas. At the end of each section, it prompts Teresa to reflect on which parts of the insight stood out and which talent she wants others to see most.
Release your talents.
•
Your perception of yourself is very complex. Similar to how you cannot see your own nose, you may often be blinded to the things that you are best at. It can be really hard to identify your brightest talents and they are often in the places you least expect. You may even be very good at things that you perceive yourself as being bad at. There are many good reasons to want to explore your talents but it's going to take a little work.
One good thing to think about was what your childhood was like. What did you do a lot as a kid? What did you enjoy? What were you known for? Sometimes this can reveal some of your deepest talents and certainly will reveal interests that can be probed further. Think about your hobbies as your personality is made by them they are the things you do regularly and your hidden talent is that which you can do better than everyone so focus on your hobbies and how you do them every single step.
• Another thing you can think about are the times in your life that you've been challenged. Think about the tough situations that you've had to deal with. Times of trial can often reveal your hidden skills. For example, when your dad had a heart attack, maybe you kept your head and called 911. Staying alert and calm in an emergency is a really useful talent.
Mission statement and lp
The document outlines the mission and goals of the International Baccalaureate (IB). The IB aims to develop inquisitive, knowledgeable, and compassionate young people who can help create a more peaceful world through cultural understanding and respect. To achieve this, the IB works with schools and governments to develop challenging international education programs and assessments. These programs encourage lifelong learning and an understanding that differences between people do not diminish their worth.
Twa curriculum
The document outlines the key components of the PYP curriculum, including the written, taught, and assessed curriculum. The written curriculum focuses on concepts, knowledge, skills, action, and attitudes that students should learn. The taught curriculum emphasizes collaboration, reflection, inquiry-based learning, engaging students, and using appropriate resources. Finally, the assessed curriculum involves formative and summative assessment, as well as recording, reporting, and reflecting on student learning through student-led conferences, portfolios, and other means.
More Related Content
Similar to Teachers as inquirers
What is elaboration and elaborative interrogation
Elaboration involves explaining ideas in detail, making connections between ideas and relating material to personal experiences. Elaborative interrogation is a specific elaboration method where students ask themselves questions about the material and answer them. Effective elaborative interrogation involves making a list of ideas to learn, asking how and why questions about each idea using class materials to find answers, connecting multiple ideas by explaining how they relate, and describing how ideas apply to one's own life. The ultimate goal is to elaborate and explain ideas without class materials by practicing information retrieval.
Critical Thinking
This document provides an overview of a course on critical thinking. It outlines 12 modules that cover topics such as components of critical thinking, non-linear thinking, logical thinking, becoming a critical thinker, evaluating information, benefits of critical thinking, changing perspectives, problem solving, and putting the skills together. The course aims to teach participants how to apply reason, be open-minded, think logically, ask the right questions, consider different viewpoints, and develop critical thinking skills and habits.
Dans Gallup Strengths
If you have read my recommendations, you would see a common thread of an out-of-the-box thinker. To understand how I manage matching people and opportunities...this tells you how I am hardwired.
StrenghtsFinder
The document summarizes the results of a strengths assessment for an individual named Arron Groomes. It identifies their top five signature themes:
1. Learner - They love learning for its own sake and are energized by the process of gaining new skills and knowledge.
2. Futuristic - They are fascinated by the future and enjoy envisioning what could be to motivate themselves and others.
3. Achiever - They feel the need to achieve something tangible every day in order to feel satisfied and have an internal drive to do more.
4. Ideation - They are intrigued by ideas and enjoy making connections between concepts to gain new perspectives.
5. Input - They are inquis
GallupReport
Kathy Lyons completed a survey that identified her top five signature themes:
1. Learner - She loves learning for its own sake and enjoys taking on new learning experiences.
2. Individualization - She focuses on the unique qualities of each individual rather than generalizations.
3. Achiever - She feels the need to achieve something tangible every day in order to feel satisfied.
4. Analytical - She questions theories and ideas by insisting on sound data and logical patterns.
5. Intellection - She enjoys thinking, reflection, and exercising her mind.
Strengths Finders Report
This document provides a StrengthsFinder 2.0 report for an individual named Nate Pache. It details their top 5 themes: Ideation, Futuristic, Activator, Connectedness, and Belief. For each theme, it provides a shared theme description, personalized strengths insights specific to Nate, and questions for them to consider to increase self-awareness and apply their talents. It also offers 10 ideas for taking action for each theme and applying their strengths. The report is intended to help Nate better understand their unique talents and leverage them to add value in their role, team, and organization.
Lead Teacher Workshop Term1 09
This document outlines the agenda for a Lead Teacher workshop focusing on introducing action research. The agenda includes activities like tuning in to discuss facilitator concerns, finding out barriers to action research, and sorting concerns into categories. It also provides resources for independent research and reflection on introducing action research to other teachers. The goal is for Lead Teachers to learn skills and strategies to facilitate adopting action research in their schools.
Misty Arnold GallupReport
This document is a strengths insight and action-planning guide for an individual named Misty Arnold. It provides descriptions of Misty's top 5 themes: Individualization, Learner, Activator, Positivity, and Achiever. For each theme, it gives a shared theme description, personalized strengths insights specific to Misty, and questions for her to consider to increase self-awareness and apply her talents. The guide is intended to help Misty leverage her strengths for greater insight, action, and achievement.
Critical Thinking Routines for the Modern Classroom
This document introduces various thinking routines that can be used in classrooms to develop students' critical thinking skills. It discusses tools from Harvard Project Zero and Thinker Keys that provide different routines. Thinking routines are presented as short activities that provoke deep thinking across different subjects. Examples are given of routines that analyze layers of meaning, compare options, or have students examine the thoughts and feelings behind facts. Implementing thinking routines regularly is said to transform how students learn. The document encourages teachers to try different routines and integrate them into their teaching.
Ps session 4 brainstorm solutions
The document provides instructions on brainstorming techniques for problem solving, including guidelines for effective brainstorming. It explains that brainstorming involves generating many potential solutions to a problem without judging ideas, and encourages building on others' suggestions. Examples of brainstorming tools like spider maps are also presented to help stimulate new ideas.
Uxhk2015v5
This document appears to be a slide deck for a workshop on design thinking and creativity. The workshop covers topics like the hero's journey as a model for creativity, exploring the ordinary and special worlds through different stages of the design process, and tying it together with a discussion of neuroscience and the brain. Activities include discussing past experiences that hindered creativity, conducting user interviews to gain empathy, and exercises to develop a beginner's mindset when conducting user research. The overall aim seems to be providing designers with frameworks and techniques to stimulate creativity and innovation through an understanding of human-centered design processes and principles.
GallupReport-Isabelita Castilho
This document is a StrengthsFinder 2.0 report for an individual named Isabelita Castilho. It includes descriptions of her top 5 themes: Strategic, Input, Individualization, Learner, and Competition. For each theme, it provides a shared description and a personalized insight highlighting talents that make her stand out from others with the same theme. The report is intended to increase her awareness of her strengths and provide guidance on how to apply them for achievement.
Strengths Based Insight Report
Kayla Tufares completed a CliftonStrengths assessment and this report details her top 5 themes: Communication, Woo, Input, Ideation, and Futuristic. For each theme, the report provides a shared theme description, personalized strengths insights about what makes Kayla stand out, and highlights of how she can apply her strengths. The report is intended to help Kayla understand her natural talents and strengths and ways to leverage them.
The Cycle of Inquiry
The document outlines the inquiry process which includes connecting and wondering about a topic, investigating it through appropriate resources, constructing new understandings, expressing knowledge in an organized format for an audience, and reflecting on the process and outcomes. The process is described as messy and recursive, building reflection and connections through deep understanding to empower independent learning.
Vark
This document discusses the VARK learning styles questionnaire results for Julia Hernandez. Her results showed a preference for auditory (Aural: 10), reading/writing (Read/Write: 2), and kinesthetic (Kinesthetic: 8) learning styles, with a low score for visual. This multimodal learning profile means Julia learns best through a combination of listening, reading, writing, and hands-on activities. The document provides strategies for how Julia can take advantage of her learning preferences, such as attending lectures, discussions, tutorials, and explaining concepts aloud.
GallupReport
Gabi's top 5 themes from the survey are Futuristic, Strategic, Learner, Focus, and Achiever. The report provides insights into each theme including how Gabi likely takes advantage of opportunities to share visions of the future, notices multiple solutions to problems, has an insatiable appetite for learning, seeks to control circumstances, and works diligently to be the best.
Lean in - Questions...move you toward what you want!
Rachael Herrscher discusses the power of asking the right questions in her TED talk. She is the CEO and founder of an online media company. The document provides tips on how to be a good question asker by considering different archetypes like a question advocate, doctor, lawyer, etc. It then describes a process called QuestionStorming which is an alternative to brainstorming that focuses on generating questions rather than statements to help solve problems in a more creative way. The document encourages picking one action step to apply a questioning tip.
GallupReport
This document provides a StrengthsFinder report for an individual named Yuichi Suda. It outlines their top 5 themes: Activator, Individualization, Harmony, Learner, and Achiever. For each theme, it provides a shared description, personalized insights specific to Yuichi Suda, and questions to increase self-awareness and help apply their talents. The report is intended to help Yuichi Suda understand their strengths and leverage them for achievement.
My Strengths
The document is a StrengthsFinder 2.0 report that identifies Teresa Seina's top 5 themes: Connectedness, Context, Learner, Activator, and Ideation. For each theme, it provides a shared description and a personalized insight into how that strength shows up uniquely in Teresa. The insights describe how her talents in each theme help her make connections between people and events, gain knowledge from studying history, continuously improve through learning, take initiative to get things done, and generate new ideas. At the end of each section, it prompts Teresa to reflect on which parts of the insight stood out and which talent she wants others to see most.
Release your talents.
•
Your perception of yourself is very complex. Similar to how you cannot see your own nose, you may often be blinded to the things that you are best at. It can be really hard to identify your brightest talents and they are often in the places you least expect. You may even be very good at things that you perceive yourself as being bad at. There are many good reasons to want to explore your talents but it's going to take a little work.
One good thing to think about was what your childhood was like. What did you do a lot as a kid? What did you enjoy? What were you known for? Sometimes this can reveal some of your deepest talents and certainly will reveal interests that can be probed further. Think about your hobbies as your personality is made by them they are the things you do regularly and your hidden talent is that which you can do better than everyone so focus on your hobbies and how you do them every single step.
• Another thing you can think about are the times in your life that you've been challenged. Think about the tough situations that you've had to deal with. Times of trial can often reveal your hidden skills. For example, when your dad had a heart attack, maybe you kept your head and called 911. Staying alert and calm in an emergency is a really useful talent.
Similar to Teachers as inquirers (20)
Critical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern Classroom
Lean in - Questions...move you toward what you want!
Lean in - Questions...move you toward what you want!
More from pobrien2
Mission statement and lp
The document outlines the mission and goals of the International Baccalaureate (IB). The IB aims to develop inquisitive, knowledgeable, and compassionate young people who can help create a more peaceful world through cultural understanding and respect. To achieve this, the IB works with schools and governments to develop challenging international education programs and assessments. These programs encourage lifelong learning and an understanding that differences between people do not diminish their worth.
Twa curriculum
The document outlines the key components of the PYP curriculum, including the written, taught, and assessed curriculum. The written curriculum focuses on concepts, knowledge, skills, action, and attitudes that students should learn. The taught curriculum emphasizes collaboration, reflection, inquiry-based learning, engaging students, and using appropriate resources. Finally, the assessed curriculum involves formative and summative assessment, as well as recording, reporting, and reflecting on student learning through student-led conferences, portfolios, and other means.
Knowledge and tt
The document provides instructions for organizing participants into expert groups based on numbers 1 through 8 to read and discuss different sections on the topics of an educated person. It then instructs forming mixed groups with one participant from each expert group number to teach the others about their topic. Finally, it asks the mixed groups to read a section and look for connections between transdisciplinary themes and commonalities to make a list of big ideas.
Concepts
The document discusses concepts in the IB curriculum. It explains that concepts are mental constructs that umbrella different topics, are timeless and abstract, and represent a higher level of abstraction than topics. Concepts can be organized into macro concepts, which provide breadth across the curriculum, and micro concepts, which provide depth within disciplines. The IB aims to structure the curriculum around significant concepts to promote real understanding rather than isolated facts.
Concepts
1. Concepts represent significant ideas that are timeless, abstract, and universal, and can be organized in relationships to one another.
2. They provide a higher level of abstraction than topics by being more generally applicable.
3. The IB believes concepts should be at the center of the curriculum to promote deep understanding over memorization of isolated facts. Exploring concepts from multiple perspectives leads to conceptual understanding.
Knowledge and tt
The document outlines an activity for participants to learn about different topics related to an educated person. It instructs participants to number themselves 1 through 8 and form expert groups based on their number to read and discuss their assigned section. They will then form mixed groups with one participant from each original expert group who will teach the others about their topic to develop a common understanding. Finally, the mixed groups will search for connections between the themes and Boyer's commonalities, making a list of overarching ideas.
Inquiry models
1. The document outlines the inquiry cycle which involves building from prior knowledge, questioning, observing, exploring, gaining new perspectives, sharing learning, and taking new action.
2. It also discusses different forms of inquiry including teacher-directed structured learning, guided inquiry with more student initiative, and open inquiry with high student control and low teacher control.
3. Key aspects of the inquiry cycle are reflection, questioning, researching, and drawing conclusions to share new learning.
Inquiry making connections
This document provides guidance for a group to analyze unit planners and make connections between the learning engagements and an inquiry cycle. The group is asked to discuss whether opportunities exist for taking action, when guided inquiry ends and student inquiry begins, how this is shown in the planner, if there are enough provocations, when student questions should be generated, and where activities fit on a quadrant of teacher control versus initiative.
Teachers as inquirers
The document outlines steps for teachers to take to inquire into how glowsticks work. It instructs them to start by recording any prior knowledge about glowsticks and questions on the topic. Teachers are then told to crack open a glowstick and observe what happens, and use available resources to further their understanding and answer questions. The final steps encourage sharing the new knowledge with others and considering new ideas or applications of how glowsticks work.
Inquiry prompts2
This document outlines a 4 station activity where participants complete different language-based challenges at each station. Station One involves reversing sentences, Station Two tests visual comprehension, Station Three is a true/false quiz, and Station Four focuses on starting sentences in a particular way.
More from pobrien2 (10)
Teachers as inquirers
- 1. Teachers as Inquirers Record what you already know about glowsticks Record any questions that arise as you explore you prior knowledge
- 2. Teachers as Inquirers How does a glowstick work? Crack the stick. Document your observations
- 3. Teachers as Inquirers Explain the glow stick works
- 4. Teachers as Inquirers Use the resources around you to further your understanding and answer your questions Add to your existing knowledge Share how it works with others. Any connections to other information you possess
- 5. Teachers as Inquirers Now you understand how a glowstick works, what new ideas are possible? How could you use this knowledge?
- 6. Teachers as Inquirers Now you understand how a glowstick works, what new ideas are possible? How could you use this knowledge?
Editor's Notes
- Strategy Fishbowl Math Activity - deduction
- Strategy Fishbowl Math Activity - deduction
- Strategy Fishbowl Math Activity - deduction
- Strategy Fishbowl Math Activity - deduction
- Strategy Fishbowl Math Activity - deduction