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Planning the inquiry

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


4th Grade
To inquire into the following:
School: School code:
 transdisciplinary theme
Title:
How we express ourselves: An inquiry into the ways in which we discover and 
express ideas, feelings, nature, culture, beliefs and values; the ways in which we  PYP planner
Teacher(s):
reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Date:
 central idea
Proposed duration: number of hours over number of weeks
The arts have been an expression of thoughts and beliefs throughout time.

Summative assessment task(s):


What are the possible ways of assessing students’ understanding of the central 2. What do we want to learn?
idea? What evidence, including student-initiated actions, will we look for?
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Student centered and chosen means of expression in any of the art forms (visual, music, Key Concepts: Form, Change, Connection, Perspective
theatrical). Students can create their own poem/monologue, song, or work of visual art
in a self portrait form.

What lines of inquiry will define the scope of the inquiry into the central idea?

 Art reflects the experiences and environment of the artist.
 Art has diverse definitions and interpretations. 
 Art is a way of expressing emotions and ideas.

What teacher questions/provocations will drive these inquiries?

What can we learn from looking at a piece of art (listening/watching a piece of


music or theater)? Does the work tell you anything about the artist or their life?

© International Baccalaureate Organization 2007


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?” What are the learning experiences suggested by the teacher and/or students to
encourage the students to engage with the inquiries and address the driving
What are the possible ways of assessing students’ prior knowledge and skills? questions?
What evidence will we look for?
Research on different artists and their lives – can you see the effect on their
Have students created self portraits before? In what medium? Is this something work? Can you tell if a painting or song is sad or angry?
that can change over time?

What opportunities will occur for transdisciplinary skills development and for the
What are the possible ways of assessing student learning in the context of the development of the attributes of the learner profile?
lines of inquiry? What evidence will we look for?
Students will ask questions of themselves and of other famous artists (reflective,
Student centered and chosen means of expression in any of the art forms (visual, music, inquirer). They will learn to push themselves as communicators – using more
theatrical). Students can create their own poem/monologue, song, or work of visual art than words (other artistic mediums).
in a self portrait form

5. What resources need to be gathered?


What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

© International Baccalaureate Organization 2007


Reflecting on the inquiry

6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students’ What were the learning experiences that enabled students to:
understanding of the central idea. The reflections of all teachers involved in the
 develop an understanding of the concepts identified in “What do we want to
planning and teaching of the inquiry should be included.
learn?”
 demonstrate the learning and application of particular transdisciplinary skills?
 develop particular attributes of the learner profile and/or attitudes?
How you could improve on the assessment task(s) so that you would have a
In each case, explain your selection.
more accurate picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea
and the transdisciplinary theme?

© International Baccalaureate Organization 2007


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.

At this point teachers should go back to box 2 “What do we want to learn?” and
highlight the teacher questions/provocations that were most effective in driving the
inquiries.

What student-initiated actions arose from the learning?


Record student-initiated actions taken by individuals or groups showing their ability to
reflect, to choose and to act.

© International Baccalaureate Organization 2007