PYP COLUMN
by Ibu Ratna Putri
Inquiry-based learning and teaching is one of the foundations of a Primary Years Programme (PYP) education. But why and how does it work? What is the role played by students, teachers, and the learning environment in inquiry?
Students are central
Teachers' role
Students are central to the learning process. Rather than teachers telling students what they need to know, students are more encouraged to explore, question, and build understanding for themselves.
Teachers encourage inquiry by providing age-appropriate resources. The resources can be hands-on resources that students can touch and play with, printed materials (e.g., books from the library), or interactive online resources for an independent inquiry. Students and teachers can also identify experts as guest speakers speaking about a particular inquiry of the class. Teachers guide students to process tricky information and build more complex understanding.
Inquiry and action A successful inquiry leads to actions. Students are invited to use what they have learned to take action, planning or doing something related to what they have learned. For example, learning about body systems, students plan something for their healthier lifestyle. It is a more open inquiry where students experiment, play and explore. Throughout their inquiry journeys, students work together with each other and with their teachers to determine their next steps in learning.
Reflection The students are encouraged to reflect on how they learn and what the next step might be. They think about the learning skills they have developed, the learner profile, and how they have helped them grow as individuals and as a community.
Can inquiry happen at home? Why not? Now, read again the article above. This time, change the word student with my child and change the word teacher with I. Have a go!
(Resource: PYP nano resources, International Baccalaureate Organization, 2020.)
Che at shee t The PYP term for learning skills is approach es to learn ing (ATL). ATL may include think ing skills, communication skills, social skills, selfmanagement skills, and research skills. There are ten attributes of the IB learn er profi le: caring, knowledgeable, open-min ded, balanced, reflective, principled, inquirers, thinkers, communicators, risk-takers.
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