Planning the inquiry

Class/grade: 3B 2007-2008 Age group: 8-9

1. What is our purpose?
School: Sekolah Ciputra School code: 7179
To inquire into the following:
Teacher(s): Ary, Novi
Starting Date: August 29th August – 25th October 2007
Transdisciplinary theme PYP planner
Proposed duration: number of hours over number of 6 weeks
Who We are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.

Central idea 2. What do we want to learn?

Listening to other people’s perspectives and communicating our own points of view help us
live together peacefully. What are the key concepts (form, function, causation, change, connection, perspective,
responsibility, reflection) to be emphasized within this inquiry?

Perspective, Connection and Reflection

Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What What lines of inquiry will define the scope of the inquiry into the central idea?
evidence, including student-initiated actions, will we look for?
• Why people feel and think.
1. In groups (maximum 4 people) students will create their own ‘conflict media’ in • Understanding how different perspective can lead to conflicts.
form of games, dance, music (anything that needs planning) in social situations to
• How to deal with differences.
demonstrate effective communications and different strategies to deal with
differences.
2. In groups they communicate their conflict media clearly to others, listen to What teacher questions/provocations will drive these inquiries?
different perspectives, and use appropriate strategies to keep everyone on task *Introduction questions: What is conflict? What is problem? What do you understand about
fairly. conflict or problem?
1. Why does conflict arise?
2. How do we deal with differences?
Evidence 3. How can we resolve conflict?
4. How our actions affect other people?
Evidence-their “activity” should show that they can:
• Communicate instructions clearly. MPYPH page 122:
• Plan clear rules, consequences, reward system for the activity. 5. What can we learn by playing?
• Identify differences. 6. How can we understand other people’s points of view and help them to understand
• Use appropriate strategies to solve these differences. ours?
7. How do we identify situations that are potentially raising conflict?

Assessment tool: Teachers Rubric and Peer Checklist Provocation:

• Teachers do a role play that shows conflict and then involve students to find out the
Learning outcomes:
solution through discussion.
1. Analyzes problems from more than one perspective. • Statement: People in this universe are all the same
2. Suggests and uses appropriate solutions to solve conflict.
3. Uses IT skills to create a bookmark.

© International Baccalaureate Organization 2007

Planning the inquiry

3. How might we know what we have learned? (ASSESSMENT) 4. How best might we learn? (ACTIVITIES)

This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills?
What evidence will we look for?
• Analyzing the depth of students’ prior knowledge about the UOI and as a
base of their further learning engagement based on inquiry.
• Class discussion about peer problem analyzing and solution seeking.
• Communication skill of interaction; expressing personal point of view, idea
and suggestion as well as appreciatively listening to others’.
• Students’ self created persuasive message as the result of their
understanding of the inquiry discussed
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?
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 questions?
• Self-analysis on communication skill and personal characteristics on dealing with problem.
• Book reading ‘7 Blind Mice’; simple introduction about getting to know the whole meaning of a
story is best done through various different perspectives.
• Two Sides of Me; the description in sentences of good side (personal analysis and contributed by
peers) and bad side (personal analysis).
• Term discussion; Submissive/Passive, Aggressive and Assertive.
• Discussion; The ‘I Message’, Managing Emotion during Conflict, Steps of Problem Solving,
Mediation, and Being Empathy.
• Book reading ‘I Wish I were a Butterfly’; introduction about the uniqueness of individual characters
and characteristics and being content with yourself.

• Mind web of the definition of Conflict, Resolution, the Frequently Occurred • Story analyzing; characters, characteristics and personalities of each character, problems
Conflicts and the Frequently Used Way of problem Solving. occurred, the perspectives from each character toward each problem and the solutions.

• Checklist of Conflict resolution teacher and Student Assessment in • Individual storybook/movie analysis.
continuum. • Circle time; analyzing problems occurred or shared during the day, brainstorm people’s
• Teacher note on story analyzing. perspectives involved and list possible resolutions suggested by peers.
• Persuasive message explaining best ways of dealing and solving problems, people natural
difference, and being assertive through students’ self-created VISUAL ARTS and BANNER.

What opportunities will occur for transdisciplinary skills development and for the development of the
attributes of the learner profile?

ATTITUDES: Empathy, Tolerance and Respect.

SKILLS: Social, Communication and Self management.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
• Students’ real personal problems.
• Display of various facial expressions describing human mood.
• Display of terms and the description; Submissive, Aggressive, Assertive, The ‘I Message’, Managing Emotion during Conflict, Steps of Problem Solving, Mediation, and Being Empathy.
• Internet: www.crinfo.org www.wikipedia.org www.crnhq.org
• SDN Sambikerep III ; the place to go outing
• Fiction books: Seven Blind Mice, If I were a Butterfly
• Non fiction books: Conflict Resolution, Peer Mediation

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
• Classroom environment: display of facial expressions, conflict resolution vocabularies, terms and the description related to the inquiry discussed and group name.
• Display of UOI Transdisciplinary Theme, Central Idea, Lines of Inquiry, Concepts, Related Concepts, Enduring Understanding and teachers questions.
• Conflict box.

© International Baccalaureate Organization 2007

Reflecting on the inquiry
6. To what extent did we achieve our purpose? (EVIDENCE)
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.
• Overall, the essence of topic discussed is emerged to students’ understanding which
reflects to their inquiry performance in class and the development of communication
skill.
• The concepts and related concepts are relevant and easy for students to understand.
• The questions and initiation shown during discussion really demonstrated their depth
inquiry. These questions led us to the learning experiences through making
connections between what they asked and what they found.
• Students have a clearer picture that every story or situation can be seen from different
perspectives from the people involved. These differences thus could lead into conflicts.
Furthermore, in order to get a whole meaning of a story or situation, students need to
listen and understand every perspective told.
• Students have become more assertive in dealing with their problems and interact with
others in regular basis.
• The individual ‘I-Message’ students made an application of communication skills
helped them to have a more meaningful and healthier relationship.
• Students showed an excellent inquiry understanding by making persuasive message
explaining best ways of dealing and solving problems, people natural difference, and
being assertive through students’ self-created VISUAL ARTS and BANNER.
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.
The language of the outcomes in checklist was too sophisticated that it required teacher
explanation several times during students’ self-assessment. There were also several
outcomes that could be simplified into one outcome. However, the overall idea of checklist
as the assessment tool for the students’ understanding was very ideal.
What was the evidence that connections were made between the central idea and the
transdisciplinary theme?
• Indeed, listening to other’s perspectives and communicating students’ personal points
of view helps them to live together peacefully as a member of classroom. The skills
learnt required every of them into understanding the nature of the self beliefs and
values; comprehension of rights and responsibilities, social relationships and
interaction including families, friends and to outer communities.
© International Baccalaureate Organization 2007
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?”
• demonstrate the learning and application of particular transdisciplinary skills?
• develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.
During the tuning in learning engagements:
• Students showed an incredible analysis skill by doing self-analysis of their conflict style
and communication style.
• Taking turn, every student showed a qualified pre-knowledge by defining unit of inquiry
terms; Conflict, Resolution, Problems Frequently Occurred and Solutions Mostly Used.
During the finding information learning engagements:
• Students were actively engaged in discussion of inquiry terms; Submissive/Passive,
Aggressive and Assertive, The ‘I Message’, Managing Emotion during Conflict, Steps
of Problem Solving, Mediation, and Being Empathy by relating them into samples of
real experience and situations dealt with.
During the sorting out and the going further learning engagements:
• Students were able to analyze characters, characteristics and personalities of each
character, problems occurred, the perspectives from each character toward each
problem and the solutions from a storybook.
• Along the way, students improve their initiative to express better communication skills
to others during everyday interaction.
• In reality, students used their communication and problem solving skill during Circle
time which gave them chance to analyze self or peer problems occurred or shared
during the day, brainstorm perspectives and list possible resolutions.
During the action learning engagements:
• Students showed an excellent inquiry essence of understanding by making persuasive
message explaining best ways of dealing and solving problems, people natural
difference, and being assertive through students’ self-created VISUAL ARTS and
BANNER.
• Summing up the core conception of the inquiry learnt, students selected their most
problematic conflict they dealt with during the time and applied their skills learnt to
solve it.
 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.

• A wondering of the fact that there are still many conflicts out there that people
themselves create while actually they have understood that conflicts could cause only
trouble and disadvantages toward everyone.
• Even though almost every student has the enduring understanding of the unit emerged
into their thought, there was one group -who apparently consisted of smart members-
stumbled into difficulties of showing a healthy communication skill which impacted into
their group performance.

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.

• Personal problems sharing to be put into conflict box which then be solved together.

• The initiative to define and differentiate different perspectives (even from the person
they have problem with) and understand the reason behind their action.
• The initiative to express better communication skills to others during everyday
interaction.
• Decision making of the most appropriate way (the one which benefits all sides of
conflict and which requires less negative consequence) to solve daily conflicts.

© International Baccalaureate Organization 2007

© International Baccalaureate Organization 2007