Scroll left
  • width:640;;height:478
  • width:270;;height:480
  • width:270;;height:480
  • width:270;;height:480
  • width:270;;height:480
  • width:270;;height:480
  • width:270;;height:480
  • width:270;;height:480
  • width:270;;height:480
  • width:270;;height:480
  • width:640;;height:360
  • width:640;;height:360
  • width:270;;height:480
  • width:640;;height:360
  • width:270;;height:480
  • width:640;;height:360
  • width:640;;height:360
  • width:640;;height:360
  • width:640;;height:360
  • width:640;;height:360
  • width:640;;height:478
  • width:358;;height:480
  • width:640;;height:478
  • width:358;;height:480
  • width:358;;height:480
Scroll right

KG2 Inquirers

February 24,2015

“Inquiry, interpreted in the broadest sense, is the process initiated by the student or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding”. (Making the PYP Happen, 2009)
How does a teacher know if her learners were inquirers and were able to reach conceptual understanding? Our experience with KG2 learners provides a sample on how young learners, driven by curiosity, can reach beyond facts and make real meanings of their learning.
Throughout our inquiry into How We Organize Ourselves, KG2 learners engaged in different learning experiences around the roles that different community helpers perform in societies. The learners made interesting connections to the theme and transferred their learning as they collected many examples on different roles community helpers in real life. Their questions and investigations enriched our classroom discussions and pushed the students’ reflections into the relationship between these roles and the needs of people and the environment. Using critical thinking skills, they predicted what would happen if we didn’t have different roles in the community. As a result, they used their knowledge about the firefighter, the gardener, the policeman, etc… to formulate bigger ideas such “roles” and “needs”. The learners, thus, synthesized their learning into one big idea: “In each community, we must have community helpers because we need them”. That was the conceptual understanding we wanted the students to come to and they constructed it their own way!
Observing our young inquirers in this learning cycle, it was evident that students were moving into new levels of understandingas they made deep meanings of their learning and transferred these meanings to different situations.
Rania Hajj Ibrahim and Darine Yassine
KG2”A” English Teachers