Reflecting on the inquiry
6. To what extent did we achieve our purpose?
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.
Migration presents challenges, opportunities and change.
The Sudanese perspectives poems showed us that the students
understood the central idea. We again, used Colorado Story to help boost
students understanding of the central idea, specifically about mining-
movement west, trappers/ traders/ pioneers/ Spanish and French
explorers. We also used Imagine It stories about people migrating west
(Striking it Rich and Covered Wagon Girl. The provocation Ellis Island
was a great simulation that allowed students to experience the emotions
associated with migration.
How you could improve on the assessment task(s) so that you would have a
more accurate picture of each students understanding of the central idea.
The assessment worked well this year. It was tied to the central idea and lines
of inquiry, and required deeper thinking skills. We liked that the students had a
choice in the migration they used.
Summative Data (scoring guide) Below is # at each level. 3 is the target
1:
2:
3:
4:
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
Sharing the Planet- An inquiry into rights and responsibilities in the struggle
to share finite resources with other people and with other living things;
communities and the relationships within and between them; access to
equal opportunities; peace and conflict resolution.
We focused on different groups of people and their migration and reasons. We
focused on push/pull factors of migration and the peace/ conflicts caused by
migration.
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?
The reasons for migration (Causation) (Causation) Lost Boys of Sudan;
Animal Migration videos; Colorado Story chapters 2, 3, 4; Imagine It Stories
(Striking it Rich and Covered Wagon Girl); Paper Doll/Mobile Activity;
Migration brings change (change) Lost Boys of Sudan; Colorado Story
chapters 2, 3, 4; Push/Pull and change discussions and vocabulary; Step
Migration;
The positive and negative effects of migration (Perspective) (point of view)
Lost Boys of Sudan; Ellis Island Simulation; Poems; Virtual Tour of Ellis Island
and discussions; Colorado Story 2-4; Narratives about Ellis Island
demonstrate the learning and application of particular transdisciplinary
skills?
Thinking Skills Dialectic thought- thinking about positive and negative impact of
migration. Analysis why do people migrate? -Positive and negative impact of
migration, People of Sparks (students had to decide and think about how they would
feel if people migrated to their town and used up reseources)
Research- collecting data gathering information, organizing data sorting and
categorizing information. Students researched where their ancestors come from,
Ellis Island essay and note-taking, students read 2 articles about migration and had
to compare/ contrast to the Lost Boys and God Grew Tired, Interview families to see
how their families came to Durango,
Communication skills Construct visuals and multimedia for an audience.
Ancestor Project: Mobiles, paper dolls, presentations on ancestor report,
develop particular attributes of the learner profile and/or attitudes?
Open Minded- Students will appreciate the differences among people
Empathy
(Health Standard 2- counselor will teach her lesson on emotional and social
wellness).
The lost Boys, Ellis Island simulation, God Grew Tired of Us, One day we had to
run (article), Something like an Accident,
Reflecting on the inquiry
8. What student-initiated inquiries arose from the learning?
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.
Appreciation: being thankful for parents, families, body, and love I give to people
Open-minded: Learning about hardships of migrations, she felt empathy about the suffering.
Risk-taker: When she takes changes not knowing what the outcome is going to be. She is
constantly trying to become a better person.
Empathy towards trees: Protesting cutting down trees by getting rid of tree flags for fire
mitigations.
Appreciation: While enjoying Salomon, Shea was able to discuss the life cycles of the fish.
Also, by observing bird migration, Shea thinks deeply and wonders about their migration
patterns.
Risk-taker: Moved from Alaska to Durango and had to step out of his comfort zone.
Other parents reported that their child:
International Baccalaureate Organization 2007
9. Teacher notes
Reflection on Ellis Island: Overall, went well. The students seemed to
get a lot out of it. Some students started to research and bring in relating
materials after trip. This was a great provocation. The virtual tour right after the
trip was great to begin that day. This sparked great discussion. The virtual field
trip is long and requires a few different days. Silent bus right was a good idea.
Changes for Ellis Island: Registration and Legal are one station and we
need to create a way for this station to move faster. We need to have the kids
fill out the green immigration sheets, passports, birth cert, and numbers before-
hand. Do not switch the numbers for kids. We want to only detain each student
once or maybe twice. We cannot load the backpacks with the students seeing.
Students could bring IB journals to reflect on the bus on the way back. We need
to make sure the students go outside after they get to America. When the oath
line gets too long, the person needs to start doing 3 at a time. An email to staff
that the trip is a secret and that we will be gone for the day. At the beginning of
the year, we should pick a date and get Gretchen on board.
We need a rubric for the mobiles and push for deeper cultural
connections and the history of that culture. Hopefully, a rubric will guide
students better.