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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
planning and teaching of the inquiry should be included. •Develop an understanding of the concepts identified in “What do we want to
learn?”
This unit gives so much opportunity for us to use the skills learned here into
the other units of inquiry. In fact this unit on ‘Data Interpretation’ also helps in •Demonstrate the learning and application of particular transdisciplinary skills?
using the skills learned through some other Mathematical concepts as
‘Fractions, Measurement and Angles’ •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. Students understood the need for data handling and effective sorting and
This unit doesn’t not end at its summative task, because this skill will be presentation of Data thereby understanding the form of the Data Interpretation.
continuously used by all the units of Inquiry. Infact one such Unit of Inquiry uses They were able to express the Data in either forms of Bar or Pie Charts. They
the understanding of Data interpretation for representing Facts related to the identified the function of Data Interpretation in the real life and understood the
Ecosystem through Graphs. That also becomes the second stage of assessing different applications. Later they were able to figure out the connections
the understanding of students while they apply their skills. between Circles, Angles and Pie Charts, how the skill of Angles comes handy
while converting Bar to Pie charts. And of course the use of Graphs in their daily
What was the evidence that connections were made between the central idea lives.
and the transdisciplinary theme?
Research (Observing) skills: Students observe and note carefully some graphs from the news
This unit was not under any of the 6 Transdisciplinary themes but yes paper clippings, internet or books. Thinking skills (Application skills): Students will think
critically on the use of Graphs and need for data interpretation in daily life. They apply their
it had a separate theme (Big Idea) of its own and the Central Idea knowledge to solve the problems of sorting data and interpreting it for presentation and
was some what aligned to the TD theme. Each time the students understanding in real life. Social skills(cooperating and time management): Students will
build on time management skills by completing the given work in allotted time further build on
either read and/or interpret a Graph or they present their information their cooperation through group work
through a Graph we come closer to the “Big Idea” we have chosen
for the unit “Graphical representations can be used to make Thinkers and Knowledgeable: Build on these through out the unit working on
various tasks thinking to complete the tasks and adding on to their previous
interpretations and predictions about real world situations.” Though knowledge.
next year when we review our POI, we look at Data Interpretation as
Cooperation: the students were tolerant towards each others and worked well within
a “unit of Inquiry” under the theme “How we organise ourselves”. their smaller groups.
Inquirers: They inquired into the conversion of Bar to Pie charts and also in using
Conversion graphs.
Risk Takers: They approach unfamiliar situations and uncertainty with courage and
forethought, and have explored new ideas and strategies during the surveys they
conducted, which gave the courage to proceed further.
Reflective: They gave thoughtful consideration to their own learning and experience
while arriving at conclusions during the interpretation of the surveys.
Principled: The students were careful during the surveys and maintained respect for
the dignity of the individual and groups by maintaining the need for secrecy during
the surveys.
© International Baccalaureate Organization 2007 Communicators: The students were able to articulate the collected information and
communicated it well through Bar and Pie Charts (Visual communication).
Reflecting on the inquiry