Inquiry Into Being a Writer

Now that I’ve finished my PYP essential elements provocations, I plan to begin the next series of inquiry-based provocations on the SDG’s (UN’s Sustainable Development Goals by 2030).

But first, I’d like to pause and do a couple of inquiries into more general learning identities. We all hope our students will move from “doing” math, writing, reading, or science” to seeing themselves as mathematicians, writers, readers, or scientists. Amidst the many curriculum-mandated tasks associated with those subjects, however, it can be difficult to hold on to this sense of identity.

This week’s provocation is meant to help students inquire into what it means to be a writer.

Resource #1: My recent post, “18 Best Videos to Get to Know Children’s Authors/Illustrators.” I had so much fun putting this compilation together with my kids. Almost a month later, my kids are still referring to specific videos in our house, recalling some funny thing Oliver Jeffers did or requesting a re-watch. Each of the videos offer a unique lens for what it means to be a picture book-maker, but below are a couple I would especially recommend in this context:

Resource #2: J.K. Rowling’s handwritten notes!

How J.K. Rowling Plotted Harry Potter with a Hand-Drawn Spreadsheet

Resource #3: How to Build a Fictional World Ted Talk by Kate Messner

Resource #4: Picture Books

Provocation Questions:

  • What does it mean to be a writer?
  • Why do people write?
  • How does our identity as writers change over time?
  • What is our responsibility to write? (for ourselves? For the world?)
  • What are the different perspectives on what makes a writer?
  • How does being a writer connect to being an author?
  • What is the connection between voice and writing?

featured image: DeathToTheStockPhoto

Inquiry into Attitudes: Integrity

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

This is the last post in this series! However, I hope it will continue to grow via comments as readers add their own ideas.

Most students go straight to honesty and moral uprightness when it comes to defining integrity. But I also really like the secondary definition,

“the state of being whole and undivided.”

So much to unpack and explore with this concept, especially for those teachers working to set the stage for a new school year.

Resource #1: Alike by Pepe School 

Resource #2: Bill Watterson: A Cartoonist’s Advice (comic by Zen Pencils featuring a speech by Bill Watterson)

by Zen Pencils, speech from Bill Watterson

Resource #3: Buster Keaton: Art of the Gag via The Kid Should See This (if you’re short on time, just watch 6:30-end)

Resource #4: Dove Real Beauty Sketches (at first I debated including this one, but the more I ponder, the more I think this kind of integrity to self is an essential part of the discussion).

Resource #5: Picture Books! (at first I thought about only including strong “moral of the story” books–and Strega Nona is one example of that–but then I thought about the many options that explore the concept of integrity with a bit more exploration, including with that idea of “being whole & undivided” (Extra Yarn) or even when honesty is a question up for debate (True Story of the 3 Little Pigs & This is Not My Hat).

Provocation Questions:

  • How does having integrity impact the lives of people around you?
  • How does having integrity impact your own life?
  • What are the different perspectives on what integrity means?
  • What responsibility to have integrity do we have for our communities? For ourselves?

featured image: DeathToTheStockPhoto

Inquiry into Skills: Research

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

What measures do we take to help our students cultivate research skills? Teach them to google? Help them take outlined notes? These and others might be helpful, but it might be time to go a little deeper and help them further break down what research skills really entail.

According to the PYP, this break-down includes:

  • Formulating questionsIdentifying something one wants or needs to know and asking compelling & relevant questions that can be researched
  • ObservingUsing all the senses to notice relevant details
  • Planning: Developing a course of action; writing an outline; devising ways of finding out necessary information
  • Collecting data: Gathering information from a variety of first- and second-hand sources such as maps, surveys, direct observation, books, films, people, museums & ICT
  • Recording data: Describing & recording observations by drawing, note-taking, making charts, tallying, writing statements
  • Organizing data: Sorting & categorizing information; arranging into understandable forms such as narrative descriptions, tables, timelines, graphs & diagrams.
  • Interpreting data: Drawing conclusions from relationships and patterns that emerge from organized data.
  • Presenting research findings: Effectively communicating what has been learned; choosing appropriate media

This week’s provocation is intended to help students investigate the nature of research skills for themselves.

Resource #1: Fistful of Stars 360 via The Kid Should See This

Also see (also via The Kid Should See This):

Resource #2: Urban Nature hunting tips from Mr. O’Shea

Resource #3: What is dust made of? via The Kid Should See This

Resource #4: OK Go Sandbox (lessons on the science behind their amazing videos!)

Resource #5: Biography picture books on scientists. Here are a few great ones!

Provocation Questions:

  • What does it mean to conduct research?
  • What does it mean to be a researcher?
  • When are you a researcher?
  • What tools do researchers use?
  • What are the processes of research?
  • How does research change throughout a project?
  • What is a source? How can we use them
  • What is the role of perspective in research?
  • How can we develop/strengthen research skills?

featured image: DeathToTheStockPhoto

Inquiry into Attitudes: Tolerance

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

Sometimes it seems like our world today is overcome with notions of in-group/out-group. But what if we can help our students find their common ground? This week’s provocation is centered on the PYP attitude of tolerance, which involves “work[ing] towards feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others.”

Resource #1: Us Vs Them: Immigration, Empathy, & Psychology via The Kid Should See This

Resource #2: Charter for Compassion by Ben Kaufman

Resource #3: Day & Night by Pixar

Resource #4: What is Public Life?

Resource #5: Most People by Michael Lennah & Jennifer E. Morris

Provocation Questions: 

  • What does it mean to have tolerance?
  • What is the connection between tolerance and empathy?
  • How does tolerance impact a diverse community? How does tolerance impact a community that seems alike?
  • What is our responsibility to cultivate tolerance?

featured image: DeathToTheStockPhoto

Inquiry into Skills: Social

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

As I come toward the end of sharing provocation resources for each of the PYP essential elements (just 3 to go!), I was surprised to realize that finding ones for social skills was tricky. But then I realized that was because I was looking at it as a whole instead of breaking down more specific skills. The PYP social skills include:

  • Accepting responsibility: taking on a completing tasks in an appropriate manner; being willing to assume a share of their responsibility
  • Respecting otherslistening sensitively to others; making decisions based on fairness & equality; recognizing others’ beliefs, viewpoints, religions, & ideas may differ from one’s own; stating one’s opinion without hurting others
  • Cooperatingworking cooperatively in a group; being courteous to others; sharing materials; taking turns
  • Resolving conflictlistening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility appropriately; being fair
  • Group decision-makinglistening to others; discussing ideas; asking questions; working towards and obtaining consensus
  • Adopting a variety of roles: understanding what behavior is acceptable in a given situation & acting accordingly; being a leader in some circumstances, a follower in others

In breaking them down, it became clear that I’ve been sharing resources for all these skills all along. There is so much overlap among all the PYP essential elements, but I think this is particularly the case when it comes to social skills. Each of the other PYP essential elements may help students investigate & build up their own social skills in addition to the specific attitude, skill, or attribute.

So this week’s provocation is designed to think about the big picture of social skills as a whole, but know that if you are looking to hone in on the more specific skills listed above, you may find what you need in the complete list of provocations into the PYP essential elements, or even the complete list of all inquiry-based provocations on this site.

Resource #1: Family Rescues Whale Tangled In Net via The Dodo

Resource #2: Brene Brown on Empathy by The RSA (yes, this is a specific skill, but watch closely for multiple social skills here)

Resource #3: Kids Meet a Person with Cerebral Palsy via The Kid Should See This

Resource #4: ADA at iPark Museum of Art via The Kid Should See This

Resource #5: “We Found A Hat” by Jon Klassen

Provocation Questions:

  • How do social skills impact our relationships?
  • What are social skills?
  • How do we improve our social skills?
  • What is the impact of social skills on our lives? On our communities?
  • What is our responsibility to cultivate our social skills?
  • Are there different perspectives on what good social skills are? If so, what are they, and why do they exist?
  • How do social skills connect to collaboration?
  • How do social skills impact our ability to accomplish goals?

featured image: DeathToTheStockPhoto

Inquiry into Skills: Communication

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

Communication is obviously a biggie. It shows up in the 4 C’s of 21st century learning. It comes up in the lists of skills employers most desire. It comes up in wellness articles and self-help books and relationship therapy.

Maybe it’s time we deliberately help students develop communication skills. As we do so, I hope we’ll also teach them more about what it means to be a communicator (see separate provocation on just that!). These resources are intended as a start; please feel free to add others in the comments that might help provoke student thinking and discussion.

Resource #1: How Miscommunication happens (& how to avoid it) by TED Ed

Resource #2: Tools of the Mind (intro video at top of page)

Resource #3: Click, Clack, Moo: Cows that Type by Doreen Cronin & Betsy Lewin

Provocation Questions:

  • What does it mean to communicate?
  • What are different forms of communication?
  • What are communication skills like?
  • How does communication impact our lives? Our communities?
  • What is our responsibility to communicate effectively?
  • What is the connection between learning and communication?
  • What is the connection between self-regulation and communication?
  • What are the different perspectives of individuals in conversations?
  • [if you also shared the provocation on being a communicator] What is the difference between communication skills and being a communicator?

featured image: DeathToTheStockPhoto

Inquiry into Attitudes: Respect

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

Respect. It seems to be a character trait frequently invoked when describing another generation (usually not in a very complimentary light). But as with all these provocations, how often do we give our students the opportunity to construct meaning for such traits for themselves?

This week’s provocation is meant to help students investigate the attitude of respect for themselves.

Resource #1: Respect Mother Nature by Jon Rawlinson

Resource #2: Day & Night by Pixar

Resource #3: For the Birds by Pixar

Resource #4: A Boy & A Jaguar by Alan Rabinowitz & Catia Chien

Provocation Questions:

  • What is the role of noticing and appreciating differences when it comes to respect?
  • How does respect impact relationships with friends and family? Strangers?
  • What is our responsibility to respect our environment?
  • How is kindness similar to respect? How is it different?

featured image: DeathToTheStockPhoto