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• 1.Meeting the needs of contemporary learners- in a world where all is interconnected. Natalie Khoury 15224222

2. Personal teaching and learning philosophy 3. An image of 21st century teachers Facilitator Collaborative Lifelong learner Reflective Open-minded Inquirer Cultivator Constructor Activist A collector of many lenses Adaptive Motivator Loving 4. An image of 21st century learners Multiliterate Innovative Problem poser and solver Collaborative Independent Reflective Multidimensional understandings Critical thinker Active citizens Curious Transferor of many skills 5. Encompassing inquiry learning within a classroom of the 21st century Meaningful learning occurs. Builds upon childrens prior knowledge and experiences. Authentically integrates learning areas of The Australian National Curriculum. Reflection of the real world. Incorporates the voice of the child; children are active participants throughout the planning process. 6. Proposed inquiry question and the motivation driving it 7. Established models of inquiry learning 8. Focus model of inquiry: International Baccalaureate (IB) Primary Years Programme (PYP) The International Baccalaureate: Primary Years Programme (IB: PYP) is an educational framework which strives to cultivate internationally-minded citizens of the 21st century, who are equipped with the skills and understanding necessary for our society today. It is a framework which encompasses inquiry learning, and integrates the traditional subject areas, so as to provide children with an enriched understanding of the world. 9. Unpacking the PYP 10. Questioning a natural human tendency. Through encompassing the whole child, it is imperative that we also honor their questions, it is through doing this that we are constructing a classroom of enriched learning; as it is based on what a child desires to know, not what an adult requires them to know. Encouraging children to ask the hard questions which are worth finding out about (Clark, 2002) Placing an emphasis on the questions, and the potential discoveries to follow, not whether children will find the correct answer (Clark, 2002). 11. Embedding assessment throughout the learning process Assessment for learning Continuous Provides further insight Enables thorough differentiation Rich tasks Collaboration Self-assessment Feedback Valid and reliable Celebration 12. Examples of authentic assessment to be incorporated throughout the integrated programme 13. Curriculum direction 14. Proposed thinking strategies 15. Sample lesson plans Sample Experience Plan 1 Sample experience Plan 2 16. Conclusion Integrating the curriculum enriches childrens learning experiences and acknowledges them as citizens of today, as opposed to tomorrow; a childs voice and perspectives are listened to and embraced in the classroom, as opposed to being heavily teacher directed. Children are able to acquire a deeper understanding of the important concepts of the world and they are assessed in learning situations which they are likely to excel in. Integrating the curriculum is bringing the diversity and richness of the world into the classroom, and cultivating human beings who will make tomorrow better than the world is today. 17. Reference list Andain, I., & Murphy, G. (2008). Creating lifelong learners: challenges for education in the 21st century. Wales, GB: International Baccalaureate Organisation. Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, F. (2012). Programming and planning in early childhood settings (5th ed.). South Melbourne, Victoria: Cengage Learning Australia. Australian Curriculum, Assessment and Reporting and Authority (ACARA). (2014). Foundation year curriculum. Retrieved from: http://www.australiancurriculum.edu.au/FoundationYear Beherenbruch, M. (2012). Dancing in the light: essential elements for an inquiry classroom. Rotterdam: Sense Publishers. Campbell., R. & Green, D. (Eds.) (2006). Literacies and learners: current perspectives (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia. Clark, T. E. (2002). Questions worth arguing about. In, Designing and implementing an integrated curriculum: a student-centered approach (pp.74-92). Brandon, Vermont: Psychology Press/ Holistic Education Press. Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. ACT: Commonwealth of Australia. Chappuis, S., & Stiggins, J. R. (2002). Classroom assessment for learning. Educational Leadership, 60 (1), 40-43. Collie, J. R., Shapka, D. J., and Perry, E. N. (2012). School climate and social-emotional learning: predicting teacher stress, job Psychology, 104 (4), 1189-1204. Edwards, C., Gandini, L., & Forman, G. (Ed.). (1993). The hundred languages of children: the Reggio Emilia approach to early childhood education. New Jersey, New York: Ablex Publishing Corporation. Fleet, A., Patterson, C., & Robertson, J. (Ed.). (2009). Insights behind early childhood pedagogical documentation. Australia: Pademelon press. 18. Reference List International Baccalaureate Organisation. (2009). Primary Years Programme. Making the PYP happen: A curriculum framework for international primary education. International Baccalaureate Organisation: Cardiff, Wales. Kruse, D. (2010). Thinking tools for the inquiry classroom. Carlton, South Victoria: Curriculum Cooperation. Liu, K. (2007). Global perspectives and childhood. Association for Childhood Education International, 83 (5), 308. MacDoneell, C. (2007). Project-based inquiry units for young children: first steps to research for grades Pre-K-2. Worthington, Ohio: Linworth Publishing. Murdoch, K., & Hornsby, D. (1997). Planning curriculum connections: whole-school planning for integrated curriculum. South Yarra, Victoria: Eleanor Curtain Publishing. Parette, P. H., Quesenberry, C. A., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: a 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37, 335-343. doi: 10.1007/s10643-009-352-x. Primary Connections, (2008). An elaboration of the Primary Connections 5E Learning Model. Retrieved from http://www.science.org.au/primaryconnections/teaching-and-learning/images/5Es.pdf Robertson, H. K., & Diaz, J. C. (2006). Diversity and difference in early childhood education: issues for theory and practice. New York: Open University Press. Shaw, A. (2009). Education in the 21st century. Retrieved from: http://www.21stcenturyschools.com/what_is_21st_century_education.htm. Short, G. K., & Burke, C. (1996). Examining our beliefs and practices through inquiry. Language Arts, 73 (2), 97-104. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development. Wilson, J., & Wing Jan, L. (2009). Focus on inquiry: a practical approach to curriculum planning. Carlton, South Victoria: Curriculum Press.