> For the complete documentation index, see [llms.txt](https://guide.fariaedu.com/pyp-unit-planning/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://guide.fariaedu.com/pyp-unit-planning/designing-and-implementing/designing-engaging-learning-experiences.md).

# Designing engaging learning experiences

In this section of the planner, teachers will envision and document how learning may unfold throughout the unit of inquiry. For all learning this means:

* Developing questions, provocations and experiences that support knowledge and conceptual understandings
* Creating authentic opportunities for students to develop and demonstrate approaches to learning and attributes of the learner profile
* Building in flexibility to respond to students’ interests, inquiries, evolving theories and actions
* Integrating languages to support multilingualism
* Identifying opportunities for independent and collaborative learning, guided and scaffolded learning and learning extension

*-PYP Planning Template*

While there is no prescribed inquiry cycle or process recommended by the IB, it can be a practice for schools or teaching teams to identify common language to structure how the inquiry unfolds. This may also support documentation of learning in this section of the planner. Depending on the sequence of learning engagements, some units may lend themselves to utilizing the lines of inquiry to structure, plan and document the teaching and learning.

This will most likely be the most robust section of the planner and planning process. When recording learning experiences, consider how to best summarize and describe them with an appropriate amount of information. It is not necessary to record detailed lesson plans, rather an overview with specific strategies, resources, questions or prompts. This can allow for continuation of the programme in future iterations, while also providing flexibility for teachers to best meet the needs of their specific learners.

![Consider launching and wrapping up learning with reflective discussions connected to the elements of the unit. This frequent check in may allow teachers and students to monitor and adjust learning as students’ understanding evolves. https://courses.minipd.com/courses/PYP-unit-planning-foundation](https://lh4.googleusercontent.com/zLfLWvJ499i3l_KRtv_lRStHWC1kqL0R0fQBoZPEUIh7_IOTqqcBNj3UICEX9p4bFt9-fWpk3SF0DtMtjYQx4DuleYFAbhEX99UzQiycUMEBTlST3CqZzGl2T9w8nyw1l_aZlAnPqjLXxi1dCg)

{% hint style="info" %}
Strategies that support visible thinking provide classrooms with structures, routines and sentence frames to explore, process and inquire. Utilizing these approaches throughout the scope of the inquiry can allow teachers to assume the role of facilitator and encourage students to become active participants in the development of their understanding.
{% endhint %}

![Utilizing a learning tool, such as this KWHLAQ chart, can allow learners and teachers to elevate the process of learning throughout the scope of the inquiry. It expands upon a K(know), W(want to know), L (learned) chart by adding space for H (how can we learn), A (what actions can we take) and Q (what new questions do we have).](https://lh4.googleusercontent.com/L5sLmFfgk1lJ6-IoMx9A9L_BoBW0t90Mkh71E2blgVAQPMXB088E19DGiQVAz2c-n5HETwvSKfNFleqYHMW7CyS94HJ3imKZ8zP0XMMZIop8CS5F2JOboLoOMbAQoELGJumdZ3IcrBoh0ct4Kg)

{% embed url="<https://youtu.be/hruzSQmESLo>" %}
Learning Experiences
{% endembed %}


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