Frequently asked questions

Whether planning a unit for the first time, teaching a unit that was developed by others, or picking up a unit that has been taught previously, teachers are encouraged to engage in thoughtful conversations around possibilities for innovation and student agency.

Q: This process seems overwhelming and I don’t know where to begin. Do you have a recommended starting point?

A: While unit planning is not a linear process, consider beginning by identifying the related concepts that will drive the unit of inquiry. These are often derived from local/national standards, subject specific scope and sequence documents or other curricular resources used in schools. These related concepts will support transdisciplinary learning and can help teaching teams as they focus the scope of the inquiry by crafting central ideas, lines of inquiry and identifying other elements of the unit planner.

Q: I want to make my units of inquiry as transdisciplinary as possible, but there still seem to be “stand alone” learning targets that don’t seem to fit. How would you plan for this learning and teaching?

A: While transdisciplinary learning is foundational to the PYP, it should also be authentic. Forcing learning into a unit without an authentic connection can lead to frustration for both teachers and students. Rather than inserting learning into a unit of inquiry, use the approaches to teaching to provide relevant, challenging and engaging learning outside of the programme of inquiry.

Q: What strategies or learning engagements would you recommend for someone planning a unit of inquiry?

A: Think about learning engagements that can be adapted to a variety of contexts and/or age levels. Some examples of these may include:

• Sorts

  • Teachers (or students) gather images, realia, artifacts, etc. and students can sort and re-sort them using their own criteria. This is an opportunity for teachers to get a sense of how students are connecting their learning and the level of their conceptual understanding. As students’ knowledge increases, they may sort the same items in different ways.

This image shows rocks that students have collected, then sorted according to their co-constructed criteria.

• Visible Thinking Routines

  • Consider sharing a piece of text, video/audio clip, making observations, then choosing a Visible Thinking Routine to guide students in constructing meaning and growing their curiosity. Depending on the readiness of your learners, these can be done through writing, drawing, or speaking about ideas and new learning.

• Inquirer’s Workshop/Centers

  • Set up ways in which students can explore different aspects of the concept(s) they are uncovering. These may be hands-on explorations, digging deeper into research, critical thinking tasks, etc. These shared experiences can be drawn upon throughout the scope of the unit.

These centers offer students to interact with their learning in different ways.

• Cooperative Learning Strategies

  • Think about how you can build in time for both independent and cooperative learning within your unit. Students can benefit from a variety of grouping and regrouping structures throughout a unit. Consider student interests, approaches to learning, strengths and opportunities while supporting their growth in collaboration

• Mind Maps

  • Encouraging students to both center their learning, and develop connections across disciplines can be powerful and fun! Mind maps can both encourage critical thinking and creativity for our learners.

These student generated Mind Maps around the concept of Inquiry deepen understanding and allow students to express themselves as learners.

• Choice Boards

  • In both learning and assessment tasks, think about how you are providing choice for students to share their understanding. This differentiation may lead to different approaches, topics, tasks and/or products for your learners.

This choice board provides students with opportunities to share their understanding in a variety of ways.

Q: I’m worried that I’m “not doing it right”. What advice can you provide?

A: There may be aspects of the planner and planning process that are new, or unfamiliar to teachers newer to the PYP. This is typical and will become more clear as teacher capacity evolves. If one (or more) sections of the planner, or planning process are not fully understood, continue with as much of the thinking and developing as possible. While this disequilibrium can be uncomfortable, it will lead to deep and meaningful learning in the classroom. The pieces will come!