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Statements of Inquiry in Language and Literature

1. Statements of inquiry frame classroom inquiry and direct purposeful learning by setting conceptual understanding in a global context. 2. Possible statements of inquiry for language and literature units relate key concepts like perspective and creativity to global contexts like personal and cultural expression. 3. Inquiry questions derived from statements of inquiry give direction to teaching and learning by helping to organize experiences and analyze big ideas.

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162 views

Statements of Inquiry in Language and Literature

1. Statements of inquiry frame classroom inquiry and direct purposeful learning by setting conceptual understanding in a global context. 2. Possible statements of inquiry for language and literature units relate key concepts like perspective and creativity to global contexts like personal and cultural expression. 3. Inquiry questions derived from statements of inquiry give direction to teaching and learning by helping to organize experiences and analyze big ideas.

Uploaded by

brian hughes
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Statements of inquiry

Statements of inquiry set conceptual understanding in a global context in order to frame classroom
inquiry and direct purposeful learning. Table 3 shows some possible statements of inquiry for MYP
language and literature units.

Statement of inquiry Key concept Possible project/study


Related concepts
Global context

Critical readers understand that • Perspective Literary interpretations of


historical context and authors’ social conflict: such as the
• Context, point of view,
perspectives affect readers’ second world war
corroboration, style
interpretations of literary texts
and of the concept of truth. • Orientation in space and time

Directors create films to • Creativity Feature film or documentary


position audiences to respond study (some possible films to
• Audience imperatives,
in a particular way. study might include Bowling for
meaning, purpose
Columbine [2002]; Super Size
• Personal and cultural Me [2004])
expression

Historical contexts shape • Connections Historical fiction; short-story


literary genre. unit; comparative study (for
• Context, genres
example, Shakespeare’s Romeo
• Orientation in space and time and Juliet to Baz Luhrmann’s
film version; Persepolis
[graphic novel] compared to
One Hundred Years of Solitude
[revolution theme])

Persuasive texts, specifically in • Communication Advertising unit


marketing and politics, use
• Bias, purpose, audience,
language intended to influence
stylistic choices, form, function
our behaviour and decisions.
• Personal and cultural
expression

Table 3
Example statements of inquiry
Inquiry questions
Teachers and students use statements of inquiry to help them identify factual, conceptual and
debatable inquiry questions. Inquiry questions give direction to teaching and learning, and they help to
organize and sequence learning experiences.

Table 4 shows some possible inquiry questions for MYP language and literature units.

Factual questions: Conceptual questions: Debatable questions:


Remembering facts and topics Analysing big ideas Evaluating perspectives and
developing theories

• What is a personal narrative • Why do we tell stories? What • Why do we create?


and what are the linguistic can we express through a story?
• How is truth corroborated? Is
features of narratives and
• What is truth? Where/Why/ the truth out there?
stories?
How do people search for the
• Is every decision made in
• What are the components of a meaning of truth?
creating a film a conscious
basic essay?
• How are audiences influenced choice, or do we read too much
• How is fantasy different from by film codes and conventions? into our analysis?
other genres?
• How can we avoid being • When do advertisements
• What techniques do manipulated by what we see, become unethical?
advertisers employ to influence hear and read?
our behavior and decisions?
Table 4
Examples of factual, conceptual and debatable questions
Approaches to learning
All MYP units of work offer opportunities for students to develop and practise approaches to learning
(ATL) skills. These skills provide valuable support for students working to meet the subject group’s aims
and objectives.

ATL skills are grouped into five categories that span the IB continuum of international education. IB
programmes identify discrete skills in each category that can be introduced, practised and consolidated
in the classroom and beyond.

While ATL skills are relevant across all MYP subject groups, teachers may also identify ATL skill indicators
especially relevant for, or unique to, a particular subject group or course.

Table 5 suggests some of the indicators that can be important in language and literature.
Category Skill indicator
Thinking skills Evaluate evidence and arguments.

Social skills Listen actively to other perspectives and ideas.


Communication skills Use a variety of media to communicate with a range of audiences.

Self-management skills Keep an organized and logical system of information files and notes.

Research skills Seek a range of perspectives from multiple and varied sources.

Table 5
Examples of language and literature-specific skill indicators

Well-designed learning engagements and assessments provide rich opportunities for students to
practice and demonstrate ATL skills. Each MYP unit explicitly identifies ATL skills around which teaching
and learning can focus, and through which students can authentically demonstrate what they are able to
do. Formative assessments provide important feedback for developing discrete skills, and many ATL
skills support students as they demonstrate their achievements in summative assessments of subject
group objectives.

Table 6 lists some specific ATL skills that students can demonstrate through performances of
understanding in language and literature.

Approaches to learning
Communication (communication): read critically and for comprehension.
Thinking (creative thinking): create original works and ideas.

Table 6
Examples of language and literature demonstrations of ATL skills

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