Week 4 is all about research, research, research! Now that learners have a defined focus through their central ideas and lines of inquiry they go full-on into research mode, building on the preliminary gathering of materials in Week 3. This week students focus on building a bank of key concept related questions to help them deepen their research and inquiry into their issues. They use an F-Q-R format (Fact-Question-Response) to organize their research, show accountability/academic honesty for their chosen primary and secondary sources, and to think about their research as they conduct it.
A key piece of research is also sourcing out primary sources who can share unique perspectives into the various issues. Students make contact with local organizations, politicians, businesses, museums, etc. to arrange interviews (in person, via Skype or by e-mail) and learning trips.This year students are experiencing a great response to their requests and have taken part in some very meaningful learning as a result. Primary sources help to provide a real life lens into the issue and help students to gain local perspectives. E.g. One group visited a museum lecture and spoke to activists with varying perspectives; another visited a homeless shelter; another interviewed a police officer about gun control and visited a news paper office and interviewed the editor about guns and weapons in the news, etc. Our parent community provides essential support in helping us to make connections and chaperones small groups of students as they embark on learning trips to support their exhibition issues. As students reach out into the community they are also inspired to start taking action. While we do not require that every group must organize an action component beyond the exhibition itself, spontaneous action ideas begin to arise as students become more knowledgeable and passionate about their issues and make meaningful connections to local organizations and people through their learning trips and interviews.
As the week rounds out each group works together to frame a “debatable question” which will help them to analyse perspectives relating to their issue and synthesize the most important aspects of their research. They will use this question in Week 5 to write a persuasive essay arguing points for(pros) or against(cons) in response to their debatable questions. Each group meets with me and their teacher to discuss their debatable question ideas and share their preliminary thinking. We are so impressed with how the girls are able to confidently and articulately share their ideas and already tie in facts and information from their research to back up their thinking. That F-Q-R sure works to get learners thinking about their research while they are doing it. I was struck by a couple of comments students made during our discussions. Izzy said, “you know it’s a good debatable question because you have to think hard about which side to choose.” Fiona remarked about how she woke in the night thinking about her issue and the question she proposed to the group just hit her. (“They” aren’t kidding when “they” say the PYP is pervasive!) Some sample debatable questions:
- Is the issue of body image properly addressed in our society?
- Are we doing enough to preserve the earth’s supply of potable water?
- Should children solve their bullying problems without adults intervening?
- Is crowding people into cities an effective way to use the land?
During the week students meet with their mentors to review their research and set new goals. At the end of the week they complete reflections on their research skills, as well us update their open-ended “Tree People” reflections.