An Environment for Fostering Inquiry-Based Learning: Utilizing the IB Program

(1) The Role of an Adult
Our school's educational goals state that, as part of the "role of an adult," we will "create an environment that fosters inquiry-based learning by leveraging the continuity of learning throughout the six years." We hope that parents will support their children from their perspective, working together with our faculty and staff to enable them to engage in inquiry-based learning. Specifically, while understanding the philosophy of the "IB Mission" and the "IB Learner Profile," and keeping in mind the ultimate goal of student (child) independence, we believe it is important to understand the student's (child's) learning situation, especially in the early stages after enrollment, including their progress on assignments and submission status for each subject, and to provide appropriate support in cooperation with teachers. To this end, our school utilizes a schedule planner that allows students to record their own assignment deadlines for each subject.

 

(2) Inquiry-Based Learning
In our school's freshman education program, we incorporate "inquiry-based learning" in all subjects to cultivate students' ability to identify problems, think for themselves, and work towards solving them.
Specifically, this is implemented through "inquiry-based conceptual learning" based on the IB curriculum. "Inquiry-based conceptual learning" involves various forms of inquiry, such as experiments, observations, investigations, dialogues, discussions, presentations, experiences, practical work, and field trips, through which students acquire concepts necessary for lifelong learning. This is a completely different learning method from learning where students organize what they are taught in notebooks and measure their retention through tests.

 

(3) Small Group Instruction and 100-Minute Continuous Lessons
To more effectively implement "inquiry-based learning," it is necessary to conduct lessons in relatively small learning groups. Therefore, taking into account the learning group size recommended by the IB, our school conducts lessons using small-group instruction, dividing 80 students from two classes into three learning groups (26-27 students each). From a similar perspective, it is also necessary to allocate a certain amount of uninterrupted time to thoroughly engage in experiments, observations, investigations, dialogues, discussions, presentations, experiences, practical training, and field trips. Therefore, our school sets each subject's lesson in 100-minute continuous sessions.

 

(4) Examinations and Assessment
Assessing "inquiry-based learning" cannot be done solely through the usual method of periodically measuring acquired knowledge and understanding through examinations. Therefore, our school does not conduct so-called periodic examinations. Instead, we set assignments based on the IB assessment method for each unit and conduct assessments accordingly. As a result, the assignments to be assessed (assessment assignments) will be provided by each subject throughout the year.

 

(5) Homework
For each subject in the MYP program, students are provided with an "Assignment Instruction Manual" before each unit, which outlines various assignments and assessment criteria for evaluating achievement. Since students are expected to plan their learning independently while following the "Assignment Instruction Manual," it is important to ensure that sufficient study time is allocated. For example, in addition to tests to measure knowledge and understanding, assignments subject to evaluation include reports, presentations, and other forms of work. These assignments must be completed by the designated deadline. Specifically, this may involve reading pre-assigned texts (books, etc.), researching online, etc., to obtain necessary information, or organizing one's own thoughts. While homework is generally done at home, students can also use the media center after school, receive advice from teachers at subject centers, or engage in self-study in lounges, etc. Our school strives to create an environment where such learning can be conducted within the school as much as possible. In this way, homework is essential for making "inquiry-based learning" more effective.

 

(6) Teaching Materials Used in Class
In "Inquiry-based learning" does not involve teaching the textbook content sequentially from beginning to end. While textbooks are the most basic and primary teaching materials for more effective "inquiry," they are not the only materials. Handouts and books distributed by instructors, as well as materials available online, are also important supplementary materials. In addition, depending on the subject, supplementary materials may be designated and purchased by all students. However, drill-style workbooks and other materials specifically designed to measure knowledge retention and understanding are not designated as supplementary materials.

 

(7) Information Literacy
In "inquiry-based learning," students will deal with various types of information obtained through books, the internet, and other sources.
In particular, using tablet devices is extremely effective when dealing with information from the internet. Therefore, our school requires each student to purchase one tablet device that can connect to the internet within the school. When using tablet devices, it is necessary to acquire both the skills to maximize their effectiveness and information ethics to ensure one's own and others' safety. Therefore, our school offers "Information Skills" in the first year, and we allocate learning time to acquire information literacy appropriate to the developmental stage as the first necessary skill for conducting "inquiry-based learning."