For this week’s post, instead of skimming over numerous topics, I’ve decided to dive deep into two examples of what deep learning looks like at YIS. Hopefully by sharing these examples it will spark some inspiration and dialogue about deep learning and how we can share the successes of these two projects to better enhance learning that is happening in other areas of our school.
Student-led inquiry in kindergarten

Every time I stop in one of our kindergarten classrooms I’m inspired. I’m inspired because our kindergarten teachers are incredibly passionate and innovative. I’m also inspired because the live the IB PYP with some of the youngest members of our school community. Most recently I had the chance to support what action looks like in a kindergarten classroom.
At the end of last year the kindergarten teachers supported a month of student-led inquiry. The students were given Independence to choose a topic of Interest and inquire about it. The students develop their own timetables, they reached out to experts (often relying on the skills and knowledge of others in our school community) and shared their understandings.
I was given the opportunity during the unit to co-learn with some of the students on topics I knew about or was passionate about. One opportunity was to work with a couple of students on game creation (we used Scratch Jr) while another student wanted my help learning about fugu (Japanese for a poisonous pufferfish often served raw in Japan). While I know quite a bit about kindergarten-level game creation, I had a great opportunity to co-learn with the student who was inquiring into fugu. I supported and activated his inquiry, but I wasn’t an expert – we learned together.

How is this deep learning?
- The teachers helped students discover and sort out the inquiries that best suit them
- The students developed relationships with mentors and experts to support their inquiries
- The teachers took on a role as activators and co-learners
The role of technology in these student-led inquiries

- Tool to document and reflect. The students used their Learning Journals (Seesaw) to document and reflect on their learning through the inquiry process.
- 1-to-1 iPads. We have a 1-to-1 iPad program in kindergarten which helps support inquires like this. It isn’t so that students are always on a device, but instead so that they can have access to a device when they need it to support their inquiry. Our kindergarten students research with PebbleGo and use their iPads often for documentation and reflection.
Global Citizen Diploma

“The Global Citizen Diploma (GCD) provides a framework for students to actively take small steps leading to a better future. Through intentional reflection, students develop a deeper understanding of who they are and what they value by capturing their individual stories and celebrating their growth. By identifying their passions, each student who earns the GCD becomes more inclined to act in an ethical and responsible way as a global citizen.”
Global Citizen Diploma
Reading that paragraph is powerful, but reading the stories and hearing about who are students really are is even more powerful. The GCD program allows students to develop a common understanding within the GCD framework, but then gives them the flexibility to share reflections that tell their story. As teachers our role is to listen and guide – we read and provide feedback on their learning and share their successes. The GCD is for our high school students, but we have elementary school teachers who have volunteers to develop relationships with these students and listen to their stories. It’s amazing to sit down with a range of teachers and administrators in our school and hear them talk about the amazing stories they learning through the GCD program.
How is this deep learning?
- Teachers provide highly effective feedback in the learning process.
- Students develop relationships with their audience – not just teachers, but parents and peers too.
The role of technology in the GCD
- Tool for reflection. Each student in grades 9-12 has a Google Site that they use to document their reflections. It’s a public site where they can reach an authentic audience (which currently is our school community – their parents, teachers and peers).
- So much more. It’s hard to summarize this as the students have a wide variety of stories that they share. Some of these stories have in-depth links to technology that are transforming the way they develop as young adults.
Hi Matt-
I love and appreciate that you took a different approach to this week’s topic and applied the readings and resources to your own context. I often feel overwhelmed by all the different directions I can take my learning and reflection each week and end up trying to take on too many of the topics rather than taking a deep dive into just one or two, so nicely done!
Student-led inquiry has been on my radar for a long time and I enjoy hearing and seeing what others are doing. Talk about true agency- giving students ownership of what, when and how they learn is incredibly powerful, but I can see where it would be scary too. It seems like the KG teachers at your school embrace this level of risk-taking needed to put students in the driver’s seat. I’d love to hear more about the planning and assessment pieces that correspond with this. If you’re interested, a couple of old colleagues of mine recently presented on agency and gave a ton of great resources and examples: http://bit.ly/AdvocatingForAgency
I especially loved the part of this post where you described taking on the role of co-learner and inquiry activator in your work with students. I think it’s valuable for students to see us in different roles, not always as the ‘expert’ on a topic but someone who can support in the learning process.
Thanks again for your continued sharing and reflection, I always walk away from reading your blog with lots to consider.
Thanks for your quality post as always, Matt. I had never heard of the GCD before this. I’m definitely going to check it out.
Question for you- when you have students use a Google Site for public reflection, how do you think they might communicate with a wider authentic audience? This is something that has been on my mind as well with student portfolios done in Google Sites. I’d love to push it out further to help the students communicate their learning. Eagerly awaiting your thoughts! -Alex