All 250 of our wonderfully engaging children’s eBooks have been hand selected and aligned with the Programme of Inquiry by our IB trained and experienced team of teachers.
Each of our eBooks features an Inquiry based Teacher’s Guide and Student Guide.
We provide helpful, authentic IB suggestions to make your life as a teacher easier!
Use our Guides as a “stepping stone” to assist you in your planning, creating and in meeting your IB Curriculum requirements.
Our Inquiry Based Teacher’s Guides show you how you can use our IB Aligned books to:
- Promote Inquiry within your learning and teaching- we help you and your students to ask more meaningful questions and guide the inquiry process.
- Assist in creating global minded, excited, life-long learners.
- Bring attention to global issues that have significant social, emotional and environmental impacts on our world.
- Promote tolerance and appreciation of different cultures from around the world.
- Empower your students with the skills of critical thinking, self-reflection and action.
Here is an example from one of our Teacher’s Guides
What is our purpose?
IB Transdisciplinary Theme/ Unit Of Inquiry: Who we are, How we express ourselves
IB Central Idea Key Words: Storytelling, Folk Tales, Folklore, Bedtime Stories
IB Attitudes: Appreciation, Creativity
IB Profile Attributes: Communicators, Open-minded
Key Concepts: Form, Connection
What do we know?
Use Provocation to excite your students! See what they already know and get them excited about what they really want to learn!
Provocation Activities or suggestions:
1. Old World- Display “old” artifacts such as bowls, figurines, pictures of old European architecture.
2. Ancestors- display photographs or elderly ancestors, preferably in black and white.
3. Folk Tales- display well known Folk Tales and Fairy Tales books for your students to read and explore.
Transdisciplinary Learning Experiences and Activities
Suggestions and ideas based Transdisciplinary subject areas (math, language, science, social studies, technology, the arts, physical education and library) and Transdisciplinary skills (Thinking, Communication, Social, Research, Self‐Management) in connection with the ideas of this book.
1. Collaborative Rewriting: In a group have students take one of the Folk Takes and rewrite it – adding a different problem or ending to the story. Have the students illustrate it and share with the class.
2. Think-Pair- Share: Have the students read the story in pairs. Have the students think about the message in the story. Then have the students describe the problem, the solution and the message in the story. Have the students take turns describing their ideas to the other pairs and share their thoughts.
3. Gallery Creation/ Walk: Have the students draw a picture from their favorite scene in the story. Teacher then hangs the posters for all to see. The students go to the “art gallery” and observe the art. The students then try to guess which story each picture went with based on the details in the drawings.
4. Tally and Graph: Students tally how many stories have similar elements such as animals, morals, problems, solutions, funny elements, tricks, etc. Have the students come up with the categories. Then graph the results.
5. Face Partner/ Shoulder Partner: Students, with their “Face Partner”, reread an assigned folk tale. They summarize the story in their own words, write it on the front of the flash card, along with the title. Then students, then with their “Shoulder Partner”, create drawings to go with the summary on the front of the flash cards. In the end they all take turns reading each other’s cards. Then switch these packs with others in the class.
Student Action Guide
Each book also includes a Student Action Guide. Feel free to use these guides as a provocation tool or as a way to have your students guide the Inquiry process. You can have the students read the book and complete the “Student Activities” in the Student Action Guide, either in class or at home. Have them come back and share their ideas with the class. Plan your lessons around their questions and ideas for a truly student centered, student lead instructional experience!
Here is an example from our Student Action Guide:
Now, let’s see you in Action.
Take a moment to Reflect on what you’ve just read, pick one activity below and complete.
1. Reflection Poem: Create a poem describing how you felt while reading this story. Be sure to mention what “IB Learner Attitudes” the characters showed in the story. Ex. The girl was Caring towards the animals each and every day. She loved them, fed them and even asked them to play.
2. Reflection Poster: Create a 2 sided poster showing the problem(s) in the story. Show the “before” on one side and then the “after” or solution on the other. If there was no solution you can create one! Again, don’t forget about the “Attitudes”. Add an index card at the bottom with the questions that you still have and how you felt.
3. Reflect and “Wonder”: Now that you’ve read this book, what do you “Wonder”? Write about it! How and where can your class find out more?
4. Reflection Art: What pictures are you seeing in your mind? Create a drawing, labeling each part, and tell us what you see in your mind after reading this story. Add some questions- what do you want to know more about?
5. Reflection Activities: You’ve had time to think about the story, it’s thoughts and ideas. What activities could we do based on what we’ve learned? Write about your ideas!