Nurturing Curiosity: Embracing the Joy of Learning through Inquiry

As parents, we all want our children to excel academically, to grasp concepts deeply, and to develop a lifelong love for learning. However, in our quest to ensure their success, we often overlook one of the most powerful tools at our disposal: inquiry-based learning. 

Inquiry-based learning is not just another educational buzzword; it's a teaching approach that empowers students to take ownership of their learning journey. It encourages curiosity, critical thinking, and problem-solving skills, laying a solid foundation for academic success and fostering a genuine joy for learning. So, how can we, as parents, embrace and support this approach?

We must first understand what inquiry-based learning entails. Unlike traditional rote memorization or teacher-led instruction, inquiry-based learning puts students at the center of the learning process. It encourages them to ask questions, explore, and discover answers independently. Instead of simply providing information, teachers act as facilitators, guiding students through the process of inquiry and helping them develop essential skills along the way.

One of the key benefits of inquiry-based learning is that it promotes autonomy and self-directed learning. When students are encouraged to ask questions and seek answers on their own, they become more engaged and motivated learners. They learn to think critically, evaluate evidence, and draw their conclusions—a valuable skill set that extends far beyond the classroom.

Inquiry-based learning fosters a deeper understanding of concepts. Rather than memorizing facts for a test and promptly forgetting them afterward, students engage with the material on a meaningful level. They connect new information to their existing knowledge, make real-world connections, and develop a holistic understanding of the subject matter.

What excites me personally about inquiry-based learning is the sense of joy and wonder it instills in students. Instead of viewing learning as a chore or a means to an end, they come to see it as an exciting adventure—a journey of discovery and exploration. Every question asked, every experiment conducted, and every problem solved becomes a source of pride and satisfaction, fueling their curiosity and passion for learning.

So, how can we, as parents, support and encourage inquiry-based learning at home?

We can begin to foster a curiosity-driven environment by encouraging our children to ask questions and explore their interests. Instead of providing immediate answers, we can guide them towards finding solutions independently. This not only strengthens their problem-solving skills but also instills a sense of confidence and autonomy.

Provide our children with access to a variety of resources and materials that encourage inquiry and exploration. Whether it's books, educational toys, or hands-on activities, exposing them to different learning opportunities helps spark their curiosity and creativity.

We can also actively engage with our children's learning by asking open-ended questions and encouraging discussions. By showing interest in their ideas and discoveries, we validate their efforts and reinforce the importance of inquiry-based learning.

We can model a growth mindset by demonstrating perseverance and resilience in the face of challenges. Learning is a journey filled with ups and downs, and by embracing setbacks as opportunities for growth, we teach our children the value of resilience and determination.

Sincerely,

Leia Kraeuter

Elementary Principal

This week, GAA Primary staff had the opportunity to work with literacy consultant Miles Madison. 

Mr. Madison is an expert in early childhood literacy and works with international schools worldwide to support teachers’ professional development. Under his guidance, teachers have been learning about current research related to literacy development in reading and writing. 

Teachers had the opportunity to watch Mr. Miles teach writing lessons to students, focusing on how to help students transfer their phonics knowledge when writing. 

We learned about ways to support students in meeting literacy standards, how to plan lessons based on student data, how to give feedback to students on their writing, and even how to use AI to support lesson planning.

In Ms. Jazmine’s KG2 class, students embraced the centennial milestone of 100 days of school. They arrived at school in creative outfits and participated in 100-day-related centers with enthusiasm. Throughout the day, they engaged in reflective discussions, sharing their favorite moments from KG2 so far and expressing what they look forward to for the remainder of the school year.

Grade 2C have been very busy mathematicians this week. We have been learning all about adding and subtracting numbers within 1000. Today the students used their knowledge of addition to add four two digit numbers together. 

Here are some pictures of the students dressed up for our 100th day of school. 

In 3C, sustainability took center stage as my students immersed themselves in hands-on learning aimed at protecting our planet. Our project showcased the devastating impact of plastic and trash ingestion on marine life. The students dedicated themselves to creating visually impactful posters, each showing environmental challenges. Their enthusiasm and commitment were further evident as they engaged in a voting process to select the most compelling creation, which now proudly hangs in our hallway alongside our collective project, serving as a reminder of the importance of protecting our home, the Earth.

In grade 4E, we were learning about shadows and how they change during the day. We discovered that shadows happen when an object blocks light from the sun. In the morning, shadows are long because the sun is low in the sky. As the day goes on and the sun moves higher, the shadows become shorter. At noon, when the sun is directly overhead, shadows are the shortest. Then, in the afternoon, as the sun starts to go down, shadows become longer again. We experimented by measuring the shadows outside using meter sticks and observing how their shadows change throughout the day. We noticed that shadows also change in size depending on the distance between the object and the light source. The shadows also changed position throughout the day. This is because the Earth is rotating around the sun. We had great fun learning about shadows. Have a look at some of our pictures.

 في مادّة التربية الوطنية، قام تلاميذ الصف الثاني بتحديد موقع الإمارات على الخريطة بالنسبة لقارة آسيا ، للعالم العربي ولشبه الجزيرة العربية وميّزوا الدول والبحار التي تحدّها كما قارنوا بين مختلف أشكال سطح الأرض في الإمارات . اكتسب التلاميذ معلومات مهمّة من سيرة حياة المغفور له الشيخ زايد بن سلطان 

In UAE Social Studies, Grade 2 students determined the location of UAE on different maps: Asia, Arab world, the Arabian Peninsula. They distinguished the countries and the seas that border UAE and they compared the different landforms in UAE .

Students learned important information from Sheikh Zayed's biography .

يتعلم تلاميذ الصّف الأول في مادة الدراسات الاجتماعية والتربية الوطنية واجباتهم تجاه أسرهم ووطنهم ، يعدّدون أسماء الإمارات السبع ، و يشرحون دور الباني المؤسس في قيام دولة الاتحاد.يبيّن التلاميذ أهميّة الهويّة وجواز السّفر ويصنّفونَ أنواعَ وسائل النّقل المختلفة ، 

First-grade students learn their duties towards their family and country, name the seven emirates, explain the role of Sheikh Zayed in the establishment of the state. Students classify the different types of transportation. 

What a fun-filled week we had in the PreK-Grade 1 Library to celebrate Teddy Day! Students had an opportunity to wear pajamas and bring their favorite teddy bear (or favorite stuffy) to school. We read and listened to many teddy bear stories and sang teddy songs. During our center time, students participated in many teddy bear activities, such as learning to draw a teddy bear, decorating teddies, making teddy bear crowns, sorting teddy bears by colors, measuring the length of our stuffies using linking cubes, and more! Grade 1 students had an opportunity to make igloos out of marshmallows and toothpicks for their polar bears. This tied in well with their Sharing the Planet Unit of Inquiry in which they’re learning about different materials that are used to create homes around the world. All of the students had a “beary” good time!

• February 19-21: MID-TERM BREAK. NO SCHOOL

• February 23: Pizza and Popsicle Day by GAAPA and Booster Club

• February 28-29: Matilda Jr. Musical

• February 29: GAA Cook-A-Book Challenge

• March 1: Wholeschool Dress-Down Day (Book Character theme)

• March 2: Movie Night and Garage Sale by GAAPA

• March 4-5: Parent-Teacher-Student Conferences (no classes in session)

• March 6: KG1, KG2, GR1, GR2 Arts Festival

• March 7: GR3-5 Arts Festival

• March 13-14: Absentee and New-joiner Official School Photoshoot

• March 14: GAA Community Iftar

• March 25: SPRING BREAK STARTS!