Inquiry-Based Learning at GCSD: PYP, MYP, and DP

At Greenburgh Central School District (GCSD), inquiry-based learning is the driving force behind our instructional approach in the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). Inquiry fosters curiosity, critical thinking, and ownership of learning, empowering students to explore, question, and construct meaning through active engagement.

Inquiry in the PYP (Grades K–6)

In the PYP, inquiry is the foundation of the transdisciplinary framework, guiding students to ask meaningful questions, investigate topics deeply, and reflect on their discoveries. Teachers facilitate student-driven exploration by:

• Designing provocations that spark curiosity (e.g., exploring local habitats by creating a classroom “mini-ecosystem”).

• Encouraging students to co-construct questions and drive investigations within units of inquiry.

• Using reflection journals and learning conversations to help students connect their discoveries to broader concepts.

Inquiry is open-ended and dynamic in the PYP, enabling students to move beyond surface-level learning and develop skills in observation, prediction, experimentation, and reflection.

Inquiry in the MYP (Grades 7–10)

Inquiry in the MYP becomes more interdisciplinary and analytical, challenging students to explore significant issues through deeper questioning and investigation. Key elements include:

• Developing Statement of Inquiry and Inquiry Questions in every unit, which frame learning and keep students focused on conceptual understanding.

• Incorporating research projects and case studies, for example, in Science, students design experiments to test hypotheses, and in Individuals & Societies, they investigate real-world economic systems.

• Embedding personal choice and voice through tasks like selecting a global issue to explore in depth.

Teachers model and scaffold the inquiry cycle: formulating questions, planning investigations, collecting and analyzing data, drawing conclusions, and reflecting on learning.

Inquiry in the DP (Grades 11–12)

In the DP, inquiry is refined to support academic rigor and independent thought, preparing students for university-level research and lifelong learning. Inquiry is embedded in:

• Theory of Knowledge (TOK): Students interrogate how knowledge is formed across disciplines, exploring questions such as, “How do cultural perspectives shape scientific research?”

• Extended Essay (EE): Students develop and investigate a self-selected research question, conducting in-depth study over an extended period.

• Subject-Specific Inquiry: Each subject challenges students to apply inquiry methods. For example:

  • In Biology, students formulate and test hypotheses through lab work.

  • In History, students analyze primary sources to answer complex historical questions.

  • In Language & Literature, students explore themes, symbols, and authorial intent through critical textual analysis.

In the DP, inquiry is both discipline-specific and interdisciplinary, supporting deep conceptual understanding and critical engagement with global and local contexts.

At GCSD, inquiry is not a single event or strategy, it is a mindset.  Across all programs, students are taught to ask, investigate, reflect, and act, ensuring that learning remains meaningful, relevant, and transformative throughout their IB journey.