The Lighthouse Diary Entry # 83: From KWL-I to Writing the Inquiry Paper (1 of 2)

A Report on Cohort Progress in Extended Essay Preparation

This report summarizes the progress of the cohort during the initial stage of the Extended Essay preparation. The instructional sequence was designed to introduce students to the fundamentals of research inquiry while supporting the development of early research skills.

The process began with the KWL-I activity (Know–Want to know–Learn–Inquiry), which served as a diagnostic and exploratory tool. Through this activity, students identified their prior knowledge about potential topics, articulated areas of curiosity, and began framing possible directions for investigation. The KWL-I exercise encouraged students to reflect on their interests while recognizing gaps in their knowledge, which is an essential step in forming meaningful research questions.

Following this exploratory stage, students developed their Inquiry Papers, which function as the first formal articulation of their proposed research direction. The Inquiry Paper corresponds with Phase 1 of the school’s Research Design Cycle: the Inquiry Phase, where students begin to define their object of study, clarify relevant concepts, and formulate preliminary research questions.

To support students in this process, several instructional interventions were implemented. Students were provided with a rubric for the Inquiry Paper, allowing them to understand expectations regarding topic selection, conceptual framing, research questions, and methodological planning. In addition, students participated in three input sessions focused on the following areas:

• the structure and purpose of the KWL-I framework,

• Criteria A and B of the new Extended Essay Guide, particularly relating to focus, method, and conceptual understanding,

• and the nature of the Inquiry Paper as a preparatory stage for the Extended Essay investigation.

Students were also given opportunities for individual consultation sessions, during which they discussed the clarity of their research questions, the feasibility of their topics, and possible analytical approaches.

Based on the submitted Inquiry Papers, students demonstrated several emerging research skills. These include the ability to identify a potential object of study, formulate preliminary research questions, and begin connecting their topics to relevant concepts or theoretical frameworks. Many students also showed growing awareness of the need for clear research methods, particularly in distinguishing between descriptive topics and analytical investigations.

Overall, the cohort has begun developing key competencies necessary for the Extended Essay, including question formulation, conceptual thinking, and research planning. While some students continue to refine the focus of their topics, the Inquiry Paper stage has successfully established a foundation for the next phase of the research process, where students will further develop their research design and analytical approach.

The Lighthouse Diary Entry #82: How to Make a Research Claim

 I made this guide in line with our lesson on Research as Thinking Process. More materials to share in a few days!

How to Make a Research Claim by ZarahG

The Lighthouse Diary Entry #76: My Personal Code of Use on ChatGPT: Working with AI in Integrity, Creativity, and Compassion

Modeling responsible AI use is a powerful form of digital citizenship. In my context as a librarian, bibliotherapist, educator, and fan community member, it’s more than policy to practice. It is  formation.

1. I will use ChatGPT as a collaborator, not a crutch. I affirm that my voice, insight, and experience are primary. AI can support my clarity and output, but it will not replace my discernment, values, or lived knowledge. 

2. I will protect the privacy of people in my care. When working on bibliotherapy stories, student support materials, or community narratives, I will anonymize names and details, and I will never upload sensitive personal or medical data. 

 3. I will use AI to strengthen my advocacy, not compromise it. Whether I'm crafting workshop materials or writing about fandom justice, I commit to using ChatGPT to amplify truth, care, and dignity, not to dilute or sanitize uncomfortable realities. 

 4. I will fact-check and attribute. For any citations, lyrics, research, or shared ideas, I will verify sources and acknowledge creators. AI-generated responses will be cross-checked and revised before being used in public platforms. 

 5. I will remain reflective about the power and limits of AI. I understand that ChatGPT is trained on vast, sometimes biased datasets. I commit to questioning, rewording, and reframing outputs that may reinforce colonial, ableist, or extractive thinking. 

 6. I will honor my process and my pauses. Not every question needs an immediate answer. I will use silence, solitude, and community check-ins alongside my digital tools. I trust my pace and my rhythms.

Lighthouse Diary #75: Learning Through the Seasons

"Life has seasons and each season has something to teach you… it is during tough times when you discover happiness. Joy does not come from ease. It takes time, meaning and purpose. Trust the journey!” ~ Angeline Tam, Commencement Speaker, ANGKAS PH CEO

The closing weeks of the Academic Year is often laden with events and activities that drum up accomplishments, nostalgia, gratitude and hope. For the first time, I walked with our graduating seniors in their Batch Night bearing witness to the rituals and traditions that define us -- the senior tribute and send off. What was new this year was the recognition of staff and faculty who served in the Academy for a decade and more. This was definitely a surprise.

So, I received a service award. And then some.

Let me count the ways...

1. Working alongside a resilient Advisory Team inspired me to up my game as adviser for the next academic year -- only if asked or chosen. 

2. Our senior batch reps step up on their last week of school. I can't be anymore prouder.

3. Our school leadership's tenacity and the intentionality in striving to keep integrity intact is admirable. Beyond compare.

4. This year brought many challenges, "bulaga" moments, surprises that we never expected. And along with it are heart breaks that I thought I was already used to, but... we recognize them. Mistakes and all. And we move forward with grateful hearts.

5. Friends are leaving the Academy and we hold them dear to our hearts as they venture forth to new adventures. Their contribution to the growth and development of the Academy is now a part of Griffin History. 

6. On the last few days before graduation, convening as a faculty to reflect and look back at academics, advisory and student life programs to firm up our commitment in maintaining the high standards of teaching and learning.

7. And lastly, I am truly appreciative of the openness and honesty to which we can all talk about what matters to us all -- to continuously become better versions of ourselves as teachers in light of changes and the uncertainty this new age brings.

Academic Year 2025-2026 is waving at the distance, but summer is beckoning. This break, short as it is, is well deserved. I will make the most of it.

The Lighthouse Diary #69: A Model Text for the Exploratory Essay 1 of 2

We kicked off our Extended Essay (EE) Journey last February, around the third week and we have been dwelling in topic selection; identifying sources that will inform us of breadth and depth of topics, using thinking tools such as the KWL-I Chart and Mind Maps to see connections and organize our thinking. Add to this is the relearning of Managebac as a platform to document our reflections as we learn and navigate in the EE. In previous years we would require our students to write a topic/research proposal and present it to a panel. Realizing the importance of "thinking slow" in this phase of the EE, and how crucial research and inquiry are, we thought of writing an Exploratory Essay. To help our students in this exercise, we sent and showed them model texts. 

Below is one of them, written by me.

Exploratory Essay: Understanding Intertextuality as Literary Theory and Strategy in Selected Songs and Music Videos of BTS

By Ms. Zee 😊

Of the varied specialized dictionaries, I used to establish a definition of Intertextuality, it is Julia Kristeva’s work that is consistently mentioned. Graham Allen’s recent work on Intertextuality (2020), which has a comprehensive and extensive coverage, is cited as well. These are the two scholars who have written extensively on the topic of Intertextuality; therefore, I will make time to do research on their publications to deepen and extend my knowledge on my chosen topic. For my exploratory essay, I will focus on establishing basic but foundational knowledge on Intertextuality.

 Kristeva posits that Intertextuality is a relationship between and among texts. This interplay of texts not only echo each other but undergo a transposition– something familiar and yet, it offers something new. Expressed through anagram, allusion, adaptation, parody, pastiche, imitation and other kinds of transformation, texts are drawn to establish an interdependence that emulsifies and amplifies meaning. The overlaying of texts is nuanced with the traces of texts from other sources, thus, the discourse surrounding this transformed text becomes padded. It offers the reader a variety of points of view and perspectives. The reader’s knowledge of different forms, genres and kinds of text is key in the understanding and appreciation of intertextual texts as a work of literature (Matrix Education n.d). When taken as a media product, texts that are produced using intertextuality have the power to hold the audience’s or the reader’s reckoning of contents or brands. In this case, Intertextuality when viewed as a theory allows open discussions on sources of information, knowledge and literature either literary or non-literary. Zengin (2016) further expands the theory of intertextuality as both an act of authorial production and reader perception. The meaning of an intertext is set upon its creation by the author but this evolves and changes depending on the reader’s interaction with the text. Intertextuality then becomes a never-ending process of meaning-making.

This brings to light the music video of Spring Day by the KPop group, BTS. There are three notable scenes and images that are fused together. The effect is an intriguing, almost luminous, message on loss, longing and the desire for justice in a seemingly hopeless world. The explicit use of Omelas to name a hotel/dorm harkens to Ursula Le Guin’s riveting short story; the lone train traveling in a wintry landscape is reminiscent of the post-apocalyptic movie, Snowpiercer (2013); and the folkloric image of a pair of shoes hanging in a tree branch magnifies the yearning for freedom and individuation. These borrowed texts provide a layered and emotionally textured narrative that invite viewers to discuss and reinterpret the message through literary appropriation, allusion and socio-cultural phenomenon. Even the song lyrics are picked up by fans and casual audiences contributing to a rich discourse on pop-culture and its relevance of storytelling to the human condition (Lazore, 2024). By referencing images and literary elements from a short story, a movie and folkloric beliefs, Spring Day as a song and music video transforms into a story that fans and casual viewers discover as both mystical and illuminating evoking a variety of emotions and multiple interpretations. Spring Day has never left the MelOn Charts since its release in 2017. It has won numerous awards in South Korea and has been performed in different artistic forms since then.

The Lighthouse Diary #68: Biñan Day and Griffin Games 2025

The city of Biñan celebrates several significant milestones this month: its 15th Cityhood Anniversary on February 2, its 80th Liberation Day from Japanese occupation on February 3, and its 278th Foundation Day on February 4. In commemoration of these historical events, the Biñan LGU has organized various activities for the residents, and classes in schools are suspended throughout the city. Meanwhile, we are gathering at school to participate in our annual Griffin Games.

In addition, we are watching a historical documentary titled Aninong Puti Sa Pulang Araw: The Rogelio Ligaya Lim-aco Story (Binan City Cultural Historical Arts and Tourism Office, 2016). Rogelio Ligaya Lim-aco is celebrated as a local hero in Biñan; he served as mayor during the Japanese occupation and led the charge against Japanese soldiers during the war. You can watch the video using the following link: Watch the Documentary.

It is essential to approach this historical video with sensitivity and nuance. Therefore, DHOS encourages us to process the material in class or with students in safe and inclusive spaces. 

Below are some tips on how to develop meaningful discourse, conversations, and dialogue:

Set the Context
Acknowledge that historical narratives are shaped by perspectives, and media from different eras often reflect the biases or propaganda of their time.
Explain that war narratives tend to depict one side as heroes and the other as villains, but history is more complex than that.
Clarify that not all Japanese people supported the war—many civilians suffered greatly, and there was even resistance within Japan itself.
Encourage Critical Viewing (Use OPVL)
Ask students to analyze the video as a historical document rather than merely as a story. Guide them to consider:
Who created the video?
What is its purpose?
What biases might it contain?
How does it compare to other perspectives on the war?
If possible, provide a contrasting perspective—for example, accounts from Japanese civilians, soldiers, or historians.
Facilitate a Discussion After Watching
Open a discussion about how different nations remember World War II and how this shapes national identity.
Emphasize that no nationality is inherently good or bad; war was a result of political and military decisions rather than an entire people’s character.
Invite students to reflect on how history is told and by whom, encouraging empathy and a broader understanding of historical events.
Support Our Students of Japanese Descent or Nationality
Privately check in with your Japanese students afterward to see how they feel.
Reassure them that studying history does not mean blaming or judging modern-day people for past events.
If they are uncomfortable, provide alternative ways to engage—for example, by analyzing primary sources or reading narratives and research from multiple viewpoints about the war (visit the BA Library).
Connect to the Present
Highlight that Japan and other countries have worked toward peace and reconciliation since WWII.
Discuss how we can learn from history to prevent future conflicts rather than focusing solely on past divisions.

Today, we celebrate the rich history of Biñan. We engage in friendly games and healthy competition through the Griffin Games, while also creating open, safe, and inclusive spaces for students to critically and compassionately engage with history and the world.

The Lighthouse Diary #64: Direct Instruction in Teaching Research Skills and MIL

Here is a key takeaway from yesterday’s library skills and research class: 

The OPVL was used as a method for analyzing and evaluating sources. Source evaluation must be taught explicitly. Direct instruction is a teaching approach that can be used to facilitate the learning of research skills.

Direct instruction is a teaching approach where the teacher leads the lesson in a structured, straightforward way, typically involving clear explanations, demonstrations, and guided practice. In this model, the teacher is the primary source of information, presenting new material in small, manageable steps, with checks for understanding and immediate feedback along the way.

The core components of direct instruction include:

1. Clear Objectives: The teacher sets specific learning goals and communicates them to students.

2. Modeling: The teacher demonstrates the skill or concept, often by thinking aloud to show the thought process.

3. Guided Practice: Students practice the concept with support from the teacher, who provides feedback and corrects mistakes.

4. Independent Practice: Once students are confident, they practice on their own to reinforce learning.

5. Assessment and Review: The teacher checks for understanding through questioning, assessments, or reviews.

Direct instruction is often effective for teaching foundational knowledge, procedural skills, and step-by-step processes, especially in subjects like math or grammar as well as academic writing and research. It is sometimes associated with explicit teaching methods and contrasts with student-centered approaches like inquiry-based or discovery learning, where students explore topics more independently.

The Lighthouse Diary #61: Gratitude Week at the Academy: Grateful for the support of leadership and external partners

UPDATE On our BA Library management System (LMS aka KOHA) 

In our meeting with our LMS partner, Mr. Tamayo, this morning we were able to add new features in the BA Library LMS such as: 

1. the extension and renewal of borrowed books; 

2. identifying the reference of books to weed out and to whom these old books will be donated; 

3. and polishing a reporting system for auditing of existing book collections versus the ones deselected from the recent inventory. 

All library admin stuff. 

We continue tomorrow to discuss HTML Coding for our BA Library Web Page updates and use of Google Drive into the database for access of ebooks and digital resources. 

It can be overwhelming, but we're still smiling!

The Lighthouse Diary #60: Gratitude Week at the Academy: I am grateful for being your friend, Ouie (3 of 5)

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The Lighthouse Diary #59: Gratitude Week at the Academy: Collaboration and Teachers Reaching Out (2 of 5)

 

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The Lighthouse Diary #57: Alumni Talk on the Research Process

Our alumni, Artie Cabezas and Zoe Gagatiga (Praelius, 2020) served as guest speakers during the Core Session with the seniors last September 9, 2024. They shared their experiences on the EE and SP, focusing on the essentials of research, crafting an outline, and the challenges seniors face when writing an academic essay. Artie discussed the importance of a disciplined approach to academic writing, while Zoe highlighted the challenges of completing a 3,000-word senior project. Both emphasized the necessity of trust in the research process.

Recognizing the diversity of our learners, we have provided support materials on outlining and various methods to create one. 

Crafting an Outline

When writing an academic essay, clarity and organization are crucial. While you’ll ultimately present your essay in traditional text format, using certain tools and methods during the planning and drafting stages can greatly enhance the quality of your work. 

Here are some of the best tools and methods for outlining and organizing your academic essay:

1. Outlining Tools

   - Text-Based Outline: Start with a simple text-based outline to organize your thoughts. This can include headings for Introduction, Thesis Statement, Body, and Conclusion.

   - Hierarchical Outline: Use a hierarchical outline to break down main points into subpoints. This helps in detailing the structure of each section and sub-section.

2. Mind Maps and Flowcharts

   - Mind Mapping: Tools like MindMeister can help you visually organize your ideas and see connections between them. This can be particularly useful for brainstorming and organizing complex ideas.

   - Flowcharts: Use flowcharts to map out the logical flow of your arguments and how different points interrelate. This is useful for ensuring that your essay has a logical progression.

4. Templates and Guides:

   - Essay Templates: Academic essay templates can help structure your introduction, body paragraphs, and conclusion effectively.

   - Writing Guides: Refer to academic writing guides or manuals, like the APA, MLA, or Chicago style guides, depending on your discipline.

5. Checklists:

   - Essay Checklists: Use checklists to ensure that all required elements of an academic essay are included, such as thesis statements, topic sentences, evidence, and analysis.

For the actual writing, a text-based outline is often the most practical and widely used method in academia. It allows you to clearly map out your argument and ensure that each section of your essay is well-organized. However, integrating mind maps or flowcharts during the planning phase can provide a more comprehensive view of your essay’s structure and help you manage complex ideas.

The Lighthouse Diary #55: BA Library Fundamentals Students Version

And we kicked off the first week of the Academic Year! Here is what I sent the members of the community from our experiences with the students during Foundation Days.

This week’s library orientations and classes in our new location have given us valuable insights into user traffic and interaction dynamics. To better accommodate our growing number of students and expand our collection of books and resources, we will be making some adjustments to our physical arrangements. Stay tuned for announcements about new book additions that you can integrate into your classroom.

In our Library User Education segment, we successfully conducted orientations with our grades 7, 8, and 9 students, all of whom have since borrowed books from the library. We also held additional sessions for grades 9 and 10 to evaluate students' understanding of reference sources, search strategies, and reading comprehension. We plan to launch reading campaigns and library promotional activities this term, with opportunities for student volunteers to get involved. If your advisees are interested in reading, media studies, or pop culture, consider encouraging them to join or help form a book and media club. Flynn and I are here to support, guide, and mentor them.

Our grades 10, 11, and 12 students have begun selecting books for their Personal Projects (PP), Extended Essays (EE), and Internal Assessments (IA). This is a promising start, and maintaining this momentum will be crucial.

From our interactions with students, we’ve observed the following:

- They are confident in using and navigating our library OPAC.

- Few students recognize the value of creating reading lists in our OPAC.

- They take longer to read from and utilize print sources.

- Their skimming and scanning skills require improvement.

- Many were surprised to discover that the table of contents and indexes are useful tools for locating information.

We look forward to further collaborations with you and your students.

The Lighthouse Diary #52: When there is still more to learn...

On days when teaching and coordinating the Extended Essay weighs heavily on my shoulders, I go back to the message I received from our workshop leader.  

Dear Zarah,

Congratulations, you have completed the workshop.

It has been real pleasure working with you again. You came in with a lot of knowledge and you have built so well on those foundations, seeing and making connections, appreciating how what you have been learning can be applied in your own situation.  Your Learning Journal in itself is impressive.  However much we know there is still more to learn - and we learn from each other.  So thank you too for sharing your thoughts and experience so generously too, others have and are benefiting from your thoughts and comments and advice. We said right at the beginning that the workshop is about far more than just ticking boxes, and your engagement throughout is much appreciated.

As you know, you can continue to access the workshop for 6 months so you will have more time to revisit the conversations and resources.

I wish you, your school and your students every success, enjoy telling those stories.

Do keep in touch.

With best wishes,

J

The Lighthouse Diary #51: Research Is A Way of Knowing (1 of 2)

Over the years, I have taught our Diploma Program (DP) students the idea that research is a process. Recently, I realized that research is a way of knowing. Like Theory of Knowledge (TOK), the Extended Essay (EE) is designed for students to know and understand their process of finding solutions and answers to a research question. Inquiry and Reflection weaves in and out of the Research Design Cycle. A cycle that students, even teachers, have challenges navigating.

For this year, I have identified strategies and mechanisms to accompany students in the EE. With the support of our DP Coordinator and English Teacher, we have agreed to implement the following:

1. Utilize the Researcher's Reflection Space on Managebac;

2. Hold After School Activities for students who are not on-track;

3. Thinking tools and strategies like the KWL-Inquiry Chart and Annotated Bibliography to document research are requirements;

4. Dedicate a weekly writing time and consultation with the Teacher Librarian on sources and references needed to prepare for a topic proposal (which will become the Introduction of the essay);

5. Express expectations clearly as well as the rubric and marks of progress.

This time, given that I have attended a training in the IB on the supervision of the EE and a refresher course on Direct Instruction and Explicit Teaching, I approach the EE Coordinatorship from an interventionist's perspective. Let's see how things go.

The Lighthouse Diary Entry #44: Research Month at the Academy (2 of 2)

Taking note of three wonderful things that happened last September regarding research skills instruction.

1. My student whom I supervise in writing the Extended Essay took the long way round in her research journey. We kicked off the term unsure of a topic to explore and her research question needed to be revised. In this case, I made her review her notes and the research plan she drew up last months ago. It was like leading a horse to water. With patience, she came back with an annotated bibliography that reflects her understanding of the topic of investigation and the required analysis specific to the subject. 

A conversation with her on the depth and breadth of the topic and the demand of the research led me to recommend that she draw map of her understanding of her topic and the relationship of ideas and concepts surrounding it. More confident now, she showed me the mind map. From there, I asked her which ideas, concepts and subconcepts speak to her in a very personal way. Then she made a choice.

After two weeks, she was able to refine her research question, write a thesis statement and draft a working outline. In our last consultation, I validated her accomplished work and reminded her of the Research Design Cycle, the documentation of her process and the 

Research is always personal. The processes and the systems that assist students in independent research must be in place as well as a mentoring culture that puts into consideration the learners' context, interest and learning styles.

2. Students need guides, frameworks and structures to follow in research. It is a process that requires disciplined thinking. My dear Griffin. An academic paper does not write itself. 

3. The research session I had with our grade 11s gave us a good glimpse of their working knowledge on research. Here are selected insights and reflections from the batch. These are compiled into a booklet which will be distributed to the MYP students.

BALIB_Research101_sept22_v2 by ZarahG

 

We are closing out the first term heading on to a week long term break. These are markers in our research journey this academic year. The second term is the shortest but, it is also the toughest. Hang on Griffins!