IB Primary Years Programme (PYP) Exhibition
Post on 23-Feb-2017
242 Views
Preview:
Transcript
Click to edit Master title style
Click to edit Master text styles
Click to edit Master text styles
Exhibition 2016May 3, 2016
Page 2
A celebration of who our students are as learners
Page 3
A culminating project for the PYP that demonstrates what was learned in previous years.
Page 4
A collaborative inquiry that students have interest in
exploring
Page 5
An opportunity to take action as a result of learning
Page 6
Purpose
A culminating project for the PYP that demonstrates what was learned in previous years
A collaborative inquiry that students have interest in exploring
A celebration of who our students are as learners
An opportunity to take action as a result of learning
Page 7
It is not• A science fair• A competition• Product driven• Poster contest• Individual• Adult directed
It is • Self directed• Exciting• Action provoking• Rewarding• Student driven• Supported• Process driven
Page 8
Decide on an area of interest Use the concept questions to inquire into the
area Conduct research Document our process Produce a knowledge product and come up with
other creative ways to present work Engage in positive action
How will we do this?
Page 9
Action samples - Inspire
Page 10
Action samples – Make a differenceMy Exhibition and Action reflection-By Isabella Hall
Exhibition has changed me in a positive way by allowing me to be more confident, more open-minded, a better thinker, and a better learner. I learned that I have a very long attention span, I can help other people well, and I know how to do many thing that I wasn’t aware of before Exhibition. For example, my mentor, Ms. Ljepoja says that I have great leadership skills which is something that I didn’t expect or know about myself.
Something that went really well was that our group worked really well together. Something that was challenging was making sure that everyone’s ideas got included in our actions. For example, in the game animal tag we had to make sure that everyone could have a different part in explaining the game, make sure that if someone had an idea about how to tweak the game a bit, we had to really think about it, and how we can include the ideas.
I was a bit surprised about how much our group could accomplish, about how valuable the information we had was, and how getting this new information has made us better people. Exhibition turned out better than I thought it would because everyone worked really well together, did many amazing things as a group and as individuals. I am most proud of the presentation and the actions because it made all of our hard work pay off. We had to be more confident, make and keep eye contact, and do many other thing that require you to be mindful (focused, open-minded, and present) and resourceful. I am very proud of what I accomplished!
Page 11
Action samples – Make a difference
My Action reflection-By Nadia Stern
One thing that went really well during Exhibition was how excited people were. It feels really good when people talk and get excited about something that you did. One example was when ‘Lunch buddies’ happened. A lot of the LE kids waiting to enter the different classes for lunch. Everyone was really building community with LE, and were laughing, chatting and buzzing with each other. I felt like people were getting really happy because of one fabulous idea that my group and I had arranged to happen and I had thought of.
Another thing that I thought was great was how building community happened between Stepping Stones and Middle Elementary. When I saw how the ME students could do things with SS, like having a ME student read to a SS student and the SS student pointing to the pictures. I thought it was amazing how they got to know each other in such a short time. I thought these two things went well because everybody was able to build community and that was our action goal. But, I think we’ve reached more than our goal. We reached giving people friends and making them happier than they would be. We’ve changed the lives of Stepping Stones, now they have big kids buddies. One idea for the future is for these community ideas to continue for years ahead. This will help kids feel comfortable with older kids.
Page 12
Criteria
Apply all essential elements of the PYP:Transdisciplinary SkillsLearner ProfileKnowledgeConceptsAction
Page 13
Students use transdisciplinary skills
• Communication skills• Research skills• Self management skills• Thinking skills• Social skills
Page 14
• Communicator• Principled• Reflective• Balanced• Caring
• Inquirer• Knowledgeable• Thinker• Risk taker• Open minded
Students should demonstrate attributes of the learner profile
Page 15
Concepts
Students Explore their area of interest through a variety of conceptual
lenses applying key questions through their inquiry process:Causation: Why is it the way it is?Form: What is it like?Function: How does it work?Reflection: How do we know?Change: How is it changing?Responsibility: What is our responsibility?Perspective: What is our point of view?Connection: How is it connected to other things?
Page 16
Knowledge
Students become knowledgeable about an area of their
interest collect and use significant and relevant information use a wide variety of relevant resources including
primary resources keep detailed notes about their learning journey demonstrate academic honesty
Page 17
What should the Exhibition topic be?
• Something that is of high interest to students• Something that affects the student’s life,
locally and/or globally• Something that inspires taking action
Page 18
Process
• Students decide whatissue to explore based on interest• Students research theissue• In their collaborative inquiry groups students create:
• Big questions around their issue• A timeline• A work plan
Page 19
Process continued
• Students take their inquiry further and take action
• Students choose and plan their presentation
• Students present research to school community
Page 20
Every inquiry group has a mentor to help them with the process.
Meet with groups regularly Assist with organization and research Provide students with a “sounding board” for their ideas Encourage the student to be thorough and creative in how
they display the data they research and collect Discuss possibilities for the student action component of the
exhibition Ensure that students reflect on the work that is being done in
their individual learning journals or websites.
Page 21
Assessment
Exhibition is about the process not the product There will not be a final grade at the end of
Exhibition Students create rubrics for the Exhibition process
with their mentors and teachers Mentors and teachers provide ongoing feedback Students record and self assess their Exhibition
journey ongoing in their online journals
Page 22
How can parents support?
• Ask your child open ended questions about the exhibition and the process
• Support and encourage, monitor and challenge, question and clarify
• Provide background knowledge• Help locate resources • Let students solve their own problems and be
responsible for their own learning• Attend Exhibition night
top related