Mentor Handbook 2014

Plenty Valley Christian College

PYP Exhibition 2014 - Mentor Handbook

~ TRANSDISCIPLINARY THEME ~

Where we are in place and time: An inquiry into:orientation in place and time;

personal histories; homes and journeys; the discoveries, explorations and migrations of

humankind;the relationships between the interconnectedness of individuals and civilisations, from

local and global perspectives.

CENTRAL IDEA COUNTRIES ARE SHAPED BY HISTORICAL EVENTS

Mentor – ˈmenˌtôr; noun

an experienced and trusted adviser [ORIGIN mid 18th cent.: via French and Latin from Greek Mentōr, the name of the adviser of the young Telemachus in Homer's Odyssey].

Mentor Name:

_____________________

Group Members:

_____________________

_____________________

_____________________

____________________

In Christ: wisdom and knowledge Colossians 2:3

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 2

TIMELINE

Week Beginning Task Requirements

1/9/2014 Decision Making

Narrow down topic by elaborating exactly what you want to find out.

Develop at least 2 questions.

Groups worked out.

Exhibition booklets given out.

8/9/2014 Developing Questions

Groups formed this week. In groups

Organise questions around PYP Concepts.

Work on refining questions.

Start narrowing down questions

Possible meeting with mentors

15/9/2014 Locating

(Finding Out)

Find relevant resources and information.

Keep in mind primary sources, visits to museums, local libraries

Focus questions start narrowing down

Determine relevant sources

First meeting with Mentors.

School Holidays (22/09—03/10) Keep in mind trips to museums, access to diaries, visits to local libraries.

6/10/2014 Locating Selecting

(Finding Out)

Continue finding relevant resources and information.

Determine the most relevant sources (not just google and computer)

Take notes from relevant sources (making use of various graphic organisers)

Record where the information comes from.

Sort the information so that it answers the questions.

Refining by asking more relevant questions

Identify areas where further/different information is required.

Meet with Mentors. Week Beginning Task Requirements

13/10/2014 Selecting Processing

& Organising

Continue selecting relevant resources

Sort the information so that it answers the questions.

Compare information.

Collect pictures, photos, tables etc to use.

Identify areas where further/different information is required.

Decide on the format for the presentation.( decide how you could present e.g. drama, film, posters, animation etc)

Meet with Mentors.

20/10/2014 Processing and organising Creating

If you are still organising the information keep doing so.

Work out information that you will use and what will not be used.

Use selected information to prepare presentation.

Think about Action and how this will be done.

Meet with Mentors. 27/10/2014 Creating Use selected information to prepare presentation.

Think about Action and how this will be done.

Meet with mentors.

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 3

3/11/14 Creating & Action

Use selected information to prepare presentation.

Complete the project in the chosen format.

Think about Action and how this will be done.

Meet with Mentors.

10/11/2014 Practice Presentation Present your findings to your peers,

Use constructive feedback to refine your work.

Meet with Mentors.

12/11/2014 Set up Presentations

Set up displays.

13/11/2014 Exhibition Day session: School visits.

Evening session: 6 - 7.30pm 6.00 Open for browsing 6.30 Formal Presentations 7.30 Close

14/11/2014 Reflecting Reflections: Online. Chosen reflections to use in Exhibition Booklet.

1 to be saved or photocopied for reference.

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 4

1. Introduction Thank you for being available to participate as a mentor in the PYP Exhibition Unit of

Inquiry. You will be working with a small group of Year Six students, supporting

them as they engage in a collaborative inquiry process that involves them in

identifying, investigating and offering solutions to real-life issues or problems.

The end result of this process is The Exhibition, a presentation to the College

community by the students of the results of their inquiries. This will be held in the

Gymnasium on the evening of Thursday 7th of November.

2. Purposes

The Exhibition has a number of key purposes:

For students to engage in an in-depth, collaborative inquiry

To provide students an opportunity to demonstrate independence and responsibility for their own learning

To provide students with an opportunity to explore multiple perspectives

For students to synthesize and apply learning of previous years and to reflect upon their journey through the PYP

To provide an authentic process for assessing student understanding

To demonstrate how students can take action as a result of their learning

To unite the students, teachers, parents and other members of the school community

in a collaborative experience that incorporates the essential elements of the PYP

To celebrate the transition of learners in the primary to secondary education

3. Major Features of the PYP

Learner Profile The aim of the PYP is to develop internationally minded people who exhibit the

characteristics of the Learner Profile, people who strive to be: inquirers, risk-takers,

thinkers, knowledgeable, communicators, caring, open-minded, reflective, balanced

and principled. Students are expected to demonstrate these characteristics as they

prepare for The Exhibition.

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 5

Essential Elements The PYP curriculum incorporates five essential elements, each of which are expected

to be evident in the Exhibition unit of inquiry.

Knowledge – which is explored in six trans disciplinary themes; for The Exhibition the relevant theme is ‘How the world works’. Concepts – eight concepts have been identified that have relevance within subject areas but also transcend them; the students within each work group are to follow a line of inquiry related to a different concept. Trans disciplinary Skills – students are expected to demonstrate the application or development of skills that have been identified as necessary to succeed in a changing, challenging world. Attitudes – as they proceed through the inquiry process, students are expected to demonstrate the application or development of the twelve PYP attitudes. Action – students are expected to apply their learning through responsible and authentic action.

Student Workbook The students have been issued with a workbook that will support them in achieving

the expectations of The Exhibition unit of inquiry. Mentors are encouraged to

become familiar with this document, particularly the following sections:

Section Title Notes

5. What Will The Exhibition Look Like (p4) Expected elements to be included in The Exhibition

6. Organising Steps (p5) Process

11. Central Idea & Questions (p10) Group Central Idea and Student Questions

12. Other questions Idevelopedalong the learning journey (p11)

Student’s lines of inquiry

16, Transdisciplinary Skills (p23) Checklist to be ticked off as demonstrated

25. Attitudes (p24) Checklist to be ticked off as demonstrated

13. Mentor (p12) Student record of mentor meeting arrangements

14 to 23

Weekly Planning and Review (p13-22) Weekly page for goal setting, review of development of skills and attitudes, plans for next week.

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 6

4. Role of the Mentor The role of the mentor is chiefly to advise and keep students on track. The mentor

should:

Meet regularly with the appointed group of students.

Offer advice on locating resources and using them efficiently.

Ask questions.

Help interpret sophisticated/difficult information.

Recommend relevant note taking, information comparison graphic organisers

Facilitate interviews, telephone calls, any electronic communication.

Provide goal setting and time management advice.

Be supportive and encouraging.

Document all mentor meetings by commenting on the Mentor Meeting Record

Sheet.

Celebrate achievements and successes with the students.

The mentor should not:

Do the work for students.

Tell the students the direction to take, but instead ask probing questions to help

facilitate their inquiry.

Do not hesitate to ask for help from the classroom teacher or the PYP Coordinator. It

is important also that any concerns over lack of progress be reported to the

classroom teacher as soon as it is evident.

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 7

5. Mentor- Student Meeting Suggestions 1. Build rapport with your students, explain why you wanted to be involved and

find out what the students are interested in.

2. Have the students explain the Central Idea, their ‘Big Idea’, lines of inquiry and

action plan. You might like to clarify their understanding of the topic by asking

them questions and by discovering what they have already found out about the

topic. You may make suggestions for further research.

3. As the students move along in their inquiry, they should be posing questions and

pursuing answers. Check their progress, give them advice, and lead them into

directions that will be helpful.

4. Ultimately the students need to ensure their final Exhibition presentation (as a

group) includes the following.

a. Written work in a variety of formats and styles.

b. Oral presentations, individually or in groups, to the school community.

c. Use of technology.

d. Ways students have taken action to help solve this real life issue.

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 8

Mentor – Record of Meeting No.1 Mentor: Date: Students:

Mentor comments

To Do List: (before next Mentor meeting)

Task Person Responsible

Next Meeting Date/Time:

Location:

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 9

Mentor – Record of Meeting No.2 Mentor: Date: Students:

Mentor comments

To Do List: (before next Mentor meeting)

Task Person Responsible

Next Meeting Date/Time:

Location:

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 10

Mentor – Record of Meeting No.3 Mentor: Date: Students:

Mentor comments

To Do List: (before next Mentor meeting)

Task Person Responsible

Next Meeting Date/Time:

Location:

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 11

Mentor – Record of Meeting No.4 Mentor: Date: Students:

Mentor comments

To Do List: (before next Mentor meeting)

Task Person Responsible

Next Meeting Date/Time:

Location:

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 12

Mentor – Record of Meeting No.5 Mentor: Date: Students:

Mentor comments

To Do List: (before next Mentor meeting)

Task Person Responsible

Next Meeting Date/Time:

Location:

Where we are in Place and Time

PVCC Exhibition Mentor Handbook 2014 Page 13

Mentor – Record of Meeting No.6 Mentor: Date: Students:

Mentor comments

To Do List: (before next Mentor meeting)

Task Person Responsible

Next Meeting Date/Time:

Location: