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The PYP Fifth Grade Exhibition

The PYP Fifth Grade Exhibition. Theme: How We Organize Ourselves Central Idea:. What is it?. The Exhibition is: an inquiry that starts from personal interest and passions about a global issue then results in local action collaborative, student-led, and in-depth

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The PYP Fifth Grade Exhibition

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  1. The PYP Fifth Grade Exhibition Theme: How We Organize Ourselves Central Idea:

  2. What is it? The Exhibition is: • an inquiry that starts from personal interest and passions about a global issue then results in local action • collaborative, student-led, and in-depth • an inquiry that requires students to explore multiple perspectives • culminating experience of the Primary Years Programme

  3. What is the purpose of the Exhibition? • Provide students with an opportunity to demonstrate independence and responsibility for their own learning • Allow students to synthesize and apply their learning from previous years and reflect on their “PYP journey” • Provide an authentic process for assessing student understanding of all the major components of the Primary Years Programme

  4. Purpose –continued- • Demonstrate how students can take action as a result of their learning • Unite students, teachers, parents, and other members of the school community in a collaborative, culminating experience incorporating the essential elements of PYP • Celebrate the transition from PYP to MYP

  5. Non negotiable features… • The inquiry process must involve a real world issue or problem. • Students must be involved in all stages of planning: • the issue/problem • the learning outcomes/solution • the research and learning experiences/activities • the assessment • The Exhibition should include: • examples of written work • oral presentations • examples of technology • performances in any medium – dance, drama, film, video, mixed media.

  6. Non negotiable features continued… • Students must show an understanding of the main concepts: form, function, causation, change, connection, perspective, responsibility, reflection. • Students must use (Approaches to Learning) skillsfrom all 5 areas: social, research, self management, communication, thinking. • Students must show positive attitudes: appreciation, commitment, confidence, cooperation, creativity, confidence, curiosity, empathy, enthusiasm, independence, integrity, respect, tolerance. • Students must exhibit the attributes of the IB learner profile: open-minded, balanced, risk-taker, knowledgeable, principled, communicator, caring, reflective, thinker, and inquirer.

  7. REFLECT SET GOALS RECORD THE PROCESS

  8. Mentor Student Group Parents Teacher The role of adults Expert Mentors: Assist students with particular stages of the process (planning, research, art/design, technology) Group Mentors: Assigned to each group; meet weekly, reflect, document process Guide Evaluate Advise Facilitate Support

  9. How much time do students spend working on the Exhibition? • The students will start looking at issues and brainstorming topics in January. • The students will then spend about 8 weeks working on their inquiries in February, March and April. • The students will still have math and literacy lessons during the Exhibition time, but the majority of each day will be used working on inquiries. The reading and writing strategies will focus on skills needed to complete their research and projects (i.e. Non-fiction reading strategies, expository writing, writing a business letter, etc.)

  10. How do we assess students’ work? “Exhibitions are the best way to measure learning because they put the kids right in the midst of their learning” Dennis Littky (author of Big Picture) • We assess the process more than the product. • The students will keep a journal throughout the exhibition unit that shows their thinking and how their goals have developed. • This journal may include pictures, diagrams, poems, timelines, and writing. • The mentors will help fill in the Mentor Meeting forms that monitor student progress over time and evaluate students’ success with goal completion.

  11. Parent Expectations DO’S: • Assist your child in making phone calls/initial contacts for research or outside field trips, if necessary • Help with Internet searching (search engines or areas of inquiry), NOT doing the research • Advise on finding and using alternative resources • Ensure your child is present at school; the majority of the work is done in school • Contact homeroom teacher if any problems or concerns arise

  12. Parent Expectations -continued- DO NOT’S: • Do not do research for students • Do not plan vacations during the scope of this project; group members are depending on one another’s participation in school To celebrate with the students in their achievements, you are invited to join us for the Exhibition on Tuesday, April 1, 2014.

  13. Exhibition Timeline 2013  January: • Brainstorm and select topics • Discuss group central idea February : • Develop students’ central ideas and lines of inquiry • Conduct research and gather resources (may include interviews, field trips, etc.) • Assign mentors March: • Develop and implement action plan • Complete final reports • Prepare presentations EXHIBITION—April 1, 2014

  14. Questions?

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