The PYP Exhibition Mentor Information

What is it?  The Exhibition is:  An individual, group or whole class inquiry  An inquiry that starts from personal interests, but extends into real world, local and global issues  An inquiry that require students to apply their learning from previous years.

Key purposes  To provide students an opportunity to demonstrate independence and responsibility for their own learning  To provide an authentic process for assessing student understanding  To demonstrate how students can take action as a result of their learning.  To provide an authentic process for assessing student understanding

Essential agreement  Use the words responsibility, participation,  Respect, openness, cooperation, communication and experimentation.  Write a statement about each.  Pass around the definitions.  This becomes our essential agreement for today.

Mission Statement The International Baccalaureate organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners to understand that other people, with their differences, can also be right.

Non-negotiable features  The subject of the inquiry must be a real world issue  Students must be involved in all stages of planning:  The issue  The learning outcomes  The activities  The assessment

Non-negotiable features  The Exhibition should include:  Examples of written work  Oral presentation  Examples of technology  Performance in any medium-dance, drama, film video, mixed media.

Building a community of learners “We need to develop the leadership capacity of the whole school community. Out of that changed culture will arise a new vision of professional practice linking leading and learning. Inquiry based use of information guides decisions and practice. Generating shared knowledge becomes the energy force of the school.

 We strive to be  Inquirers  Risk-takers  Thinkers  Knowledgeable  Communicators  Caring  Open-minded  Reflective  Balanced and principled Learner Profile Becoming internationally minded means achieving application of the learner profile.

Key concepts  Key concepts should be shown through the use of key questions that guide student inquiry.  Form Perspective  Function Responsibility  Causation Reflection  Change  Connections

Key Concepts Form What is it like? Function How does it work? Causation Why is it like it is? Change How is it changing? PYP Key Concepts and Related questions Perspective What are the points of view? Responsibility What is? our responsibility Connection How is it connected to other things? Reflection How do we know?

Transdisciplinary Skills Social skills Communication skills Thinking skills Research skills Self-management skills

Attitudes  Appreciation  Commitment  Confidence  Cooperation  Creativity  Curiosity  Empathy  Enthusiasm  Independence  Integrity  Respect  Tolerance

Attitudes  We develop internationally minded students by instilling in them a set of traits that will help them become the learner profile.

Attitudes Appreciation Commitment Confidence Cooperation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance

Concepts Form Function Causation Change Connection Perspective Reflection Knowledge Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet Effective Teaching Practices Inquiry Constructivism Collaborative Planning Collaborative Reflection Action Choose Act Reflect Attitudes Appreciation Commitment Confidence Co-operation Creativity Curiosity Empathy Enthusiasm Independence Integrity Respect Tolerance Transdisciplinary Skills Social Communication Research Thinking Self- Management Assessment by Self Peers Teachers Formative Summative Formal Informal Public Criteria Curriculum: Everything for which the school takes responsibility Learners Constructing Meaning Learner Profile Caring Thinker Reflective Open- Minded Principled Knowledgeable Balanced Risk-Taker Communicator Inquirer THE 5 ESSENTIAL ELEMENTS OF THE PYP Written Taught Learned/ Assessed

Purposes of Assessment Assessment of learning-Summative  Used to report levels of achievement when teachers are evaluating a student’s achievement of larger outcomes (curriculum expectations) for grading purposes.

Focus on Thinking Skills  Acquisition of Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation  Dialectical Thought  Metacognition

Example of a summative assessment Grade 4 Mixed Messages How we Express Ourselves  Central idea: Human communication occurs in a variety of ways and is open to diverse interpretation.  Lines of inquiry:  Ways in which humans communicate  How and why messages are misinterpreted  Impact of media on messages received  Responsibility of people to communicate effectively

Example of a summative assessment  Task: Students will view a painting and write a paragraph to describe what they believe is happening in the picture based on what they see.  Students will then listen to a piece of music, while still looking at the paining, and will write another paragraph on how their interpretation of the painting has changed or stayed the same based on the music.  Student will listen to another piece of music and write another paragraph on how their interpretation of the painting has changed or stayed the same based on the music.

Assessment Draw a flower

Flower Rubric

Student or Group Parents Mentor Teacher The role of mentors

Important Dates January 26-February 4 Brainstorm topics and write central ideas February 3 Mentor meeting February 7-10 Students select central ideas and create lines of inquiry with groups and write questions. February Review format of log; provide lessons to support student understanding of log February Introduction to research skills and resources Start writing plan for research paper. March 1-4 Planning for action and continue research. Writing plan check March 7-11 Review action plans (student action plans due.) March Begin action plan March Action plan check March 29-April 1 Action plan check April 4-April 8 Action plan check April 11 Rough draft of research paper due April 22 Final draft due April Spring Break May 2-6 Assess and review projects by teachers and mentors May 9-13 Practice presentation May 19 Exhibition Showcase

What is my role as a mentor for the exhibition? Suggest/provide resources Ask question Help interpret difficult information Facilitate interview questions telephone calls Offer suggestions for action Assist with focus to topic/central idea Help with organization Document all meetings Jot notes on exhibition organizer Be reflective-Reflect on your meeting with your students

Mentor Meeting Reflection Mentor name: _____________________ Group members: ______________________ Date: _____ What went well in your mentor meeting today? What concerns do you have about your group/individual students? What do you need your homeroom teacher to know about your group/individual students? What plan do you have for your mentor meeting next week?

Exhibition The Movie