1. The PYP Exhibition Mentor Volunteer Information Notre Dame Academy

2. What Is the “Exhibition”? The fifth-grade Exhibition is the culminating activity of the International Baccalaureate’s PYP Programme. It occurs in the student’s final/graduating year of the programme.

3. “Exhibition” = Inquiry The Exhibition is: an individual or group inquiry an individual or group inquiry an inquiry that starts from personal interest and passions then extends into real-world issues an inquiry that starts from personal interest and passions then extends into real-world issues an inquiry that requires students to apply their learning from previous years an inquiry that requires students to apply their learning from previous years

4. Exhibition Requirements The subject of the inquiry must be a real-world issue. The subject of the inquiry must be a real-world issue. Students must be involved in all stages of planning: Students must be involved in all stages of planning: -the issue -the learning outcomes -the activities -the assessment

5. The Exhibition should include: The Exhibition should include: -examples of written work -oral presentations -examples of technology -performances in any medium – dance, drama, film, video, mixed media Exhibition Requirements (continued)

6. Eight Key Concepts: With respect to their chosen line of inquiry, the students must demonstrate an understanding of: 5.Connection 5.Perspective 6.Responsibility 7.Reflection 1.Form 2.Function 3.Causation 4.Change Exhibition Requirements (continued)

7. The Exhibition: Non-Negotiable Features (con’t) Five Skill Sets: Students must use skills from all areas. Five Skill Sets: Students must use skills from all areas. 1.Thinking Skills 2.Social Skills 3.Communication Skills 4.Self-Management Skills 5.Research Skills

8. Twelve Attitudes: Students must demonstrate these attitudes: Twelve Attitudes: Students must demonstrate these attitudes: 7.Curiosity 8.Empathy 9.Enthusiasm 10.Independence 11.Integrity 12.Respect 1.Appreciation 2.Commitment 3.Confidence 4.Cooperation 5.Creativity 6.Tolerance Exhibition Requirements (continued)

9. Students present through: Poster Video Graph Power Point Music Drama Research progresses. Reflect and ask questions. Take the inquiry deeper. Choose and plan presentation. Students research: Read, listen, interview Survey, etc. Students create: a timeline a planner Students decide on: Interests, passions What they want to explore Can they explore it personally and globally?

10. December: The students start brainstorming ideas and concepts. December: The students start brainstorming ideas and concepts. January and February: The students spend about six weeks working on their inquiries. January and February: The students spend about six weeks working on their inquiries. The students continue having math, religion and literacy lessons during the Exhibition time, but the majority of each day will be used working on inquiries. The students continue having math, religion and literacy lessons during the Exhibition time, but the majority of each day will be used working on inquiries. Student Commitment

11. Student Homework The children will have less homework during this time. The children should use their time at home to research and prepare for the work in class. The actual work should be done in class so the teacher can keep track of progress.

12. Mentor’s Role Mentors guide, evaluate and advise. Mentors guide, evaluate and advise. Parents support. Parents support. Teacher facilitates. Teacher facilitates. Mentor Parent Teacher Individual or Group

13. Mentor’s Commitment Mentors have five preparation meetings in December. Mentors meet with student groups twice a week for two hours each time for the duration of the Exhibition process (6-7 weeks).

14. How Can Parents Help? Parents can: keep informed of the process by reading newsletters and attending meetings keep informed of the process by reading newsletters and attending meetings support and encourage their children support and encourage their children provide knowledge provide knowledge help to locate resources – people, places, media and information help to locate resources – people, places, media and information Celebrate with the students by attending the final presentations. Celebrate with the students by attending the final presentations.

15. It’s the Journey More Than the Destination “Exhibitions are the best way to measure learning, because they put the kids right in the midst of their learning” Dennis Littky We assess the process more than the product. We assess the process more than the product. The students keep a journal throughout the Exhibition demonstrating how their thinking and goals have developed. The students keep a journal throughout the Exhibition demonstrating how their thinking and goals have developed. This journal may include pictures, diagrams, poems, timelines and writing. This journal may include pictures, diagrams, poems, timelines and writing. The mentors keep a journal that monitors student progress against a timeline. The mentors keep a journal that monitors student progress against a timeline.

16. Rubrics Each inquiry has four scoring rubrics that assesses a different aspect of the Exhibition. Rubric 1: Journal Rubric 1: Journal Rubric 2: Independent Oral Project Rubric 2: Independent Oral Project Rubric 3: Final Multimedia Project Rubric 3: Final Multimedia Project Rubric 4: Collaborative work skills: (social skills, quality of work, and time management) Rubric 4: Collaborative work skills: (social skills, quality of work, and time management)

17. Assessment Assessment of the process and end-product takes place at all levels. Children will self assess using the rubrics. Children will self assess using the rubrics. Class teacher will use the rubrics to assess. Class teacher will use the rubrics to assess. Mentors will assess the group dynamics component of the process—using a rubric. Mentors will assess the group dynamics component of the process—using a rubric.

18. The Final Grade There is not one final grade at the end. It is possible that a group scores very well on one rubric and not so well on another. The rubrics are not be ‘averaged’. The mentor and class teacher will each write a short summary of their observations. These summaries and the rubrics will constitute the final assessment.

19. Something for Us All to Remember… As with any inquiry there will be times when it seems that students are not being very productive. As with any inquiry there will be times when it seems that students are not being very productive. Sometimes there will be lot of discussion and thought, but this will not result in anything that can be seen. Sometimes there will be lot of discussion and thought, but this will not result in anything that can be seen.

20. Something for Us All to Remember… (continued) Students (and adults) need time and space to wonder about things and consider their plans. Students (and adults) need time and space to wonder about things and consider their plans. This is why we place so much emphasis on the journals. They will show the understanding of concepts and application of skills (i.e., problem solving) more than the final product. This is why we place so much emphasis on the journals. They will show the understanding of concepts and application of skills (i.e., problem solving) more than the final product.

21. Questions? ? ?