Embed Size (px)
Citation preview
1
MIRAS International School Astana April 2015
Miras International School-Astana Grade 5 PYP Exhibition April 2015
Central Idea
Area of Inquiry:
Lines of Inquiry: 1. ____________________________________________________________
2. ____________________________________________________________
3. ______________________________________________________
EXHIBITION JOURNAL
Name:________________________________ Class:_______________
Group members:_________________________________________________________
2
Adopted from the IB Exhibition Guidelines
The exhibition represents a significant event in the life of a PYP school and student,
synthesizing the essential elements of the PYP, and sharing them with the whole school
community. As a culminating experience, this is an opportunity for students to exhibit the
attributes of the International Baccalaureate (IB) learner profile that they
have been developing throughout their career as a PYP student, no matter if they’ve been here one
year or seven years.
Students will be required to engage in a collaborative, trans-disciplinary inquiry process that
involves identifying, investigating and offering solutions to real---life issues or problems.
The PYP exhibition has a number of key purposes:
To provide students with an opportunity to demonstrate independence
and responsibility for their own learning;
To provide students with an opportunity to explore multiple perspectives;
For them to synthesize and apply their learning of previous years and to reflect upon
their journey through the PYP;
To demonstrate how they 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 their transition from primary to secondary education.
3
Inquiry is...
Exploring, wondering and questioning
Experimenting and playing with possibilities
Making connections between previous learning and current learning
Making predictions and acting purposefully to see what happens
Collecting data and reporting findings
Clarifying existing ideas and reappraising perceptions of events
Deepening understanding through the application of a concept
Making and testing theories
Researching and seeking information
Taking and defending a position
Solving problems in a variety of ways
4
How We Express Ourselves
When and where will it be held? The Exhibition Unit of Inquiry will cover 5 weeks of learning. It will commence on 30th march and will culminate in the Exhibition, which will be held on April 28th. The venue for the Exhibition will be the 1st and the 2nd floor in the Primary Section.
Incorporating Elements of the PYP The inquiry process must incorporate the five essential elements of the PYP:
Knowledgeable: The knowledge being explored is to be significant and relevant. Whilst this unit is
being developed within theme of “How we Organize Ourselves”, the inquiry synthesizes aspects from all six transdisciplinary themes.
Concepts: An understanding of the key concepts is to be
demonstrated by the application of key questions.
Transdisciplinary Skills:
Students must use skills from all five sets of transdisciplinary skills.
Attitudes:
The PYP attitudes are to be displayed during the
inquiry process
Action:
Students need to reflect on their learning and apply it through an appropriate course of action.
Students will also be required to reflect on their progress towards achieving the
aim of the PYP, which is to develop learner who strive to fulfil the attributes described in the Learner Profile.
What will The Exhibition Look Like?
It is expected that the Exhibition will include elements of the following:
* Examples of written work in a variety of formats and styles: poetry, reports, surveys, graphs, and essays.
* Oral presentations, individually or in groups, to the school community
5
* Uses of technology, such as working models, ICT designs, science experiments, i-
movies, or PowerPoint presentations
* Performances of dance, music, drama, visual arts, film, or mixed media.
Organizing Steps
Understand the process in presenting the results of your inquiry at the Exhibition
Understand the central idea. This is a very broad central idea, and you will need to
identify some aspects of this that you are interested in learning about. It needs to be a relevant problem or a real-life issue.
From work groups, typically with 4 students per group. The groups will be arranged on the basis of interest. Teachers must approve the work groups.
Each group will need to approach a mentor from a list provided. The role of the
mentor will be to provide guidance and suggestions on completing your inquiry. Check with your teacher first before approaching a potential mentor.
Each group will develop its lines of Inquiry- one per group member. Each group
member will be responsible for investigating one Line of Inquiry.
During the inquiry process the group needs to work collaboratively, and meet
regularly with their mentor.
The Exhibition is the culmination of the inquiry process, whereby you will demonstrate your learning to the school community.
6
Exhibition Timeline Week & Date Task Requirements
Week 1
30-3 April 2015
Tuning in - Discuss Central Idea - Understand requirements
-Listen to ideas, issues, problems
Week 1
30-3 April 2015
Decision Making - Form groups based on interest
- Formulate group central Idea - Write lines of inquiry, questions - Select a mentor
Week 2
6-10 April 2015
Finding out
(Selecting)
-Find the relevant information
Week 3
13-17 April 2015
Sorting out -Continue finding the relevant
information
Week 4
13-17 April 2015
Sorting out/
Organizing +
creating
Sorting out your information
What action will you take?
Week 5
20-24 April 2015
Creating Preparing your presentation
Complete your presentation
Week 5
20-24 April 2015
Practice
Presentations
Present your findings to your peers
Use constructive feedback to refine
your work
Week 6
27-30 April
Presenting &
Reflecting on the
Exhibition process
and product
The Exhibition, handbook
completion and Exhibition
reflections are underway
At the Exhibition, you will be united with your fellow students,
teachers and other members of the school community to
celebrate your completion of the Primary Years Program of the
International Baccalaureate!
7
Exhibition Essential Agreements
Team members:________________, ___________________, and
_________
We agree to
1._____________________________________________________________
_______________________________________________________________
2._____________________________________________________________
_______________________________________________________________
3._____________________________________________________________
_______________________________________________________________
4._____________________________________________________________
_______________________________________________________________
5._____________________________________________________________
_______________________________________________________________
Signed ____________________________________________________________ Date_______________________________
8
My Roles and Responsibilities
Tick the box if you think you understand the following and are committed
to doing what is expected:
Explain why we are presenting an Exhibition
Show an understanding of the five essential elements of the PYP: concepts,
knowledge, skills, attitudes and action
Demonstrate the PYP attitudes in my work:
Appreciation Commitment Confidence
Cooperation Creativity Curiosity
Empathy Enthusiasm Independence
Integrity Respect Tolerance
With my group, prepare my own lines of inquiry and questions
Work collaboratively with my group, and always be aware what each person is
doing
Carry out an in-depth inquiry
Use at east one primary source of information if possible
Keep an honest bibliography
Communicate with others to the best of my ability
Keep a journal or portfolio of our planning, drafts, sketches and photographs of
work as well as the final product
Carry out self-assessment and peer-assessment
Seek guidance from my mentor
Celebrate learning by presenting the exhibition to an audience
9
Individual Declaration of Academic Honesty
This must be read at the beginning of the unit of inquiry and signed when it is completed. By Signing this declaration I understand the meaning of ‘plagiarism’. Plagiarism is the presentation by a student of an assignment which has in fact been copied in whole or in part from another students’ work, or from any other source (example, published books, websites) without due acknowledgment. I ______________________________________________________________declare that for this submitted work:
I did not cut and paste information from others without appropriate use of quotation marks and direct reference to their work; I did not re-word the ideas of others without proper and clear acknowledgment I did not write ideas or suggestions that originated from others and claim them as my own; I did not include words from other students’ work without permission.
Signed:___________________________________ Date:________________________________
10
Theme:________________________________________________________ What would you like to learn about?
Ideas I would Like to Consider:
Ideas from Others in My group:
Our big idea (this is the refinement of the central idea, and more specific to your interests):
11
Theme:________________________________________________________
Concepts & Lines of Inquiry Each Line of inquiry is to be related to a different key concept Lines of inquiry are statements, not questions. You need one for each group member
1. Concept:_________________________ :_________________________________________________________________________
____________________________________________________________________________________________________________________
2. Concept:________________________ :_________________________________________________________________________ ____________________________________________________________________________________________________________________
3. Concept:________________________ : _________________________________________________________________________
____________________________________________________________________________________________________________________
4. Concept:_________________________ :_________________________________________________________________________ ____________________________________________________________________________________________________________________
Key questions Prepare one question for each line of Inquiry: 1.__________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
2: _________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
3.__________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
4.__________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
12
Exhibition Checklist Use the following checklist to help you get through the exhibition process and to ensure you have all your work completed on time. Make sure your teacher signs off each task before you.
Item Date Teacher’s/Mentor’s Signature
Choose the focus area to inquire into Write team essential agreements Write lines of Inquiry (max.3) Write your key concepts Brainstorm research questions related to the key concepts
Select the best 5 best research questions for the group
FINDING OUT: What do you already know about question one’s topic? What sources will you use to find out more?
Research, plan and respond to Question 1 Research, plan and respond to Question 2 Consider your action plan and develop it Complete the SEARCH model Take Action! Familiarize yourself with the summative assessment task
Complete yourself the display board checklist with your class and teacher
Organize and set up exhibition table Present exhibition to class and teacher Hand Exhibition Journal in to your teacher for assessment
Celebrate your learning & Exhibition! Remember
- At the end of each week highlight what you’ve completed in your rubric - Regularly conference with your teacher - Work cooperatively, share, delegate group - Regularly hand your Exhibition Journal in to your teacher - When you see this symbol
Conference with your teacher before going any further. Signed ________________________
13
Transdisciplinary Skills Each week make a note in your Unit of Inquiry notebook to show how you developed or applied the various Transdisciplinary skills. Then record below the date you made the entry. Skill Description Entry date Teacher check
Re
me
mb
er
– y
ou
ne
ed
to
de
mo
nstr
ate
skill
s w
ithin
ea
ch c
ate
go
ry S
ocia
l skill
s Accepting responsibility
Respecting others
Cooperating
Resolving conflicts
Group decision making Adopting a variety of group roles
Co
mm
un
ica
tio
n
skill
s
Listening
Speaking
Reading
Writing
Viewing
Presenting
Non-verbal communication
Thin
kin
g s
kill
s Acquiring knowledge
Comprehension
Analysis
Synthesis
Evaluation
Dialectical thought
Metacognition
Re
sea
rch
skill
s Formulating questions
Observing
Planning
Collecting data Recording data
Interpreting data
Presenting research findings
Se
lf-m
ana
ge
me
nt
skill
s
Cross motor skills
Fine motor skills
Spatial awareness
Organization
Time management
Safety Healthy lifestyle
Codes of behavior
Informed choices
14
Attitudes Each week make a note in your Unit of Inquiry notebook to show how you have developed or applied the various attitudes. Then record below the date you made the entry.
Attitude Entry date Teacher’s check
Rem
em
be
r – y
ou
ne
ed to
dem
on
str
ate
app
lica
tio
n o
r d
eve
lopm
en
t in
ea
ch
of th
e 1
2 a
ttitu
de
s Appreciation
Appreciating the wonder and beauty of the world and its people.
Commitment Being committed to your own learning, persevering and showing self-discipline and responsibility.
Confidence
Feeling confident in your ability as a learner, having the courage to take risks, applying what you have learned and making appropriate decisions and choices.
Cooperation Cooperating, collaborating, and leading or following as the situation demands.
Creativity Being creative and imaginative in your thinking and in your approach to problems and dilemmas.
Curiosity Being curious about the nature of learning, about the world, its people and cultures.
Empathy
Imagining yourself in another’s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.
Enthusiasm Enjoying learning and willingly putting the effort into the process.
Independence
Thinking and acting independently, making your own judgments based on reasoned argument, and being able to defend your judgments.
Integrity Being honest and demonstrating a considered sense of fairness.
Respect
Respecting yourself, others and the world around you.
Tolerance Being sensitive about differences and diversity in the world and being responsive to the needs of others.
15
Action All students are expected to take responsible action as a result of their learning. One way to think about the types of action is by considering the following four categories:
- Direct Action- personally solving a problem - Indirect Action- channeling resources to solve a problem - Advocacy for Action- Creating awareness to eliminate the cause of a problem - Research for Action- finding out more about an issue
For the issue that you are investigating, brainstorm some practical ideas with members of your group. Make sure you choose an action that is practical and achievable.
Ideas for Action List here ideas for consideration:
____________________________________________________________________________________________________________________
Selected Action Describe here the action that you have chosen to take
____________________________________________________________________________________________________________________ What steps do you need to take to achieve this?
16
MMMEEENNNTTTOOORRR Our Mentor is _______________________________________________________________________________ Our weekly meeting day and time is ______________________________________________________ Our weekly meeting place is:______________________________________________________________ Use this page to record any instructions from your mentor.
Weekly Meeting comments Mentor’s signature Week 1
Week 2
Week 3
Week 4
Week 5
Final comments
21
Presentation- Display Checklist We will develop this checklist to ensure that you have prepared everything that you
need for a fun and interesting Exhibition.
22
Group Assessment- The Learner Profile
The aim of the PYP is for you to demonstrate personal characteristics as described in the Learner Profile. For each of the characteristics, discuss with your mentor who did this well and then rate your team.
