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Transcript of PYP Exhibition
To provide students with an opportunity to demonstrate independence and responsibility for their own learining
To provide students with an opportunity to explore multiple perspectives
For students to synthesize and apply their 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 from primary to middle/secondary education What is Exhibition? The exhibition is the culminating event for students in their final year of primary school (grade 5). It combines the essential elements of the PYP and gives students the chance to demonstrate the attributes of the learner profile and share them with the whole school community. How does the Exhibition work? Students will plan, investigate, share and reflect. Investigating: The exhibition should be viewed as a process and the components involved need to be identified by the students and teachers. Planning: Discussions on real- life issues or problems, as well as posing questions will help shape te direction students will take for investigation. Relecting: Reflecting will take place through out the exhibition process as well as at the end of the exhibition and will be a tool for all participants in the school community to provide feedback. Sharing: It is a requirement that the exhibition is shared with members of the wider school community. There are many formats of sharing event could take. What is our purpose? ... small What is your role? Students Teachers Parents Participate in choosing a real-life issue or problem
Help decide the lines of inquiry and inquiry questions
Investigate a real-life issue or problem
Exhibit the IB learner profiles
Demonstrate knowledge, concepts, skills, attitudes and action
Use different strategies and resources to investigate
Communicate effectively with teachers, peers and parents
Keep a journal or portfolio of the process and progress
Self-assess and peer-assess Initiate, facilitate and guide the exhibition process
Provide support the student inquiries, enabling students to overcome any problems encountered in the process
Develop essential agreements with students reguarding academic honesty
Encourage students to use a balance of sources; help students access information; and ensure they know how to cite sources
Ensure the participation of all students
Empower the students to feel able to take action
Aassess the exhibition process
Keep detailed records of the processes Support and encourage students and teachers throughout the process
Help students access resources- people, places, media, and information
Provide expert subject knowledge where applicable
Encourage and respect student ownership of the process August *Review Learner Profile & Attitudes/Planners & Portfolios.
*Help make connections with students between banners & 4th grade planners w/ 5th grades.
September *Introduce Current Event Activity(Open minds to awareness of local/global affairs) /Model Plagiarism/Proper way to site a source (books, websites, & magazines)/ Intro Parent Piece – Open House( what is it & Save-The-Date)
October *Review & Dissect-A- Planner/ Immerse in the Lingo
(Theme/ Central idea/ Lines of Inquiry/ Key Concepts)
December*Begin to narrow focus to “ What matters most to you”
*Teach research skills
January *Introduce Exhibition Template Books to students
February*Research & Log Info in Exhibition Booklets
(Invitations go out to families & community members?)
March *Conclude Research/ Sketch ideas for staging
May Post EOG’s work on staging
June Staging –Exhibition Tuesday, June 4th Time line What is Exhibition? How does Exhibition work? What is our purpose?