Transcript Exhibition - pypexhib2012

Notre Dame Academy
The PYP Exhibition
Mentor Volunteer Information
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.
“Exhibition” = Inquiry
The Exhibition is:
 an individual or group inquiry
 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
Exhibition
Requirements
 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
Exhibition
Requirements
(continued)
 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)
 Eight Key Concepts: With respect to their
chosen line of inquiry, the students must
demonstrate an understanding of:
1. Form
5. Connection
2. Function
5. Perspective
3. Causation
6. Responsibility
4. Change
7. Reflection
The Exhibition:
Non-Negotiable Features
(con’t)
 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
Exhibition
Requirements
(continued)
 Twelve Attitudes: Students must demonstrate
these attitudes:
1. Appreciation
7.
Curiosity
2. Commitment
8.
Empathy
3. Confidence
9.
Enthusiasm
4. Cooperation
10. Independence
5. Creativity
11. Integrity
6. Tolerance
12. Respect
Students present through:
•Poster
•Video
•Graph
•Power Point
•Music
•Drama
Students decide on:
•Interests, passions
•What they want to explore
Can they explore it personally and
globally?
Research progresses.
Reflect and ask questions.
Take the inquiry deeper.
Choose and plan presentation.
Students create:
•a timeline
•a planner
Students research:
• Read, listen, interview
• Survey, etc.
Student Commitment
 December: The students start brainstorming ideas
and concepts.
 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.
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.
Mentor’s Role
Mentor
Individual
or
Group
 Mentors guide,
evaluate and
advise.
 Parents support.
 Teacher facilitates.
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).
How Can Parents Help?
Parents can:
 keep informed of the process by reading
newsletters and attending meetings
 support and encourage their children
 provide knowledge
 help to locate resources – people, places,
media and information
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.
 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.
 The mentors keep a journal that monitors
student progress against a timeline.
Rubrics
Each inquiry has four scoring rubrics that
assesses a different aspect of the Exhibition.
Rubric 1: Journal
Rubric 2: Independent Oral Project
Rubric 3: Final Multimedia Project
Rubric 4: Collaborative work skills: (social
skills, quality of work, and time management)
Assessment
Assessment of the process and end-product
takes place at all levels.
Children will self assess using the rubrics.
Class teacher will use the rubrics to assess.
Mentors will assess the group dynamics
component of the process—using a rubric.
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.
Something for Us All to
Remember…
 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.
Something for Us All to
Remember…
(continued)
 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.
Questions?
?
?