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 ProfileBecoming 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

FormWhat is it like?

FunctionHow does it work?

CausationWhy is it like it is?

ChangeHow is it changing?

PYP Key Concepts and Related questions

PerspectiveWhat are the points of view?

ResponsibilityWhat is? our responsibility

ConnectionHow is it connected to other things?

ReflectionHow do we know?

Transdisciplinary Skills

Social skillsCommunication skillsThinking skillsResearch skillsSelf-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.

Appreciation

Mufaro’s Beautiful Daughters by John Steptoe

Integrity

Jamaica’s Find by Juanita Havill

Curiosity

Curious George by H.A. Rey Independence

Tacky the Penguin by Helen Lester

Creativity

Free Fall by David Weisner

Commitment

The Little Engine That Could by Watty Piper

Confidence

Sheila Rae, the Brave by Kevin Henkes

Tolerance

A Rainbow of Friends by P.K. Hallinan

Enthusiasm

Emma by Wendy Kesselman

Respect

Just a Dream by Chris Van Allsburg

Empathy

Rainbow Fish and the Big Blue Whale by Marcus PfisterOfficer Cooperation

Officer Buckle and Gloria by Peggy Rathmann

AttitudesAppreciation

Commitment

Confidence

Cooperation

Creativity

Curiosity

Empathy

Enthusiasm

Independence

Integrity

Respect

Tolerance

Concepts

FormFunctionCausationChangeConnectionPerspectiveReflection

Knowledge

Who We AreWhere We Are in

Placeand TimeHow We ExpressOurselvesHow the World WorksHow We OrganizeOurselvesSharing the Planet

Effective TeachingPractices

Inquiry

Constructivism

CollaborativePlanning

CollaborativeReflection

Action

Choose

Act

Reflect

Attitudes

AppreciationCommitmentConfidenceCo-operationCreativityCuriosityEmpathyEnthusiasmIndependenc

eIntegrityRespectTolerance

Transdisciplinary

Skills

SocialCommunicationResearchThinkingSelf-Management

Assessment

bySelfPeersTeachers

FormativeSummativeFormalInformal

PublicCriteria

Curriculum: Everything for which the school takes responsibility

Learners Constructing Meaning

Learner Profile

Caring Thinker

Reflective

Open-Minded

Principled

Knowledgeable

Balanced

Risk-Taker

CommunicatorInquirer

THE 5 ESSENTIAL ELEMENTS OF THE PYP

Written

Taught

Learned/Assessed

Purposes of AssessmentAssessment 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 assessmentGrade 4 Mixed MessagesHow 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 14-18 Review format of log; provide lessons to support student understanding of log February 21-25 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 14-18 Begin action plan March 22 -25 Action plan checkMarch 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 25-29 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