The PYP Exhibition

PYP Exhibition

Contents

1. Guidelines 2. Academic Honesty

3. What matters to me?

4. Planner for the Exhibition

5. Resources I have used

6. Notes

7. Reflection

i. PYP essential elements ii. General

Student Guidelines for the PYP Exhibition

As a student participating in the PYP exhibition yo u will: • understand the purpose and requirements of the exhibition • write a planner for your exhibition by:

- participate in selecting an issue of “what matters to me” for the exhibition

- decide on the central idea, inquiry points and questions

- plan assessment tasks that will show your understanding of the central idea

• carry out an open-ended inquiry into the selected i ssue (you should use different sources for your informat ion – interviews, surveys, excursions, artefacts, science investigations, working models, not just book or in ternet research) • be academically honest when referring to your sources of information. • document progress of your inquiry in your journal • talk to teachers, other students, parents and your mentor about how you are going with your inquiry • demonstrate an understanding of how the components of the PYP have been used within the inquiry:

- student profile - attitudes - concepts - knowledge - skills - action

• reflect on how you have participated in the different stages of the exhibition. • celebrate your learning by presenting the exhibition to the school community.

EXHIBITION 2007

STUDENT CHECKLIST

Name: ________________________ Class: _________

TASK DATE CHECK

Starting exploration: area of investigation they are

interested to pursue, possible real-life issues or

problems to be investigated

Start of the

school year

Students decide on issues independently around

‘What Matters To Me’ then make up groups based

on interests

January

Groups are organized based on issues-‘What

Matters To Me’

End of January

Workshop for Parents and Mentor Meeting January 30

Identify the aims of the inquiry, pose questions

that help to define the central idea and to decide

upon the lines of inquiry

First meetings of mentors/students week

Groups have finalised their group planner and

Assessment rubrics

February 16

Identify and select appropriate

resources/Gathering of information

From February

26

Information complete

Working on the exhibition: Students work on all 3

parts of their presentation-written, artistic and

science/technology

First plan of the exhibition

3 major components must be essentially completed!

Exhibit in place

All ready- rehearsal only

April 16

Showing other students the exhibition ( theatre for

the day )Older classes 3 & 4 and Grade 6 –

timetabled to meet with a certain group and used to

rehearse

Other classes do a ‘walk through’

April 18

‘Iron Out Problems’

Night of the Exhibition

April 19

Assess the whole process and reflect upon the

achievement

April 20

Example of: Individual declaration of

Academic Honesty By signing this declaration I am confirming that I understand the meaning of ‘plagiarism’ and the meaning of ‘collusi on’. Plagiarism is the presentation by a student of an assignment which has in fact been copied in whole or in part from an other student’s work, or from any other source (eg. published books , periodicals, or the web) without due acknowledgement in the text. Collusion is the presentation by a student of an assignment that is claimed to be his or her own work, but is in fact t he result in whole or in part of unauthorised collaboration with another person or persons. I, ____________________ declare that for this subm itted work:

� I did not cut-and paste information from others wit hout appropriate use of quotation marks and direct refer ence to their work;

� I did not re-word the ideas of others without prope r and clear

acknowledgement;

� I did not write ideas or suggestions that originate d from others and claim these as my own;

� I did not include words from other students’ work w ithout

permission. Signed: ___________________________ Date: _______ _______

Individual declaration of Academic Honesty

Bibliography Books and websites I have used:

BOOK: Name (surname first), title (underlined), place of publication, publisher, date Example:

Edinger, Monica; Fantasy Literature in the Elementary Classroom ; New York, Scholastic, 1995

WEB: Name(surname first), title, date of access, URL Example:

Legg, Sonya; "African history book list." September 2006;

http://www.lib.ox.ac.uk/internet/news/faq/archive/african-faq

Bibliography Books and websites I have used:

What matters to me? Issues I would like to consider:

What matters to me? Issues others would like to consider:

What matters to me? The issue I have selected is:

Reflection on this issue: I think this issue is important because… I have noticed that… My main concern is…

Brainstorm What matters to me?

Central Idea:

Suggestions:

Central Idea:

Criteria for Central Idea Source: Adapted from Steiner, 1993, p. 65

Y = Yes ? – not sure N = No Y ? N

It is interesting to me.

It is related to my experience and understanding.

It is worth knowing

I can identify a related concept.

It could consider different viewpoints.

It is an issue that may have impact on our lives, or the lives of others.

It considers attitudes as well as developing skills and knowledge.

It poses questions.

I will need to do my own personal investigations, as well as research in books and on the internet.

It is possible for me to think about how I would take responsible action in relation to this issue.

PYP Planner

Assessment Tasks

Assessment Task Product

What I need to do to complete

this task:

I could present my work in the following

ways: Written: - Report - Narrative - Explanation

The Arts: - Music - Visual Art - Drama

Oral presentation

PYP Essential Elements

Concepts

Knowledge

Skills

Attitudes

Action

Concepts

Concept Key Question Definition

Form What is it like?

Function How does it work?

Causation Why is it like it is?

Change How is it changing?

Connection How is it connected to other things?

Perspective What are the points of view?

Responsibility What is our responsibility?

Reflection How do we know?

Concepts

Which concepts are a major focus for your study? Why?

Reflection - Skills Transdisciplinary

Skills Evidence

Communicating Listening to

others; communicating

ideas; following directions

Thinking Asking questions; being reflective and thoughtful; comprehending;

analysing

Research Asking questions; observing; using

what I already know; drawing

conclusions; being creative and

inventive; keeping an open mind;

presenting my work as well as possible

Self Management Being organise; planning ahead;

being efficient; using my time well;

making informed choices

Social Being considerate

of others; playing different roles in

groups; being independent;

cooperating with others;

participating fully; being responsible

Group Planning CATEGORY Excellent Good Satisfactory Needs Improvement

Ideas/Research Questions

Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.

Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

Group Timeline Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g., planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline.

Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.

Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.

Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.

Delegation of Responsibility

Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.

Each student in the group can clearly explain what information s/he is responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.

One or more students in the group cannot clearly explain what information they are responsible for locating.

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Quality of Sources Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.

Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Date Created: 2002-08-16

Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas

Collaborative Work Skills CATEGORY Excellent Good Satisfactory Needs Improvement

Contributions

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Time-management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Problem-solving

Actively looks for and suggests solutions to problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

Does not try to solve problems or help others solve problems. Lets others do the work.

Attitude

Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a positive attitude about the task(s).

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Monitors Group Effectiveness

Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.

Routinely monitors the effectiveness of the group and works to make the group more effective.

Occasionally monitors the effectiveness of the group and works to make the group more effective.

Rarely monitors the effectiveness of the group and does not work to make it more effective.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

IB Learner Profile IB programmes aim to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better, more peaceful world. IB learners strive to be:

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research an d show independence in learning . They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have l ocal and global significance. In so doing, they acquire in-d epth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skill s critically and creatively to pose and approach comp lex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one languag e and in a variety of modes of communication. They work effe ctively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of th e individual, groups and communities. They take responsibility for their own actions and the conseq uences that accompany them.

Open-minded

They understand and appreciate their own cultures a nd personal histories, and are open to the perspective s, values and traditions of other individuals and comm unities. They are accustomed to seeking and evaluating a ran ge of points of view, and are willing to grow from the ex perience

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, phy sical and emotional balance to achieve personal well-bein g for themselves and others.

Caring

They show empathy, compassion and respect towards t he needs and feelings of others. They have a personal commit ment to service and act to make a positive difference to th e lives of others and to the environment.

Reflective

They give thoughtful consideration to their own lea rning and experience. They are able to assess and underst and their strengths and limitations in order to support their learning and personal development.

My definitions for the


Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Risk-takers

Balanced

Caring

Reflective

Comments from others on my performance on the


Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Risk-takers

Balanced

Caring

Reflective

Self-reflection


Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Risk-takers

Balanced

Caring

Reflective

Attitudes

Appreciation Appreciating the wonder and beauty of the world and its people.

Commitment Being committed to their learning, persevering and showing self discipline and responsibility.

Confidence

Feeling confident in their ability as learners, having the courage to take risks, applying what they 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 their thinking and in their approach to problems and dilemmas.

Curiosity Being curious about the nature of learning and of the world, its people and cultures.

Empathy Imaginatively projecting themselves into another’s situation, in order to understand his/her thoughts, rezoning and emotions.

Enthusiasm Enjoying learning

Independence Thinking and acting independently, making their own judgments based on reasoned principles and being able to defend their judgments.

Integrity Having integrity and a firm sense of fairness and honesty

Respect Respecting themselves, others and the world around them.

Tolerance Feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others.

Self reflection

Attitudes

Appreciation

Commitment

Confidence

Cooperation

Creativity

Curiosity

Empathy

Enthusiasm

Independence

Integrity

Respect

Tolerance

Reflection

As I think about the ideas we discussed, it

reminds me…

What surprised me was…. An idea I would like to investigate

further is…

Reflection

Thinking about the way I am working on my exhibition: Something I will start doing is… Something I will stop doing is…

Something I will keep doing is…

Reflection

I learned that… I’m still wondering about… I plan to…

Reflection

3 important things I’ve learned 2 ideas I would like to investigate further

1 action I will take immediately

Reflection On the exhibition process

I came expecting… I got…. I value…. I want next…

Reflection (on another presentation)

List as many key words and phrases as you can recall about the presentation. What three points do you consider most important? What are three questions that this presentation raised in your mind?

Vienna International School

CODE of CONDUCT

USING COMPUTERS at SCHOOL

YOUR RESPONSIBILITIES

1. Stay on Task when using computers.

2. Use the Internet properly.

3. Use Apple Q if you are on a site

that is inappropriate. Tell a teacher if you have a problem.

4. Do not waste paper or ink.

5. Care for our computers.

Vienna International School

CODE of CONDUCT

USING COMPUTERS as SCHOOL As agreed by Student Council April 2003

Students at VIS are expected to be responsible user s of all computer equipment.

Students can be responsible by keeping to the follo wing rules:

Using the Internet. Students are given access to the Internet at school because the information on the Internet will help them with the ir Unit of Inquiry research. Students should always be ready when using the Internet by knowing what questions they have and wh at information they need. Each class should agree on the best Sea rch Engines to be used by their students.

Students are expected to never enter an inappropria te work into the address bar or a search engine. This is not respon sible use of the Internet.

Using Apple Q! If you come across an Internet site that is inappro priate you should press Apple Q or press Backspace to immediately exi t the page. You should then tell a teacher that you have found this page.

Opening Student Folders Students should only access their own folders. Students should not access other people’s folders w ithout permission.

Printing Only print if needed. Only print in colour if it i s the finished product. Do not waste paper.

Equipment All computer equipment should be treated with care and used safely.

Consequences of Inappropriate Use If students are not responsible users of computer e quipment they will need to speak to the Head or the Deputy Head o f the Primary School. A note will also be sent home to their par ents.

Student Name: Class:

PYP Exhibition Parent Evaluation

Dear _________, Thank you for sharing your work with me. I really liked…

I was surprised…

I didn’t know that… I would like you to know that… Signed: Date:

Student’s Name: Class:

PYP Exhibition Parent Evaluation

What have you learned from your child’s exhibition? What have you learned about your child and their participation in the learning process?

Skills Social Skills Research Skills Thinking Skills Communication Skills Self-management Skills

Select one of the skills listed. How do you think your child has developed this skill through the exhibition?

IB Learner Profile Inquirers Thinkers Communicators Risk-takers Knowledgeable Principled Caring Open-minded Well-balanced Reflective

Select one or two of the qualities listed. How do you think your child has developed this quality through the exhibition?

General Comments:

Signed: Date:

Mentor Meeting Record Sheet Mentor:

Date: Time: Location:

Review of progress:

‘To Do’ list for the coming week:

Mentor Comment: Next Meeting:

The PYP Exhibition -...

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