The PYP Exhibition Pilot Year 2010

Purpose The Exhibition has a number of key purposes: students can engage in an in-depth, collaborative inquiry. students become more independent with their own learning. students can look at an area of learning from many different perspectives. students begin to reflect on their own learning it gives students the opportunity to take action about a real-life issue. it unites the whole school community and the wider community through collaborative learning. a celebration of the transition of learner from primary to middle school

Essential features of the Exhibition provides students with the opportunity to exhibit all attributes of the learner profile. incorporates all the key concepts. opportunities for the students to explore and share their knowledge of a subject matter that is significantly and relevant. opportunities for the students to display attitudes. provides opportunities for the students to engage in action. represents a process where students are engaged in learning together. allows for the continuous assessment of the exhibition process

Non negotiable features Students are required to engage in a collaborative, inquiry based process that involves them in identifying, investigating and offering solutions to real-life issues or problems. Students must be involved in all stages from the planning to the final presentation:  the issue  the learning outcomes  the activities  the assessment. The Exhibition should include:  examples of written work  oral presentations  examples of technology  performances in any medium – dance, drama, film, video, mixed media.

How much time do students spend working on the Exhibition? The students have started collecting examples of local and global issues since August The students will spend about 8 weeks working on their inquiries from Mid September-Mid November. The final Exhibition date will be December 9 th. The students will continue to have regular subjects during the Exhibition process, but a portion of each day will be used working on inquiries.

What about homework? The children will have less specific subject homework during this time. But each student will have an Exhibition binder and homework will be dedicated to working on the binder. Each student will be expected to fill in a journal at this time. The children should use their time at home to research and prepare for the work in class. A lot of the work should be done in class so the teacher can keep track of progress, but due to time constraints some work may be sent home.

Group of students Parents Mentor Teacher Roles in the Exhibition

The role of the parent Parents can: Have an understanding of the Exhibition requirements. Keep informed about the process by reading newsletters and attending meetings. Support and encourage their children throughout the process. provide knowledge or areas of expertise to any of the groups. Help to locate resources – people, places, media and information Encourage in-depth inquiry and respect of student ownership of the process. Celebrate with the students by attending the final presentations (December 9th)

What are we assessing? “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. Assessment is ongoing. Assessment of the Exhibition is done in school. To keep the assessment of the Exhibition authentic, no formal exams or formal monitoring is encouraged by the IB, but specific criteria is set for the students to have a clear idea of what they are being assessed on.. The students should keep an individual learning journal throughout exhibition that shows how their thinking and goals have developed. Teacher anecdotal records are kept of students work and performance Assessment will be on a daily basis, at the end of the unit and as a reflective tool for each student. A permanent record of the Exhibition is kept (planners, photographs, videos) The mentors keep a journal that monitors student progress against a timeline.

How are we assessing? There will be six rubrics per inquiry. Each rubric will assess a different aspect of the Exhibition: The individual journal The class journal The process of collating data, researching and analysing research The final product The attitudes, attributes of the learner profile and self management skills (e.g. time management) A self-reflection which is completed by each student

Will there be a grade? It is possible that a group will score very highly on one rubric and not so well on another. The rubrics will not be ‘averaged out’. The mentor and class teacher will each write a short summary of their observations. These summaries and the rubrics will constitute the final assessment. There will not be one final grade at the end.

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. 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 (e.g. problem solving) more than the final product.

Questions? Please feel free to ask any questions

Bibliography Making it Happen 2007

The role of the student understand the exhibition think about a real-life issue or problem for the exhibition start a unit of inquiry in groups of more than 2 and decide on a central idea, lines of inquiry and student questions work together to plan, learn and assess all stages of the exhibition. show how you have included the learner profile demonstrate an understanding of the five essential elements—knowledge, concepts, skills, attitudes and action

The role of the student use different materials to show your learning; wherever possible, students should use a variety of source materials, such as first-hand experiences, interviews, surveys, field visits, artifacts, science investigations, working models, not just book and/or Internet research celebrate their learning by presenting the exhibition to the school community students must be honest when they are researching and not copy or make up information and students must keep a note of ALL the resources they have used. communicate effectively with teachers, other students and parents write reflections in individual books and in a whole class journal that shows work in progress as well as the final product. Students can use sketches/writing or even stick bits into their journal. carry out self-assessment and peer assessment

Who We Are An inquiry into: The nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.