2016 KIS PYP Exhibition

The Purpose of Exhibition Students 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. 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 PYP Exhibition provides students with the opportunity to exhibit all attributes of the learner profile and display PYP attitudes. incorporates all the key concepts. opportunities for the students to explore and share their knowledge of a subject matter that is significant and relevant. provides opportunities for the students to engage in action. represents a process where students are engaged in learning together.

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 are involved in all stages from the planning to the final presentation: The Exhibition Staging should include:  examples of written work  oral presentations  examples of technology  An artistic component eg– dance, drama, film, video, mixed media.  Mathematical component.

How much time do students spend working on the Exhibition? The students will spend about 6 weeks working on their inquiries in March and April (plus 2 optional weeks of Songkran). The final Exhibition dates are April The students will continue to have regular subjects and specials such as Thai/TAL PE/swimming during the Exhibition process, but the majority of each day’s class time will be used working on the group inquiries. ICT time will incorporate research and presentation of their inquiry.

Roles in the Exhibition Group of students Parents Mentor Teacher

The role of the parent Parents can: Have an understanding of the Exhibition requirements. Keep informed about the process by asking students what stage they are working on. Completing the review form each weekend by interviewing your child and returning it on Monday. 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 ownership of the process. Celebrate with the students by attending the final presentations

The role of the student understand the exhibition and show how you have included the learner profile think about a real-life issue or problem for the exhibition start a unit of inquiry in groups of 2 -4 and decide on a central idea, lines of inquiry and student questions work together to plan, learn and assess all stages of the exhibition. 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, mentors, students and parents write reflections 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

What are we assessing? 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 “Exhibitions are the best way to measure learning because they put the kids right in the midst of their learning” Dennis Littky A class journal will be assessed by the teacher. Self assessment will be on a weekly basis, at the end of the unit and as a reflective tool for each student.

Final rubric A final rubric by mentors and class teachers will assess LP, Attitudes, connection the the theme, integration of skills, engagement in ACTION, responsibilty in learning and collaboraive inquiry. This will contribute to the Semester 2 Report for UOI 5

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.

Sharing the Planet is this Year’s Transdisciplinary Theme An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other other living things; Communities and the relationships within and between them; access to equal opportunities Peace and conflict resolution.

Q/A Please feel free to ask any questions… and remember

References Making the PYP Happen Exhibition Guidelines