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Getting started early!

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Continue to work with my fifth grade team to support their exhibition process and what we can do in fourth grade to support them.

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I will share with my team and we will have to begin having conversations about implementing.

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I will share with my team and we will have to begin having conversations about implementing.

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Developing language for central ideas that is not declarative, but says instead what we may or can do.

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We will work on scaffolding skills students will need for exhibition

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We will work on scaffolding skills students will need for exhibition

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I learned about the 5 types of ACTION. Great training

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I learned about the 5 types of ACTION. Great training

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Starting a class heart to add to throughout the school year.  

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Starting a class heart to add to throughout the school year.  

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What breaks your heart and what fills your heart.

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what makes my heart happy/what makes breaks my heart activity

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what makes my heart happy/what makes breaks my heart activity

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How can we further support students in the Exhibition at schools where there is much turnover, resulting in a majority  of students NOT having K-5 PYP education? 

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How can we further support students in the Exhibition at schools where there is much turnover, resulting in a majority  of students NOT having K-5 PYP education? 

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I will discuss using more flexible presentation options then we have used in the past

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I will discuss using more flexible presentation options then we have used in the past

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I will begin to use rubrics to help students practice the skills for writing, researching, collaborating and presenting PRIOR to the Exhibition. 

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I will begin to use rubrics to help students practice the skills for writing, researching, collaborating and presenting PRIOR to the Exhibition. 

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We have a timeline for our Exhibition, and we learned some fun activities to use as provocations for students in each theme. 

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We have a timeline for our Exhibition, and we learned some fun activities to use as provocations for students in each theme. 

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We will use mentors this year and do some year long planning to get our students prepared for their exhibition!

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We will use mentors this year and do some year long planning to get our students prepared for their exhibition!

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Jen

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Like a s science fair where students put up presentation boards

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We will do the Dream Team list with our students before making Exhibition groups.

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We will do the Dream Team list with our students before making Exhibition groups.

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So happy to learn that students will work in groups!

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I've got ideas of how to plan and use mentors:
* Surveys
* video Training
* Mentor graphic organizers

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The Dream Team/Team building activities to help kick off Exhibition.

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The Dream Team/Team building activities to help kick off Exhibition.

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A lot about mentors and how to build groups.

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A lot about mentors and how to build groups.

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That planning for Exhibition starts now (or before now)!

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That planning for Exhibition starts now (or before now)!

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Tips and strategies to help students collaborate and not just cooperate. Personality analysis and dream team would be something that I can do now with my class.

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That exhibition can be flexible! Great tips on building a structure for mentors and tips for building effective teams.

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Lots of ideas and resources! Excited to make a plan for exhibition.

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Lots of ideas and resources! Excited to make a plan for exhibition.

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How to communicate with mentors to make sure that students receive equitable experiences during exhibition. 

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How to communicate with mentors to make sure that students receive equitable experiences during exhibition. 

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Exhibition is a culminating student driven action and research project for 5th graders

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Exhibition is a culminating student driven action and research project for 5th graders

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What are other ways to create summative assessments for exhibition? 

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What are other ways to create summative assessments for exhibition? 

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Exhibition is a wonderful way for students to show off their inquiry skills.

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Exhibition is a wonderful way for students to show off their inquiry skills.

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Exhibition is a lot of hard work and requires a lot of time to execute.

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Exhibition is a lot of hard work and requires a lot of time to execute.

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Is exhibition achieving its intended purpose (assuming I am correct in what I "know")? If not, what needs to change? What do other designs of exhibition look like?

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Exhibition is supposed to be the culminating event of a child's PYP experience. Students reflect on their learning from previous units of study (all with a common structure and language), and then use this learning to guide their own inquiry and subsequent action.

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Students take the skills and knowledge that  they have acquired through several PYP inquiry units, and create their own inquiry project. 

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Students take the skills and knowledge that  they have acquired through several PYP inquiry units, and create their own inquiry project. 

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How can we support this exhibition in schools where students often have little family support?

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How can we support this exhibition in schools where students often have little family support?

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Students will be taking an action that is related to a greater unit of study. 

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Students will be taking an action that is related to a greater unit of study. 

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I wonder how the Exhibition is changing with the new enhancements that the IB is rolling out. How will this training support the enhancements and will it prepare us for those changes?

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I wonder how the Exhibition is changing with the new enhancements that the IB is rolling out. How will this training support the enhancements and will it prepare us for those changes?

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What can I learn from other schools and teachers that have already been through this process? How can I support my team to implement exhibition at our school.

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Exhibition is an opportunity for students to take ownership of the five essential elements and work through the inquiry cycle on a concept/ topic of their choice.

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Exhibition is an opportunity for students to take ownership of the five essential elements and work through the inquiry cycle on a concept/ topic of their choice.

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Exhibition requires the support of all the staff in the building as well as community members to make it most successful and meaningful. Student agency and ownership are essential.

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I wonder what Exhibition looks like at other schools/districts (within and beyond Oregon). I will find out by speaking with other folks at the training and getting other perspectives (hopefully veteran teachers, newbies to IB, from various schools, etc.)

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I wonder what Exhibition looks like at other schools/districts (within and beyond Oregon). I will find out by speaking with other folks at the training and getting other perspectives (hopefully veteran teachers, newbies to IB, from various schools, etc.)

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I wonder how to organize, manage, and facilitate groups through the exhibition. How I will find out is going to the training and learning from schools who have done it.

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I wonder how to organize, manage, and facilitate groups through the exhibition. How I will find out is going to the training and learning from schools who have done it.

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Exhibition is a culmination of the learning that has taken place throughout elementary school. It's a way for students to show what they've learned by working through the inquiry cycle.

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Exhibition is a culmination of the learning that has taken place throughout elementary school. It's a way for students to show what they've learned by working through the inquiry cycle.

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I wonder how to effectively recruit and use mentors to help guide the groups with authentic projects.

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The exhibition can be a culminating study where the students follow a line of inquiry through a collaborative process, incorporating the attributes of the learner profile.

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Students can use many different types of media to research their topic and to present their material.

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I wonder how to keep the process student driven.

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We are in year 3 of Exhibition. I wonder how to roll out all the components to make it an authentic Exhibition.

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This is a collaborative process involving other teachers and community members.

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This is a process of understanding global topics/issues that have a centralized and local impact. Students then take action to better understand the topic in a way that will ideally have a lasting effect. Students will utilize their knowledge and skills they've developed as PYP students to complete in depth research on their topic to develop understanding of how and where they can make the biggest impact with the resources at their disposal.

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I wonder how other schools structure the process.

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How best to balance a student's for group's need for support with the need for independence. I also wonder about how best to guide students through the interpersonal complications that arise. Again, this would be about when to step in and when to step back.

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Students explore global themes to find something that has significance to them. They narrow that theme and take specific action to personalize their experience as a global learner. Throughout this process they consider their topic through the lens of the key concepts to understand it more deeply. Finally, they connect with sources in their community and finalize their exploration by taking positive action .

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Wonder:  How much guidance do I provide?  What is an appropriate student outcome? How:  Attend the training. 

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Wonder:  How much guidance do I provide?  What is an appropriate student outcome? How:  Attend the training. 

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Students are directed to a specific theme and then they develop their own learning plan/unit to learn more about something they are interested in.

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Students are directed to a specific theme and then they develop their own learning plan/unit to learn more about something they are interested in.

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how to be successful when kids need so much support

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how to be successful when kids need so much support

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How do we scaffold this for students who have not really experienced the full five years?

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How do we scaffold this for students who have not really experienced the full five years?

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Students needs to identify a global issue of importance to them and take action around the issue

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Students needs to identify a global issue of importance to them and take action around the issue

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I wonder how to guide my students through this process without them (or me) feeling overwhelmed. I will look at examples and use conversations with those who have done it before guide me.

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Students work collaboratively on a student-initiated inquiry that can be part of the six units or outside of it.

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I wonder whether my students will choose achievable actions. I will find out through looking at examples and figuring out which questions need to be asked to guide their thinking.

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Students will be learning through discovery about a topic they are passionate about.  They will guide themselves through the inquiry cycle after being guided throughout the last 5 years.

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What does the first year of this look like?

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What does the first year of this look like?

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Kids will be creating a unit under one of the 6 themes.  

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Kids will be creating a unit under one of the 6 themes.  