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https://m.youtube.com/watch?v=FSyfFrMcuQI

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Artemis I Launching to the Moon: Official NASA Launch Trailer

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We can start coming 2 times in a week so we can finish every charts paper on time and we can do the rest and move on.

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Teachers Pay Teachers

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Pyp Transdisciplinary Themes Posters & Worksheets | TpT

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Browse pyp transdisciplinary themes posters resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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We use this as paste-in half pages for exhibition journals

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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What's going on in this Picture?  Or, What's going on in this graph?  

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What's going on in this Picture?  Or, What's going on in this graph?  

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The New York TImes website has these questions with pictures or graphs so you can have a student discussion (10-15 minutes?)  or quick write, etc.  Ask 3 questions for students to think about: What do you see?  What do you think is happening?  What makes you say that.  You can use pre-chosen graphs or pictures from any appropriate source.  You can also do this with current events, ie, the videos on CNN10.

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Have the students reflect on and brainstorm the learning they have done in each of the grades for each theme.

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Use the key concepts to develop questions about your topic that will help you identify areas of research. Later these questions may help you narrow down your project.

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Pages 9 & 10 are good resources that kids can access the entire time and constantly reflect in regarding their use of  Transdisciplinary Skills & Attributes 

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Pages 9 & 10 are good resources that kids can access the entire time and constantly reflect in regarding their use of  Transdisciplinary Skills & Attributes 

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The coordinator, principal and teachers need to set time apart to review Exhibition guidelines and plan for the Exhibition that meets requirements but is also right for the school!

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Guide to Exhibition for Students and Parents

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Guide to Exhibition for Students and Parents

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-rubric for presentations
-individual research
-group members grade each other based on rubric
-exhibition journal
-mentor/peer review
-project planner checklist

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Through Small Actions, Everyone Can Make an Impact

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Through Small Actions, Everyone Can Make an Impact

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Video Links to show good explanation of small actions:
https://sonyaterborg.com/2014/03/20/pyp-exhibition-video-inspiration-to-take-action-six-different-ways/

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Students would be able to create a bid for a subject matter expert using a social media handle or another application such as Padlet, so request online interview or face to face interview with certified expert in the field that their passion topic is about. Students would have autonomy in crafting relevant research questions pertaining to their topic.
cipot

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Using the Right Question Institutes (QFT) Work on asking Closed and Open ended, meaningful questions, and knowing the difference. Then choosing/ eliminating questions that could help in the inquiry process

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Watch Ted Talks and bring in guest speakers to speak on global issues. Start in August/September.  Kids reflect after each. Then kids get lots of info about issues before they pick an issue for exhibition.

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https://www.scribd.com/document/23763780/PYP-Exhibition-Self-Assessment-Students

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offer the students the opportunity to explore knowledge that is significant and relevant

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offer the students the opportunity to explore knowledge that is significant and relevant

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Students will take part in a modified genius hour (or half hour hahaha) at the end of each unit. They will reflect and choose an essential question to answer related to a concept from the previous unit. They have time to continue working on this project concurrently with the next unit. A genius hour is where students explore a subject of interest to them. To learn more about the idea, you can go to http://www.geniushour.com/

Here are links to two different sites to help with ideas on how to implement genius hour in the classroom:

http://minds-in-bloom.com/implementing-genius-hour-classroom/

https://www.edutopia.org/groups/personalized-learning/802456

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We have a set Exhibition Sheets file that helps to keep students on track with completing the different components of the exhibition. Students collaborate on this as a group but complete their own file as proof of their individual learning and inquiries.

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This is a guide for students to organize and manage themselves for their group presentations.

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Using one on one and class data, teachers help to create groups based on similar inquiries, questions, interests and topics.

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https://sonyaterborg.com/2013/03/17/questioning-conceptually/

Use concept question cards, a question forming mat (graphic organizer) to form questions about a topic. Then sort questions into 4 quadrant organizer.

https://drive.google.com/file/d/0B9_-7hgT0UMgNGR2ajBMOWpNNW8/view (full set of cards)

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Make sure students are aware that action is more than just the end service-orientated action. Action is embedded throughout the entire process, from choosing their passion to exploring their topics, interviewing people or reading on their own to the service action. They need to document all they do, even the little changes in perspective. Sharing ideas and point of view and opening someone else's mind is action, even if the other person doesn't change their mind, they now have a new perspective they may have not thought of.

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a) personality traits -
http://www.smokyhill.org/vimages/shared/vnews/stories/56a24cfa318ec/True%20Colors%20Test%20High%20School%20Visits.pdf
b) student interest
chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html
c) groups according to student strengths - student can look at the learner profile and choose their top 3 that best describe them. Then you find people that have strengths in different areas
d)learning styles

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*Personality traits
*Level of interest on the topic (Use of Google Form or with sticky notes/chart paper)
*

The teacher led discussions in whole group and with students individually to make sure that the groups would be successful.

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Place students in groups based on their level in a specific subject or overall grades. For example High, Medium High, MediumLow, Low student in a group.

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Take into consideration personality, academic strengths and needs,  and balance of  boys/girls.

Keep groups a manageable size for collaboration/cooperation.

Giving students an online survey where they can reflect on their learning styles, areas of strength, and area of improvement.
Students can list preferences of kids that they want to work with.Guarantee that they will work with one of those students.

Groups come up with their Essential Agreements and post them. Students are encouraged to work out conflict on their own before going to teacher to resolve.

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Making groups: taking into consideration:

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Making groups: taking into consideration:

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1. Interest/ Topic of Choice
2. Leadership
3. Ability
4. Gender equity
5. Identify potential behavior issues

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Leadership style quizzes
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjF7tCP4enYAhVBVK0KHbrQCu8QFggmMAA&url=http%3A%2F%2Fwww.gotoquiz.com%2Fleadership_style&usg=AOvVaw06dGebhbmUSTCLORIMXcgQ

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Infographic Maker Trusted By 11 Million Users - Piktochart

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.

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Video Maker | Make Videos and Animations Online | Powtoon

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Powtoon gives you everything you need to easily make professional videos and presentations that your clients, colleagues, and friends will love! No design or tech skills are necessary — it’s free, easy, and awesome!

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The Original Interactive Experiences App | Goosechase

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Inspired by scavenger hunts, Goosechase is an online platform that helps you run real-world interactive experiences for your communities. Try it today for free!

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Creative Commons Photos and videos.
https://pixabay.com/

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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This site directs teachers and students to creative commons resources and tools to enhance teaching and learning.
http://www.visionworks21st.org/

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Reflecting on the process for teachers. 

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Reflecting on the process for teachers. 

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This reflection is a follow up to the action plan developed from the Guidelines to the Exhibition.

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This is a collaborative shared space for the PYP Exhibition. Within this website, you will find downloads, websites, app suggestions, inspiration from great minds, and galleries of videos and images to choose from to support your students, parents, teachers, and families through the PYP Exhibition.

Use the navigational tool bar on the top left of this screen to get your journey underway and access all the materials mentioned above.

This website was created by Sonya terBorg, Learning Technology Teacher at Munich International School. After leading an Exhibition Roundtable at the AGIS Conference in February, this website was created as a central location for resources developed and sourced over the 12 years Sonya has been involved with the Exhibition. You can find more from Sonya at her personal blog: sonyaterborg.com or follow her on Twitter.

The PYP Exhibition is a culminating event in the journey through the PYP curriculum. It is a team endeavour and an individual pursuit. It is an opportunity to showcase skills, develop attitudes, consolidate knowledge, share understandings, and take action. It is inspiring, exhausting, and a highlight of the year for all PYP students and teachers who dare embark on this mighty challenge!

For a full and thorough description of the PYP Exhibition, please refer to the official guidelines of the PYP Exhibition as published by the International Baccalaureate Organization (IBO).

If you would like to contribute resources to this sharing blog, please send an email with the information you wish to share. We would love for this to be a growing, evolving resource for students, teachers, and parents involved in the PYP Exhibition.

One of the great things about the PYP is that it gives students from all over the world the opportunity to collaborate with each other. If you would like to see what other schools are doing, and would like to contribute your thoughts, ideas, and Exhibition information to a collaborative document, please join us by clicking on the button below. This document was started as part of the AGIS (Association of German International Schools) Conference where a roundtable discussion was held for PYP Exhibition teachers.

The Exhibition is about the students. Often, as teachers, we can get overly focused on managing how things will look, feel, be. If you are new to Exhibition or just want a new perspective, read Mary Collins account of how she introduced the Exhibition to her students

Where to start can often be a more challenging question than it needs to be when it comes to starting the PYP Exhibition. Over the past few years, I have spent time exploring Design Thinking. The central idea with Design Thinking is that you start at a point of empathy: students thinking about what they can do for another person/place/situation. This is really at the heart of the PYP Exhibition: An action-based unit of inquiry in which students are challenged to think and to act. These steps could help you bring this to life in your classroom: Empathy, Challenge, Discovery, Sharing.

Click here for further information on Design Thinking and Starting With Empathy.

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This is a collaborative shared space for the PYP Exhibition. Within this website, you will find downloads, websites, app suggestions, inspiration from great minds, and galleries of videos and images...

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They are concept based questions already made for you. Just type in your topic :-))
https://app.startsole.org/#!/login

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https://www.wgu.edu/heyteach/article/presentation-tips-students-take-fear-out-public-speaking

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https://thepypx.wordpress.com/2013/04/08/staging-the-pyp-exhibition-keep-it-simple/

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Students have been working on making choices and plans of what they need to do in their exhibition. Before they go home students write a "to do" list of the things they are going to work on that night. The next morning they have to prove that they did the things they wrote by showing evidence of their learning. They need to share and show their evidence with 3 other students. Their work is checked and then "sign off" as been completed. A great conversation for students to have to hold them accountable for their learning!

It is crucial that as teachers we find ways to bring in talents, skills and knowledge into the classroom. Matt is a fine example of this.

He is in his element right now in the exhibition. He is confident. He is so interested. This is because he is doing something that matters to him. Matt is able to share these strengths and passion with others. As a result he is becoming more confident, revealing skills that may not have come through in other units of inquiry where he did not personally connect with. Teachers need to take the time to notice hidden talents and allow such opportunities to happen. Bring in the things that comes so naturally to them outside of school.

Concentric circles can be used in just about every context and learning experience. This clip shows how concentric circles can be used to identify people in our community. These people are the experts that we can seek out to help guide students and create opportunities that may not have been available to begin with.

It is these people in the community that bring out the best in both teachers and students. When we draw on these skills and knowledge, new exciting pathways emerge and this empowers student learning immediately.

The benefit of this process is that it changes for every unit of inquiry as the knowledge base changes too.

Do you know the people in your community and what they can offer?

These two are designing and building race tracks for model cars, like Hot Wheels. They feel there are not enough "non-sport" options for the kids in the school and that many of them will love racing cars on their tracks. They have been amazingly engaged by their project as they've been working on design and construction all year as part of their Passion Project.

Specialist Teachers possess a massive amount of knowledge, expertise and talent that homeroom teachers do not. They can offer students going through an important educational experience like the PYP Exhibition a massive amount of guidance and support. But, how we involve them in the Exhibition seems to cause many of us logistical and philosophical problems in IB schools.

One solution is to "collapse" the regular schedule at some point in the lead up to the Exhibition "staging" - about two or three weeks beforehand seems reasonable. Then, invite Specialist Teachers to come over to the homeroom during their regular, timetabled slot and ask them to focus on students working within their specialist area and, also, to offer support to other students as a regular mentor.

Here is a video showing this model in action. You can see the profound effect this particular teacher has on the direction students are taking.

Just sharing. Your comments welcome!

I was recently asked to elaborate a bit more on the message I often give people to try and keep the staging days of the PYP Exhibition as simple as possible. This part of the whole experience can often completely take over and become a massive, and sometimes meaningless, show.

At NIST, we have tried each year to make the staging as simple as possible. We ask students to try and use only one form of presentation to attract the attention of people and get conversations going. We expect our students to be able to speak knowledgably, passionately and thoughtfully to as many people as possible. This is where they reveal their understanding, where they tell the story of their Exhibition journey, where they reveal the processes they've been through and where they discuss next steps.

All of this comes out of their mouths! It is not printed on endless bits of paper. If their Exhibition really comes from the heart, the words will flow very naturally.

Here is a little video to illustrate the point.

When planning a PYP Exhibition, we are faced with a number of options that need to be determined before we hand over to students. Decisions like:

Will it focus on one particularly transdisciplinary theme? Who will choose it?

Will the students be free to select a transdisciplinary theme to focus on themselves?

Will there be one central idea? Who will write it? Will it be given to the students?

Will the students write the central idea as a whole group? Will individuals or groups write their own central ideas?

Will students be presented with lines of inquiry or will they write their own?

Will students be presented with the assessment tools, such as rubrics or continuums? Who will create them?

Will students create their own assessment tools?

The answers to all of these questions depend entirely on each individual school as the guidance from the IB is very flexible. Schools need to carefully consider where their students are at by the time they reach the PYP Exhibition, as it should reflect their journey so far and not be a completely new experience. If students have not selected a transdisciplinary theme to focus on before, do they need to do it now? If students have not written central ideas before, do they need to do it now? If students have not written lines of inquiry before, do they need to do it now? If students have not created assessment tools before, do they need to do it now?

My colleague, Glenn Davies, always asks "is it worth it?", and I advise everyone involved with PYP Exhibitions to make that their mantra in the initial planning stages too.

The PYP Exhibition is all about helping students show how far they have come, not setting as many difficult traps for them as we can! Celi Harper, a participant in the PYP Exhibition workshop in Tokyo recently, said that the PYP Exhibition is a "development of self" and therefore the challenges it offers should also be developmental.

I suggest using a mindset similar to the one in Kevin Bartlett's "Cauliflower Principle". Make sure the PYP Exhibition really is just the next step in the development of the students. Don't overload them with too many tasks that may cause them to resent or fear the experience.

Also, PYP Coordinators should use the "Cauliflower Principle" to make sure students are coming to the PYP Exhibition already prepared for the experience. Each teacher the students have in the years leading up to the PYP Exhibition should see themselves as a crucial factor in that student's success, even though the Exhibition may be several years in the future!

Effectively bringing in the talents and expertise of specialist subject teachers during the PYP Exhibition can drastically change the whole experience for some or all of the students. However, negotiating and planning becomes exponentially more complex the more adults are involved!

Here are some perspectives on this complex but very valuable issue (click on the image to go to the original posting):

Some participants are curious about how we assess what students have achieved in their PYP Exhibition. This is the rubric we used to guide students last year, and it is not much different from the rubrics we have developed for other units of inquiry.

We try to keep the assessments very simple. This is to avoid adding further stress to students and teachers, and to avoid the trap of teaching to the assessment.

This was Simone Reilly's response on Twitter. She is happy to share more thoughts on this topic so feel free to contact her using Twitter. I have asked Simone if we can get a copy of the documents from her... so, fingers crossed!

I do agree with Edna. Teachers who are adept at "kidwatching", know their students and know the curriculum, can take very detailed anecdotal notes just by watching their students go through the process. This is very powerful, and very formative assessment.

Here are those links:

Travis echoes Simone's approach... and touches on the complexities of assessing action. This is continued here:

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Students have been working on making choices and plans of what they need to do in their exhibition. Before they go home students write a "to do" list of the things they are going to work on that night. The next morning they have to prove that they did the things they wrote by showing evidence of their learning.

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Connecting students with real experts:

Inspires students, gives them new ideas

Answers questions

Provides new resources

Tips:

Poll student community

Poll parent community

Ask your friends (use social media)

Skype or Google Hangout!

www.nepris.com

Get help organizing

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One Sample Schedule:

9:00-10:00 Exhibition (1hr)

10:00-11:10 ELA/CLA

11:10-12:10 Lunch & Recess

12:20-1:20 Exhibition (1hr)

1:25-2:10 Specials

2:10-2:30 Snack & Read Aloud

2:30-3:15 Math

3:15-3:30 Reflection Time

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Practice: The Grade 5 Teaching Team should plan out the Exhibition Timeline with the PYP Coordinator & decide what will be accomplished each week.

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Practice: The Grade 5 Teaching Team should plan out the Exhibition Timeline with the PYP Coordinator & decide what will be accomplished each week.

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Sample Unit Outline 1:

Week 1: Tune In/Investigate Topics Week 2: Groups/Build Knowledge

Week 3: Central Ideas, LOI, Key Concepts

Week 4: Action

Week 5: Action/Conclusions

Week 6: Displays/Present

Sample Unit Outline 2:

First 2 Weeks: Tune In/Investigate Topic Feb-Apr: Groups/Build Knowledge

Week 1: Central Ideas/LOI/Concepts

Week 2: Guest Speakers

Week 3: Action

Week 4: Action

Week 5: Action

Week 6: Conclusions/Displays

Week 7: Present

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Make a T-Chart, brainstorming
- ways your group will live the LP & Attitudes during your “Exhibition”

- which LP & Attitudes are most connected to your topic.

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A video inspired by the "Dear World" project. The culmination of our PYP Exhibition and the learning that evolves and grows throughout each student's experience in Lower School. The statements reflect the learning over several weeks of research and action.

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Uploaded by Colin Gallagher on 2017-04-06.

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Earth Day 2016 Flash Mob at ISPP in Cambodia

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Grade Three students at ISPP took action in their community to promote ways to keep our planet healthy. They surprised other elementary and secondary students during lunch with a dance performance to the music of "The Nights" by Avicii.

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Mrs. Price's PYP exhibition group- healthy habits

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this video gives you information about cancer and healthy habits- presented by Ellis Elementary 5th grade students.

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PYP 6th Grade Exhibition - Beach Clean-Up & Awareness

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Uploaded by Scott Morison on 2017-05-01.

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Uploaded by SchoolCologne on 2015-05-08.

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Trinity Grammar School's Prep School PYP Exhibition 2015

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A celebration of the PYP (Primary Years Programme) learning and works of Trinity's Preparatory School boys in Strathfield, Sydney.

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Uploaded by Mashrek School on 2015-06-07.

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Grade 5 IB PYP Exhibition - Graffiti Art

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Making the group montage wall mural has been both a pleasure and a challenge for all. The students were very fortunate to be given the wall space outside the elementary visual art room to practice lettering and additional mark making ideas, with stencils and spray cans.

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As part of Grade 5's Exhibition, they performed a few songs related to their projects. Please enjoy their voices and embrace their message.

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Uploaded by EasternPublicSchool on 2017-01-18.

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At the end of each academic year, Gr 5 Riverstone students participate and present in the PYP Exhibition to showcase their personal projects they've been working on. Watch the video for the Class of 2023's descriptions of their projects and additional actions they took in order to explore these lines of inquiry.

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3 Questions That Could Change The World from Kid President

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Standout Student: Osseo football captain spreads message of kindness one tweet at a time

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At Osseo High School, football captain Kevin Curwick can battle it out on the field, but the 17-year-old's words hold power in a different arena. This summer, the high school senior anonymously started his own Twitter account called @OsseoNiceThings to call attention to individual classmates, singling them out for postive talents and attributes.

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First Lady Michelle Obama and Oprah Winfrey Hold

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Dear President Obama: "We Will Give Him a Family"

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Alex is six years old. After seeing a distressing photo of a young boy in Syria, Alex wrote a letter asking President Obama to help bring that boy to America so he could be part of Alex's family. Learn more: www.whitehouse.gov/refugees

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How little people can make a big difference | Charlie Cooper | TEDxJCUCairns

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The Story of Alex Scott, Founder of Alex's Lemonade Stand Foundation

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Meet Google Drive - One place for all your files

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Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage - free.

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- Introduce and explore broad global issues in previous units of inquiry
- Electronic Gallery Walk/ news articles/ posters/ video clips
- Student wonderings and ideas lead to topics and groups; teachers guide groups to narrow down focus topic during Exhibition
- Team-building activities with group; reflect on attributes, attitudes, collaboration skills that they used(also ties into PE standards)

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Connect: The format- trying to move away from booths and to engage the audience.

Extend: Students should have natural conversations instead of just a memorized script.

Challenge: How to prepare students to answer any questions that someone may ask. How to get students to engage their listeners if they have no questions.

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I connected with the fact that the kids have to create a visual presentation at the end. My thinking was extended when I saw that the presentation was not a full board of written text but rather a visual with art, 3D models, etc. I am challenged with how I can help/guide my students to be prepared for a presentation that is not scripted but more of a conversation. How do I prepare my students for that?

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Making Thinking Visible

http://www.ascd.org/publications/books/109004/chapters/What-Makes-a-Question-Essential%A2.aspx

Essential Questions by McTighe/Wiggins

Understanding By Design

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Each group has their own classroom (their mentor's room). They set up engagements throughout the room.

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Each group has their own classroom (their mentor's room). They set up engagements throughout the room.

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Our school has two 20 minute sessions so parents, community, students can go to 2 groups.

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Students create a tri-fold and a powerpoint presentation that include: central idea, lines of inquiry, 8 key questions, answers to the eight key questions, and explanation/example of action. Students then go over the slides (and trifold) covering all items (approximately 20 minute presentation). Each group gets a chance to present in their homeroom in front of parents. They practice their speeches the day prior on the fourth grade students. The whole presentation for one classroom may take a total of 3 hours one morning in their own homerooms.

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How we are planning to stage this year...

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How we are planning to stage this year...

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We are planning to record the entire process and clip them into a video montage. We had whole classroom exhibitions in the past but we are trying to make things simpler
=

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Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).