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

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https://docs.google.com/document/d/1Puu0tU16LZTRKtMPCn6vlg322HE9gvIPRgP-xLLk5lc/edit?usp=sharing

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Quail Run Research Essential Agreements 2018

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Deepening transdisciplinary learning through conceptual connections: A single-subject approach to exhibition

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In looking for a way to deepen student understanding of concepts, while still maintaining fidelity to the single subjects, this article shows the work of the physical education (PE) department to create conceptual connections while focusing on knowledge, skills and conceptual understandings pertaining to PE and beyond.
How do we integrate single subjects into the units of inquiry while maintaining the integrity of the discipline and not creating thematic units? We, as a school, felt we were missing opportunities to create conceptual connections through subject-specific central ideas, which could support and deepen student conceptual understanding. For the 2017-2018 Primary Years Programme (PYP) exhibition, we decided to try out a conceptual connection central idea in PE with the aim of deeper learning, more engagement throughout the exhibition and increased choice while simultaneously maintaining fidelity to the discipline.

This year's exhibition central idea was: "Humans shape the future through their actions". Transdisciplinary planning began with a specialist/homeroom collaboration where we asked, "What does this look like in PE?" rather than, "How can PE support this?" One of the grade 5 teachers began thinking aloud about how sport is a great way to fight for social justice. With that, music, art, language, PE and homeroom teachers were discussing a PE connection and our creativity was sparked! After much discussion, we settled on the PE central idea: "Sports can be an avenue to promote social justice and change". We hoped that students would see how humans can shape the future through their actions by focusing specifically on sports, social justice and change.

Our provocation had to grab students' attention and make them uncomfortable enough to want to make a change. Having just finished a games unit in which students learned basketball, we thought a Basketball Challenge was perfect. All was well until, without warning, boys' points were worth 5 while girls' were worth 1. "It's not fair!" and "What is this!" were statements thrown around the court. Suddenly, one team got their basket lowered while the other remained in place. The next blow came when the two strongest players on each team were banned from shooting or scoring. "You can't do this!" someone yelled. As the rules changed, the level of frustration rose for those students feeling the injustice and they wanted to make a change! The game was followed by a class discussion on students' feelings and an introduction to the unit.

The provocation provided the tiniest taste of injustice which allowed students to begin to empathize with our case studies who had experienced larger injustices and used them as an impetus to make big changes in the world. With each case study we used a different visible thinking routine to both deepen and assess understanding. Below are a few examples.

Jackie Robinson showed us the fight for racial equality in major league baseball. We used the visible thinking routine Circle of Viewpoints and students wrote down interpretations of two pictures without knowing the background. They were shocked to find out that what they assumed was happening in the pictures was actually the opposite. This routine allowed us to see their perspectives before and after gaining new knowledge about a historical event. The questions and conversations which this sparked were immense and some students made personal connections to racial discrimination.

Basketball players Bilquis Abdul-Qaadir and Darsh Preet introduced us to the right to express religion through clothing while playing sport. We tweaked the Zones of Comfort protocol to help students identify their feelings about disallowing people to wear certain clothes while playing sports and then the debate began.

Brazilian football player Marta was our springboard to gender inequality. After learning about Marta's fight students completed the below Venn Diagram.

In addition to the above mentioned case studies, students explored:

With each new case study, students expanded their perspectives and deepened their understanding of the exhibition's central idea. They became more confident in taking and defending positions, and listened to varied perspectives with open minds. Some began to independently inquire into other change makers (see below).

A presentation about Katherine Virginia Switzer, the first woman to run the full Boston Marathon in 1967.

Questioning why women cannot play football in home nation (Pakistan) followed by discussion.

Researching athletes who fought for social justice in home countries.

Designing and documenting engaging assessments was a priority. Students were asked to research and write a speech about someone who had used sports to make a change or to fight for social justice. This could be based on one of our class case studies or the athlete of their choice ( see student checklist here). During the unit students would also be preparing for a Mini Olympics and enhancing their skill set in high jump, long jump and 60 meter sprint. Initially we thought it would be great for the medalists to present their speeches at assembly; however, in the end, there were two passionate students (non-medalists) who were our speakers. Athletic skill would be assessed through a Mini Olympics and conceptual understanding would be assessed through the content (not delivery) of the speech. We were looking for students to show:

Knowledge about facts from the time

Understanding of how their case study promoted social justice or change through their actions

Personal connection with the subject of their case study.

Students and teachers used the same checklist to assess understanding and knowledge of the central idea. It should also be noted that throughout the unit, teachers documented learning through the collection of anecdotal notes, pictures, and the collection and presentation of visible thinking routines.

We felt that the combination of the Mini Olympics for enhancing and assessing skills, as well as the presentation and research of case studies related to social justice and change, would allow us to maintain the integrity of PE while deepening their thinking of the homeroom central idea.

The learning which took place in PE was evident in many exhibition projects demonstrating that the understanding of change and social justice had transcended PE. The grade 5 PE teacher stated, "It gave me a fresh perspective on teaching PE. We were able to go deeper into conceptual connections and they (the students) could see how athletics pertains to the real world." While there are improvements to be made, we are excited about the potential of this unit and creating other transdisciplinary units based on conceptual connections.

Works Cited

"April 28: Muhammad Ali refuses Army induction." This Day in History, www.history.com/this-day-in-history/muhammad-ali-refuses-army-induction. Accessed 18 July 2018.

"Circle of Viewpoints." Project Zero, Harvard School of Education, www.pz.harvard.edu/resources/circle-of-viewpoints. Accessed 18 July 2018.

Comaneci, Nadia. "Special Olympic Athletes Are Making History." Huffington Post, 8 July 2015, www.huffingtonpost.com/nadia-comaneci/special-olympics-athletes_b_7753014.html?guccounter=1. Accessed 18 July 2018.

"Jackie Robinson." History Channel, www.history.com/topics/black-history/jackie-robinson. Accessed 18 July 2018.

Litsky, Frank. "Ruth Langer Lawrence 77, Who Boycotted '36 Olympics." The New York Times [New York], 6 June 1999. The New York Times, www.nytimes.com/1999/06/06/sports/ruth-langer-lawrence-77-who-boycotted-36-olympics.html. Accessed 18 July 2018.

Mendonca, Duarte, and James Masters. "'Female Pele' Marta seeks fair deal for women's soccer." CNN, 9 Aug. 2013, edition.cnn.com/2013/08/07/sport/football/marta-pele-brazil-pele-football/index.html. Accessed 18 July 2018.

"MPower Change: Muslim Grassroots Movement." MPower Change, act.mpowerchange.org/sign/fiba-let-them-play. Accessed 18 July 2018.

"Zones of Comfort, Risk, and Danger." School Reform Iniative, www.schoolreforminitiative.org/. Accessed 18 July 2018.
Courtney Hughes is the PYP Coordinator at the American International School of Bucharest. She has been at the school for 9 years. Courtney is originally from the United States where she began her teaching career in New York City Public Schools. She sees the power of transdisciplinary learning and believes that children can do anything. Courtney is a full-time mother, wife and educator. When she has a spare moment, she enjoys working out, eating and traveling to kid friendly locations. She could never have written this article without the support and dedication of Alex Sota and Svetlana Akhundova (the grade 5 PE team). You can follow her on Twitter @cbeishline.

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Deepening transdisciplinary learning through conceptual connections: A single-subject approach to exhibition

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In looking for a way to deepen student understanding of concepts, while still maintaining fidelity to the single subjects, this article shows the work of the physical education (PE) department to create conceptual connections while focusing on knowledge, skills and conceptual understandings pertaining to PE and beyond.

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Here is a sample timeline designed to enable mentors to have an overview of student expectations and how they can support them.

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Here is a sample timeline developed for students Take a look!

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Our school sets aside one day for our students' exhibition presentations. Our school community and families are invited to attend. The presentations (about 20 minutes) are out in our field and each group gets their own space (easy-up canopy). The students decorate their space purposefully, according to their chosen global issue. They integrate STEM activities and/or visual and performing arts in their presentations. They have a formal presentation part but must also be prepared to answer their audience's  questions.

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This is a two part rubric for self and peer evaluation of project based learning.

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Peer and self assessment criteria for different parts of the exhibition

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At the 2nd Redesigning Schooling symposium, this time in Manchester, Dylan Wiliam looks at all things curriculum from the background to the national curriculum, to its purpose, subjects vs skills, SOLO taxonomy ... spiral curriculums etc This extract serves as an introduction ...

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Embedded Formative Assessment - Dylan Wiliam

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Visit http://authorspeak2011.com/ to learn more! Interview with the author of Embedded Formative Assessment, from authorspeak 2011. A description of his talk: Students do not learn what we teach. No matter how carefully we prepare and deliver our lessons, it is impossible to predict with any certainty what students will learn as a result.

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Exhibition rubric score sheet

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The students set up at tri-fold board with their finding, and also complete a powerpoint for presentation day with a link to an iMovie demonstrating their action.

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This year we used every room in one hallway and set up 4-5 groups in each. Each room looked very differently from another. We had art work out in the hallways, a powerpoint running in the hallway, and a board for community reflections.

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This teacher set up her room like an art gallery. Our theme was how we express ourselves, and the central idea was Creativity Inspires Change

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

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

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

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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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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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3 Questions That Could Change The World from Kid President

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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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Uploaded by EasternPublicSchool on 2017-01-18.

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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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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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Uploaded by Mashrek School on 2015-06-07.

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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 SchoolCologne on 2015-05-08.

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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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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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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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Uploaded by Colin Gallagher on 2017-04-06.

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

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

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

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

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Take part in teams or as individuals

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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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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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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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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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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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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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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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*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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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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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.