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The Robertson Program for Inquiry-based Teaching in Mathematics and Science

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Home - The Robertson Program for Inquiry-based Teaching in Mathematics and Science

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1. In what ways has your child's exhibition experience inspired you?

2. What growth have you observed in your child as they have engaged in this exhibition journey?

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Meeting at an early stage of the year to start planning ahead

Reflection about the previous year's Exhibition

Develop a detailed Timeline to have a clear vision

Provide graphic organizers for central ideas, lines of inquiry, research planning, and reflections

Schedule regular progress reviews with feedback to keep students on track

Have an orientation session for the mentors to explain their role, expectations, and ways to guide students effectively

Provide clear checklists, and suggested resources to support student inquiries

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DALL·E 2024-11-22 11.12.43 - A vibrant scene of a PYP Exhibition setup in a school gymnasium, with students presenting their projects on large colorful posters and interactive mod

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Make the EXPO a less formal time and a happier experience for both students and teachers.

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Giving the groups and mentors the opportunity to get to know one another and bond before the Expo starts (or right at the beginning) to strengthen their relationship and to allow for a more developped project.

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Explicit teaching in the younger grades about the ATL

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Explicit teaching of Social Skills.

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Be more flexible as a whole school with our groups needs and open up time slots during the week with specialist teachers

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I think that we need to be even more explicit in teaching the different elements of the PYP in Grades 2-4 (Learner Profile, Key Concepts, Central Ideas, etc.). The different parts are definitely being covered, but I'm not sure that it's obvious enough to the students for it to become second nature.

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Students use the concepts as a way to show their understanding.

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Everyone has something to contribute. The Exhibition should be a celebration for the whole school. Students from other grades should also be aware about Exhibition and look forward to their turn.

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Organizing all the stages during the exhibition is a very great solution to not overwhelm students with different things.

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Working together with mentors as that we are not giving different instructions to the groups

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Having clear guidelines for teachers and students about what needs to get done and when. Learning goals and success criteria should be clear and manageable.

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Opter pour une vision d’ensemble : l’exposition du Programme primaire (PP) et l’éducation à la citoyenneté mondiale

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Opter pour une vision d’ensemble : l’exposition du Programme primaire (PP) et l’éducation à la citoyenneté mondiale

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 C t o e n n t u e n e t u e e n t c e h n a c î n h e a î m n e e mn t e d n u t d p u r o p g r P r o a h g m y r s a m i c m e s m g d u e ’ a i r d d t e e s sciences humaines

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C t o e n n t u e n e t u e e n t c e h n a c î n h e a î m n e e mn t e d n u t d p u r o p g r P r o a h g m y r s a m i c m e s m g d u e ’ a i r d d t e e s sciences naturelles

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 Personal, social and physical education scope and sequence

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The least perfect PYP exhibition ever and I am delighted

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Can Kids Change the World? | The Civil Rights Movement

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8:30-10:30 - Session 1

10:30-10:45 - Break

10:45-12:15 - Session 2

12:15-12:45 - Lunch

12:45-2:15 - Session 3

2:15-3:15 - Session 4

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Developing a transdisciplinary programme of inquiry 

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Developing a transdisciplinary programme of inquiry 

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Encouraging humans to equitably share and protect the planet can have a positive impact on the world.

Humans can positively impact the world.

Humans can play a vital role in the sustainability of our planet.

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The choices that we make can influence others

Our choices can be driven by a variety of perspectives

How actions can be informed by a person's identity

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Our understanding and appreciation of the world can affect thoughts, feeling and/or actions.

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Session 8- Your Exhibition_In Person.pptx

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Session 7- Your Exhibition_In Person.pptx

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Session 6 - Your Exhibition_In Person.pptx

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Session 5 - Your Exhibition_In Person.pptx

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Session 4 - Your Exhibition_In Person.pptx

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Session 3 - Your Exhibition_In Person.pptx

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Session 2 - Your Exhibition_In Person.pptx

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Session 1 - Your Exhibition_In Person.pptx

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Change agents not only think of way that they can make a difference or help change the world, but also motivate others to use their resources (mental, physical) to make a difference. Change agents work toward collective action.

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Agents of change act where the live using the tools and knowledge that they have/acquire to inspire others to take similar actions which creates a snowball effect and leads to global impacts and global changes.

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Someone that takes a small step forward and inspires others to step forward with them, creating a bigger change.

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An agent of change is when someone makes the initial move to create change. As a result, others will follow in their footsteps. It may be intentional or unintentional.

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An agent of change is someone who feels compelled to do something about an issue s/he sees. S/he does not set out to change the world, just to solve a problem or right a wrong. They are accidental heroes.

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A change agent is someone who is willing and ready to take action in order to help society shift for the greater good. They use their passion, knowledge, and connections within a community to begin the process while hoping that others catch on and want to assist, like a domino effect. You can be an agent of change for anything and anyone can take on this role.

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A change agent is a person who takes action to make a change. That person might cause a ripple effect and cause other to make a change as well. Someone who starts a change and inspires others to do the same.

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Being a change agent means that doing something has a domino affect. That one person alone can't change an entire community, but they can do one thing that inspires another, and then another, and then another so that it spreads. A change agent is the seed planter. Anyone can be a seed planter, a change agent.

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An agent of change can be anyone who sees the need to make a change to better a situation for something or someone. This person can come from anywhere, be young or old, big or small. It is important to express to our students that any action, no matter how small can make a difference. It may not make the news, but it is making a difference to something or someone somewhere. These are very broad terms, but they encompass the possibility of change to take place wherever necessary.

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Change agents are aware of world issues needing attention and join with others to make a meaningful impact.

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A change agent inspires others to join in and contribute to solve issues and tackle challenges in novel ways without surrendering.
-Luis

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A change agent is someone with a big heart and an open mind. This person is willing to take a stand, even if alone.

“We but mirror the world. All the tendencies present in the outer world are to be found in the world of our body. If we could change ourselves, the tendencies in the world would also change. As a man changes his own nature, so does the attitude of the world change towards him. This is the divine mystery supreme. A wonderful thing it is and the source of our happiness. We need not wait to see what others do.” – Mahatma Gandhi

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A Change agent is someone who steps up to make a positive impact. One sentence stood out in an article I read. It states, "If you are not part of the solution, you are part of the problem." Very bold and powerful statement.

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A change agent is risktaker that embodies the courage of a champion. Always looking and reflecting on the WHY? and then placind the action in the HOW!

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A change agent is someone who thinks "If not me, then who?" and takes action to make change.

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An agent of change is somebody that wants to make a difference in the world and takes action to change things for the better.

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Agents of change are aware of their own passions and problems as well as those of the people and communities around them. They use their knowledge and creativity to solve problems and stick to their plans even when things are not easy. They are reflective and able to adjust their plans as they learn and grow through different life experiences.

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Someone who wants to bring change to the world.

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Someone who wants to bring change to the world.

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-Sara Askvig
-Kelsey Hoeksema

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Please describe what it means to be an agent of change.

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Please describe what it means to be an agent of change.

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A mentor should have some type of interest or expertise in the project, so we would love to see an interest inventory sign-up for teachers, parents, and local community who would like to support the students as a mentor.

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Using teachers at our school will not always be possible as they will have to give up their planning periods, so we will need to rely on outside mentors. How do people approach getting those outside mentors?

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A Good mentor can take a lot of pressure off the teacher. These are great resources to help as a planner guide.

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Lots of great resources for the planner, using mentors to do heavy lifting so teachers can serve in the facilitator roles (make sure you use the teachers in your building - Gifted, Special Education, Intervention)

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We love the documents. They are friendly to utilize and provides information to mentors (parents, college students, etc.) ahead of time. We also discussed digitizing the forms, using video chat, and blogs to help parents and mentor better connect.

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We have not had mentors before. Our idea is to begin with staff members in the school, and then expand to members of the local community. We want students to feel supported and to have the right amount of guidance throughout exhibition.

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Great information- but provide it is smaller pieces, especially for parent mentors

Use the reflection page but as a Google Form so the teacher gets all the information in one place

Checklist for timeline requirements- struggle was with the kids who were behind (slower worker or absent)

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Mentor Questions for Process and Status:

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Mentor Questions for Process and Status:

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*All groups/partners/individuals need central idea, lines of inquiry and guiding questions.
Week One:
Check in...
*explain your central idea and lines of inquiry to me. Tell me about this project?
*Why did you choose this?
*How does it relate to you?
*Why it this important for you to know?
*Why is this important for others to know?
De-brief:
*What did you discover this week?
*Why is that important?
*Why do others need to know this?
*Now that you have this information, what will you do?/Can you do?/Need to do?/Did this bring up any questions?
Next Steps: (Decide and Design Tasks)
*Where are we on the timeline?
*What do we need to do next?
*Goals for next week...?
*Who will do what?
*When is our next meeting?
After Week One...
Check-In:
*How is the (week) going?
*Is your group functioning well? Following the essential agreements you designed?
*Review your goals from last week?
-Were you able to get everything done?
-Is there anything that needs to be carried over?
Debrief and Next Steps Would Repeat Each Week...

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Questions Mentor can ask students during the research stage:

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Questions Mentor can ask students during the research stage:

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What’s your research topic?

What facts do you need to know about your topic to guide your research?

How does your research connect to the key concepts you chose?

Who is your audience? What are you trying to teach/inform them of?

What about your topic interests you?

What are the differences and similarities of ideas within your topic?

How does _______ have an impact/effect on ________?