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Change The World In 5 Minutes - Everyday at School

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The World's Largest Lesson | Global Goals

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Podcast: video game based personal inquiry

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Podcast: video game based personal inquiry

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https://www.npr.org/sections/money/2015/04/03/397321383/episode-615-a-12-year-old-girl-takes-on-the-video-game-industry?t=1539591551179

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Podcast about a very X-worthy Video Game based project

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Podcast about a very X-worthy Video Game based project

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https://www.npr.org/sections/money/2015/04/03/397321383/episode-615-a-12-year-old-girl-takes-on-the-video-game-industry?t=1539591551179

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subscribe to Planet Money podcast

Maddie Messer is 12, and she loves a good video game. One of her favorites is called Temple Run. In fact, it's one of the most successful games out there.

Temple Run is free to play-if you play as the default character, Guy Dangerous. But playing as a girl character can cost extra. Maddie found out this was true for a lot of games, and she didn't think that was very fair.

Today on the show: a 12-year-old girl takes on the entire video game industry.

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Episode 615: A 12-Year-Old Girl Takes On The Video Game Industry

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subscribe to Planet Money podcast Maddie Messer is 12, and she loves a good video game. One of her favorites is called Temple Run. In fact, it's one of the most successful games out there. Temple Run is free to play-if you play as the default character, Guy Dangerous.

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How We Learn - Forney Focus ISD (United States)

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How We Learn - Forney Focus ISD (United States)

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https://www.youtube.com/watch?v=wlaG99awCD8

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UN Global Goals World Largest Lessons updates

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UN Global Goals World Largest Lessons updates

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#2 is Emma Watson
#3 is showing how to get started from individual, local to global

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Rookie Reporter - kids reporting their stories that show learner agency and initiative.

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Check out some reports from our viewers around the world, and perhaps get some tips on how you can make a report for BTN!

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UN sustainable development goals video stream

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How to create a central idea in 3 steps

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IB exhibition workshop-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for fr...

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Erik watch this

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Sam Sherratt explains how "Passion Projects", or "Genius Hour" can be connected very easily with the PYP Written Curriculum. Once students are working on something that is really important or interesting to them, connections can be made that are meaningful and purposeful. This model can actually apply to any units of inquiry, including the PYP Exhibition.

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Start at 0’37”

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Students in Grade 5 worked very hard preparing for their PYP Exhibition recently. This was a video used to introduce the exhibition to the KIS Community. Congratulations to Grade 5 for their fabulous exhibtion and taking the time to show us how we can all make a difference.

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PYP Exhibition Staging - Keep it Simple Part 2

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More examples from the PYP Exhibition at NIST in 2012. Illustrating the importance - in our opinion - of simplicity and the function of the staging as an "invitation" to talk to the students.

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How to make an engaging PYP exhibition that everyone will remember? Turn it into an experience!
Let's be honest, student exhibition presentations can be quite boring.

Whether it is because a student is reading from a Power Point presentation or taking you through the material they have stuck to their poster board, quite often the presentation portion of the exhibition fails to convey the excitement and passion of the inquiry. The information can be extremely interesting, but without a well thought out method to engage the audience the presentation is likely to be a bit of a letdown.

This year I had the chance to lead my first exhibition and this dilemma was at the front of my mind. Teaching is my second career, my first being in advertising as an art director, so I have a passion for ideas and how to present them in an engaging way. I wanted to share this passion with my students to show them how to create interesting presentations and to present their learning to others in a fun, interesting and engaging manner.

We chose to challenge the students to think about their presentations in a different fashion, as an experience - an experience that included the audience and would allow the viewer to interact with the exhibitors and receive information in unique and creative ways. The goal was to remake the exhibition presentation into something that would stick with the audience member, regardless of whether they were students, parents or teachers.

In order to give our students a chance at designing their presentations into these types of experiences, we knew that we could not wait until the last week to start planning and putting ideas together. Instead we tried to plant the seeds of creativity from the beginning. When the students got to school on Monday morning of the first week of exhibition, they found their classroom bare. All of the student work, the posters and the decorations had been stripped from the walls. The students were told that they were to think of their classroom as a blank canvas on which they would be designing their exhibition inquiry and eventually their exhibition presentation experience. We wanted the challenge and opportunity for something exciting to happen in the students' minds from the beginning.

As the inquiries took their shape and the students began their research process, each group carved out a section of the classroom to work in. This section was also to be the space where they would eventually build their presentation experiences. We are fortunate to have a large year 6 classroom and a small number of students, which made it possible for all three of our groups to remake their classroom into their final presentation space. I feel that this helped the students to consider their presentation possibilities from early on in the exhibition process. The results were even better than I had hoped as the concept of the presentation experience grew and formed at the same time as the rest of the inquiry.

Week by week we removed more and more things from the classroom to give our students the room to create. Desks, shelves and computers were relocated to the hallway as our students reshaped their classroom. The students worked closely with their mentors to help them conceive and create their ambitious presentation spaces. It was frantic as the last weeks of exhibition always tend to be, but frantic in a good way. Instead of worrying about how to fill up our poster boards, we were solving creative challenges such as how we could turn a corner of a room into a dinosaur cave or change the other side into a movie theater.

In the end the students blew me away with the presentations they created! There were three groups and here is how they engaged with the audience:

T r anspo rt a ti on/Tec h G r oup: This group inquired into the causes and effects cars, boats and devices have on the environment. They created a pollution cruise where they took passengers on an imaginary ride to the great pacific plastic garbage patch. Passengers, who were required to wear life-jackets, were shown dumps filled with toxic e-waste, shown dirty water and engaged in a discussion about car pollution after a huge car crash on land. Yes, the students had most of their information on boards, but used this as a follow-up after the cruise if passengers wanted more information.

Movie Piracy: This group inquired into the movie piracy process, people's responsibility in that process, and how China censors movies. They appropriately decided to make a movie to share their knowledge. Using PowToons they created a video to explain how the piracy process works and how people who watch downloaded movies are part of the problem. They then recorded and interviewed teachers and students asking them questions about their downloading habits. They took all this footage and edited it together into a powerful movie that they showed during exhibition. In addition, they asked audience members to become part of the process by having them vote if the movie changed their minds. The mini theater with black out curtains and a popcorn machine created the full effect.

Extinction: This group inquired into the causes and effects of extinction. They focused on the extinction of dinosaurs, the extinction of languages and the possible extinction of sharks and humans in the future. They came up with the idea of a time machine to take visitors on an imaginary journey forward and backwards in time. There was a future ocean without sharks, a cave from a mass extinction in the past and a school 200 years in the future where only 5 languages still exist. The props and details were exquisite: a magnetic shark puzzle where the various parts of the shark could be taken off to show how it is used, such as in Chinese medicine, Shark's fin soup, wallets, etc; a "possible" timeline of how languages went extinct based on real scientific predictions; and a cave made of tarps and craft paper where all the information was inside and shared in an intimate setting under small torches.

People who visited our exhibition were fully immersed in the experience. The unique environment created an atmosphere where students enjoyed teaching and enjoyed learning! While I know that all the students did a significant amount of research and learned a lot during exhibition, they may forget that knowledge over time.

What they will not forget is their experience. I hope that when they go to secondary, they will use their skills supported by the many teachers in the school to present different information in unique and creative ways.

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Jordan Rose is the PYP Coordinator and year six teacher at Zhuhai International School (ZIS). Originally from Toronto, Canada, he has spent the past 16 years living overseas and working as an international educator. He has taught at International Schools in the UAE, Honduras and China respectively, with a focus on upper elementary classroom teaching and curriculum development. Jordan also enjoys coaching basketball and participating in the activities program at ZIS. He is currently in his fifth year at Zhuhai International School.

William Applebaum is a PYP upper primary teacher. He has finished the y ear 6 exhibition at Zhuhai International School and has started the next school year at the International School of Ho Chi Minh City. Raised in Brooklyn, N.Y., he did not enter teaching in the traditional way, rather he started his career as a creative professional in America (in advertising and design). After seven years in the creative world, he discovered and fell in love with international teaching. He has been lucky enough to live in various places around the world. He tries to use his background to enrich his students' experience in the classroom.

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How to make an engaging PYP exhibition that everyone will remember? Turn it into an experience! Let's be honest, student exhibition presentations can be quite boring. Whether it is because a student is reading from a Power Point presentation or taking you through the material they have stuck to their poster board, quite often the presentation portion of the exhibition fails to convey the excitement and passion of the inquiry.

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Trinity Grammar School - role of specialists and mentors

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Trinity Grammar School - role of specialists and mentors

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One school's way of kickstarting the Exhibition

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Using local leaders to launch the Exhibition

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In this article you will read how a PYP school in Germany-as a way to spark enthusiasm-launched the PYP exhibition using community leaders who have turned their passions and beliefs into action focused careers.
As an initiative to kick-off the PYP exhibition, our grade 6 team planned a special whole-day event that would take place a month prior to the start of the unit. The purpose behind this was to increase engagement, spark curiosity and generate ideas that could be used for the exhibition groupings. A variety of mini-workshops were planned that focused on useful areas of the PYP exhibition, including: collaboration, identifying concepts, taking action and thinking about all of their interests. Before the workshops began, we led with an event that was particularly successful; guest speakers sharing how they turned their passions and beliefs into actions that empower people. This idea arose from a new colleague who had tried something similar in a previous school.

During the preparation process, we agreed to use the many resources we had in our community, namely the expertise of the people. We developed some loose criteria for who we should invite: ideally, the group would be representational of our diverse school community and be able to share how they turned their passions/beliefs into action. We set ourselves the challenge of finding leaders who could demonstrate how these actions may be local, global and sustainable. It was important to find engaging speakers who would ensure the students feel that their inquiries in the exhibition will make a lasting impact. Fortunately, we did not have to look far outside of the school walls.

After reaching out to multiple people, we secured several local leaders who were available to support us on the kick-off day. The idea was to keep it short and exciting, giving each speaker ten minutes to present and answer questions.

Here is a brief summary of the guest speakers:

A young environmentalist who became passionate about saving the rain forests when he was the age of our students and now works for an organization that raises awareness and funds to purchase and protect swaths of land. He shared pictures, personal stories of camping and research work in the rain forest, and how it has forged his future.

Another speaker shared his work with the United Nations Development Programme (UNDP) and the creative side to solving complex problems. This was particularly interesting to the children as they had previously spent time inquiring into The Global Goals for Sustainable Development.

A parent shared her exciting journey from the Netherlands to Berlin in order to start a business that helps other companies collaborate better, celebrate milestones, and develop a culture of creativity.

It was a lot for our students to process, but judging by the questions and discussions that arose following the speeches, it left a positive impression on them. They understood the interlacing threads that connected all of the speakers. It brought out ideas and questions of leadership, following interests, being happy with their profession and most of all, a better understanding of what authentic action looks like.

With the success of this experience, we decided to invite another guest speaker for the first day of the exhibition. A parent shared her journey of being politically active from high school through her current role in founding organizations that empowered women to become active in politics. She discussed her experiences and the challenges faced along the way. An exceptionally passionate speaker, she encouraged the students to follow their beliefs as these may lead to positive action.

While these experiences have been an engaging way to kick off the exhibition and talk about peripheral ideas of leadership, presentation skills and action, they have also presented challenges, particularly around trying to find a single time to organize multiple people (with busy schedules). Also, interacting with three speakers over an hour proved to be somewhat overwhelming. In reflection, (teacher and student) we felt this would be better spread over several weeks. It would give the students a chance to revisit ideas, build positive culture and spark enthusiasm during the moments of the exhibition when the creative energy wains. I would recommend using the assets of the school community (we are all leaders!) through promoting their stories and action. We found this activity to be engaging and inspiring for the students and provided great links to the community. This will definitely be revisited in future exhibitions.

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Tim Stroh is the PYP Coordinator for the ELC and Primary at Berlin Metropolitan School. He is also an IB PYP Consultant for the AEM region. Prior to working at BMS, Tim has taught and held positions of leadership in England, Italy and Cyprus. He is passionate about concept-based curriculum and instruction as well as developing inquiries that expand beyond the classroom walls. He welcomes collaboration and dialogue. You can follow him on Twitter @BMS_PYPC.

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Using local leaders to launch the PYP exhibition

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In this article you will read how a PYP school in Germany-as a way to spark enthusiasm-launched the PYP exhibition using community leaders who have turned their passions and beliefs into action focused careers. As an initiative to kick-off the PYP exhibition, our grade 6 team planned a special whole-day event that would take place a month prior to the start of the unit.

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Exhibitions around the globe - reaching out to kickstart the Exhibition

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UN 2030

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Overcoming the World's Challenges - The Global Goals

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The climate crisis. Ensuring no one goes hungry. Human rights abuses. Extreme poverty. Problems of this scale can be overwhelming, but the Global Goals(also known as the Sustainable Development Goals or SDGs) are the solution to tackling them.

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6 min video

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Emma Watson introduces The World’s Largest Lesson 2016 n.2

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Yearly mtg with teachers about Exhibition

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Yearly mtg with teachers about Exhibition

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article on teacher voice, choice ownership

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Each year we spend a Wednesday PD session dedicated to the PYP Exhibition. It is a nice way to remind teachers of the journey the students make and all of our contributions along the way. We do not view the Exhibition as a grade 5 achievement but rather a school achievement with of course the students at the center of that.

Last year the grade 5 teachers led an excellent workshop, demonstrating how to explode a topic into an issue and the find your passion within that. They walked us through how to incorporate math, the arts, language and other disciplines and subjects into the issue. And they focused us in on action. In another blog post I'll discuss some of our Aha! moments along the way with Exhibition and how we have changed the journey to better include student voice, choice and ownership. But in this post I'd like to tell you about the Exhibition workshop we just had.

I my last two blog posts I spoke about teacher agency and the roles and responsibilities within a school. I would love to work towards building a teacher powered school. Today we worked towards that vision.

Teacher-powered adjective

1. collaboratively designed and implemented by teachers.

2. teachers having collective autonomy to make the decisions influencing the success of a school, project, or professional endeavor. As in, teacher-powered school or a teacher-powered evaluation program.

In our PD session we wanted for teachers to be reminded of the five essential elements and to complete a min-exhibition in 105 minutes. Our question was how to make this experience authentic and engaging. And that is when the idea was born... teachers could run through the process of a mini-exhibition while creating a strategic vision.

We started with a gallery walk. All along the bulletin boards in the meeting hall we hung up images, documents and artifacts reminding us of "Who we are." These included curriculum maps, policies, handbooks, the whole school strategic plan, photographs of school activities, brochures/pamphlets, scope and sequence documents and more. Teachers looked through the gallery, added ideas with post-it notes, talked with each other and found their passion within "Who we are."

This led to the formation of groups with similar topics under common themes. A teacher who was looking at the playground joined another teacher looking at the lunch spaces to form a group focused on spaces and environments. These common themes were to serve as the related concepts as teams moved forward. We all shared our related concepts and then teachers were given the chance to move groups or go it alone.

Within their teams the groups identified the Learner Profile attributes and attitudes that would guide their essential agreements and collaborative inquiry for the day.

The groups "exploded" their topics and themes with a question-storming protocol (see IDEO for some great ideas for brainstorming and design thinking). Then they bundled their ideas (inspired by Kath Murdoch in "Classroom Connections") and sorted them into the key concepts creating concept questions.

What are our relationships like?

Are we modelling good relationships?

How can teachers feel more valued?

Are we approachable?

How can we build our teaching community?

Can we create this culture of a caring community?

How do such communities become delightful?

The three concept questions that resonated with each group were turned into their lines of inquiry. And this helped focus the inquiry under a Transdisciplinary Theme.
Who we are

Form: An inquiry into the nature of relationships at ISU JS

Causation: An inquiry into the factors that affect relationships

Change: An inquiry into how collegiality can be enhanced

Armed with their focus they then completed some research using the Approaches to Learning. This involved collecting brief primary and secondary data. We had teachers interviewing each other, completing short surveys, referring back to artifacts from the gallery walk and finding more information online.

Now with their thoughts and ideas focused by key concepts, related concepts, lines of inquiry and questions teams wrote their own Central Ideas.
Supportive relationships with colleagues help teachers to be more open, effective and reflective
They had reached their larger understanding. They were considering how to promote inquiry. They were being guided by action. They were writing Central Ideas. We have had workshops in the past helping us to elevate our central ideas using the model by Lynn Erickson. And we have discussed how we can take a noun-verb-noun phrase to a concept-verb-concept idea to then inspire action/inquiry with a concept-action verb-concept phrase and finally to stretch our thoughts into a Central Idea. This work paid off today.

Now was time to consider the Exhibition. How were we going to share our journey and process with others?

We had teams present a skit, a song, a rap, a speech, a poster, a summary and more.

More importantly we had teams present their passions for taking ISU forward, for making the Junior School a better place to teach and learn, for making this school their school - a teacher powered school with a strategic vision imagined by all those who work tirelessly everyday with the sole reason any of us are here - the students!

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PYP Exhibition Workshop as Strategic Visioning - Teacher Voice, Choice and Ownership

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Each year we spend a Wednesday PD session dedicated to the PYP Exhibition. It is a nice way to remind teachers of the journey the students make and all of our contributions along the way. We do not view the Exhibition as a grade 5 achievement but rather a school achievement with of course the...

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Yr 6 PYP Exh 2014

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This movie is all about the PYP Exhibition of the Year 6 Class of 2013-14.

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share ideas and get ideas

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PYP Exhibition Collaboration. 80 likes · 3 talking about this. Community

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process / product

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How exciting does that sound? OMG! We're doing what???!!

Announce the title of this post to your students and behold the wonder in their eyes!

What could an expedition sound like / feel like / look like? What could be possible on such a journey? Unpack the word 'expedition' and feel the buzz!

To me, at least, the word expedition conjures up images of adventure, a magical journey, a celebration, something to prepare for, to challenge yourself, to push yourself beyond what you thought possible. Sounds familiar?

(Anyone, anyone...?) That's right, The PYPx!

Currently, the 'x' doesn't stand for expedition, it stands for exhibition. Each year I spend quite some time explaining that our exhibition is about the process more than the final product which will be shown on the staging days. People look bewildered as to why I'm describing an exhibition as being more about the process, rather than a product.

During the unit itself, we hold parent check-ins every Friday. Students have a process journal; a giant scrap book which shows their learning journey. On staging days we show a video in the 'PYPx Cinema', emphasizing the process, the journey, before visitors are invited into the staging area.

However, for many people it remains to be all about the 'product' to be shown on the staging days. Some parents see it as a chance for them to try to help out, 'science fair' style (if you know what I mean), or to put pressure their children into performing well on the big days. Whilst I'm sure they mean well, this can lead to increased stress levels surrounding the entire process, detracting from the experience and devaluing the journey.

As educators, this is certainly not our intention.

Some people simply cannot get past the image of, well, an exhibition, when hearing the word 'exhibition'. Perception is, after all, reality.

Let's consider what the dictionary has to say (oxforddictionaries.com):
Exhibition: "A public display of works of art or items of interest, held in an art gallery or museum or at a trade fair." (Hmm, no wonder the misconceptions persist!)
From the same dictionary:
Expedition: "A journey undertaken by a group of people with a particular purpose, especially that of exploration, research, or war." "setting out with aggressive intent". (An aggressive inquiry...WOW!) (Exploration, research... I love it!)
I suggest that we can solve this with a simple word change. A few letters, to make a world of difference.

I'd love to know your thoughts on this, and I've made a 1 question Google Form to get your personal decision on the matter.

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How exciting does that sound? OMG! We're doing what???!! Announce the title of this post to your students and behold the wonder in their eyes! What could an expedition sound like / feel like / look like? What could be possible on such a journey? Unpack the word 'expedition' and feel the buzz!