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https://pypexhib2012.wikispaces.com/file/view/CIS+Exhibition+Learning+Journey+2.pdf

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http://yanyulius.weebly.com/teaching-journey/category/reflection

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A grade 5 learning journey

by PYP Development Team on 24 July 2014 in Approaches to teaching and learning
Tasha Cowdy is the PYP Coordinator at the Anglo American School of Moscow, Russia
Tasha Cowdy is the PYP Coordinator at the Anglo American School of Moscow, Russia
A PYP coordinator in an international PYP school in Russia describes the experiences of students in engaging with their PYP exhibition.

In the final year of the IB Primary Years Programme, students conduct personal and group inquiries into an area of their own choosing. These student-initiated inquiries are the culmination of the student’s growth and learning during their time in the elementary school. The inquiries should be transdisciplinary in nature, crossing all subject areas and synthesising the essential elements of the PYP. The students share the process and conclusion of their inquiries at a final exhibition, to which the wider school community is invited.

Image1_Grade 5

This year, the grade 5 students took their own personal interests and passions as a starting point. As an initial provocation, the grade 5 teachers reached out to the wider school community and asked for volunteers to come and speak to the grade 5 students about their passions. There were teacher, student and administrator volunteers from all three divisions of the school. These passion presentations helped the grade 5 students begin to think about their own passions.

Image2 _Grade 5

Over the following weeks, the students inquired into and reflected on their passions and interests, and thought about if and how those passions and interests shape them and how they connect to the wider world. The students thought about how, through their passion based exhibition, they could share their learning during their time at AAS, in the context of our school mission statement.

Throughout the exhibition process, we saw the students living the IB Learner Profile and demonstrate the essential elements of the PYP as they worked collaboratively in their inquiry groups to pull their work together and make their learning visible for others.  Adults noted the independence and focus with which the students worked, and the support, encouragement and empathy they showed to each other.

After much hard work, the Grade 5 students were excited and well prepared to share the knowledge, skills, attitudes and deep understandings that they had developed during their time here in the Elementary School.

The students returned once more to their exhibition inquiry groups for a final reflection on their learning journeys. They were asked to frame their reflections in a metaphor. The metaphors were wonderfully creative and diverse, and helped the students to think deeply about their learning journey.

This has been a wonderful summation of their learning during their time in the Elementary School.

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https://www.scribd.com/doc/221909229/Exhibition-Journey-Reflection

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https://kdceci.wordpress.com/2014/04/11/pyp-exhibition-student-reflection/

https://soxenberry.wordpress.com/grade-3-music/music-curriculum-overview/pyp-exhibition-self-reflection/

http://pypexhibitiongems.weebly.com/pyp-exhibition-rubrics-reflection-sheets.html

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PYP EXHIBITION REFLECTION Questions

1.       What was the biggest challenge that you faced during the process of the exhibition?

My biggest challenge that I faced during the process of the exhibition was communicating with my group and agreeing with them.

2.       How did you solve that challenge?

I solved that challenge by having a group meeting from the very begging of each lesson and the last 10 mins. So that 2 group meetings helped us a lot and without our mentor (A mentor is a teacher who was assigned to help us all the way through the exhibition process) we wouldn’t of been able to work well and we wouldn’t been able to make the exhibition.

3.       What did you learn about yourself that you did not know before?

I learned that I can’t work with the same group for along time or we would fight and I also learned that I am a good researcher.

4.       What was the most interesting aspect of the exhibition?

The most interesting aspect of the exhibition was how the people who were watching us doing our exhibition look at us and how curious they were it reminded me when I was looking at the past exhibitions.

5.       What would you do differently if you could experience the exhibition again?

I think I would change our subject a subject that we all know something about.

6.       What advice would you like to give to the students who will plan the exhibition next year?

The advice I would give the students is not to be with there friends because there will be fights and they will be big.

The Exhibition is like a roller coaster to me because when it goes up its goes well but when it goes down it is scary and terrifying and it all goes wrong.

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Our Exhibition is over and I am sitting down with student reflections and our Exhibition Rubric. Once again, I find the learning that occu...

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https://www.aurasma.com/

https://www.canva.com/

https://www.meta-chart.com/

https://piktochart.com/

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Thinking about potential topics can be challenging - but it's important not to get sucked into "Groupthink"

Groupthink: the personal desire for harmony or conformity in the group results in an irrational or dysfunctional decision-making outcome. Group members try to minimize conflict and reach a consensus decision without critical evaluation of alternative viewpoints, by actively suppressing dissenting viewpoints, and by isolating themselves from outside influences.

Don't let yourself become influenced by your friends and what they are thinking about choosing for potential topics! Choose topics because YOU care about them.

Follow the path of the unsafe, independent thinker. Expose your ideas to the dangers of controversy. Speak your mind and fear less the label of 'crackpot' than the stigma of conformity. And on issues that seem important to you, stand up and be counted at any cost.

Thomas J. Watson

RT @bisbandung: I. Rita:Passion involves overcoming challenges. Following your passion isn't meant to be easy #pwex15 pic.twitter.com/dZiaFUQN2Z

- Jen Friske (@JenFriske) March 24, 2015

As you begin the process of your Exhibition, here's a graphic that will help you understand the process that you will go through as you undertake your inquiry. Use these steps to help keep you on track with your weekly expectations as listed on the blog.

Looking for topics or issues that may be of interest to you to explore further for Exhibition? Check out some of these links for ideas!
Ms Hoopers's resource suggestions
Online News

Gathering Information or ideas

Inspring or educational videos/documentaries

What's the difference between Primary and Secondary Sources?

Below, you will find a couple different explanations of what the difference is between primary and secondary sources. For your Exhibition, it is important that you access information from both types of sources to get the most accurate picture and information about your topic. Take a look.

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Groupthink: the personal desire for harmony or conformity in the group results in an irrational or dysfunctional decision-making outcome. Group members try to minimize conflict and reach a consensus decision without critical evaluation of alternative viewpoints, by actively suppressing dissenting viewpoints, and by isolating themselves from outside influences.

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The Question Quadrant is a powerful tool developed by Phil Cam to elicit and generate questions that can be used to conduct a philosophy lesson. The purpose is to initiate and model the types of questions that can be used to produce in-depth discussion with communities just starting P4C. The Quadrant can be used to distinguish closed and open questions that relate specifically to the text; or closed and open questions that stimulate intellectual curiosity.

The Question Quadrant can be used in small groups or as a whole class. Trent Burns at Cambewarra Primary School in New South Wales, Australia has been using the approach to role model the types of questions that P4C seeks, placing the Question Quadrant in the middle of an inquiry circle.

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The Question Quadrant is a powerful tool developed by Phil Cam to elicit and generate questions that can be used to conduct a philosophy lesson. The purpose is to initiate and model the types of questions that can be used to produce in-depth discussion with communities just starting P4C.

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- folder
- booklet (use mrs jlindsay booklet)
- prepare minutes template for mentor
(tick when accomplished and next tasks)
- lines of inquiry and follow up questions

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UNIS Hanoi PYP Exhibition 2013 This is old news, check out the 2015 website!  www.exhibitionunis2015.weebly.com

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The process of undertaking the Exhibition is very valuable, however the finished result does not affect their move into or placement in middle school.

Mathematics is taught as usual throughout the Exhibition right up until the two final weeks. English (Speaking, listening, Reading, Writing, Viewing & Presenting) is fully integrated into the Exhibition. Students do not usually have English lessons. except for English as an Additional Language learners (EAL) see below.

English as AdditionalLanguage (EAL) 1 students will continue to attend English support lessons throughout the entire exhibition. They will also be closely monitored by Ms. Genevieve and the Homeroom teachers during this unit. The schedule for EAL2s will change as exhbition approaches. Ms. Genevieve will work as a facilitator for the Exhibition groups and be heavily involved in working in class to support EAL students who will be working in mixed ability groups. She will still work with small groups of EAL2s in her classroom each week, but the number of pull-out sessions will decrease as the exhibition deadline approaches.

Students who work with Ms.Kellie will continue to receive the same level of support as before. Her schedule will remain in place and she will also be available to help monitor Learning Support students while they work in their exhibition groups to ensure they are meeting all their goals.

Yes during the Exhibition unit generally, however during the final Exhibition presentation week, these lessons will not occur.except for a special PE run around on the day before the Exhibition to let off steam.

An important element of the Exhibition is that students inquire about something they are passionate about. So we group students by interest and not by friendships. The teachers try to ensure the groupings are such that there is minimal anaganism and a good balance. Occasionally, s student may work alone due to the personal nature of their inquiry.

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The process of undertaking the Exhibition is very valuable, however the finished result does not affect their move into or placement in middle school. Mathematics is taught as usual throughout the Exhibition right up until the two final weeks. English (Speaking, listening, Reading, Writing, Viewing & Presenting) is fully integrated into the Exhibition.

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Our other persuasion when it came to sharing our findings were:

° Do not create a poster board with paragraphs stuck all over it.  NO ONE (except maybe your parents) will read any of it.  It is not an effective way to communicate.

° Maximum number of statements / questions displayed is 10, so make them provocative!  Make people think when they read a statement you are displaying.

° No 'death by powerpoints' - so unengaging

° Make your display as interactive as possible: have visitors do something to learn about your consumer topic

° Create art to provoke thoughts

° Talk WITH people, not at them. No rehearsed boring scripts.

° Each time someone approaches your display, begin by asking them a provocative question to engage them. Eg, Did you know that Switzerland is the second worst country in the world for e-waste?   /   Do you know how the clothes you are wearing were made?   We use these techniques in writing and so we should try them orally too.  Grab their attention by asking them a provocative question or statement.  Then, they will be really interested in what you want to share with them.

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Things to remember when choosing a topic

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Things to remember when choosing a topic

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Why such a great umbrella central idea for an Exhibition?

° helped children foster a real sense that they are global citizens; the consumer choices we make here in Switzerland everyday can impact people, animals or the environment globally positively or negatively

° all levels of personal interests can be met (science, animals, human rights, sport etc)

° easy for children to use primary sources by interviewing companies, consumers on the streets, surveying consumer habits, Skyping organisations related to their topics.

° children could easily connect (they are part of the consumer system)

° easily sparked genuine passion that stayed strong throughout the whole Exhibition (and beyond!)

° easy to take real action (living in a state of 'Utopia' like Switzerland, it's tricky to think of a broad enough concept the children could take real action with- consumerism definitely fits )

° they were taking additional action in their own families too as they questioned their own consumer habits and why their families should be making more ethical choices

° lifelong action (not just action during the Exhibition); the seed has been planted that they can take positive action throughout their lives by the consumer choices they make

° they all felt they could genuinely do something to make our world a better place

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The PYP exhibition is the culmination of the PYP. It is a chance for students to apply all that they have learned throughout their time as PYP students. They have the chance to work collaboratively...

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Transdisciplinary Theme: Sharing the planet

Central Idea: Being knowledgeable and open-minded enables us to understand others.

Logos should address the transdisciplinary theme and the central idea of this year's exhibition

Logo size should be a square about 5 inches (12.5cm) each side

Logos can be made by hand, on a computer/iPad, or a combination of both

Final individual logos should be turned in by Friday, March 13, 2015 before 1pm.

At 1pm each group will choose one final product they would like to have entered into the finals.

The 10 group products will be displayed and judged.

The winning logo will be announced at 3pm on Friday, March 13, 2015.

Representation of the transdisciplinary theme and central idea.

Creativity, artistry, inspiration - It takes a careful balance of all of the elements, plus a bit of inspiration to make a .

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Transdisciplinary Theme: Sharing the planet Central Idea: Being knowledgeable and open-minded enables us to understand others. Logos should address the transdisciplinary theme and the central idea of this year's exhibition Logo size should be a square about 5 inches (12.5cm) each side Logos can be made by hand, on a computer/iPad, or a combination of both Final individual logos should be turned in by Friday, March 13, 2015 before 1pm.

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This article illustrates how fifth grade students approached the PYP exhibition under the transdisciplinary theme Sharing the planet and commenced a campaign called F.O.O.D. (Food Out Of Dustbin) to address a global hunger issue.
"Be the change you want to see in the world" - Mahatma Gandhi

Through this year's PYP exhibition, the fifth graders of Pathways School Noida dared to be the change they wanted to see around them.

Our transdisciplinary theme was Sharing the planet under which students collaboratively chose to inquire into 'irresponsible use of spaces', a global burning issue. While the rest of the class was inquiring into numerous issues such as unplanned construction, waste management, destruction of habitats, traffic congestion, pollution, etc; there were four girls who set their eyes on something different.

A bulletin board in the school cafeteria caught their attention. "The food you wasted yesterday could have fed 315 children". These girls began tracking the daily count of food that was being wasted, well before the actual PYP exhibition work commenced. Each day the count was rising and the girls were perhaps the only ones to notice it.

When we formulated the central idea with the whole class and looked at the sub-issues for groups, the girls broke their silence and approached me with a question... "Miss, food wastage is also an issue which many countries are facing and it falls under the theme Sharing the planet. Can we not take this up as our exhibition issue?" I was deeply touched by their thinking and felt proud of them for pursuing an issue more visible and alarming to them.

After some discussion with the school heads, we allowed the girls to formulate their own central idea and lines of inquiry. The central idea they developed was: Our attitude towards food can help reduce hunger. This idea was totally influenced by the bulletin board hanging in the cafeteria. Besides looking at the 'consumption' level, they researched how food is wasted on other levels such as production, storage, transport, cooking, etc. After conducting initial research, they began a series of action.

Food campaign
Since they saw so many students just throwing food in the bin which resulted in a rise in the waste count, they started a campaign called F.O.O.D. ( Food Out Of Dustbin). They designed posters, made announcements at the assembly, went to classrooms to sensitize children and stood near the dustbins to remind people about the situation in the world and to not waste food. It was not easy for them but they persevered. Soon grade 2 students who were inquiring into 'earth's natural resources' also joined the campaign and stood at the plate counter to stop children from wasting food. The positive influence was seen, acknowledged and appreciated by many!

Survey
In order to find out why so many people waste food, they created an online Google Form survey and passed it around to the whole school. The report was then shared with the school director so that suggested action could be taken.

Collaboration
One of the group members wrote to her previous school teacher in the United States, asking her how they stop food wastage in their school and if students are involved in this process. She received a quick response explaining the ways their caterers adopt certain methods to reduce the wastage at the cooking level. This information was passed on to our school caterers so that they can also adopt these methods.

Through their consistent efforts for over a month, the cafeteria wastage count dropped from the highest 315 in February to 70 at the end of March. The students concluded that "if we all realize our responsibility towards food and stop wasting it, then there will be no shortage and perhaps less hungry people on this planet".

The real success of a PYP exhibition lies with the way students connect with the issue and work towards bringing about a change. This time at Pathways School Noida, they did and with great success!

-

Vandana has been a primary educator for the last 13 years in international schools from New Delhi to Tokyo and believes in good pedagogical practices and keeping her children happy and excited about every single moment of the day.

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This article illustrates how fifth grade students approached the PYP exhibition under the transdisciplinary theme Sharing the planet and commenced a campaign called F.O.O.D. (Food Out Of Dustbin) to address a global hunger issue.

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PYP stands for Primary Years Program. in it, you have to choose a topic that interests you and write some questions about it. you get sorted into groups and the teachers decide what mentor the group will have. there are also teacher manager groups. So, when it is time to go to your teacher manager's group, then the whole group goes to one of the 5th grade teachers and then they work.

If a person is doing sports injuries, then his/her mentor might be a coach. A mentor is a person you fix up an appointment with and meet once a week. he/ she helps you with the components and gives you advice.

After this whole thing is done, the 5th grade have a very important thing to do. It is to reward them for all the work every one has put in to make this the best. That thing is to PARTY!!!!!!! After every thing is put down and cleared away, the 5th grade have a big party!!! Parties are always a treat and very fun!!

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PYP Exhibition Project - PYP Project .... Child Labor

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After this whole thing is done, the 5th grade have a very important thing to do. It is to reward them for all the work every one has put in to make this the best. That thing is to PARTY!!!!!!! After every thing is put down and cleared away, the 5th grade have a big party!!!

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In the final year of the IB Primary Years Program, students conduct personal and group inquiries into an area of their own choosing. These student initiated inquiries are the culmination of the student's growth and learning during their time in the Elementary School. The inquiries should be transdisciplinary in nature, crossing all subject areas and synthesising the essential elements of the PYP. The students share the process and conclusion of their inquiries at a final exhibition, to which the wider school community is invited.

This year the Grade 5 students took their own personal interests and passions as a starting point. As an initial provocation, the Grade 5 teachers reached out to the wider AAS community and asked for volunteers to come and speak to the Grade 5 students about their passions. There were teacher, student and administrator volunteers from all three divisions of the school. These passion presentations helped the Grade 5 students begin to think about their own passions.

Over the following weeks, the students inquired into and reflected on their passions and interests, and thought about if and how those passions and interests shape them and how they connect to the wider world. The students thought about how, through their passion based exhibition, they could share their learning during their time at AAS, in the context of our school mission statement:

Throughout the exhibition process, we saw the students living the IB Learner Profile and demonstrate the essential elements of the PYP as they worked collaboratively in their inquiry groups to pull their work together and make their learning visible for others. Adults noted the independence and focus with which the students worked, and the support, encouragement and empathy they showed to each other.

After much hard work, the Grade 5 students were excited and well prepared to share the knowledge, skills, attitudes and deep understandings that they had developed during their time here in the Elementary School.

The students returned once more to their exhibition inquiry groups for a final reflection on their learning journeys. They were asked to frame their reflections in a metaphor. The metaphors were wonderfully creative and diverse, and helped the students to think deeply about their learning journey.

The Grade 5 Exhibition in Metaphors on PhotoPeach

This has been a wonderful summation of their learning during their time in the Elementary School.

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In the final year of the IB Primary Years Program, students conduct personal and group inquiries into an area of their own choosing. These student initiated inquiries are the culmination of the student's growth and learning during their time in the Elementary School.

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Contact:
Annette:  0916-447-4951

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They love the shoeboxes. Thank you everyone who helped us make these children happy...

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Welcome to our Exhibition Learning Logs.

Each week you will post learning logs that discuss what you are learning throughout the Exhibition process.

Each week you will reflect on two or more of the following questions:

What have you learned this week about your individual line of inquiry?

what did you learn about research skills?

What did you learn about working with members of a group?

What did you notice about yourself as a learner?

What did you accomplish this week?

What worked well for your group this week?

What did not work well this week and how can you and your group improve?

What do you hope to accomplish next week?

People around the world can listen to or read your posts. Please remember to review your work before you post it. Be respectful with your comments and please ensure that you are writing with appropriate attention to grammatical conventions. Remember to make your posts interesting so that your audience will enjoy reading it!

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Thank you for taking the time to visit the parent information section of our Exhibition blog! We truly appreciate the support and enthusiasm that you are giving to your children and our grade 5 teachers as they embark on this exciting journey, and integral experience in the Primary Years Programme.

This blog will be your greatest asset in keeping up to date with what's going on in Exhibition, so be sure to check it regularly! It will provide you with an opportunity to open up conversations with your child at home about different elements of the Exhibition, as well as inform you of how you can best support your child as they go through the Exhibition process.

If you were unable to attend the parent information sessions that were held at school, please see the presentation slides below. If you have any questions at all, please do not hesitate to contact your child's teacher or myself, Adam Turner (abturner@rockyview.ab.ca) to engage in a conversation to increase your clarity or knowledge about any element of the Exhibition.

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Thank you for taking the time to visit the parent information section of our Exhibition blog! We truly appreciate the support and enthusiasm that you are giving to your children and our grade 5 teachers as they embark on this exciting journey, and integral experience in the Primary Years Programme.

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