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Excites - Worrisome - Need - Suggestions

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Excites - Worrisome - Need - Suggestions

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I am a proponent of working outside the Unit of Inquiry to maximize student voice and choice. This comes with it's challenges of management, however, with a whole school approach and a long term plan for teaching components bit by bit from grade to grade it is manageable. In this fashion students enter their Exhibition year enthusiastic and prepared for the opportunity it presents them. Scaffolding and differentiation are accomplished through choice, year long development, planners, co-construction of earlier UOIs, conferring and mentoring to support students in reaching their goals.

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The out side has more opportunities for the students as it gives them more choice and agency and also allows to go deeper in their passion . Though the inside gives more structure for teachers, we are all here to support student agency, voice and passion.

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Form my point of view it is better to do the exhibition inside the UOI it it is easier for the kids to easily connect the UOI units with the exhibition.

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I think both inside and outside its own advantages if we plan ahead of time. From my perspective, doing it inside will help students to make connections with UOI. At the same time doing it outside I believe it gives students more freedom to be more independent and explore their PYP exhibition line of inquiries and ATL.

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Share a yearly planner so that students are familiar with what is coming

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Increase field trips and bring in experts (parents/community) on a variety of topics.

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Make use of PTA to find more guest speakers

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Create a list of experts that could be available for the community.

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Co-constructing assessment criteria with the students so that they are provided with relatable check lists.

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Co-create success criteria and expectations with students to allow for ownership and student voice.

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I would recommend, outside POI PYPx because it helps students think outside the box, develop their ability to shape their inquiry process and come up with a challenge or an opportunity that is authentic and personal to them. This might require in making sure they are ready mentally, intellectually and emotionally, and this can be achieved when they inquire through the different TDs throughout the year. This model also helps students to conceptually link this challenge or opportunity to other subject areas.

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Christos' perspectives match our own by:
* wide interests
* how to organize and monitor the process
* wide range of student knowledge (how to manage)

Christos' perspectives that differ from our own:
*4th grade can do PLex while 5th does Exhibition
*too much anxiety; toughen up, butter cup!
*too controlling of the situation.  Chill and let go
*he is all alone.  We have awesome EAs.

Our advice to Christos is develop a strong structure for project-based learning. Allow for student voice, choice and ownership. Help the students set goals for their project and time for reflection as they progress.

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How do these perspectives differ or match our own:

Our group thought many specialist teachers would think this way.
However, our job as mentors is to guide students through the process not necessarily to be the expert in that topic.

Are there people in my school that share these view points?

Yes, many specialists feel this way and it is frustrating that our subject is put on the back burner. This is a busy time of year for us as well.

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Learning in project-based learning is like a carpet. You need to roll it out, little by little, until it is fitted and put properly in place.

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I feel like I have demonstrated the learning profile of an inquirer by showing interest and asking question on what I want to learn more about PYPx.

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Reflection - looking at myself in the mirror and reflect on my teaching instruction and practices, and the opportunities my students have for student agency, passion and action

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Learner Profile I exhibited most today.....

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Learner Profile I exhibited most today.....

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I displayed balance the most as it is Friday afternoon and the day after Meskel. At times, I was able to display joking and fun while hunkering down to work and learn when it counts.

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Ideas and questions were racing in my head prior to this workshop. After group discussions and bouncing off ideas with other participants, it helped me clear out some confusions and now has better understanding on how I can best help our 5th graders for the upcoming exhibition.

Learner Profile: Communicator

I think listening to different ideas shared while reflecting them allow me to formulate new understanding that I'm now able to communicate through.

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Element: Water
Remaining fluid in our thinking opens us up to new strategies and connections.
Learner Profile: Open Minded
I try to approach each PD session with a growth mindset. It's a trap to believe that our experience with something would imply that we have "the way" of it. Keeping an open mind allows us to extend our practice.

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inquirer I have been inquiring about what the exhibition looks like and how best I can support students.

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I gained a depper understanding of action in the PYP exhibition. I understood that it has to be students initiated but it can aslo be done with teacher (Gudied)

I also understand the purpose of the exhibition. One of the purpose is that “to provide students with an opportunity to explore multiple perspectives” and may more.

I didn’t thought or I didn’t know that PYP exhibition can be done outside of the UOI.

I exhibited opened minded to learn and understand more knowledge

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I gained a depper understanding of action in the PYP exhibition. I understood that it has to be students initiated but it can aslo be done with teacher (Gudied)

I also understand the purpose of the exhibition. One of the purpose is that “to provide students with an opportunity to explore multiple perspectives” and may more.

I didn’t thought or I didn’t know that PYP exhibition can be done outside of the UOI.

I exhibited opened minded to learn and understand more knowledge

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Being courageous is like diving in a pool for the first time.

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The LP I exhibited most today was reflective - thinking back on past experiences as a mentor and teacher of PLEX and how I can take what i have learned so far and apply it to the classroom.

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I gained a depper understanding of action in the PYP exhibition. I understood that it has to be students initiated but it can aslo be done with teacher (Gudied)

I also understand the purpose of the exhibition. One of the purpose is that “to provide students with an opportunity to explore multiple perspectives” and may more.

I didn’t thought or I didn’t know that PYP exhibition can be done outside of the UOI.

I exhibited opened minded to learn and understand more knowledge

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Explicit teaching of the ATLs.
How do we assess ATL development?

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Allow student agency when timing and planning for exhibition.

How to plan for a meaningful and engaging mentor input?

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Alignment of ATLs is important to build continuum all through 3 programmes

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Alignment of ATLs is important to build continuum all through 3 programmes

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My understanding is that student agency is the focus for exhibition…co creating assessments, opening inquiry choices etc. Q for tomorrow - what are some guiding practices to guide students through the exhibition process (for mentors)

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The importance of considering perspectives. How do we convince our community that ATLs are how we engage with content?

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I have learned how important ATL’s are in order to have successful PYP Exhibitions

Tomorrow I would like to have insight on how to be a good mentor as a music teacher or specialist teacher in general.

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Connections - Challenges - Concepts - Changes)

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Connections - Challenges - Concepts - Changes)

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Planning Elements
Calendar
The school's learning cycle
Academic Honesty Policy:
Could be more child friendly and aligned across the school
Recommended Resources
Essential Agreements
International Mindedness
ATLs reflections
CI Criteria (Make it more friendly)
Resources (Primary - Secondary)
Note Taking
Actions
Self Assessment

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In the PYP School, music teachers and homeroom teachers collaborate closely, ensuring a cohesive approach to support our students. Our shared goal is to facilitate a successful exhibition, recognizing its significance in imparting lifelong skills to our students. It is a collective effort where everyone's contribution is valued and necessary.

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Specialist teachers need to demonstrate flexibility and a willingness to adapt in order to meet the diverse learning needs of students, particularly when it comes to the PYP exhibition.

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To ensure smooth coordination and prevent scheduling conflicts, it is important to communicate the exhibition timeline to specialist teachers well in advance. This proactive approach allows for the avoidance of overlapping events, such as concerts, which can create excessive stress for both teachers and students.

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2 stars:
-ATLs being visible in the PYPx
-Scaffolding the development of CI and LOI

Wish:
To learn more about scaffolding methods as support to pupils with learning needs (learning variability, IEPs).

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Stars: I find the workshop interactive engaging, eye opening and paced to our learning need.
Wish: I would like to explore more about ATL assessment and explicit teaching of the ATL.

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Stars:
*  Dina was intentional to meet our needs.  On day one, she asked us for our Success Criteria.  She was purposeful to address our criteria and we revisited the criteria throughout the in-service.
* Dina created a warm and inviting environment where everyone felt included and comfortable to share and participate.
* Just as the Exhibition process, Dina allow us to collaborate in the in-service steps and approaches.
* Having members of 3rd, 4th, 5th and specials to offer a wide variety of perspectives

Wish:
*  Moving forward, having a member of leadership at the Exhibition meeting would help clarify "must-dos" and "could-dos" in regard to how PYPx will be run.

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Star - loved the collaborative process with those taking the PD with me - thank you for facilitating that!

Star - I enjoyed our success criteria board and checking in on our learning throughout the 2 days.  It helped to see what other's were wondering about, which helped me better understand the exhibition process (mentor point of view vs G5 teacher)

Star - I enjoyed the different roles of people in the workshop - it helped me understand how my grade (G3) can better support students in skill development so when they reach G5 students are better prepared.

Wish - None that I can think of! I learned a lot about the process of exhibition and now feel better equipt to support as a mentor - thank you!

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Star 1 - engaging planning of the potential PYPx inquiry/unit
Star 2 - potential vertical alignment with G3 and G4, especially simplifying PYP planners for passion project and PLEX projects
Wish - Touch more on the PYPx student planners to come up with an optimal blueprint for it

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Stars
I enjoyed the time we had together on ATL with MYP and DP.
The scaffolding makes it easier for kids who struggle.
Wish
I know how to make Exhibition  be less stressful to all stake holders.

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Stars:
Developed understanding and interacted with conceptual and practical components of the PYPX.
Interactive, tailored and challenging leaving me with lots to discuss and collaborate on.
Wish:
It'd be lovely to spend a bit more time together with the topics and engagements. Perhaps room enough for a three day workshop.