GEMS

World Academy
Singapore
3-4 June, 2015

PYP Exhibi)on

Mentor
Guidelines

Be the Change You Want to See in the World

Mahatma Gandhi

Contents
Contents

PYP Exhibi)on

PYP Essen)al Elements

TD Theme & Central Idea
Major Features

Im a Mentornow what??

My Role as a Mentor

My Responsibili)es

Posing Ques)ons & )meline
UOI Concept Map
Student UOI concept map

p.2

p. 3

p.4

p.5

p. 6-7

P. 8

p. 9

p. 10
p.p. 11-12

p.13

p.14

PYP Exhibi)on
In the nal year of the IB PYP program, students par)cipate in a
culmina)ng project known as the Exhibi)on. Students are required to
engage in a collabora)ve, transdisciplinary inquiry process that
involves them in iden)fying, inves)ga)ng and oering solu)ons to real-
life issues or problems. The central idea selected must be of sucient
scope and signicance to warrant a detailed inves)ga)on by all
students.

They do this by applying the understandings and skills they have
developed through the ve essen6al elements of the PYP.

The PYP exhibi)on has a number of key purposes:

vTo unite the students, teachers, parents and other members
of the school community in a collabora)ve experience that
incorporates the essen)al elements of the PYP
vTo provide students with an opportunity to demonstrate
independence and responsibility for their own learning
vFor students to engage in an in-depth, collabora)ve inquiry
vTo provide students with an opportunity to explore mul)ple
perspec)ves
vFor students to synthesize and apply learning of previous
years and to reect upon their journey through the PYP
vTo provide an authen)c process for assessing student
understanding
vTo demonstrate how students can take ac)on as a result of
their learning
vTo celebrate the transi)on of learners from elementary to
middle/secondary educa)on.

PYP 5 Essen)al
Elements


Concepts (key and related)

Knowledge (Content - topics/facts, understandings)


Skills (TD skills and Subject
specic)


Aptudes (Learner Prole)


Ac)on (what we do in response to what we learn)

Transdisciplinary Theme: Sharing the Planet

An Inquiry into rights and responsibili5es in the

struggle to share nite r esources with other people
and with other living things; communi5es and the

rela5onships within and between them; access to
and conict resolu5on.
equal opportuni5es; peace

Central Idea:
risks and opportuni5es
People can face challenges,
throughout their lives.


Key Concepts


Related concepts Students will choose to inquire
into concepts connected t o the central idea that are
of interest to them



Learner Prole
AItudes



TD Skills

Major features that should be

evidenced throughout the Exhibi)on
and be on display at the
presenta)on

Students will be making authen6c connec6ons, where possible, to all

aspects of the 5 Essen6al Elements throughout the process and during the
presenta6on.

Learner Prole
Becoming interna)onally minded means achieving applica)on of the learner
prole. We strive to be:

Inquirers


Caring
Risk-takers


Open-minded
Thinkers


Reec)ve
Knowledgeable

Balanced
Communicators

Principled

ADtudes
We develop interna)onally minded students by ins)lling in them a set of
aptudes that will help them to become the traits of the learner prole.
These aptudes are:

Apprecia)on, commitment, condence, coopera)on, crea)vity, curiosity,
empathy, enthusiasm, independence, integrity, respect and tolerance.

Key Concepts
The key concepts should be shown through the use of key ques)ons that
guide student inquiry. The key concepts include:

Form What is it like?
Func)on How does it work?
Causa)on Why is it like it is?
Change How is it changing?
Connec)on How is it connected to other things?
Perspec)ve What are the points of view?
Responsibility What is our responsibility?
Reec)on How do we know?

Related concepts
Related concepts are powerful ideas that have relevance within subject areas.
They can be related to topics of study. Students will select two or three
related concepts for their exhibi)on.

Transdiciplinary Skills
Within the search for conceptual understanding of a students topic, it is
important that the student apply appropriate skills in the construc)on of
meaning. These skills include:

Social Skills Accep)ng responsibility, respec)ng others, coopera)on,
resolving conict, group decision making and adop)ng a variety of group
roles

Communica6on Skills listening, speaking, reading, wri)ng and non-verbal
communica)on

Thinking Skills Acquisi)on of knowledge, comprehension, applica)on,
synthesis, evalua)on, dialec)cal thought and metacogni)on

Research Skills formula)ng ques)ons, observing, planning, collec)ng data,
recording data, organizing data, interpre)ng data, presen)ng research
ndings

Self-Management Skills gross motor skills, ne motor skills, spa)al
awareness, organiza)on, )me management, safety, healthy lifestyle, codes of
behavior and informed choices

Ac6on
All students must complete an authen)c and appropriate ac)on project. This
may take place at school or away from school with supervision and parent
permission. Students are encouraged to think of a variety of ways to take
ac)on!

Im a Mentor
..Now What???
1. You will be assigned a group to work with.
2. The group will set up a mee)ng with you for the ini)al and consequent
weekly mee)ng dates/)mes.

3. They will review their Central Idea, Lines of Inquiry, current research, and
any ac)on they have ini)ated or are planning.

4. The group will carry out their research,
mee)ng with you along the way
for guidance and facilita)on.

5. As they gather the necessary data, you assist with strategies to organize
their informa)on (Exhibi)on learning journal, Google docs etc.)

6. The group must think about how they will show what they know and
what they did and/or going to d o.
7. Each )me you meet, you refer t o the criteria checklist and rubrics and
provide descrip)ve feedback in their learning journals or Google docs,
and help students develop next steps.

8. In the week before the Exhibi)on
presenta)on, you will spend addi)onal
)me suppor)ng students as they prepare their display and prac)ce their
presenta)on.

9. When the group presents on the nal presenta)on day, you visit to

provide your support.

you will complete a nal reec)on and
10. Awer the Exhibi)on presenta)on,
submit your forma)ve assessment checklist to the classroom teacher.

My Role as a Mentor
Encourage and support the eorts of the students
Suggest/provide resources

Help interpret dicult informa)on

Facilitate interviews/telephone calls

Oer sugges)ons for ac)on

Assist with focus to topic/central idea

Help with organiza)on
Document all mee6ngs Sign
the students exhibi6on
journal/ folder and jot down feedback and pose ques6ons
forward
that help to move the inquiry









Ask ques)ons

My Mentor Responsibili)es
The mentor acts as a guide and sounding board for the students. Students to meet
with their mentors at least once a week (during the school day).

It is not the mentor's job to provide the students with the answers to their inquiry
ques6ons. Instead, mentors might help students narrow their areas of inves)ga)on;
suggest direc)ons they may take their research; suggest possible sources of
informa)on etc.

Here are a few key points that should be addressed in the mee)ngs with your group:

Time-line: Please follow the mentor )meline (pages 11-12) to help keep students on
track). If they need to meet with people for interviews, set up appointments, search
the internet, make phone calls, etc. these things should be noted and followed up at
the next mee)ng. Students should have a list of mee)ng dates with you.

Ideas!!!! Most of your mee)ng will probably be spent brainstorming, listening to, and
discussing ideas of how to move forward. Throughout and at the end of the process,
you will be asked for your feedback on each student par)cipa)on, work ethic,
communica)on, group work etc. A rubric will be provided.

Posing Ques)ons)meline
Demonstra6ng understanding and applica6on of the ve essen6al elements

Week 1 & 2
Look at the rubrics, summa6ve and forma6ve together - discuss
Why did you choose this topic?
What connec)ons have you made between the central idea, the TD theme and your
topic?
How are your topics connected to your related concepts?
Tell me what you have found out about your topic so far?
Where/how are you documen)ng how you are demonstra)ng the learner prole
and aptudes?
I will be providing feedback in your learning journal.
Have you a plan for )me management?

All research should be typed into each students individual Google doc, named and
dated and moved into the shared folder on Google drive. We can then see each
students contribu5on to the project. Collabora5on will occur with reference to
everyones informa5on. Students may comment on each others contribu5ons.
Later, cri5cal documents will be printed to share at the Exhibi5on. Help students to
determine which pieces to print.

Week 3
Explain the reasons why the people you are inves)ga)ng experienced challenges,
risk and opportuni)es.
Can you describe the learner prole ayributes of the stakeholders involved in the
event? Where have you documented this?
How are you doing with loca)ng resources? Can you show me them?
What primary resources will you use?
How is your note-taking going? Can I see your note-taking in you Exhibi)on journal?
Start thinking about how you will present the informa)on. Who would best be able
to help you with ideas. Make an appointment to see them.

Language Integra6on
How are you synthesizing your notes? (A wriyen report answering each ques)on
does not form part of your presenta)on)
What is your organiza)on strategy for turning your notes into a presenta)on (i.e.
are you planning to use graphic organizers or story maps, videos or other
technology integrated performance pieces, diagrams, leyers, brochures, art work,
dance performances, speech arts, music performance). This will be reviewed
throughout the process.
Have you started that?
If yes May I see it? Have you considered?
If no Can I help you get started with that?

Academic Honesty: Are you documen)ng your resources in the bibliography sec)on? Where
are you gepng your images from (crea)ve commons). Ask Mr. Dempsey if you need help with
this.

How is your group collabora)ng?.

Week 3, 4-5
How is your ac6on project coming along? What resources will you need to complete the
task? What is your plan for acquiring those resources?

Week 4-5
What are the dierent perspec)ves of the stakeholders involved in your topic? Can you show
me your concept map that explains this.
What TD skills have you been applying during the process? Show me the evidence in your
process journal or documents in your Google folder.
Show me your notes. Can I help you sort your notes out what is most important?
What ac)on have you taken so far? Where have you documented this?

How is your inquiry into the related concepts and topics helping you to understand the
central idea?
How is your research and notes demonstra)ng connec)ons between the topics and
concepts? (key and related concepts).
What are you thinking in terms of your presenta)on
What type of technology are you thinking about using for your presenta)on? Why?
Is there a way to tailor your presenta)on to meet the needs of various audiences? E.g. young
students or adults?
Have you completed a paper plan for your presenta)on oral and visual? Can I see it?
If yes May I see it? Have you considered?
If no Can I help you get started on that?

About the Display
Have you thought about the colour scheme,?
What might be the best way to present key informa)on? (not too much technology, not too
much paper or too much text).
What will you need? How much space will be required?
Can you speak clearly and condently about what is on display and the process you have
been through? If so, what are your thoughts?

Week 6 (Week 7 is Exhibi6on week).
Have you completed your concept map of the ve essen)al elements? If yes, can you show
me? If no, do you need help with this?
How will you display the concept map informa)on
Have you checked that published work has no typos or gramma)cal errors (students and
mentors to check sow copies before prin)ng).
Have you prac)ced what you will say during your presenta)on?




________________________________________________________________________

Concept Map showing

the understandings that
students will have in rela)on to
the central idea (embedding the
essen)al elements in the UOI)