Student

Guidelines






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 purpose

p. 3

PYP Essen)al Elements

p. 4

TD Theme & Central Idea

p. 5
Major Features


p. 6-7
Ac)on in the PYP p. 8-9

My Responsibili)es

p. 10
PYP Exhibi)on Timeline
p.p. 11-12
Student UOI concept m ap
p. 13
Learner Prole p. 14

A[tudes p. 15
Lets get planning! p. 16
Group topic and concepts
map p. 17
Midway checklist self assessment p. 18

Forming ques)ons p. 19

PYP Exhibi)on
Purpose

To engage in an in-depth collabora)ve inquiry

To have an opportunity to demonstrate your independence and responsibility for
your learning
To explore dierent perspec)ves
To use and reect on everything you have learned during your )me in elementary
school
To demonstrate how you can take ac)on
To unite students, teachers, parents and other members of our community in a
collabora)ve experience that includes the essen)al elements of the PYP
To celebrate the transi)on from ES to MS

Your Role

what you are doing and why you are doing it
Understand
Plan
i
n
y
our
roup write essen)al agreements, team goals, central idea, lines of
inquiry, ask qgues)ons,
research

Demonstrate an understanding of the Learner Prole

Show that you understand the 5 essen)al elements - knowledge, concepts, skills,
a[tude and ac)on
Use a variety of resources and strategies e.g. interviews, rst-hand experiences, eld
visits, working models
Communicate eec)vely with your peers, teachers, parents and mentors
Reect regularly on what you do - keep a process journal. This is where you document
your work - drawings, photographs, links to sources etc. It is a way of showing the
process you are working through.
Celebrate your eorts by displaying what you have done for the rest of the GWA
community to see. Exhibi1on Evening is on Wednesday 3rd June, 2015 and school
community presenta1on is on Thursday 4th June.

PYP 5 Essen)al
Elements


Concepts (key and related)

Knowledge (Content - topics/facts, understandings)


Skills (TD skills and Subject
specic)


A[tudes (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 all of the P YP key concepts will be
addressed


Related concepts You w ill choose to inquire into
concepts connected to the
central idea that are of
interest to you


Learner Prole - all of learner
prole aJributes will be
addressed


AKtudes - all of the aKtudes will be addressed

TD Skills - all of the PYP TD skills will be addressed

Major features that should be

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

You will be making authen1c connec1ons, where possible, to all aspects of

the 5 Essen1al Elements throughout the process and during the
presenta1on.

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

AEtudes
We develop interna)onal mindedness by developing a set of a[tudes that
will help us to become global ci)zens.
These a[tudes 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 your 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 should be related to topics of study. You will select three related
concepts for your exhibi)on.

Transdiciplinary skills
Within the search for conceptual understanding of a topic, it is important that
you 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

Communica1on 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

Ac1on
You 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. You are encouraged to think of a variety of ways to take ac1on!

ACTION IN THE PYP

A successful exhibi)on keeps the following statement at the forefront of planning. 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 and problems.

Below is a table displaying the ini)al whole team planning centred around this statement.
Students are required to engage in a collabora1ve, transdisciplinary inquiry process that involves
them in

ACTION
How is your ac)on project coming along? What resources will
you need to complete the task? What is your plan for
acquiring the resources?

My Responsibili)es
Your mentor acts as a guide and sounding board for your
group inquiry. You will meet with your mentors at least once
a week (during the school day).

It is not the mentor's job to provide you with the answers
to your inquiry ques1ons. Instead, they might help you
narrow your areas of inves)ga)on; suggest direc)ons you
may take your 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:

BE RESPONSIBLE AND INDEPENDENT
Read your )meline and be sure to be ready to discuss
what you need to do each week.
Complete your responsibili)es
Keep a record of your thinking in your process journal
Document your research in your own Google document,
and be prepared to share the informa)on. Be sure to keep
all your online planning, informa)on and research in your
groups folder in Google.
Find ways to demonstrate to your mentor your applica)on
of the TD skills.
Par)cipate in discussions

PYP Exhibi)on Timeline

Demonstra1ng understanding and applica1on of the ve essen1al elements

Week 1 & 2
Look at the rubrics, summa1ve and forma1ve 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 a[tudes?
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 auributes 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 Integra1on
How are you synthesizing your notes? (A wriuen 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, leuers, 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 ge[ng 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 ac1on 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 Exhibi1on 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 you will
demonstrate in rela)on to your
central idea (embedding the
essen)al elements in the UOI)

Cut out the PYP learner prole and aEtudes and glue them into your process
journal where you demonstrated them. AEtudes are on the next page!

PYP AEtudes

Make connec)on between your topic and the

related concepts in the
PYP Exhibi)on central idea.