Student Guidelines 3-‐4 June, 2015 PYP
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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 Profile p. 14 A[tudes p. 15 Let’s 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
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To engage in an in-‐depth collabora)ve inquiry To have an opportunity to demonstrate your independence and responsibility for your learning To explore different perspec)ves To use and reflect 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 ² Understand Plan i n y our roup – write essen)al agreements, team goals, central idea, lines of ² inquiry, ask qgues)ons, research ² ² ² ² ² ²
Demonstrate an understanding of the Learner Profile 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, first-‐hand experiences, field visits, working models Communicate effec)vely with your peers, teachers, parents and mentors Reflect 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 efforts 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 ① Concepts (key and related) ② Knowledge (Content -‐ topics/facts, understandings) ③ Skills (TD skills and Subject specific) ④ A[tudes (Learner Profile) ⑤ 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 finite r esources with other people and with other living things; communi5es and the rela5onships within and between them; access to and conflict 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 Profile -‐ all of learner profile 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 Profile Becoming interna)onally minded means achieving applica)on of the learner profile. We strive to be: Inquirers Caring Risk-‐takers Open-‐minded Thinkers Reflec)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, confidence, 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? Reflec)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 conflict, 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 findings Self-‐Management skills – gross motor skills, fine 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 offering 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: ² BE RESPONSIBLE AND INDEPENDENT ² Read your )meline and be sure to be ready to discuss what you need to do each week. ² Complete your responsibili)es ² Keep a record of your thinking in your process journal ² 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. ² Find ways to demonstrate to your mentor your applica)on of the TD skills. ² Par)cipate in discussions
PYP Exhibi)on Timeline Demonstra1ng understanding and applica1on of the five 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 profile 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 student’s individual Google doc, named and dated and moved into the shared folder on Google drive. We can then see each student’s contribu5on to the project. Collabora5on will occur with reference to everyone’s informa5on. Student’s may comment on each other’s 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 profile 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 different 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 confidently 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 five 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 profile 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.