The PYP Exhibition 2015-2016

Find a Partner

• Rock and roll
• Disco Dancing
• Jizzy Jazzy

What do you remember from visiting other School’s PYP Exhibition?

Purpose

• for students to engage in an in-depth, collaborative inquiry
• to provide students with an opportunity to demonstrate independence and responsibility for their own learning
• for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP
• to demonstrate how students can take action as a result of their learning

Role of student

• Students will: participate in selecting a real-life issue or problem for the exhibition develop the inquiry by helping to decide on a central idea, lines of inquiry and student questions demonstrate an understanding of the components of the PYP, in particular the IB learner profile demonstrate an understanding of the five essential elements—knowledge, concepts, skills, attitudes and action use a variety of source materials, such as first-hand experiences, interviews.

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• surveys, field visits, artifacts, science investigations, working models, not just book and/or Internet research be academically honest when referring to their sources of information reflect on the components of and processes involved in the exhibition; keep a journal or portfolio of their planning, draft pieces of work, sketches and photographs of work in progress as well as the final product

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Skills

• are things that you learn to do well and that will help you get a job done

Transdisciplinary

• means that you can use the skills in almost anything you do at school and even outside of school

Balancing on top of a ball is a skill

• but is it a skill that you can use most of the time?

Playing the violin is a skill

• but is it a skill that you can use most of the time?

Let’s think of some skills that we can use most of the time,whether we are in

• Math, Art, P.E. or language classes,

transdisciplinary skills

• Thinking skills Research skills Communication skills Social skills Self-management skills

Inquiry Process

• We spend time tuning in to the evidence that we already have about what it is is not going right and we wish to improve. We spend time finding out more, particularly if our knowledge, understanding and skills in this area of teaching and learning need to be furthered. We may sort out the ideas / ways for possible action, by prioritising them or determining one improvement for the time being (a marginal gains approach). We may spend more time digging deeper into the specific area for improvement. We may then draw conclusions about what we have to do; we now know why we have to make changes, what we are going to do to improve student learning and how we will go about doing it. Finally, we take action, we put our reflection into practice and as we do so we begin to reflect again – we are constantly seeking to get better at what we do for students

Key Concepts

• Form (How does it look like?) Function (How does it work?) Causation (Why does it happen? How does it happen?) Connection (How is it connected to other things?) Perspective (What are the perspective?) Change (How does it change?) Responsibility (What is our responsibility?) Reflection (How do we know?)

Transdisciplinary Theme:How We Organize Ourselves